A message about the world around us, the life of the forest. Forest life. Natural Community Study Plan

1. Imagine that you are entering a forest. A poem by V. Rozhdestvensky will help you with this.

When you enter the forest, fragrant and cool,
Among the spots of sunshine and strict silence
Your breast greets you so joyfully and greedily
Breath of wet herbs and aroma.
Your foot slides on a scattering of needles
Or rustles the grass, shaking off drops of dew.
And the gloomy canopy of broad-legged
Intertwined with foliage and young ones.
Hello, haven of peace and freedom,
Unpretentious forest of the native north!
You are full of freshness, and everything in you is alive,
And you have so many mysteries and miracles!

What forest did you end up in? Prove it. Underline the names of the trees mentioned in the text.

We found ourselves in a mixed forest, as coniferous trees (pines, spruces) and deciduous trees (alder, birch) were mixed here.

Write what other trees can be seen in such a forest.
In such a forest you can also see larch, aspen, linden, maple, oak, elm, and fir.

2. Fill out the table.

Forest inhabitants.

3. What animals of the forest are mentioned in the riddles? Cut out their images in the Appendix and stick them next to the riddles.

What kind of forest animal Stood up like a post under a pine tree And stands among the grass - Are your ears bigger than your head? Answer: Hare
	He looks like a shepherd. Every tooth is a sharp knife! He runs with his mouth bared, Ready to attack a sheep. Answer: Wolf
Touching the grass with hooves, A handsome man walks through the forest, Walks boldly and easily Horns spread high. Answer: Elk
	This resident in clear weather Without a flashlight he climbs into the hole. He likes to work only in the dark. He wears a brown suede tailcoat. Answer: Mole
I walk around in a fluffy fur coat, I live in a dense forest. In a hollow on an old oak tree I'm gnawing nuts. Answer: Squirrel

4. Write what the role of mushrooms is in nature.

They suck up moisture and salts from the soil and give it to the trees.
Insects lay larvae in them.
People love to collect and eat them.
Forest nurses. They are involved in the circulation of organic substances and destroy plant residues.
Animals eat them.

5. Compose and write down 2 - 3 food chains characteristic of the forest zone.

Boletus - Wood mouse - Weasel
Spruce - Bark beetle - Thrush

Exchange notebooks with your desk neighbor. Check each other's work.

6. Write the names of the mushrooms, use the identification atlas.

Lesson summary on the world around us, grade 4-B

Compiled by Dulyanitskaya T.A. primary school teacher MBOU "Dachnovskaya Secondary School" of the Sudak urban district

Topic: Forest life.

Practical work No. 16 “Examination of herbarium specimens of forest plants and their recognition.”

Goals:

1. To form students’ ideas about the forest as a natural community.

2. Introduce and explain the term “natural community”.

3. Introduce the diversity of forest inhabitants, forest layers, forest litter and microorganisms, and the role of fungi.

4. Develop the ability to find relationships in nature, in the community, to recognize plants and animals.

5. Develop children’s cognitive activity, ability to reason and generalize.

Formed UUD:

Cognitive: the ability to extract information, establish cause-and-effect relationships and dependencies between living and inanimate nature;

Communicative: carry out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks;

Regulatory: formulate educational objectives, determine the sequence of intermediate goals, taking into account the final result,

Assess the quality and level of mastery of the material;

Personal: show a positive attitude towards learning.

EQUIPMENT: herbarium; recordings of bird voices.

During the classes

I. Organizational moment . Communicate the topic and objectives of the lesson.

II. Checking homework .

What did you learn about in the last lesson?

– Give examples of different types of soil.

– Which soil is the most fertile?

– What are the soils like in our region?

– Why do you need to take care of soils?

– How should soils be protected?

Find errors in the text.

“Soil is the top solid layer of the earth. There are few soil types. The most fertile soils are tundra soils. Salts are responsible for soil fertility. Chernozem soils predominate in our region. Soils do not need protection.”

TEST “EARTH-NURSE. SOILS"

1. The characteristic soils of our region are:

a) chernozems; c) podzolic soils;

b) tundra soils; d) gray forest soils.

2. Chernozem soils predominate:

a) in the tundra; c) forest zone;

b) steppes; d) deserts.

3. Soil fertility depends on the amount of:

a) sand; c) humus;

b) clay; d) salts.

4. From humus under the influence of microorganisms the following are formed:

a) water; to the air;

b) stones; d) salt.

5. From the remains of dead plants and animals under the influence of microorganisms the following is formed:

a) sand; c) clay;

b) humus; d) silt.

6. The composition of the soil includes:

a) carbon dioxide, limestone, air, water;

b) water, air, sand, clay, humus, salts;

c) table salt, sand, clay, water, air.

