The world around us is a miracle under our feet 3. Development of a lesson on the world around us on the topic “A miracle under our feet. Miracle under your feet

You named the main property of soil – fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil).

Work in pairs. Open the workbook on p.50.

What do we have to do? (carry out practical work to study the composition of the soil)

What is the purpose of our research? (determine what is included in the soil)

Consider the equipment prepared for practical work on your desk. Do you know the name of these devices? After consulting with your neighbor, in your notebook, use an arrow to connect the picture of the equipment and its name.

Safety training

Read the instructions for the first experiment carefully. How will you perform this experiment? (take a glass of water and throw a lump of dry soil into it, observe)

What interesting things did you see? (bubbles rise upward - this indicates that there is air in the soil)

Carefully read the instructions for experiment No. 2. How will you perform this experiment?

(pour a lump of fresh soil onto the glass, secure the glass in a holder, heat it evenly over the fire, hold the cold glass over well-heated soil)

What are you observing? (droplets of water appeared on the glass - there is water in the soil)

Well done! Let's write the conclusion in our notebook.

Now each group will receive a task - to complete an experiment. Name the algorithm (order) for performing the experiment. (we carefully read the task, select the necessary equipment, discuss the order of its implementation, clearly carry out the task according to the instructions, observe, draw a conclusion, prepare for the work report)

Experiment No. 3 is performed by group 1, No. 4 by the second group, No. 5 by the third group. You can argue and defend your point of view! Finish of work at the bell.

Children perform experiments, draw conclusions, and prepare their reports.

Group 1: when the soil was heated, they felt an unpleasant odor - there was humus in the soil.

Group 2: gray soil (no humus) was poured into a glass of water - first a red-colored substance settled to the bottom, and then a gray one. Conclusion - the soil contains clay and sand.

Group 3: took a few drops of water from the first experiment, dripped it onto the glass and held it over the fire. The water evaporated, leaving a mark on the glass - there are mineral salts in the soil.

Each conclusion is recorded in a notebook.

Based on the experiments done, try to draw your own conclusions about what is included in the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the findings in the appendix on p. 91.

Fine! Us. 51 find the group assessment card for conducting practical work, fill it out.

We correctly named the equipment for the experiments.

Our findings coincided with those in the appendix

We correctly determined the composition of the soil, but formulated our conclusions inaccurately. We made mistakes in determining the composition of the soil.

Physical education minute

Come on guys

Everywhere we live

Let's plant trees

Let's plant gardens!

There are many of us, guys.

May each of us

Even a bush for the garden,

He'll plant it now.

Guys, you told me that the soil turns out to be a home for many animals. Carefully look at the picture in the textbook on p. 74-75. Determine what animals live in the soil. (wood mouse, mole, mole cricket, worms, centipede,..)

What do animals of different groups, insects and animals living in the soil have in common? (similarity in the structure of the forelimbs - adaptation to life underground)

Express your guesses about how these animals affect soil fertility. (children's answers)

Whether you are right or not entirely, you can check yourself by listening to my story. Your task: listen carefully and, as my story progresses, draw up a diagram in front of you on your desk “What do plants get from the soil?” (each child has a set of words and pictures, from which a diagram is made - one or two children work at the board)

What do plants get from the soil? The roots of the plant breathe the air contained in the soil. They absorb water from the soil. Plants absorb dissolved mineral salts along with water. These salts are nutrients without which plants cannot live.

We saw that there is little salt in the soil. Plants could quickly use them up, but this does not happen. The supply of salts in the soil is constantly replenished thanks to humus. The humus slowly, gradually collapses, turning into salts. Therefore, the more humus in the soil, the more fertile it is.

Animals living in the soil make passages in it, where water and air easily penetrate. Animals also mix the soil and crush plant remains. This way they increase soil fertility.

We check those who worked at the board according to the model. We draw a conclusion from the table you get. (Plants receive air oxygen, water, humus from the soil; destroyed humus turns into salts, which together with water are called dissolved mineral salts)

Are your assumptions correct about the influence of animals living in the soil on its fertility? (children's answers)

Spiders - cross-worts - are the most skilled craftsmen - weavers. Their web is not only gray, but also silver and even golden. “Is it possible to weave fabric from it?” people thought more than once. And one day in China there was a master who wove silk fabric from spider webs. He put the spider in a cage, fed it flies, and the spider released a web, which the master wound on a reel. Then a fabric was woven from it, called the “Fabric of the Eastern World.” But there was not much of it, because it was difficult to get a web. And yet, in the 17th century, King Louis 14 of France (he was called the “Sun King”) sported stockings and gloves woven from cobwebs. Later in France they tried to get more spider webs to make fabric for a parachute. The web is light and transparent. But the weavers did not have enough patience. However, the spiders themselves use their webs as a parachute. Little spiders crawl onto a leaf, release a long web, the wind picks it up, and the spider flies like a little traveler.

Who is talked about in Shibaev’s poem “Friends Joined Hands”? One day we went for a walk in the dark forest in the evening. A stenographer, a topographer, a gardener, and a woodcutter and a mushroom picker. They scattered in the forest. Some treated themselves to tasty bark, some to fungus - a stenographer, a topographer, a gardener, and a woodcutter with a mushroom picker. But then a little birdie flew in, and into her mouth they went - entirely - a stenographer, a topographer, a gardener, and a woodcutter and a mushroom picker. About insects. Names given by scientists to some insects.

In R. Kipling's book "Mowgli" the Little People did not like the smell of humans. What kind of insects are hidden under this name? Remember why Mowgli rubbed himself with wild garlic? The Little People are wild bees. Mowgli rubbed himself with garlic to scare away the bees while he was running away from the red dogs.

