Man is part of nature. Everything that he needs for life - food, clothing, fuel, etc. - he receives from the environment. Thus, nature is the source of all means of human existence.
For a long time, man did not disturb the balance existing in nature. But gradually there were more people, they needed more and more food. Ancient people began to hunt large animals and killed many of them. Scientists believe that ancient hunters played a certain role in the extinction of mammoths, woolly rhinos, cave bears.
These were the first losses of nature at the hands of man. Years passed, the population of the Earth, the number of cities grew. People's lives were changing: man created many machines to facilitate his work, and means of transportation, built cities and paved roads, mastered the air and water spaces, rose into space. At present, man is increasingly transforming his natural environment.
Man can move mountains, drain swamps and seas, create artificial lakes and rivers, turn river beds.
At present, up to 100 billion tons of rocks are mined annually on the globe, about 800 million tons of various metals are smelted, about 500 million tons of mineral fertilizers are applied to soils, and up to 3 billion tons of oil are burned.
Only one car annually absorbs up to 4 tons of oxygen!
Such human activities often lead to sad environmental consequences. AT major cities air and water bodies are heavily polluted by industrial emissions. The appearance of many regions of the Earth has completely changed: forests and fertile lands have disappeared on them, unique species of plants and animals have ceased to exist.
How to save nature?
We talk a lot about whether there is life on other planets, in other galaxies. How we will rejoice if somewhere in space we find some kind of "insect"! But many species of animals have already disappeared from our planet, and they will never be, while others may disappear at any moment. Think about it: before the appearance of man, one species of animal disappeared in 1000 years; from 1850 to 1950 - for 10 years; since 1950, one species per year. Now one species of plants or mushrooms disappears daily.
To save wildlife, scientists identify rare and endangered species of plants and animals and list them in the Red Book.
To preserve species, along with the habitat, protected areas are created - reserves, national parks, wildlife sanctuaries. They prohibit or restrict any economic activity, people recreation and tourism.
Yes, man has changed the Earth, made it in many ways dangerous for his health, as well as for the health of future generations.
What to do? To go back to the Stone Age, to a damp cave, to hunt, to work the field with stone tools? Of course not. Is it necessary that people learn to treat nature reasonably and responsibly? And this means:
- protect the planet from all kinds of pollution;
- stop the destruction of forests and the advance of deserts;
- preserve the diversity of life on the planet;
- care for nature for every person.
- Did ancient man influence nature?
- How mastered modern man Earth?
- How does man change the face of the biosphere? Give examples.
- What measures are being taken to protect the biosphere?
- How can you help protect animals and plants?
- Is there a protected area in your area? For what purpose was it created?
- Using various sources of information, write a short story about a rare animal or plant.
Man is increasingly transforming nature, but does not always think about the consequences of his activities: air and water bodies are polluted, soil fertility is reduced, and unique species of plants and animals disappear. Red Books and protected areas have been created to preserve wildlife species.
Site search.
"Society Grade 3" - Symbols of the state. Sister. Chukchi. Human society. Indians. Lesson on the world around 3rd grade. Family. Indian. Japanese. . Mum. I. Flag coat of arms. Mongols. Head of state. There are up to 5 thousand different peoples on Earth. Brother. Society. People. Grandmother. People. Africans. Grandpa. Dad. Arabs. Compiled by: primary school teacher, secondary school No. 2, Yadrin Tolstova N.A.
"Circulation of substances class 3" - Energy. So our hypothesis was wrong. Living participants in the cycle of matter. Plants (producers) supply everyone with food and oxygen. Breathing Eating Growing Reproducing Dying. Conclusion. Let's take plants as an example. Carbon dioxide. Can living organisms exist without each other? The author of the project: a student of the 3rd "B" class of the gymnasium No. 13 in Krasnoyarsk Sasha Bezkorovainaya. Air water. Resettlement. The work was carried out under the Living Shell of the Planet project. The sun.
"Lesson Soil" - P. R. The course of the lesson. E. C. O. K. L. 1. Bulk substance, which is obtained as a result of the destruction and grinding of stones. A. S. V. Natural science grade 3. What is soil?
"Animal husbandry lesson" - Goat. The lesson of the surrounding world in grade 3 Theme of the lesson: "Animal husbandry." Felt boots. But in the age of cars and motors, I'm afraid I'll be retired soon. Crochet tail. Piglet nose. Who has horns longer than a tail? Ram, sheep. Beet. Corn. What was dug from the ground, fried, cooked? Horse. Potato. C "L" - cold, hard, smooth, C "M" - viscous, tasty, sweet. Honey. Two bellies, Four ears. Above the ground - grass, Under the ground - a scarlet head. Not my work, not my run, You would live badly, man. I threw one - I took a whole handful.