7. To protect the soil in the fields it is necessary:

a) plow, fertilize, destroy harmful insects and animals;

b) plant trees, water abundantly, use pesticides;

c) carry out snow retention, plant shelterbelts, plow properly, water moderately and use fertilizers.

8. What color are the lowlands indicated on the map?

a) yellow; b) green; c) light brown.

9. One centimeter of soil in nature is formed:

a) for 100–150 years; c) 5–10 years;

b) 250–300 years; d) 1–2 years.

Answers: 1(), 2(b), 3(c), 4(d), 5(b), 6(b), 7(c), 8(c).

III. Working on new material.

1.Self-determination for activity .

Guess the riddle.

This city is difficult

It is dense and dense. (forest)

Why is it called a city?

What will we talk about in class?

Read the topic of the lesson written on the board. Slide 2

Over the wide river,

Covered in darkness

In the deep silence

The forest is dense.

I.Nikitin

What lesson goal can be set in connection with the topic?

What will we do to achieve this goal?

What would you like to know about this topic?

Formulate your questions.

2.Forest - natural community .

*The teacher reads “The Tale of the Artist Who Decided to Paint the Forest.”

A TALE ABOUT THE ARTIST WHO DECIDED TO DRAW A FOREST

– What is a forest? - the artist thought. - Of course, trees!

I painted birch, spruce, pine and aspen trees, oak and linden trees. Yes, they turned out so similar that the branches were about to sway. And in the corner, as expected, I drew an old forest man. I hung the picture, and after a while I saw dry trunks.

The artist painted grass and flowers, but the forest dried up again.

– Did you draw insects? – the voice of the forester was heard again.

The artist painted insects, but they stuck to all the trees.

– We need birds, and also bushes and berries,” the forester continued.

I completed the drawing, but the forest still began to wither.

– Draw a toad and a lizard, mushrooms!

– No, said the artist.

They argued for a long time, and the artist agreed and painted many different animals. It was dark, and the artist wanted to turn on the light, but suddenly he heard the cracking of branches and someone snorting.

– This is a real forest! - said the forest boy and disappeared. Or maybe he was hiding. After all, thousands of inhabitants are hiding in the forest. And all of them together are the forest!

-Scientists call the forest a natural community. Why do you think?

This means that all its inhabitants live together and are closely connected with each other.

3. Tiers of the forest.

For living organisms, a forest is a large multi-story building. Each floor has its own name. Scientists call these floorsforests are in tiers and arranged in decreasing order. You can give the names of the tiers yourself after listening to the description riddles.

1) Perennial plants in which several solid stems arise from a common root.(Shrubs.)

2) Plants with soft green stems. (Grass.)

3) Perennial plants with large, hard stems.(Trees.)

Arrange the names of the tiers in decreasing order. (Trees, shrubs, herbs.)

*The teacher shows the “Tieres of the Forest” diagram.

*The teacher suggests filling out the table: working with the herbarium (in groups)

ate

pine trees

birch trees

aspen

raspberries

currant

viburnum

rose hip

stone berry

sorrel

lilies of the valley

What grows on the ground itself?(Lichens and mosses.)

4. Power circuits (work in pairs)

*Students work in pairs to build a model of a food chain.

*The teacher opens the diagrams on the board.

What do the arrows mean? (These are power circuits.)

You have already said that the forest is a home for living organisms. What else does it serve for animals?(Animals find food in the forest .)

Let's look at the food chains: oak → bark beetles.

A healthy young tree is not afraid of beetles; any damage to the bark is filled with resin. But when a tree ages, it can no longer cope with the multitude of bark beetles and dies, making way for young plants. Do bark beetles bring harm or benefit to the forest? (For young trees this is a benefit, but for old trees it is harmful.)

Nevertheless, bark beetles accelerate the circulation of substances. Everything in the forest is interconnected and inextricable. If these connections are disrupted, the ecological balance will also be disrupted. Plants cannot live without animals, and animals cannot live without plants. They live together and together form a natural community. They help each other. Give examples.

(A squirrel, storing food for the winter, takes acorns far from the tree on which they grew: this is how the seeds spread.)

5. Mushrooms.

There are other living organisms living in the forest. Who is this? Guess it.

Both on the hill and under the hill,

Under the birch and under the fir tree,

Round dances and in a row

Well done guys are wearing hats.(Mushrooms.)

Does the forest need mushrooms?

Find the answer to this question in the textbook. (The forest needs mushrooms. They help trees suck water with dissolved salts from the soil. Animals eat and heal with mushrooms. Mushrooms help decompose plant residues.)

Physical exercise.

Game "Edible - Inedible"

*Students repeat the exercises after the teacher, guess riddles (if the answer is an edible mushroom, then the students stand; if the answer is an inedible mushroom, then the students squat).

1. These friendly guys

They grow on a stump in the forest.

They call them... (Honey mushrooms).