Monuments to insects There are monuments to bees in Poland and Japan. The most unexpected monument stands in the USA, Alabama. This is a fountain depicting the goddess of fertility, Ceres. In her hand she holds a bowl with a bronze beetle - a weevil. And on the base there is an inscription explaining why the beetle was given such an honor. “As a sign of deep gratitude to the boll weevil for the indicated path to well-being, this monument was erected by the citizens of the city of Enterprise, Alabama, USA.” It turns out that many years ago, beetles rendered entire fields of cotton grown by local farmers unusable. The tortured farmers stopped poisoning their fields with pesticides, instead of cotton they began to plant peanuts, began to reap rich harvests and became rich. This is how the weevil helped farmers.

Developing a lesson on the world around us
3rd grade, educational complex "Perspective"
Lesson topic: “A miracle under your feet”

Teacher:
Volkova Marina Valerievna
primary school teacher, Municipal Educational Institution Secondary School No. 1, Maloyaroslavets

TECHNOLOGICAL MAP OF STUDYING THE TOPIC
Lesson “discovering new knowledge”, built on the basis of an activity-based, research method
Subject
Miracle under your feet

Target
Determine the composition of the soil experimentally; cultivate a caring attitude towards the soil.

Planned result
Subject Skills
UUD

Characterize the composition of the soil. Know the terms soil, fertility, humus, mineral salts.
Mastering accessible ways to study nature (experimentally)
Personal:
- formation of a personal emotional attitude towards the soil (caring attitude towards soil fertility).
Regulatory:
- performing tasks in accordance with the goal and work plan, purposefully searching for an answer to the question posed.
Cognitive:
- during practical work, determine what is included in the soil.
Communicative:
- developing the ability to communicate in a group.

Meta-subject skills

Mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation. Mastering the logical actions of analysis, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts.

Organization of space

Forms of work
Resources

in groups
practical work
-Teacher The world around us, grade 3, part 1, page,
-Workbook on the world around us, part 1, pp. 50-51. - Methodological manual “Lessons on the world around us”, 3rd grade. M.Yu. Novitskaya, N.M. Belyankova, “Enlightenment” - M., 2010.
- Internet resources (musical composition “I look into the blue grain”, music by L. Afanasyev, Lyrics by I. Shaferan)
- Equipment for practical work
- Interactive voting system
- Interactive system MIMIO

Lesson stage
Lesson content
Characteristic
activities of students and teachers
UUD

Stage I. 10 minutes Motivation for activity
The goal is to motivate students to continue studying the topic “The Miracle Under Your Feet”
Organizational moment
Problem situation
Music sounds - the first verse of the musical composition “I look into the blue lakes” (music by L. Afanasyev, lyrics by I. Shaferan).
- What topic did we work with in the last lesson?
- What interesting things did you learn about this topic?
-Let's evaluate our knowledge. How do we do this?
- Using a test.
Children work through the test using a voting system.
Test.
1 Soil is
A) natural substance
B) the top fertile layer of soil
B) I find it difficult to answer
2 The main property of soil
A) soil is a home for animals
B) fertility
B) I find it difficult to answer
3 Soil science
A) soil science
B) soil science
B) soil science
4 Created the science of SOIL SCIENCE
A) V.V. Dokuchaev
B) K.E. Tsiolkovsky
B) V.I. Dahl
5 The composition of the soil includes:
A) land
B) water, air, humus, sand, clay, mineral salts
B) I find it difficult to answer
After the test, an analysis of the diagram of correct execution is carried out.
- Why do you think we didn’t pass the test 100%?
- What question caused you difficulty?
- Was it easy to answer the fifth question?
- How did you know the answer?
- Can we make sure that the soil contains water, air, humus, sand, clay, and mineral salts?
- Where should you go to find out the composition of the soil (to the laboratory)
- - Today we will be scientists from the laboratory.
- Which scientist will we get to? (To you. to Dokuchaev)
The teacher sets the children up for the desired wave of the lesson.
Students formulate the topic of the lesson by making assumptions, working in a group, and guessing a rebus.
Regulatory:
together with the teacher, discover and formulate an educational problem

Communicative:

Stage II. 25 minutes Intellectual and transformative activity
The goal is to develop in students the ability to self-organize in solving an educational problem

You named the main property of soil – fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil)
- We work in groups. Open the workbook on p.50.
- What do we have to do? (carry out practical work to study the composition of the soil)
- What is the purpose of our research? (determine what is included in the soil)
- Look at the equipment prepared for practical work on your desk. Do you know the name of these devices? After consulting with your neighbor, in your notebook, use an arrow to connect the picture of the equipment and its name.
Safety training
- Read the instructions for the first experiment carefully. How will you perform this experiment? (take a glass of water and throw a lump of dry soil into it, observe)
- What interesting things did you see? (bubbles rise upward - this indicates that there is air in the soil)

- Carefully read the instructions for experiment No. 2. How will you perform this experiment?
(pour a lump of fresh soil onto the glass, secure the glass in a holder, heat it evenly over the fire, hold the cold glass over well-heated soil)
- What are you observing? (droplets of water appeared on the glass - there is water in the soil)
- Well done! We record the conclusion in a notebook.
Fizminutka
- Experiment No. 3 is performed by group 1, No. 4 by the second group, No. 5 by the third group. You can argue and defend your point of view! Finish of work at the bell.
Children perform experiments, draw conclusions, and prepare their reports.
Group 1: when the soil was heated, they felt an unpleasant odor - there was humus in the soil.
Group 2: gray soil (no humus) was poured into a glass of water - first a red-colored substance settled to the bottom, and then a gray one. Conclusion - there is clay and sand in the soil.
Group 3: took a few drops of water from the first experiment, dripped it onto the glass and held it over the fire. The water evaporated, leaving a mark on the glass - there are mineral salts in the soil.
Each conclusion is recorded in a notebook.
- Based on the experiments done, try to draw your own conclusions about what is included in the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the findings in the appendix on p. 89.
- Fine! Us. 51 find the group assessment card for conducting practical work, fill it out.