"Pleshakov Grade 3" - The relevance of the problem. The creative name of the project: "Health is a great gift!". Health in numbers. Is there a health formula? Why should dinner be given to the enemy? Good luck with the project! Are bacteria always the enemy? How much does health weigh in grade 3? Did you know... Fundamental question: What does it cost us to build a house? Who can you be in the project. Is it important to play sports? Problematic issues of our project.
This lesson reveals the essence of the concept - "A reasonable person" with the help of non-traditional didactic techniques, allows you to determine the difference between a person and an animal and show the dissimilarity between people, develops the ability to compare facts based on existing life experience.
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Homo sapiens is part of nature.
Subject: About you.
Goals: repeat the signs of wildlife; introduce the concept of "living beings" or "living organisms";
Find out how a person differs from other living beings;
Establish signs of similarities and differences between people from each other;
Develop the ability to analyze and generalize.
Equipment: two sheets of paper, ink, hand napkins, colored pencils, cards.
During the classes
- The topic of the lesson.
You know that nature is everything that surrounds us and exists independently of man.
What two groups are nature divided into? (for living and non-living)
What is the difference between living things and non-living things?
Signs of wildlife:
*living organisms are born.
*eat
*breathe
*grow
* develop
*reproduce (leave offspring)
And what place do we occupy in nature? (Man is a living organism and belongs to living nature. He breathes, eats, develops, he has children.)
Prove it.
What animal group does man belong to?
“Let's take a closer look at the person, and therefore at ourselves. Man is part of living nature. All living things grow. I'm growing too, but I'm still not a plant. Since early childhood I have been wearing hats, but I am certainly not a mushroom. Apparently I'm into animals. My mother gave birth to me, fed me with milk. There are hairs on my skin. So I'm a mammal"
(Mammal. A mother gave birth to a man and fed him with milk. The human body is covered with hairs. Therefore, a man is a mammal)
The topic of our lesson is “About you”. This is the first lesson of the section “A reasonable man is a part of nature”.
2. Work on the topic of the lesson.
And yet man is different from plants, fungi, and any unintelligent animal. What is the most important difference between a person?
(A person differs from other creatures living on Earth in that he is a rational being! Only he can read, write, count, draw, compose poetry. Only a person can do what other people living on Earth need, even create something that not created by nature.
Consider the picture in the textbook and tell about the intelligent activity of man on Earth. Give your examples. (with. 50-51 )
(People build roads, breed new breeds of animals, work on computers, teach children at school)
How are people similar to each other?
(facial features, body parts, character, etc.)
Review the drawings in with. 45 . Name the main parts of the human body. (Head, neck, torso (chest, abdomen), upper limbs (arms), lower limbs(legs).)
Work in a notebook. S. 34 No. 48.
Fizminutka.
What conclusion can be drawn? External structure people are the same.
How can you tell one person from another? (People differ from each other in height, weight, color of skin, eyes, hair, shape of nose and ears)
People have different physical qualities: strength, endurance, agility, flexibility. People are distinguished by kindness, honesty, diligence, accuracy, politeness, responsiveness. Some memorize poetry well, others find it difficult. And people think and fantasize in different ways.
3. The game "Snowflake",which shows that everyone thinks and acts differently.
1. Take a piece of paper.
2. Fold it in half.
3. Tear off the top right corner.
4. Fold the paper in half again.
5. Tear off the top right corner.
6. Fold the paper in half again.
7. Tear off the top right corner.
8. Fold the paper in half again.
9. Tear off the top right corner.
10. Expand a piece of paper.
Notice how the sheets of paper look different. Is it possible to say that someone's paper is torn incorrectly? (Not)
Why? (Because everyone followed the teacher's instructions) Why are the sheets torn so differently? (Because everyone interpreted in their own way what the right corner of a folded sheet of paper is)
Work in a notebook. S. 35 No. 50.
There are no two people in the world, even twins, who have the same fingerprints. Most often there are three main groups of patterns - an arc, a curl and a loop. Let's try to make fingerprints.Consider the patterns of your fingers and the fingers of a neighbor. Try to determine which group they belong to.
Reading the last paragraph on with. 47
4. Sense organs.
No matter how different people are from each other, they all have the same sense organs. What is their purpose? (A person has five sense organs: eyes - the organ of sight, ears - the organ of hearing, tongue - the organ of taste, nose - the organ of smell, skin - the organ of touch)
Riddles: My brother lives behind the mountain. Can't see me. (eyes)
Always in the mouth, not swallowed. (tongue)
Do people always have it, do ships always have it? (nose)
Two dolls are sitting on the roof. (ears)
Which sense organ can you use to recognize your fingerprints? (With the help of sight)
Give examples of how else with the help of the senses you can learn about the world around you?
