The surrounding world is divided into nature and. Living and inanimate nature, its objects

Talking and writing about wildlife has been customary since elementary school: animals, birds, plants, insects are the object of the closest observation. Inanimate bodies are somehow overlooked and less interesting, so sometimes even adults cannot determine what belongs to inanimate nature. Let's finally look into this issue of natural history, especially since USE tests and GIA periodically return to children's issues!

In the concept of "nature" in terms of natural sciences includes everything that is not created by people. All living organisms are classified as living nature, all material bodies that appeared without the conscious participation of man are referred to inanimate nature. Pretty easy to distinguish live cat, for example, from an inanimate stone, however, confusion often arises with particulars. Here is the cobblestone material body inanimate nature. A brick is no longer a natural body, but an artificial one. A block of marble is a natural body, and David from under the chisel of Michelangelo is an art and, accordingly, its nature is of the same name.

If distinguish natural objects from artificial ones is quite real, knowing their origin, then the differences between living and non-living things can sometimes be completely non-obvious. To determine them, it is necessary to know the structure and functioning of the object of study. Bodies of inanimate nature:

do not exchange matter, energy and information with the environment (do not eat, do not breathe, do not emit energy and substances);
not capable of self-reproduction;
do not develop;
do not respond to stimuli;
have a simple structure.

The combination of these features allows us to speak of an object as inanimate.

In addition, there is a certain regularity in the existence of systems of inanimate nature: the principle of least action is relevant for them. The system always strives from less steady state to a more stable one, keeping a minimum of surface energy. The inanimate does not resist environment, while the living struggles with it for the sake of continuing the normal functioning of the organism.

Inanimate nature: interesting examples

Stone, star, water, ice, air, earth - all these are bodies of inanimate nature, possessing all its features. Their definition does not cause difficulties. And here, for example, a tree: undoubtedly, a living organism that grows, develops, multiplies, reacts to the world around it and eventually dies. What about a fallen tree in the forest? When the roots ceased to pump nutrients, and the foliage ceased to be renewed, the lying tree ceased to be an organism and became a body - inanimate nature. Of course, changes occur with him, however, under the influence of living organisms or external factors: bacteria cause wood to rot, insects feed on it, wind breaks.

In any discussion about what objects belong to inanimate nature, viruses are mentioned as examples - either living organisms, or a complex of organic molecules. The fact is that they do not have a complex cellular structure, but multiply only in other people's cells, gathering from molecules like a crystal. Viruses also do not have a metabolism. However, they are subject to natural selection and carry their own genetic code, which is characteristic only of living organisms.

Coral reefs look like stone in every way, but they are created by the simplest invertebrates. coral polyps. This, however, does not make corals (and their colonies - reefs) living objects: polyps are living organisms, after the death of which a calcareous (sometimes organic) skeleton remains, forming a coral. Polyps that feed, multiply, develop and die - Live nature and coral is non-living.

In nature studies classes, children are asked what refers to objects of inanimate nature: the sun - yes, a tree - no, the Moon is an inanimate body, the GLONASS satellite is an artificial object, water - yes, a stump - ... Here are the problems with the stump: it seems to be almost a tree, but at the same time it feeds, breathes and multiplies somehow completely imperceptibly (and when new shoots appear, it seems to be not a stump anymore, but again a tree). A dead stump, dried up - an inanimate body, fresh - a crippled living tree. Mushrooms, although not plants, are also alive, flowers in a flower bed are alive, in a vase they are dying, in a herbarium they are inanimate.

As you can see, there are intermediate states of objects between living and non-living matter: the functioning of the body after death is no longer possible, but individual cells and tissues are still alive. But the seeds of plants exhibit all the properties of inanimate bodies: their metabolism is slowed to the limit, they do not respond to stimuli, do not multiply (for example, in a bag in the refrigerator). Many plants look dead in winter. It's called state hidden life, and differs from the dead in that under favorable conditions the body comes to life.

Like children in primary school to tell about the objects of nature in such a way that they not only understand everything, but also find it interesting? It is better to explain real examples than to speak scientific language or definitions. After all, what you can feel and feel yourself is much easier to remember and understand.