We correctly named the equipment for the experiments
Our findings coincided with those in the appendix
We correctly determined the composition of the soil, but formulated the conclusions inaccurately
We made mistakes when determining soil composition

A representative from the group makes a conclusion about the work of the group

To make sure you have a good understanding of the topic, each group will make a soil diagram. To do this, you have paper and markers on your tables.
Groups work and post their diagrams on the board.
The eldest in the group comments on the diagram.
The check follows the diagram on the board.

13 SHAPE \* MERGEFORMAT 1415

During practical work, students determine what is included in the soil. At the same time, an algorithm is drawn up for performing the work for each experiment. They draw conclusions, record them in a workbook, and report on their experience and observations to the class. Fill out a group assessment card for conducting practical work.
The teacher helps children in drawing up an algorithm for performing the experiment and making conclusions in the correct form.

The guys make a diagram from the proposed elements. Check your diagram against this example.

Regulatory:
- while working, check your actions with the goal and, if necessary, correct mistakes with the help of the teacher.
Cognitive:
- in the course of practical work, determine what is included in the composition of the soil, process the information received: draw conclusions based on generalization of knowledge.
Communicative:
- developing the ability to communicate in pairs and groups.

Communicate your position to others: express your point of view and try to substantiate it by giving arguments.

Regulatory:
-in dialogue with the teacher, develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on the existing criteria.

Regulatory:
- performing a task in accordance with the goal, purposefully searching for an answer to the question posed.
Personal:
- formation of a personal emotional attitude towards the soil (caring attitude towards the fertility of the soil, towards the animals that form the soil).
Cognitive:
-convert information from one form to another: present information in the form of text, tables, diagrams.

Stage III. 6 minutes Reflection activity
The goal is self-assessment of performance results, awareness of the limits of application of new knowledge Creating a situation of success.
- Our lesson ends. Evaluate your work in class. The assessment is carried out using an interactive voting system. After making a choice, children work with the “Result of Selection” diagram

A) excellent
B) good
C) today I didn’t succeed in everything
Children conduct self-assessment
give examples of applying the acquired knowledge in life.
General educational educational activities: reflection on methods and conditions of action, control and evaluation of the process and results of activity.

Stage IV. 2 minutes
Monitoring student activities. Homework
The goal is the use of a new method of action, individual reflection on achieving the goal.

So, homework. Textbook p. 77, answer the questions in the “Let’s test ourselves” section. You can choose to complete the task. Take cards according to your abilities.
Blue card - in the atlas or other source, find information about soil animals - moles and mole crickets. Write a short story about them.
Red card – in the book “The Giant in the Glade” read the story “Respect the Life of the Earthworm.” Answer the questions: What new did you learn from the story? How do you feel about earthworms? What can this story teach you?
Green card - scientists argue that soil cannot be classified only as inanimate or only as living nature. Inanimate and living nature seem to be united in it. Do you agree with this statement? Explain, give your examples.

The teacher gives instructions on preparing for the next lesson, offers the second part of the homework to choose from, and observes the children’s choices. Students choose a creative task that they can do at home.

General educational learning activities: independent creation of ways to solve problems of a creative and exploratory nature.

Lesson from the world around us
3rd grade, educational complex "Perspective"
Lesson topic: “A miracle under your feet”

Lesson developed by: Zakharova Elena Nikolaevna
primary school teacher, Municipal Educational Institution "Secondary School No. 10"

G. Ukhta
2018

ROUTING
Lesson “discovering new knowledge”, built on the basis of the activity method
Theme: Miracle under your feet
The purpose of the topic is to provide an understanding of soil, its fertility and importance for plants, animals and humans; about humus, its formation and importance for soil fertility; cultivate a caring attitude towards soil fertility and towards the animals that form the soil.
The main content of the topic, terms and concepts An idea of ​​the soil and its composition.
Terms: soil, fertility, humus, mineral salts, soil science.
Planned result Subject skills UUD
They will learn to characterize the composition of soil, the role of soil in nature and the role of living organisms in soil formation. Know the terms soil, fertility, humus, mineral salts. Personal:
Regulatory:
Cognitive:
- during practical work, determine what is included in the soil.
Communicative:
Organization of space
Interdisciplinary connections Forms of work Resources
Literary reading
Technology
art
Music
Frontal life safety
in pairs
in groups
individual work
practical work -Uch. The world around us, grade 3, part 1, page,
-Workbook on the world around us, part 1, pp. 50-51. - Methodological manual “Lessons on the world around us”, 3rd grade. M.Yu. Novitskaya, N.M. Belyankova, “Enlightenment” - M., 2010.
- Internet resources (musical composition “I look into the blue lakes”, music by L. Afanasyev, Lyrics by I. Shaferan)
Presentation (smart)
- Equipment for practical and group work (interactive whiteboard, microscope, laptop, testing system, graphics tablet)

Lesson stage Lesson content Characteristics
activities of students and teachers of UUD
Stage I. 6 minutes Motivation for activity
The goal is to motivate students to study the topic “A miracle under your feet”
Organizational moment
The nut of knowledge is hard,
But still we are not used to retreating
Curiosity will help us
discoveries are made here
Presentation. Which section of the environment? study the world? Why was it called “the world as a home”?
What have you already found out? What everything is made of, the properties of water, air, rocks and minerals.
Smart testing
I suggest you test your knowledge and take the test. Turn on the remotes. Smart test.
Test, identifying the location of the difficulty, determining the boundaries of knowledge and ignorance.
Which question was the most difficult? Why? Haven't studied this yet.
Look at the plants (in a vase and in a pot). Which plant do you think will live longer? Why? What does a plant need to live? Sun, air, water, soil...
Problem situation
And if you can’t answer the question right away, then what are you missing? Knowledge
What questions would you like answered? …..

Who guessed what we will talk about in today's lesson?

Formulate the topic of our lesson. (Soil)

What do you think is wonderful about the land we walk on? (children's assumptions)

Look at the table of contents, what did the author of the textbook call it? Why?
- They also say about the soil “a miracle under your feet.” What's so wonderful about her? What goal will you set for yourself today in class? Goal: Determine why soil is a miracle?
Is it so important for a person to know everything about the soil and be able to use it?
Where in life can you apply these skills?