(Children are standing.)

2. And this is a handsome man on a white leg,

He's wearing a red hat

There are polka dots on the hat. (Fly agaric.)

(Children sit down.)

3. Gray hats,

Speckled legs.

They grow under the birch tree.

What are their names? (Boletus mushrooms.)

(Children are standing.)

4. Among the young pines

In a shiny dark hat

Fungus growing... (Oil can.)

(Children are standing.)

5. Sisters are growing up in the forest.

Red... (Foxes.)

(Children are standing.)

6. He has a homely appearance,

A shuttlecock on the leg will decorate it.

Don't touch this mushroom.

Keep in mind - it is very poisonous!

Don't take them from the clearing,

They are called... (Toadstools.)

(Children sit down.)

7. I stand on a thick leg,

I stand on a smooth leg.

Under the brown hat

With soft velvet lining. (Borovik.)

(Children are standing.)

Well done! You know edible and inedible mushrooms.

- The golden rule of a mushroom picker: “If you don’t know, don’t take it!”

What are the rules for picking mushrooms?

6.Importance of forest litter.

Close your eyes and imagine that you are back in the forest. What lies under your feet? (Remains of old grass, dry branches, old leaves.)

Scientists call this forest floor. Some of the old foliage and dead plants gradually rot, turning into humus. This is the work of microorganisms, bacteria, insects. Therefore, a lot of old leaves do not accumulate in the forest. And for some animals, the forest floor helps during cold winters. What animals does the forest floor help in winter?

(Beetles, hedgehogs, bears, that is, those who hibernate.)

*Students read the article “On forest litter and microorganisms” on p. 168 textbook.

7. Animals of the forests .

*work in pairs - complete task 2 p. 164

IV. Consolidation of what has been learned .

How do plants and animals live in the forest? (Plants grow in tiers in the forest. Animals divide these floors among themselves: some live in trees, others in bushes, others on the ground or even underground. All living organisms live together, plants in the forest more than animals.)

What can you call a forest? (A forest is a natural community.)

1.Work in groups .

Compose a story about a forest community according to the proposed plan on page 165 of the textbook.

*Listening to 2-3 stories.

Give examples of natural balance in the forest, based on the diagram:

2.Forest fires.

What can disturb the natural balance in the forest?

*Students complete the task “Let’s Discuss!” us. 168–169 textbook.

3. The significance of the forest.

So what is the forest for?

V. Summing up.

*Students read the conclusion on p. 169 textbook.

What was the purpose of the lesson?

What knowledge have we discovered?

*answers to questions in the “Test Yourself” section p. 169

Reflection.

What sparked your interest?

What new did you learn in the lesson?

How do you feel when you finish the lesson?

Homework.

pp. 164–169. Answers to "Test Yourself" questions.

A message about any animal or plant in the forest of our region.

Comets. The structure of the solar system. Such luminaries are called comets (from the Greek “cometes” - “long-haired”). We assume that the solar system includes the Sun, Earth, Moon and stars. Authors: Doroshenko Maxim, 4th grade Sidorov Maxim, 8B grade. Minor planets. Meteorites. Major planets. We must answer the question: “What is the Solar System?” And the Moon is a satellite of the Earth.

“Knight 4th class” - The horses were also dressed in armor. Student 4 "A" class Vasilenka Vladimir. Bare stone walls. Knighting is a symbolic ceremony of entry into knighthood. Knight. How the knights lived. The interior of the castle was gloomy and cold. Resin torches are constantly burning. Ritter, "horseman"; a medieval noble honorary title in Europe. Kings and nobles lived in castles with their families, servants and warriors.

“Steppe zone of Russia” - 3. The steppe zone is characterized by hot summers and cold winters. Root systems of steppe plants. Steppenwolf. Educational and training complex “Primary school of the XXI century”. Steppe viper. Bumblebee. A) short, cold. Clover. Map of natural zones of Russia. and Cuban Studies. My Kuban is the steppe daughter of Russia. Lots of rodents. Developed by primary school teacher Gomon I.Yu. Municipal educational institution "Gymnasium No. 33 of Krasnodar". Veronica is gray. Fescue. Quail. 1. Characterized by a large number of animal species, many different types of predators. Buzzard. 6. Precipitation occurs in the form of short but heavy showers.

"Middle Ages" - Mexico. Civilization research plan: Ruins of the Temple of the Feathered Serpent - Quetzalcoatl. Italy. China. XII century France. Burma. Pisa Cathedral and Leaning Tower of Pisa. XII century. The era of the Middle Ages - between Antiquity and Modern times. Geographical location Achievements Religion Concepts of good and evil (morality). 10th century XV century. Notre Dame Cathedral. Medieval civilizations: Greece. Sky Temple. Shwedagon Pagoda. XIV century.