Encyclopedias, films and samples

Not every child during a lesson at school will understand, in general, not only nature. Having said the word "object", the teacher or parent should show a photograph, a poster, for example, with birds, animals in the forest. Let the child understand why the bird is an object of nature, and a living one.

It is desirable to demonstrate objects of animate and inanimate nature with examples. It can also be done verbally. But, as a rule, a child is more interested in perceiving information visually than aurally. If you still chose the second option, then it is better to tell interesting story, a fairy tale, and not to make a dry enumeration.

It is advisable for parents to purchase colorful children's encyclopedias in which plants, animals, birds, clouds, stones, and so on are beautifully illustrated. The child can be told that the fish lives in the water and feeds on algae. These are all objects of nature. It is recommended to show, for example, a glass, a laptop and a blanket and say that they do not belong to natural objects, because these things were created by man.

Living and non-living nature

How to distinguish What is it? What man did not create, these are the objects of nature. Examples can be given ad infinitum. How can children distinguish between living and non-living things? The next section of the article is completely devoted to how to draw the attention of babies to what surrounds them. And now you can only explain in words how to generally distinguish between living and non-living.

It is advisable for children to show an educational video about nature, while watching which they point to various objects and say which of them are alive. For example, clouds, a fox, a tree got into the frame. It is advisable to pause and show which of them is an inanimate object, and which belongs to the living. At the same time, you need to add: animals, birds, insects are animated and answer the question "who", and plants, mushrooms, stones, clouds, respectively, - "what".

Illustrative examples around

Rural children can see nature every day, so they can take a walk and show them what is alive and what is not. City children can show flowers on the windowsill, because these plants are also living objects of nature. They were raised by a man, but they still remain a part of flora. Domestic animals, parrots, cockroaches and spiders are also objects of wildlife.

It is not necessary to travel out of town to demonstrate inanimate objects. Clouds that move across the sky, wind and rain - good examples. Even the soil under your feet, puddles or snow are objects of inanimate nature.

A good example would be an aquarium with fish or a turtle. At the bottom of it lies natural soil, imitating the bottom. Algae are real, pebbles and shells are too. But they don't have snails. Fish swim in the aquarium. Children look at them, rejoice in them. On the this moment there are objects of animate and inanimate nature. A teacher, educator or parents should say that a fish is a living object of nature, algae too. But the sand at the bottom, pebbles and shells are inanimate. They don't breathe, they don't reproduce, they just exist. They have their own purpose - to create all the conditions for the life of living objects. If there was no sand, then the plants would not grow.

walk in nature

What is the occasion for going out into nature? Fishing, hunting, picking mushrooms, berries, nuts. With children, it is best to go out into nature just to relax. Of course, it will also be useful to collect mushrooms. But this should be done strictly under the supervision of adults. Parents will be able to visually show objects of wildlife, for example, a tree, bushes, grass, mushrooms, berries, a hare, a fly and a mosquito. That is, everything that breathes, grows, moves, can feel.

are non-living? Clouds, rain and snow were mentioned above. Stones, dry branches and leaves, earth, mountains, rivers, seas and lakes with oceans are inanimate nature. More precisely, water is an inanimate object, but created by nature.

What is created by nature and what is man

Not necessary children's attention focus only on natural objects. The child may get confused, thinking that everything belongs to this category. But it's not like that.

At school, the teacher can give examples of what is not an object of nature: textbooks, notebooks, a desk, a board, a school building, a house, a computer, a telephone. All this was created by man. The object of nature also exists without its participation.

There will probably be a fair objection about the fact that the pencil is made of wood, but it is alive. But the fact is that the tree has already been cut down, it no longer lives. After all, the pencil does not grow before our eyes and does not breathe. This is an inanimate object and inanimate as well.