What learning skills will you need in class today?
- Read, observe, compare, draw conclusions.
What should you do first? To make a plan.
Plan
1. what is soil
2. soil composition
3. soil properties
4. What's wonderful about soil?
5. soils in the Republic of Kazakhstan
6. soil protection The teacher sets the children up for the right wave of the lesson.
Students formulate the topic of the lesson by making assumptions, working in a group, and guessing a rebus. Regulatory:
together with the teacher, discover and formulate an educational problem

Communicative:
- developing the ability to communicate in pairs and groups.

Communicative:
Stage II. 9 minutes
Educational and cognitive activity
The goal is to develop students’ understanding of soil and its composition.
- Who knows what soil is? (children's assumptions)
Working with a dictionary entry. Underlining the main thing, the fundamental one.
Soil is the top fertile layer of the earth. Plan +
Hypothesis No. 1. What do you think soil consists of? (the children say, and I record - sand, clay, stones, humus.....)
What is fertility? Vocabulary is the main thing
FERTILITY -I; Wed The ability of the soil to satisfy the needs of plants for nutrients, to produce and nourish rich vegetation, and to produce good harvests
- What new did you learn from the dictionary entry? (the main property of soil is fertility)
People called the soil “nurse land; There is such a science about soils - pedology. This science was created by the wonderful Russian scientist Vasily Vasilyevich Dokuchaev; soil is a storehouse of substances for the life of cultivated and wild plants; the soil is home to many animals
Physical exercise “Director – actors” or musical.
-Show with your movements the work of a person who mows the grass, sows grain, digs the ground, the flight of the bed, reaps a large harvest and rejoices at this harvest.

Children read the text, find in it the definition of soil, the main property of soil, the term “soil science”.
Regulatory:
- performing a task in accordance with the goal, purposefully searching for an answer to the question posed.

Stage III. 25 minutes Intellectual and transformative activity
The goal is to develop in students the ability to self-organize in solving an educational problem

You named the main property of soil – fertility.
Hypothesis No. 2: Suggest that of the composition you proposed is most responsible for soil fertility? Children - sand...humus...
What needs to be done to confirm or refute your hypotheses? Study the composition of the soil and its properties, conduct experiments, observe, record the results, draw conclusions
What are your suggestions for organization? (in groups)
What sources of information will you need?
What tools and equipment will you use?
Where will you record the results? in the table (see Appendix)
Why is it more convenient in a table rather than in a diagram or in a cluster?
What columns should we divide the table into? Composition, properties
- Look at the equipment prepared for practical work on your desk. Do you know the name of these devices? Safety training
- How should you carry out practical work using the equipment? Carefully, carefully, the devices are fragile and can be broken.
According to your hypothesis No. 1, the soil contains both…..and…..-.
To determine all the components, each group will conduct its own experiment according to the instructions. Then one person from the group will present the results of the study, and everyone will record it. Everyone is given 5 minutes to perform the experiment, and each group is given 1 minute to perform.
Experience No. 1.
Soil composition
1.take a glass of water
3. observe what is happening in the glass, record the results in the table
4 . draw conclusions
When the earth was lowered into the glass, ...... bubbles came out of it.
Soil property
If the soil contains _____________ air, then it has _____________ permeability.

Experience No. 2.
Soil composition
1.take a napkin

4. Observe the condition of the fabric, record the results in the table
4 . draw conclusions
Conclusion: the soil contains_____________________
Soil property
If the soil contains _____________ water, then it has _____________ permeability. And also when _____________water__ gets into the soil, it can stick to tools and other bodies, this property is ______________stickiness.

Experience No. 3
Soil composition
Video the experience with your camera.
1.take a glass of water
2. put the soil in a glass
4. Observe the mixture, record the results in the table
5. draw conclusions
After settling, there was _________sand at the bottom of the glass, and ___________clay above it.
Soil properties
If the soil contains _____________ clay, similar to plasticine, then it has _____________ plasticity.
Experience No. 4
Soil composition
Video the experience with your camera.
1.take a glass of water
2. put the soil in a glass
3.stir with a glass rod, let the mixture sit for 2 minutes

7. draw conclusions
We found ___________________________ in the ground, all together this constitutes _________________humus.
Soil properties
If the soil contains ___________humus, then it is _________________________________. Thanks to _____________, the soil has ______________ color.

Experience No. 5
Soil composition
Video the experience with your camera.
1.take a glass of water

4.observe the reaction of the relationship
5.Using the determinant table, determine the composition
6. draw conclusions

Soil properties
If the soil contains ___________miner. salts, then they____________plants____________________.
Examine the glass with the mixture. Has the soil volume changed? Draw a conclusion.

Children perform experiments, draw conclusions, and prepare their reports.
Each output is recorded in a table.
- Based on the experiments performed, draw a conclusion about hypothesis No. 1 - what is included in the composition of the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts).
In terms of +

We return to hypothesis No. 2 - we supplement, we correct
Experiments to determine the properties of soil have shown that it has
- air permeability
- water permeability
- fertility
- black color
- stickiness
- Shrinkage
- swelling
What part of the soil is responsible for its fertility? Humus
This means that the more _________humus in the soil, the _______________ more fertile it is.
Take the group assessment card for the practical work and fill it out.

We used the experimental equipment correctly.
- We correctly determined the composition of the soil.
- We correctly formulated our conclusions.
- We have correctly determined the properties of the soil.
Comment on your answers. Evaluate the group's work.
Do plants in the soil always look healthy and beautiful? What are they missing? Remember what is needed for the development of a plant?
Humus for fertility, salt for development. What problem did you have? How humus turns into salts.
Presentation slide. Determine what animals live in the soil. (wood mouse, mole, mole cricket, worms, centipede,..)
- What do animals of different groups, insects and animals living in the soil have in common? (similarity in the structure of the forelimbs - adaptation to life underground)
- Express your assumptions about how these animals affect soil fertility. (children's answers) Animals that live in the soil make passages in it, where water and air easily penetrate. Animals also mix the soil and crush plant remains. This way they increase soil fertility.
They affect better air and water permeability.
What results from the decomposition of plants? Humus
And the humus then turns into salt. Can a plant use these salts in solid and dry form? What do salts need to do to get into plants?
So, the soil contains air, water, humus. There is a plant. What can be compiled using this data? Scheme
Use cards to create a diagram in groups.