“Project Spring” - Discussion and evaluation. Presentation by the group Artists about spring. Stage 1. Pre-project preparation. Stage 2. Planning. Stage 3. Practical implementation of the project. Project type: practice-oriented, short-term, in-class. Writers and poets about spring. Stage 4. Results and conclusions. Work in groups. Which composers composed music about spring. Implementation of an educational project. Get acquainted with works of literature, music and art about spring, with oral folk art. Learn to work in a group, listen to each other.

“Lesson of the surrounding world Sun” - Universe. Give examples of celestial bodies. Using your textbook, fill in the information in the text. : Working with text from a textbook. Lesson about the world around us on the topic “Universe”. The organizational point of the task of our lesson: Find out if there are similarities between stars and planets? Solar system. What is astronomy? If so, which one? Lesson goal: The sun. in 4th grade using the textbook by A.A. Pleshakov “The World Around Us.” Lesson stages.

Look at the plants of the mixed forest in the herbarium. Identify them using the atlas-identifier.
Using the picture in the textbook, get acquainted with the diversity of living organisms in the forest. Name them by covering the signatures with a strip of paper, and then test yourself.

1. Spruce. 2. Aspen. 3. Pine. 4. Squirrel. 5. Woodpecker. 6. Oriole. 7. Oak. 8. Silkworm: butterfly and caterpillar. 9. Bark beetle. 10. Thrush. 11. Boar. 12. Euonymus. 13. Boletus. 14. Vole. 15. Animal soils. 16. Wood mouse. 17. Earthworm. 18. Weasel.

Use this drawing to talk about the ecological connections in a mixed forest.
What is a forest? Try to define it. Test yourself using the textbook text.

What is a forest

Everyone imagines a forest. But if you ask: “What is a forest?”, not everyone will answer easily. In any forest, the main plants are trees. There is no forest without trees. But the forest is not only trees. A forest is a complex unity of living and inanimate nature.

Shrubs and herbs grow in the forest, and many animals live. There are also mushrooms here. Plants provide food and shelter to animals, and animals distribute the fruits and seeds of plants. Mushrooms help trees grow and serve as food for many animals. We see that living organisms in the forest are closely connected with each other, they live together, together. Together they form a natural community.

The life of the forest community depends on inanimate nature. So, sunlight, air, and water are necessary so that plants can create nutrients in their wonderful “kitchen” and feed themselves and animals.

Forest life is impossible without soil. Here are the roots of plants, the mycelium of mushrooms, and many small animals live. There are also very tiny organisms that live in the soil that you cannot see without a microscope - bacteria. They are an important part of the forest community.

Based on your observations, tell us what plants, animals, and mushrooms are found in the forests of your region.
Build a model of a food chain characteristic of a forest community in your region. Ask your deskmate to check your work. If necessary, correct the error by modifying the model.
Explore the Natural Community Study Plan. We will use this plan in the following lessons. Using the same plan, we will characterize the studied natural communities.

Natural Community Study Plan

Community name.
What organisms make up the community.
Ecological connections in the community.
The meaning of community for a person.
The influence of a person on a community.
Community policing.

Read the text. Use the information you receive to talk about ecological connections in the forest community.

Fallen leaves and other dead parts of plants form forest litter on the soil surface, which plays a large role in the life of the forest. Under the influence of bacteria, it gradually rots, enriching the soil with humus. This maintains the cycle of substances in the forest. The work of bacteria is facilitated by insects and their larvae, which also live in the forest litter and crush it. Plant remains crushed by them rot faster. Scientists have proven this with this experiment. Forest litter was collected into two identical vessels. In one vessel it contained bacteria, insects and their larvae, and in the other - only bacteria. In the first vessel, the litter quickly turned into dust and rotted, while in the second it was preserved for quite a long time.

According to what is given on p. 165 give a description of the forest community. When revealing points 4-6, use the knowledge gained in the lesson “Forest and Man”.

Let's discuss!

What violations of ecological connections can occur in the forest due to human fault? Where it leads? What needs to be done to prevent such violations from happening?

check yourself

What is a forest?
Why is the forest called the unity of living and inanimate nature?
What groups of organisms make up the natural community of the forest?
How are the inhabitants of the forest related to each other?

Homework assignments

Put it in your dictionary: natural community.
In the book “The Giant in the Clearing,” read the stories “Forest Paths,” “Into the Forest for the Berries,” and “Have Pity on the Birch.” Analyze your behavior in nature: were there any actions for which you are ashamed, or ones that you are proud of.
Observe the life of the forest. Use the identification atlas to recognize its inhabitants.

Next lesson

Let's get acquainted with the natural community of the meadow, compare the meadow and the forest. Let's learn to behave correctly in the meadow.

Remember your observations in the meadow. What plants and animals live there? How is a meadow different from a forest?