Can be done at school funny game: cut out pictures from magazines or print pictures on a printer, where objects of nature will be depicted, and then stick them on a sheet of paper (make cards). The teacher can check what the child cut out. Maybe he didn't notice the pebble at the bottom of the page or he didn't know it was inanimate nature? And another student skipped the photo with the lake, but cut out the plane. One will have to explain that the stone is an object of inanimate nature, and the second - that the plane was created by people and has nothing to do with the game.

When the cards are all ready, you can mix them. Each student will take out one at random, show it at the blackboard to the whole class and say which living objects of nature are depicted on it. Examples may vary. It is important to pay attention to everything that is present in the picture. The interest of the children is essential. An uninteresting lesson is not remembered, and boring information is not absorbed.

It is not necessary to focus the child's attention on objects of nature in one period. It's better to do it unobtrusively. Children who listen carefully will quickly understand. But if the teacher failed to explain the topic, but the child is interested, it remains only for the parents to give examples. The main thing is that everything should be in the form of a game.

For a long time I prepared myself to start geography with my son. She appeared in our studies with their country of origin, in the study of the flags of all countries and their capitals, and even the Cosmos, with the location of the Earth in it, we more or less learned from the cards “World on Ladoshka”.

Well, it's time to really introduce geography so that the child understands what the countries that he learned with flags and car emblems mean. What is Japan, China, France? But where to start? How to properly bring a child, two years of six months, to this huge topic?

Please be patient, the post will be long, but I hope it will be useful. I will describe our classes in detail so that you have a complete picture. While reading, think about what materials you have at home for this topic, what games for the development of logic, fine motor skills, and creativity you could offer your child. Consider the age, skills, and most importantly, the interests of your own child. Well, if our classes suit you to the fullest, then I didn’t waste time writing this material in vain.

So, let's begin. Having surrounded the available books and looking around in search of materials on this topic, I tried to draw up a plan for our classes. At first there was an idea to fruitfully walk along the continents, but Alexander's interest pushed me to a “journey” through Italy. But intuition suggested that something was missing, a jump across the continents or immediately to some country could not give a complete picture of the world.

And I decided to start with an explanation - what is living and inanimate nature. Having taken this topic, I nevertheless tried to take into account that a child of the third year of life endows with a soul and the ability to feel everything that surrounds him. The ability to see the living in the inanimate is one of the manifestations of the work of the imagination, which in turn is closely related to creative thinking. In other words, I explained more about what relates to living nature, just in a couple of words mentioning what relates to inanimate nature. Nevertheless, the child was able to draw his own conclusions.

Encyclopedic knowledge

This knowledge helped us get books.

The first one Entertaining geography Publishing House White City. We started with the chapter "A Planet Called Earth". We read, talked about the fact that Alexander lives in his room, his apartment, building, street, city, country - this is our little house. And then, as in the book, they switched to the idea that the country is located on a continent (ours is on an island). Continent - in a certain part of the world. Part of the world is in the hemisphere. And the hemisphere is on the planet Earth. It turns out that your home is the whole Earth.

It seems to me that such a position is correct for a child, then he understands better why and why it is necessary to protect the Earth. From the same book, we learned that our planet is like spaceship, which is constantly moving, never stopping for a minute. Of course, they repeated the location of our planet relative to the sun, how it rotates, at what speed. The globe that our dad brought us from the office helped us with this. The globe is black and white, but as a visual aid it will do.

Second book wonderful planet. We began reading this book with "The Shape of the Earth" and "What are the dimensions of the Earth." They took our little men from Lego so that they “bypassed” the Earth (globe) and they had to walk for 2 whole years, 10 hours a day. They took Alexander's cars so that they would “circle” the Earth. Airplane, we have a Boeing 747, flew around Earth in just 2 days. In general, we tried to read the topics in the book and beat them for clarity. Alexander had a lot of fun playing these games.

They also read about the air that surrounds us and about the rotation of the Earth around the Sun (here are the seasons, the day and the four cardinal points). Now I don’t remember where I first read that you can take a flashlight (the Sun) and pointing it at the globe to clearly show that at the same time in the four corners of the world different time days. So we did, simultaneously looking at the pictures in the book, where in New York the child wakes up, in Paris he has lunch, in China he has dinner, and in Australia he sleeps.