What did you get? Tell us. (show through a document - camera)
- What do plants get from the soil? The roots of the plant breathe the air contained in the soil. They absorb water from the soil. Plants absorb dissolved mineral salts along with water. These salts are nutrients without which plants cannot live.
There is little salt in the soil. Plants could quickly use them up, but this does not happen. The supply of salts in the soil is constantly replenished thanks to humus. The humus slowly, gradually collapses, turning into salts.
Conclusion: The more ………humus in the soil, the more……. more fertile.
And the more fertile the soil, the more it ------------gives food to all living things on the planet. This means that ____________ the soil must be protected. Who destroys the soil? How? Why is it necessary to protect the soil?Plan +
Using a graphics tablet, draw a poster “Soil conservation?” (each group has a tablet and a laptop) Checking through Acer on the board.

Let's test your knowledge. Take the remotes. Test. (OR ON LEAF LEAF)
Self-test. Check the correct answers using the sample and mark yourself. During practical work, students determine what is included in the soil. At the same time, an algorithm is drawn up for performing the work for each experiment. They draw conclusions, record them in a workbook, and report on their experience and observations to the class. Fill out a group assessment card for conducting practical work.
The teacher helps children in drawing up an algorithm for performing the experiment and making conclusions in the correct form.

The teacher reads an article about life in soil at a moderate pace.
The children listen to the teacher’s story and make a diagram from the proposed elements. Check your diagram against this example.
Regulatory:
- while working, check your actions with the goal and, if necessary, correct mistakes with the help of the teacher.
Cognitive:
- in the course of practical work, determine what is included in the composition of the soil, process the information received: draw conclusions based on generalization of knowledge.
Communicative:
- developing the ability to communicate in pairs and groups.

Communicative:
- developing the ability to communicate in pairs and groups;
- convey your position to others: express your point of view and try to justify it by giving arguments.

Regulatory:
-in dialogue with the teacher, develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on the existing criteria.

Regulatory:
- performing a task in accordance with the goal, purposefully searching for an answer to the question posed.
Personal:
- formation of a personal emotional attitude towards the soil (caring attitude towards the fertility of the soil, towards the animals that form the soil).
Cognitive:
-convert information from one form to another: present information in the form of text, tables, diagrams.
. Stage IV. 3 minutes Reflection of activity
The goal is self-assessment of performance results, awareness of the limits of application of new knowledge

What was the purpose of the lesson?
Did everything go according to plan? What didn't work? What can you suggest?

Evaluate your work in class using the color of the flower:
kr - not everything worked out, I will
try
Well - I didn’t cope with everything,
needs to be improved
sin - everything worked out
great, I can do it myself

What was the most interesting?
- What is the importance of soil for wildlife?
- What type of work in the lesson did you like?
- What would you talk about at home today?
- Think about how and where in your life you can apply the knowledge you have acquired today?
Children conduct self-assessment on a scale
give examples of applying the acquired knowledge in life. General educational educational activities: reflection on methods and conditions of action, control and evaluation of the process and results of activity.
Stage V 2 minutes
Monitoring student activities. Homework
The goal is the use of a new method of action, individual reflection on achieving the goal. Creating a situation of success.
- So, homework. Textbook workbook, answer the questions in the “Let’s test ourselves” section. You can choose to complete the task. Take cards according to your abilities. Blue card - study the composition of the soil in a pot of a houseplant and draw conclusions. Red card - find information about the soils of the Republic of Kazakhstan in the source. Write a report or presentation about them Green card - scientists argue that soil cannot be classified only as inanimate or only as living nature. Inanimate and living nature seem to be united in it. Do you agree with this statement? Explain in writing and give your examples.
The teacher gives instructions on preparing for the next lesson, offers the second part of the homework to choose from, and observes the children’s choices. Students choose a creative task that they can do at home. General educational learning activities: independent creation of ways to solve problems of a creative and exploratory nature.

Applications to the lesson.
The world. 3rd grade. Test on the topic “Pantries of the Earth”. (smart test)

1. Granite is….
a) rock
b) mineral
2. What minerals are used in construction?
a) coal, table salt
b) sand, clay
3. What minerals serve as fuel?
a) tin and copper ore
b) coal, natural gas
4. A natural body homogeneous in composition is
A) mineral
B) rock
5. What happens as a result of the destruction of the upper layers
hard rocks and plant decomposition?
A) earth
B) asphalt

The world. 3rd grade. Test on the topic "Soil".
1.Choose the correct definition. The soil- ….
a) the top layer of earth, which contains sand and clay.
b) the top layer of the earth, which contains sand and clay, air, and water.
c) the top fertile layer of the earth.
2.Name the main part of the soil:
a) humus.
b) sand.
c) clay.
3.What is formed from humus?
a) water.
b) air.
c) salt.
4. What do plants use for nutrition?
a) microbes
b) salt
5. Choose the correct statement:
a) everything can be thrown into the soil, it will process everything.
b) if you add humus to the soil, fertility will increase.
c) fertilizers can be added to the soil without measure