How do animals get information about the world around them? (With the help of the senses)
Is there a difference in the knowledge of the world around humans and animals? (A person can get information from books and the Internet)
5. Similarities and differences between humans and animals.
How is a person similar to different animals and how is it different?
Consider the table. Note the signs and abilities of animals that humans also possess.
Features | animal groups | Skills |
Fish | They swim fast. Dive deep. They are cleverly hiding. |
|
Insects | ||
Birds | ||
mammals |
I - ___________.
6. The result of the lesson.
We have seen that humans are similar to animals in many ways. How is he different from them? Can animals read, write, compose poetry and draw? Did they come up with numbers, letters, notes?
Can airplanes, cars, ships be invented?
Do they make tools to build their dwellings?
(Man is very different from animals. He creates what is not in nature. Invents. Able to express his thoughts orally and in writing)
7. Homework. T. s. 34 No. 47. Uch. pp.43-48.
Features | animal groups | Skills |
Bone skeleton. Scales. Fins and tail. They breathe with gills. | Fish | They swim fast. Dive deep. They are cleverly hiding. |
Three parts of the body. Six legs. Sensitive mustache. | Insects | They build dwellings. Fly, run, crawl on the ceiling. |
Wings. Plumage. Two legs. Head with a beak. | Birds | They fly high. They see far. They build nests. The chicks are trained. |
Wool. Breathe easy. They feed the children with milk. | mammals | Good vision. Sharp scent. Raise the young. They perform at the circus. |
2) Fill in the missing words in the text.
I'm not ___________, although I can swim. I'm not _____________ because I don't have six legs. I don't ________, I don't have __________ to fly.
I - ___________.
Features | animal groups | Skills |
Bone skeleton. Scales. Fins and tail. They breathe with gills. | Fish | They swim fast. Dive deep. They are cleverly hiding. |
Three parts of the body. Six legs. Sensitive mustache. | Insects | They build dwellings. Fly, run, crawl on the ceiling. |
Wings. Plumage. Two legs. Head with a beak. | Birds | They fly high. They see far. They build nests. The chicks are trained. |
Wool. Breathe easy. They feed the children with milk. | mammals | Good vision. Sharp scent. Raise the young. They perform at the circus. |
2) Fill in the missing words in the text.
I'm not ___________, although I can swim. I'm not _____________ because I don't have six legs. I don't ________, I don't have __________ to fly.
I - ___________.
Task 1. Prove that a person is a part of wildlife. Fill the table.
Conclusion: a person has all the properties of representatives of wildlife, which means that he is also a part of wildlife.
Task 2. Using the text of the textbook, give a definition of the concept.
Adaptation is the adaptation of the structure and functions of the body, its organs and cells to the conditions of the external environment.
Task 3. Consider Figure 4 of the textbook. Write down examples of human interaction with environment. Make a conclusion.
Task 4. Provide evidence that a person, an organism that functions according to biological laws, is a biosocial being. Complete the diagram using text from the textbook.
Task 5. Using additional literature or the Internet resource, give yourself one or two examples proving that the human body is able to adapt to changing environmental conditions.
There are three types of human adaptation:
1. Physiological. Most simple examples- acclimatization and adaptability to changing time zones or daily operation. In the process of evolution, various types of people were formed, depending on the territorial place of residence. Arctic, alpine, continental, desert, equatorial types differ significantly in physiological parameters.
2. Psychological adaptation. This is the ability of a person to find moments of understanding with people of different psychotypes, in a country with a different level of mentality. A reasonable person tends to change his established stereotypes under the influence of new information, special cases, stress.
3. Social adaptation. A type of addiction that is unique to humans.
Subject: Man is a part of living nature.
Tasks:
Based on research activities, develop the idea that man is part of nature.
Develop the ability to independently draw conclusions based on practical experience.
Develop the ability to reason and prove to which group the object belongs, using the scheme of signs of the living.
Develop the ability to work in a group, in pairs.
To fix such concepts as "useful" and "harmful" products.
Expand and activate children's vocabulary.
Raise the desire to protect all living things.
Methods and techniques: a surprise moment - a problem, a conversation, work in groups, an outdoor relay race game, guessing a riddle, looking at illustrations, working with the “Live” model.