Since we again touched on the topic of the seasons, we read with pleasure “ All year round” Marshak from All the best for children. I have been looking for books with poems for a long time in our library. And although we have a lot of them, we both like this book, as it contains a lot of works for children of our age. The illustrations are quite colorful, and most importantly relevant to the text.

In general, when trying to explain to a child about animate and inanimate nature, you can use different books, even those that seem to be irrelevant to the topic. For example, Well, where else, if not in the garden, you can find many representatives of wildlife ?! There are plants, birds and insects.

It can be ideally explained in colorful illustrations exactly how trees and flowers eat. After all, the children did not see the roots with their own eyes, and when we explain that the flower drinks water from the rain and eats vitamins and minerals from the earth ... and where is the flower's mouth? Of course, a little later, the kids will torture us with their questions, and this will probably be one of the first. But now, going through the theme of nature, looking for all the signs of living nature in objects, it seemed to me successful to analyze this issue in this book.

One more example, Mole big book. We read “The Mole and the Rocket”: the mole rushes up, and the houses below are getting smaller and smaller .... yes, here it is geography in the picture in the book! A city by the sea, an island in the sea (my little home). There is also inanimate nature with the development of the child's imagination.

“I wonder,” thought the mole, “what kind of clouds really are: wet or dry, warm or cold, or maybe they are sweet?” And then the rocket flew down, leaving the child with all these questions .... . An ideal moment to talk about clouds, try on the signs of wildlife, dream up what they are. And who drives the clouds? Of course the wind. Well, let's do physical. warm-up:

The wind blows in our face
The tree swayed.
The wind is quieter, quieter, quieter
The tree is getting higher, higher, higher.

Here Alexander argued for a long time that the wind was alive. And even that he breathes. Several times I had to ask questions if the wind is born, breathes, eats, reproduces and dies? And even in these questions the answer was “Yes”. Then she asked questions differently: Does the wind have a nose? What does the wind eat? What are the children of the wind called? As a result, the child agreed that we would attribute the wind to inanimate nature.

Downloading a book on the topic living and inanimate nature

I am sure that there are books for children that talk about animate / inanimate nature, but we didn’t have those, so we had to do it ourselves. The first book on Doman is called “Five Signs of Living Nature”. It is intended for independent reading by a child. In it, I tried to explain in a more accessible language how we can determine whether an object belongs to wildlife or not. At the end, the child is given the task to determine by signs if the bear, butterfly, flower and children are alive.

The topic needed to be developed and as a result we had one big book called "Nature" consisting of 4 parts. I printed it on laser printer, fastened on a spiral and put a cover. I'm sure the book will serve us long time, since the topic of animate / inanimate nature will be considered in older groups of children. garden and school. What else is in this book? It begins with an illustrated poem. Alexander read it 2 times, and on the third he already told it himself, a very light and pleasant rhyme.

Look my dear friend
What is around?
The sky is light blue
The sun shines golden
The wind plays with leaves
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, animals and forests
Thunder, fog and dew.
Man and season
It's all around...NATURE.

After the poem, the book continues precisely with “Five Signs of Living Nature”. Then the part “How animals and man adapted to the change of seasons”. I did it according to Doman, but I read this topic, like the next one, to the child myself, so that I could better focus on the content. Yes, and the text in the last two parts a little more. And we end with the chapter “Wildlife”, where we summarize everything that we have learned from the initial chapters. We talk about the need to protect nature and that no one has the right to arbitrarily interrupt the life of another.

A book explaining to preschoolers what relates to living and inanimate nature. It needs to be downloaded and printed.

You can download this book by becoming my subscriber. Fill out the form below and an email will automatically be sent to your email address. If you don't receive it within ten minutes, check your spam folder. Since the book is large, I had to divide it into two parts.

An experiment for the little ones

Well, it’s probably difficult to call it an experiment, however, in order to consolidate the material, we fed pigeons and fish in the park. They discussed that they move, grow, eat, die and reproduce. She offered to feed the stone with bread in order to come to the conclusion that it does not eat, which means that it is inanimate. Alexander immediately took it with a laugh. He understood that the stone would not eat bread and laughed at me. My baby, laughing, gave me: “Mom, the stone does not eat, it is not alive.” Curtain, the experiment is over.