Correct answers: 1 c 2 a 3 c 4 b 5 b

SOIL | Ozhegov's Explanatory Dictionary
, -y, w. The upper fertile layer of the earth's crust. Soil types. Chernozem, clayey area.
FERTILITY -I; Wed The ability of the soil to satisfy the nutritional needs of plants, to produce and nourish rich vegetation, and to produce good harvests.
Great Dictionary of Russian language. - 1st ed.: St. Petersburg: Norint S. A. Kuznetsov. 1998
Physical and mechanical properties include plasticity, stickiness, shrinkage, cohesion, hardness and resistance to processing.
Plasticity is the ability of soil to change its shape under the influence of external forces and retain this shape subsequently.
Plasticity appears only when the soil is moistened and is closely related to the mechanical composition (clayey soils are plastic, sandy soils are non-plastic). Plasticity is influenced by the composition of the colloidal fraction of the soil, absorbed cations and humus content. For example, when the soil contains sodium, its plasticity increases, and when it is saturated with calcium, it decreases. With a high humus content, the plasticity of the soil decreases.
Stickiness is the ability of soil to stick to various surfaces. As a result of soil sticking to the working parts of machines and implements, traction resistance increases and the quality of tillage deteriorates. Stickiness increases with moisture. Highly humus soils (for example, chernozems) do not show stickiness even with high moisture content. Clay soils have the highest stickiness, while sandy soils have the least stickiness. An increase in the degree of soil saturation with calcium helps to reduce, and saturation with sodium - an increase in stickiness. Stickiness is associated with such an agronomic and valuable property of the soil as physical ripeness. The condition when the soil does not stick to the implements during cultivation and crumbles into lumps corresponds to its physical ripeness.
Swelling is an increase in soil volume when moistened. It is inherent in soils containing many colloids and is explained by the binding of water molecules by colloids. Soils with a high content of absorbed sodium (solonetzes) swell more than those containing a lot of absorbed calcium. Swelling can cause agronomically unfavorable changes in the arable horizon. Due to swelling, soil particles can be so separated by films of water that this will lead to the destruction of structural units.
Shrinkage is a decrease in the volume of soil when it dries. This is the reverse process of swelling. When the soil dries out due to shrinkage, cracking appears.
Porosity is the total volume of all pores between particles of the solid phase of the soil. It is expressed as a percentage of the total volume of soil. For mineral soils, the porosity range is 25-80%.
Soil porosity depends on structure, density, mechanical composition and is determined primarily by its structure. In macrostructural soils, pores occupy a larger part of the volume, and in microstructural soils, a smaller part of the volume. When structureless soil dries out, a soil crust forms on the surface of the arable land, worsening the growth conditions of field crops.
General porosity is associated with soil properties such as water and air permeability.
The basic ones for the life of plants and other living organisms are manganese, copper, boron, zinc, molybdenum, nickel, cobalt, fluorine, vanadium, iodine.
Experiments have established that a lack of manganese in soils with a neutral or alkaline reaction leads to chlorosis of plants, reduces their resistance to diseases, and causes lodging. A lack of boron leads to the fall of the ovaries, the development of bacteriosis in flax, and rotting of the core in beets. Insufficient copper content in peat soils slows down the growth of plants and leads to the death of grain crops.
In order to provide plants with microelements, mineral fertilizers are applied, which contain microelements (manganized superphosphate), or special microfertilizers.
Therefore, soil should be called the surface layer of the earth's land, which has fertility. Fertility is the ability of the soil to satisfy the needs of plants for all vital factors (nutrients, water, etc.) necessary to create a crop.
With the development of the process of soil formation, its natural fertility is created and changed accordingly. Fertility is the main quality of soil that distinguishes it from the parent rock.
The soils on the globe and their natural fertility were formed in the process of complex modification of rocks and minerals under the influence of climatic and biological factors.
Soil formation is a complex process of interaction between parent rock and water, air and living organisms - microorganisms, higher plants and animals.
As a result of the transformation of massive, solid crystalline rocks into a crushed finely dispersed mass, a large absorbing surface is formed on which physical and chemical processes take place.
This change in rocks favors the formation of characteristic features of future soil: porosity, air permeability and water-lifting capacity.
Under the influence of living organisms settling on the rock, its top layer is enriched with organic substances, which, with further changes, turn into nutrients available to plants. As a result of biological, chemical and physical weathering of rocks, ash elements accumulate, their composition and properties change. Gradually, under the influence of plants, microorganisms and other factors, the rocks turn into a new natural body - soil.
All these processes occur differently in each type of soil. Each type of soil formation is characterized by the fact that new compounds are formed in it, characteristic only of this type of soil. These new, complex formations are the result of weathering and soil formation processes.
Subject:
Target:
The soil -

Fertility -
_____________________________________________________________________________________________

Additional material for teachers “Soils of the Republic of Kazakhstan”.
The main patterns of soil cover formation on the territory of the Komi Republic are largely determined by latitudinal bioclimatic zoning. Soil belts are divided into polar and boreal. The polar zone corresponds to the tundra zone, and the boreal zone corresponds to the zone of podzolic soils (taiga). The zone of tundra soils is represented by the subzone of southern tundras, the zone of podzolic soils is divided into four subzones:
gley-podzolic and tundra-swampy soils (forest-tundra along with the extreme northern taiga);
gley-podzolic soils (northern taiga);
typical podzolic soils (southern taiga).
All subzones of the taiga are characterized by podzolic-marsh soils, which dominate poorly drained watersheds. Soil provinces are distinguished in accordance with changes in climatic factors of soil formation along longitude, as well as taking into account the most important geomorphological differences.
In terms of soil acidity, most soils are classified as strongly acidic or very acidic. Soils with very strong acidity, which occupy about 28% of the entire territory, include mainly soils of raised bogs, hummocky peat bogs of the far north, bog-podzolic illuvial-humus and tundra soils. Soils with strong acidity occupy about 50% of the area, these include typical podzolic, gley-podzolic and podzolic-bog gley soils. Strongly and moderately acidic soils, which account for about 13% of the area, include soddy-podzolic soils, typical podzolic and gley-podzolic soils that develop in close proximity to carbonate moraine loams or bedrock, as well as floodplain soils of the northern half of the territory. Soils with average acidity (soddy-carbonate and floodplain soils of the middle and southern taiga) occupy only about 2% of the area.
The soils of the Komi Republic are characterized by a low degree of humus content and low content of nutrients; they are biologically inactive and unproductive. The most fertile turf soils are found mainly in the southern regions of the Republic. To the north they are confined to river terraces. Swamp-type soils are common throughout almost the entire republic, but there are more of them in the north than in the south.
A significant part of the territory is swampy, swamps range from small in area to massifs of several thousand hectares; in total, about a tenth of the territory is occupied by swamps. Of the wetland soils, lowland humus-boggy soils are of greatest practical importance, being a rich reclamation fund that can be turned into highly fertile agricultural land or peat can be used as an organic fertilizer for the preparation of various composts.
In agriculture, mainly the areas of riverine slopes are used - with typical podzolic and gley-podzolic soils; The natural fertility of these soils is low, they are poor in humus, have a small supply of nutrients and are highly acidic. The best soils in the republic include floodplain turf soils.
Currently, of the total land area of ​​the republic, which is more than 416 sq. km., agricultural land accounts for less than 1%, 61.8% of the territory of the republic is occupied by forests (Fig. 3), 0.06% are in household use, under collective gardens and