Material: Free Images: bird, fish, animal, plant, insect, human, snowflakes, mountains, stones, water, sand, sky; two easels, an exhibition of drawings by children from the My Family group; model "Live"; baskets; chips for dividing children into groups; replicas of products: bread, meat, milk, cheese, vegetables, fruits, cereals, fish, chips, soda, french fries, cake, sweets, sausage; scheme: “Human Development”; coins with numbers 1 and 5; two baskets.
Preliminary work: examining the “Living” model, talking “Useful and harmful products”, drawing on the topic: “My family”
Lesson progress:
Children enter the group, greet the guests.
I suggest you go to the easels and look at the pictures. Tell me, please, why did I place the pictures like that, these pictures on this easel (showing), and these on that one?
(live: birds, insects, fish, plants and inanimate: snowflake, sky, mountains, sand, stones, water)
Children conclude: on one easel there are living creatures, and on the other they are not alive.
What does "live" mean? (children reason, the teacher, in the course of their statements, puts up the “Alive” model)
Here is another picture I have. Who is it? (human) where should I place a human? Something in my head is all messed up. Will you help me?
I propose to open a laboratory and divide into three groups. Each group will perform their task-experience, and then we will all be told what results they got. (they come to the table and with the help of chips determine their group, go to their tables)
The teacher explains to each group its task.
The first group proves that a person is moving. (cards with tasks: standing on one leg, see what is behind without moving). Children begin to perform.
The second - a person breathes (take in air and not breathe: they can or not, take a strip of paper, bring it to their chin and exhale, draw a conclusion: a person breathes, exhales air) Children begin to perform.
The third is growing (they lay out the development of a person from an infant to an adult).
After the experiments, the children take turns telling how they completed the tasks and draw conclusions that a person cannot live without movement - he moves; the person breathes; man grows.
We have proved that a person moves, breathes and grows. (I draw the children's attention to the model)
In order for a person to move and grow, what else does he need? (eat)
Is all food suitable for a person? Maybe it's enough for him to make a sandwich with sausage and drink it with soda? (no, why? After all, they are sold in our stores, so they are for people? Let's go to our store and figure out which products are useful and which are not.
Relay game "Useful - harmful products"
Welcome to our store. There are products on the shelves here. They are all mixed. You need to separate healthy foods from harmful ones. One team buys healthy products, the other - harmful. But to buy groceries, you need what? (money) I have some coins in my piggy bank, I will share with you.
Children take coins. The coins are marked 1 and 5.
Whoever has 1 ruble coins one after another on this side, you buy harmful products, and whoever has 5 rubles - on the other, you buy useful ones.
Here are your baskets. The first participants run to the store, put their coin on the cash register, take desired product, run back and put in the refrigerator. The basket is passed to the next participant, and so on.
Children compete. After the relay race, the children stand around the tables and draw conclusions about useful and harmful products.
Why do you think that chips and soda are harmful products. (Because in order for a person to be healthy, one must consume vitamins, useful substances. And they do not contain vitamins.)
Okay, but candy and cake. Do we eat them sometimes? (They can be eaten, but not much. They have a lot of sugar, and it is bad for the teeth)
Do you think there are more useful or harmful products? When you go to the store with adults, pay attention to what your parents are buying. And if you don't like something, tell them.
Now let's get back to our model.
Children return to the group, sit on chairs. The teacher, together with the children, concludes: a person moves, breathes, grows, eats.
Listen to the riddle:
Without what in the world
Adults can not live and children?
Who will support you friends?
Your friendly ... (family)
We have already considered the drawings of children. Tell me, what is a family for? (children's answers)
People marry in order to continue their lineage. The more children in the family. The richer her family. When a child is born, father and mother take care of him and the whole family helps them in this.
Children, how do you help your moms and dads take care of their younger brothers and sisters? (children talk)
Parents raise their children, teach them to be kind, smart, honest, courageous. Children, when they grow up, will also be moms and dads.
All life on earth continues its kind - multiplies (repeat a new word)
Model output:
Man is alive: he moves, breathes, eats, grows, multiplies. So the person is alive.
One of the children puts a picture of a person on an easel.
Do you think that all life that is on our earth can disappear? Why? Who does all this? (Man) Man is responsible for everything that surrounds him. Nature is so beautiful!
How nice to admire
Blue seas.
How wonderful to admire
Flower bed at the door.
But not eternal nature,
She suffers so much evil!
And less and less, year by year,
On the oxygen planet
Happiness, peace and warmth.
To make the earth more beautiful
We need to be more careful.
How do you understand the word "thrifty"?
And do not forget that all people are part of nature. Don't hurt anyone! Protect the environment!
Thank you for your help, I couldn't have done it without you. Now say goodbye to the guests and you can once again go to the grocery store.