In the park, talk with your child, living or inanimate nature includes: a stone, pigeons, a pond.

Logics

As always, the “Big Book of Tests for the Development of the Kid’s Intelligence” helped us out.

Here you can take any tasks where there are representatives of animate or inanimate nature. Those. a task is carried out about the season, for example, after which we analyze what the sky, birds, trees, puddles, children refer to. Task: what happened before the bud or the opened flower? Here is an example for a child about the movement of flowers - the opening of a bud. And even “what should be drawn in an empty cell?” - a great example for talking about what kind of nature a mushroom, a Christmas tree and snowflakes belong to.

Fine motor skills of hands

1. Here I took the work on “It can be your baby” paper crumbs.

Creative work for the development of fine motor skills, where the child studies wildlife.

We break the bread. Paper for tearing the same quality as themselves album sheets. Of course, children are different, accidentally tearing a sheet of a book during a coup, this probably happens to everyone. But tearing this page into crumbs is really work for children's hands. And of course, during the work, the topic of birds that feed, fly, breed .. that is, was discussed. alive. Again, the movement of our planet; the season is winter; snow that covers food for birds; people who help wildlife in such difficult moments.

When working with a child, do not concentrate only on the process of tearing paper or gluing it in the right places. Turn on your imagination, discuss with your child the story you see on the page and bring him to the topic on which you are working. In our case, this living and non-living nature.

2. finger game with a discussion of who belongs to wildlife.

(Handles on the head, like bunny ears)
This is a bunny - a white side.
Bunny, bunny - lope, lope (we jump)
This is a goose - ha-ha-ha.
Ha-ha-ha, come here
(hands to the sides, we walk, we flap our wings).
Here is a goat - me-me-me.
Give me water Alex
(The thumbs are raised up like horns, the rest are clenched into fists).
This is a squirrel - jump-jump
(Handles pressed to the chest like paws)
Squirrel, squirrel - red side.

Music about nature

We really like Vivaldi's The Four Seasons videos. Compositions in which the scenes of nature are perfectly matched to the sounding music. We listened to 1 a day, since before we had already heard and seen them, doing music, this time we also had a discussion of nature while watching. Even our dad joined us, he liked what we do.

Wildlife cartoon

Receiving information from a child fairy tale characters difficult to overestimate. That's why I always choose cartoons for theme weeks. The best, as it seems to me to this topic, will be the series “Wildlife Lessons from Aunt Owl”.

Colloquial speech: pure talk about nature

Within one day, we 4-5 times after the end of the meal uttered these short tongue-twisters:

Yat - yat - yat - Nature must be protected.
La - la - la - we will save you Earth.
Wait - wait - wait - We don't need acid rain.

P.S. About acid rain had to be explained separately.

Creativity with a discussion of animate and inanimate nature

1. From the “Miracle bee” I chose works on inanimate nature. So, they took “Salute in the night sky” and changed it to stars; "Pond"; "Clouds"; "Rain". Alexander performed all the work himself, then discussed whether the objects belong to living or non-living nature.

Discuss animate and inanimate nature in the child's creative work: rain, puddle, stars, clouds, frogs...

2. On a walk, everything happens quickly. Mom thinks of something, and Alexander gives in to the idea for a few minutes, because there are a lot of interesting things around and you just want to walk and play. The idea was to talk about sand, stones, twigs, leaves and create some kind of picture from all of the above. But all that has been done joint work, these are stones, sand and the image of the sun over the house. We found out what these materials refer to and my child ran away to ride the slides.

On the playground in the game, discuss with your child whether stones, sand, fallen leaves belong to living or inanimate nature.

3. After reading the book “Our Garden” we decided to make our flower with roots. Alexander did the work himself with my tips. I was pleased to see that my boy's fingers were strong enough for the smearing technique. Luckily for us, sunflower seeds were on sale in the pharmacy (this is difficult here) and we included them in our exposition.