Experience No. 1.
Soil composition
Take a video of the experiment with your camera
1.take a glass of water
2. throw a lump of dry soil into it
3. observe what is happening in the glass, record the results
4 . draw conclusions
When the earth was lowered into the glass, __________________ came out of it.
Soil property

Experience No. 2.
Soil composition
Video the experience with your camera.
1.take a napkin
2. Place the soil in the center of the napkin
3.Press the loose ends of the napkin to the ground
4. Observe the condition of the tissue, record the results
4 . draw conclusions
When the fabric and the ground came into contact, the fabric became___________.
Conclusion: the soil contains _____________________.
Soil property
If the soil contains ________________, then it has _____________ permeability.
And also when _______________ gets into the soil, it can stick to tools and other bodies, this property is ______________.

Experience No. 3
Soil composition
Video the experience with your camera.
1.take a glass of water
2. put the soil in a glass
3.stir with a glass rod, let the mixture sit for 2 minutes
4. Observe the mixture, record the results
5. draw conclusions
After settling, there was _________ at the bottom of the glass, and ___________ above it.
Conclusion: soil contains _____ and ______________.
Soil properties
If the soil contains ___________, similar to plasticine, then it has ________________.

Experience No. 4
Soil composition
Video the experience with your camera.
1.take a glass of water
2. put the soil in a glass
3.stir with a glass rod, let the mixture sit for 2 minutes
4. Place the floating particles of soil on a microscope slide
5. review them and save them in your computer’s memory
6.Using the determinant table, determine the composition
7. draw conclusions
We discovered _____________________________________________________ in the ground,
all together this amounts to_________________.
Conclusion: soil contains _______________.
Soil properties
If the soil contains __________________, then it is _________________________________. Thanks to __________________________________, the soil has a ______________ color.

Experience No. 5
Soil composition
Video the experience with your camera.
1.take a glass of water
2. pour citric acid into it
3. put the soil in a glass with liquid
4.observe the reaction between the soil and the acidic environment
5.Using the determinant table, determine the composition of the soil
6. draw conclusions
We found ___________________________ in the ground.
Conclusion: soil contains _______________.
Soil properties
If the soil contains _____________________________,
then they_______________________plants__________________________.
Examine the glass with the mixture. Has the volume (size) of the soil changed? ____________ Draw a conclusion.
When soil interacts with water, it is _______________; in the absence of water for a long time, the soil is _________________.
Table – determinant for experiment No. 4
Soil composition presence
Plant seeds + -
Plant roots + -
Dried leaves + -
twigs + -
Conclusion: There is humus, black in color. No humus.
fertile not fertile

Table – determinant for experiment No. 5
Progress of the reaction
Hisses + -
Foam appears + -
Conclusion: There are mineral salts There are no mineral salts
There are substances necessary for the growth and development of plants. There are no substances necessary for the growth and development of plants.

The soil
Subject:
miracle under your feet
Target:
answer the question
Why is soil a miracle?
Hypothesis No. 1
The soil consists of
Hypothesis No. 2
Soil fertility depends on
Work plan:
Soil is...
Soil composition
Soil properties
Soils in Komi
Soil protection
Why is soil a miracle?
Sand
Clay
Water
Air
Humus
Mineral salts
Breathability
Water permeability
Stickiness
Fertility
Plastic
Shrinkage
Swelling

Sun
air
water
the soil

Plan
1. what is soil?
2. soil composition
3. soil properties
4. what miracles are in the soil?
5. soils in the Komi Republic
6. soil protection

Class: 3

Goals:

1. Continue work to deepen the understanding of soil as the top fertile layer of the earth;
2. Develop research skills: thinking, observation, curiosity;
3. Raise children to be observant and thrifty in later life;
4. Correction of visual-spatial actions, spatial organization of objective actions and verbal-figurative equivalent of the surrounding space (concepts denoting real objects) in the child’s mind.

Planned results:
– students will learn to determine the basic properties of soil;
– during the experiments, the composition of the soil will be determined;
– learn about the prevailing soils of their native land;
– learn about soil animals.

Equipment: support cards: (flat and Braille) air, water, humus, humus, sand, clay, salts, microbes, for experiments: transparent glasses with water, sticks, napkins, laboratory glass, alcohol lamp, holder (from the teacher), collection soil

I. Motivation for educational activities. (1–2 min.)

Nature has three treasures:
Water, earth and air are its three foundations.
Whatever disaster strikes, everything will be reborn again.

What have we learned so far?

(Water and air) - I hang signs on the board.

What are we going to study? If you haven't guessed yet, listen and guess the riddle:

They trample me underfoot
Plowing, harrowing,
And I endure everything
And I cry kindly.

Earth (tablet).

II. Updating and recording individual difficulties in a trial action. (5–6 min.)

There is a wonderful pantry in the world. Put a bag of grain in it in the spring, and in the fall you look: instead of one bag in the pantry, there are twenty. A bucket of potatoes in a wonderful pantry turns into twenty buckets. A handful of seeds becomes a large pile of cucumbers, radishes, tomatoes, and carrots. Is it a fairy tale or not a fairy tale? This is not a fairy tale. There really is a wonderful pantry.