Using the example of a flower with roots, it is easy to explain why the flower is alive. And the smearing technique will strengthen the child's fingers.

4. From the “100 Masterpieces” for comparison, where is living and where is inanimate nature, I chose four reproductions:

Claude Monet was the first to hang on the board Corner of the garden in Montgiron and Henri Fantin-Latour Flowers in a vase. It is a little difficult to understand for a child, but still it is necessary to explain that the flowers that we cut and pick cease to be alive. Since we read the book "Our Garden" with an explanation of the structure of the flower and did creative work flower with roots, then I managed to tell in a fairly easy way that flowers cannot “eat” when they do not have roots, they gradually fade and we throw them away. From this, of course, it follows that it is better to admire and smell fresh flowers and not to pick them unnecessarily.

When discussing the painting Corner of the garden in Montgiron, I asked, what is alive in this picture? Alexander listed all living objects, and when asked what was inanimate, he answered that it was a house. I specifically omitted the topic “what is done by human hands”, since all toys would fall into it. But as I wrote above, the child himself drew conclusions on inanimate nature and included some things in this category, like a house, made by man.

2 paintings also participated in the second discussion: Konstantin Kryzhitsky Early spring and Victor Borisov-Musatov Spring. Here my child left his mother with open mouth. He himself began to list the inanimate objects depicted in the painting “Early Spring” - mountains, snow, river, sky, and the living ones - trees. Everything, the topic is mastered!

Board game for kids

I ordered the board game “Feed the Squirrel” before our trip to Disney via the Internet. And she fits our theme so well. The game develops fine motor skills, as the squirrel needs to be squeezed so that it takes acorns in its paws. Teaches the child to follow the order in the game, of course, the repetition of colors and competition. And if without jokes, then Alexander really won against me, he collected acorns in a hollow first. Of course, we talked about a tree and a squirrel, trying on the properties of wildlife.

Nature is everything that surrounds us and pleases the eye. Since ancient times, it has become the object of research. It was thanks to her that people were able to comprehend the basic principles of the universe, as well as make an unimaginable number of discoveries for humanity. Today, conditionally, nature can be divided into living and non-living with all the elements and features inherent only to these types.

Inanimate nature is a kind of symbiosis of the simplest elements, all kinds of substances and energies. This includes resources, stones, natural phenomena, planets and stars. Inanimate nature often becomes a subject for study by chemists, physicists, geologists and other scientists.

Microorganisms are able to survive in almost any environment where there is water. They are present even in hard rocks. A feature of microorganisms is the possibility of rapid and intensive reproduction. All microorganisms have horizontal gene transfer, that is, in order to spread their influence, a microorganism does not have to pass genes to its descendants. They can develop with the help of plants, animals and other living organisms. It is this factor that allows them to survive in any environment. Some microorganisms are able to survive even in space.

Distinguish between beneficial microorganisms and harmful ones. The beneficial ones contribute to the development of life on the planet, while the harmful ones are created in order to destroy it. But in some cases, harmful microorganisms can become beneficial. For example, with the help of some viruses, severe diseases are treated.

Vegetable world

The plant world today is large and multifaceted. Nowadays, there are many natural parks that collect a large number of amazing plants. Without plants, there can be no life on Earth, because thanks to them, oxygen is produced, which is necessary for most living organisms. Plants also absorb carbon dioxide, which damages the planet's climate and human health.

Plants are multicellular organisms. Today, no ecosystem can be imagined without them. Plants serve not only as an element of beauty on Earth, but they are also very useful for humans. In addition to generating fresh air, plants serve as a valuable source of food.

Conventionally, plants can be divided according to nutritional characteristics: which can be eaten and which cannot. Edible plants include various herbs, nuts, fruits, vegetables, grains, and some algae. Inedible plants include trees, many ornamental grasses, and shrubs. The same plant can contain both an edible element and an inedible element at the same time. For example, an apple tree and an apple, a currant bush and a currant berry.

Animal world

The animal world is amazing and diverse. It represents the entire fauna of our planet. The features of animals are the ability to move, breathe, eat, reproduce. During the existence of our planet, many animals disappeared, many evolved, and some simply appeared. Today animals are divided according to different classifications. Depending on the habitat and mode of survival, they are waterfowl or amphibians, carnivores or herbivores, etc. Also, animals are classified depending on the degree of domestication: wild and domestic.

Wild animals are distinguished by their free behavior. Among them, both herbivores and carnivores that feed on meat are distinguished. A wide variety of animal species live in different parts of the world. They all try to adapt to the place in which they live. If it's glaciers and high mountains, then the coloring of the animals will be light. In the desert and steppe, the color ocher prevails more. Each animal tries to survive by any means, and the change in the color of their coat or feathers is the main evidence of adaptation.

Domestic animals were also once wild. But they were tamed by man for his needs. He began to breed pigs, cows and sheep. As protection began to use dogs. For entertainment, he tamed cats, parrots and other animals. The importance of pets in a person's life is very high if he is not a vegetarian. From animals he receives meat, milk, eggs, wool for clothing.

Living and non-living nature in art

Man has always respected and appreciated nature. He understands that his existence is possible only in harmony with her. Therefore, there are many creations of great artists, musicians and poets about nature. Some artists, depending on their commitment to one or another element of nature, created their own trends in art. There were such directions as landscape and still life. The great Italian composer Vivaldi devoted many of his works to nature. One of his outstanding concerts is "The Four Seasons".

Nature is very important to man. The more he takes care of her, the more he gets in return. It is necessary to love and respect her, and then life on the planet will be much better!

Nature is a broad concept that includes inanimate objects of natural origin and a variety of living organisms that surround a person. Plants, animals and birds are living things. Its feature is the lack of dependence on civilization, the ability to natural regulation and self-healing. You can find various objects of inanimate nature, not prone to mobility and significant modifications. What belongs to inanimate nature, and what is living organisms - let's talk in more detail.

Inanimate nature is a group of objects of the surrounding world that do not meet the signs of living things, do not depend on human activity and participation.

Signs of living and non-living

Determining the belonging of objects of the surrounding world to one or another group allows a better understanding of the interaction of the biosphere with the hydrosphere, and the atmosphere.

Examples of signs of various bodies of inanimate or living nature for class 3:

sign	Bodies of inanimate nature	Bodies of wildlife
Metabolism (respiration, nutrition)	Inanimate objects are not characterized by a change in structure and the presence of metabolic processes.	All animate organisms have the ability to absorb (during nutrition or respiration) some substances from the environment and transform them into others in the process of internal metabolism.
reproduction	It is not natural for the inanimate to procreate, as part of life cycle. Processes such as the water cycle are based on changes state of aggregation, however, these phenomena are not associated with the emergence of new forms or the death of the original substance.	All living things are capable of reproducing other organisms in their own image in the process of reproduction (sexual or asexual).
Development	The inanimate does not develop in the process of existence.	Animate is distinguished by the ability to acquire new qualities and properties in the process of life.
Irritability	Do not show an active reaction to the action of other objects.	Animals, plants, fungi and unicellular organisms - all representatives of the kingdoms of the animal world are distinguished by a change in behavior and the presence of a response to the impact of other natural objects and external factors.
Heredity and variability (ability to change to adapt to environmental factors)	Weak variability (change in aggregate state) under the influence of external factors (temperature, pressure).	The presence of hereditary material that affects the similarity of offspring and parents (RNA, DNA). Pronounced external and behavioral variability under the influence of the environment.
Motion	Inanimate objects are characterized by inertia of movement under the influence of environmental factors.	Movement contributes to getting organic matter or is a form of manifestation of irritability.

Contrary to erroneous opinion, growth is not an essential feature of life, since objects such as minerals and crystals have this ability. However, the growth of rocks and other objects differs significantly from the property that animals and plants possess. The growth of the inanimate is based on the attachment of new structural elements to the original form, while living objects increase in size by forming new cells.