– You must have guessed what it’s called? ( Earth.)
– The word “earth” has several meanings. Let's look it up in the dictionary. What meaning of the word is useful to us? ( The soil.)
– Where did you find the soil?
– What does the soil look like?
– What soil animals do you know? ( We post messages on the board.)

Look at soil samples. What color is it? Do you want to know something else about soil? What exactly have we learned about air and water?

(Air and water have their own properties.)

Let's try to formulate the topic of the lesson and the purpose of our lesson.

Guess the riddles:

1. The kids really need him,
   He's on the paths in the yard,
   He's at a construction site and on the beach,
   It is even melted in the glass. Sand
2. If you meet one on the road, your feet will get stuck.
   And to make a bowl or vase - you will need it right away .
3. Clay
   I am a cloud and a fog, I am a stream and an ocean, I fly and run and I can be made of glass.
4. Water
   We don't notice it, we don't talk about it. We just inhale it, because we need it.

Air

Why do you think we remembered these natural resources?

III. Identifying the cause and location of the problem. 1–2 min.

What will we study in the soil? Can we simply draw some conclusions about the composition of the soil? What task did we perform to determine the properties of water? (conducted experiments). We conclude that in order to find out the properties and composition of the soil it is necessary to conduct a series of experiments. What needs to be prepared.

(Alcohol lamp, glass, stick, holder, plate, glass.)

IV. Building a project for getting out of a problem. 1 min.

– Remind us again the purpose of our work: to study the composition of the soil.

We determine the sequence of experiments and look at the workbook.

V. Implementation of the constructed project. 10 min.

Experiment 1. Take a glass of water and throw a lump of dry soil into it. What do you see? (Air bubbles come out of the soil.) What conclusion can be drawn?

There is air in the soil.

Stir the soil with a stick and set the glass aside. Let's continue studying the soil.

Experiment 2. I will heat the soil a little. Water droplets appear in a tilted test tube. What do you see? (The test tube becomes wet.) What does the experiment prove?

There is water in the soil.

Experiment 3. We continue to heat the soil. What you see and feel. Ask Lada. (Smoke appeared above the ground. An unpleasant smell spreads through the classroom.)

Conclusion – there is humus in the soil.

This burns humus or humus, which was formed from the remains of plants or animals that you talked about at the beginning of the lesson. From the remains of small roots, stems, leaves, parts of insects, worms. It is humus that gives the dark color to the soil. And the amount of humus in the soil determines its properties. Which? Who knows? (Fertility.) C ask Lada.

Experiment 4. Pour the calcined soil, in which all the humus has burned (it is gray), into a glass of water and stir. After some time they will settle to the bottom sand and clay . (For Lada (a blind girl), give sand and clay in a jar.)

What have we proven again?

The soil contains sand and clay.

Experiment 5. Use a straw to take a drop from a glass where the soil is mixed. We place it on the glass, heat the glass and what do we see? (The water has evaporated, and a white coating remains on the glass.) What is this? Who knows? This is salt. We draw a conclusion. The soil contains salts.

Salts are nutrients necessary for the growth and development of plants. They are formed due to humus under the influence of microbes that live in the soil. And humus is formed from the remains of plants and animals that settle in the soil. And animals increase soil fertility. This is the cycle that occurs in the soil.

So, we studied the composition of the soil. Draw a general conclusion. Write it down in your notebook.

Physical education minute.

VI. Primary consolidation with pronunciation in external speech. 4–5 min.

P. 74–75, look at the drawing, tell which animal the earth serves as a home. (Messages from children.) How do you think animals increase soil fertility? (Children's assumptions.)

P. 76 textbook independent work with speaking in pairs. Were your assumptions confirmed?

VII. Independent work with self-test using standards.

P. 77 textbook. Tasks in the “Atlas - Determinant” section. What happens if the soil disappears? Do you think all soils are the same? Which ones predominate in Tatarstan? This is a task for the next one. lesson.

VIII. Inclusion in the system of knowledge and repetition.

Let's discuss. “The Giant in the Clearing.” Read the text in the “Let’s think” section. How will you answer the question in it?

IX. Reflection. Choose the correct answers.

1. What nature can soil be classified as?

A) To the living;
B) to non-living;
IN) inanimate and living nature are combined in the soil.

2. What does soil consist of?

A) From microbes, plant roots, and various animals living in the soil.
B) From air, water, humus, sand, clay, salts.
IN) From air, water, humus, sand, clay, salts, as well as microbes, plant roots, and various animals living in the soil.

3. What do plants get from the soil?

A) Humus, sand, clay.
B ) air, water, salts.
B) the remains of plants and animals.

4. What affects soil fertility?

A) The presence of humus in the soil.
B) The presence of water in the soil.
C) The presence of sand and clay in the soil.

5. How does humus turn into salts necessary for plant nutrition?

A) Thanks to animals living in the soil.
B) Thanks to the water and air contained in the soil.
IN) Thanks to microbes living in the soil.

Used literature and electronic educational resources

Didactic support:

1. The world. 3rd grade. Textbook in 2 parts. M.: Education, 2012.
2. A.A. Pleshakov, M.Yu. Novitskaya. The world. Workbook. 3rd grade. A manual for students of educational institutions in 2 parts. M.: Education, 2013.

Methodological support:

1. A.A. Pleshakov. Methodological guide to the textbook The World Around us. 3rd grade. M.: Education, 2012.
2. Technological maps: The world around us (from the site: www.prosv.ru/umk/perspektiva )
3. Electronic supplement to the textbook by A.A. Pleshakov “The World around us”.
4. A.A. Pleshakov, A.A. Rumyantsev. A giant in a clearing or the first lessons of environmental ethics. A manual for students of secondary schools.
5. Publishing house “Enlightenment” 2012. A.A. Pleshakov.