Growth on the example of a snowflake:

Useful video: what is the difference between living and non-living

Examples of inanimate nature

Consider in detail the objects of inanimate nature. The world rich various forms objects are inanimate bodies. For ease of understanding, a classification was introduced that allows the bodies to be divided into several groups.

We list the types of bodies:

Solid ( rocks, minerals, ice).
Liquid (water, lava, dew, rivers and lakes).
Gaseous (vapours of various substances, stars).

The inanimate does not die and is not born, nevertheless, one can observe the destruction of mountains and evaporation natural sources. A change in the shape and size of the body is a response to changes in temperature, pressure or other factors. external environment.

In the process of changing the state of aggregation, the inanimate retains its structural particles, which makes it possible to restore the original state (condensation of water vapor).

Air and atmosphere

The air necessary for the life of a large number of living beings on our planet is part of the atmosphere or "air shell of the earth." The atmosphere consists of a mixture of numerous gases with different compositions and properties.

Properties of gas vapors:

inert in movement (moving under the influence of external factors);
do not have their own metabolic processes (do not breathe, do not need food and water);
are not born and do not die (arise in the process of evaporation of moisture);
do not show irritability;
do not reproduce or grow.

Gases are not characterized by signs of living things, but their presence is necessary not only for humans, but also for other organisms. Despite the fact that air itself is not a living structure, air envelope planet is a habitat for birds, flying mammals ( bats), insects and a huge number of microorganisms.

Air and atmosphere

Water

Unlike other forms of the inanimate, water has an apparent independent mobility, but in its composition it is also a mixture of various liquids.

Children who have moved to grade 3 study such water forms as:

lakes,
rivers,
streams,
springs.

These bodies are of natural origin, while the pond is a product of human activity. Water and other liquids are classified as inanimate bodies due to the absence of irritability, growth and other properties. However, like the earth's air envelope, the hydrosphere is home to a variety of animals, plants, and micro-organisms.

Soil and lithosphere

Soil is a collection of salts and the smallest terrestrial rocks penetrated by thin layers of water and air. Despite the fact that plants make their way out of the earth, the soil also refers to inanimate objects.

Depending on the form of deposits, the presence of organic inclusions, the ability to pass liquids and oxygen content, the earth can vary significantly in its properties.

However, this form of the inanimate is home to mammals (mice, foxes, badgers, moles), worms, arthropods (beetles, spiders), bacteria, and a source of mineral and organic matter for plants and fungi.

It is worth noting that plants and fungi do not absorb the earth, but only take dissolved minerals from it. That is why for abundant growth, all plant organisms require a regular supply of moisture.

Sun and other cosmic bodies

In addition to the planet Earth, there are billions of other cosmic bodies in our Universe. The stars and our Sun are just one of them.

Scheme and general information about the sun:

Inanimate nature is a definition that applies equally to our Sun. Despite the emitted light and heat, the luminary does not correspond to the properties of a living being and is not suitable for the life of other creatures.

The presence of a number of inanimate structures, such as water, air, earth, is the most important factor in the emergence and development of life on any planet:

air - for breathing (oxidation of organic substances);
water - for the transport of mineral and organic substances inside plants and the implementation of vital processes inside animal organisms (biological fluids include: blood, lymph, gastric juice);
soil and minerals - the preservation of nutrients, material for building dwellings.

Interesting! Such large inanimate bodies as planets have additional properties that are also necessary for life. One of them is gravity.

In the expanses of space, there are many stars, the study of which is one of the most important tasks of modern science.

Useful video: inanimate nature

Conclusion

On our planet, animate and inanimate nature is in close relationship, which can be observed everywhere. The atmosphere, hydrosphere and lithosphere are to some extent rich in animate organisms for which earth, water or air is a home, a place of shelter or an element of a food extraction system. All internal processes organisms are based on interaction with inanimate objects(respiration, absorption of mineral salts by plants).

Remember! The inanimate is part of the environment human environment that needs attention and preservation for future generations. Even if mountains, seas and oceans do not die, in the process of change they can become fundamentally uninhabitable. a large number creatures.