Create production chains for 2 classes around the world. Make chains

Transforming clay into a product

Manufacturing of wool products

Manufacturing of metal products

How a book is born

Class: 2

Target: Introduce the natural materials from which various objects are made; to form basic ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; cultivate a caring attitude towards natural resources.

Planned results: Metasubject

Regulatory: be able to formulate learning task; understand the learning task of the lesson and strive to complete it ; formulate conclusions from the studied material; answer final questions; realize control and correction; evaluate results of your activities in the lesson. Cognitive:classify objects by the nature of the material, show different production chains in color; read textbook text; according to textbook drawings trace production chains, model them, make up story based on pictures, give other examples of the use of natural materials for the production of products. Communicative: participate in pair and group work. Agree with each other, accept the interlocutor’s position, show respect for other people’s opinions.

Subject: learn what natural materials people use to make products; learn to create simple production chains

Personal: take care of things; understand the need to respect nature; respect people's work.

Educational materials: Textbook by A.A. Pleshakov “The World Around us”, workbook No. 1, computer, multimedia projector, screen, various objects made of clay, metal, wood, wool; cards - models. U students: signal flags, colored pencils (markers)

1. Organizational moment, emotional mood. (slide1)

The cheerful bell rang
Is everyone ready? All is ready?
We are not resting now,
We are starting to work.

2. Checking homework.

A) Individual tasks using cards. (2 children receive tasks)

Emphasize industrial products with one line and agricultural products with two.

1. Tomato, book, carrot, telephone, table lamp, potato, tractor, radish, onion, chair, iron, slippers.

2. Watermelon, cherry, chair, T-shirt, grapes, boots, coat, rocket, plum, school desk, pumpkin, cabbage, airplane, garlic, cucumber.

B) Game “True or False.”

Let's play the game “Is this true or false” (working with traffic light cards: if true, green, if not, red)

Is it true that the economy is the economic activity of people? (Yes)

Is it true that trade gives us bread, milk, and meat? (No)

Is it true that paper money was first used in China? (Yes)

Is it true that money is not made from wood these days? (Yes)

Is it true that clothes, shoes, furniture are produced in trade? (No)

Is it true that a painter, mason, plasterer, and crane operator work in construction? (Yes)

Is it true that we can purchase products and things from agriculture? (No)

Is it true that in order for us to drink a glass of milk in the morning, only agriculture and trade are working? (no, transport, industry)

Is it true that transport and industry specialists participate in the construction of a house along with the builders? (Yes)

Is it true that all sectors of the economy are connected to each other? (Yes)

Self-determination for activity

Look at the screen . (slide 2) The slide shows different objects.

(Shell, mittens, scissors, jug, ruler, spoon, scarf, mug, pencil)

Determine which one is “extra”? (shell)

Why? ( The shell was created by nature, and the rest was made by man)

What is the name of something made by human hands? ( Man-made world)

Practical work.

Divide the remaining items into groups based on material. (Divide objects into groups.)

All these items are familiar to you. Name them and explain what they do. What do all these items from the same group have in common? (Name the objects. Tell what they are for - made of clay (vase, pot, brick, clay whistle toy),

Made of wool (sweater, gloves, socks, scarf),

Made of metal (spoon, bowl, mug, scissors, metal construction set),

Made of wood (ruler, wooden spoon, nesting doll, notebook).

What will we talk about in class? (We will find out what and how people make different products from.)

Read the topic of the lesson in the textbook.

Formulate the educational tasks that we will set for ourselves? (we will talk about objects, find out what they are made of). Let's read about this in the textbook.

Working on the topic of the lesson.

Conversation “What is what?” (Work in groups)

Now let's talk about each group of items separately.

1. Wool (consider a group of wool items ) (slide 3)

We have determined that these items are made of wool. Where does wool come from?

(p. 111 of the textbook) Look at the pictures and tell us how woolen things are made.

1. Sheep shearing;

2. Making wool yarn, winding into bobbins;

3. Manufacturing of woolen fabric;

4. Drawing on fabric;

5. Manufacturing of clothing parts using patterns.

What new things have you learned about wool making?

How did you make this scarf? How did you get the different colors?

2. Tree (consider a group of wooden objects) (slide 4)

It is clear that the ruler and stand are made of wood. But how did the notebook end up in this group? How did our textbooks come into being? The guys who prepared the messages will help us figure this out.

a) Student speeches about paper making.

There are different types of paper. Where is it used?

The mill produces paper.

• The writer writes a work.
• Artist makes illustrations
• The publishing house prints books.
• Books appear in the store.

Children's performance.

Today, paper is made in factories where machines help people.

Machines get to work even when the future paper is growing in the forest. Electric saws cut and fell trees. Timber tractors carry logs to the river. Machines tie logs into rafts, and the rafts float along the river to the workshop gate. Then other machines take over: a fast multi-saw machine cuts logs into logs; a debarking machine removes the bark from them; a chipper cuts logs into chips; the chips travel on a self-propelled track into the boiler. Wooden porridge is cooked in a cauldron in a special solution. When this porridge is ready, it becomes paper.

b) Showing a collection of different types of paper.

What is paper used for?

Is it easy to get the paper? How should we treat our notebooks and textbooks, because these are all cut down trees? And to grow an adult tree it takes at least 60 years.

They also make furniture, dishes, and toys from wood. (Show.)

6. Physical exercise

Now guess who we are talking about?.( The music sounds “Bu-ra-ti-no!”)(slide5)

Why do you think we remembered Pinocchio? (made of wood)

And from which fairy tale? (“Golden Key”. A. Tolstoy)

7. Conversation “Which is which?” (continuation)

For a long time in Rus', dishes and such wonderful toys were made from clay. (slide 6)

And how toys are made from clay, we learn from a fragment of the film .

(View a fragment of the film “The Inheritance of Grandfather Philemon.”)

A student's story about clay.

Clay is extracted from the quarry using excavators. In its raw form it is plastic. It is mixed with water to form a thick paste and then used to make dishes or toys. When the clay dries, it hardens and becomes very strong. The products are then fired in a kiln at a high temperature of 450°C. After firing, the clay becomes strong and will never become soft. The art of doing such things is called ceramics.

In ancient times, when there were no refrigerators, clay jugs were used to store cold water. The water remained cold as it seeped through the thin pores of the jug and evaporated, which helped keep the water cold.
The Chinese were wonderful potters. Made from special white clay porcelain. When fired, this clay becomes white. This cup is also made of clay.

It must be said that bricks, toys, and tiles are made from clay.

In the last group we had objects made of metal . (slide 7)

Student's story about iron production

Nobody makes iron, it is created by nature itself, like water, clay, sand... And people only mine this iron and turn it into cast iron and steel.

Iron is visible and invisible in the world - it is in sand (that’s why it is yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is even dissolved in water.

Iron ores contain the most iron. It is from them that this most important metal is mined.

How is ore mined?

Here you can’t do without a huge, powerful steel digger, a small paper bag with an explosive charge and long wires. Miners will drill holes in the ground, place explosives in them, and send current through the wires. Shut your ears here. As soon as the explosion thunders, tons of earth and stones will fly into the air, scatter around, and the ore hidden underneath will be revealed. It happens that the ore itself has to be crushed by explosions. Finally, the explosions died down. A walking excavator gets to work. The excavator will scoop up ore with a scoop bucket, turn around, and a whole wagon or giant dump truck will be loaded. But the ore was brought to the plant. How to turn it into iron? A hot fire helps people here. In huge furnaces, blast furnaces, like high-rise buildings, flames rage day and night. Here, to the very top of one of these domains, trolleys crawled along an inclined road. They will rise, tip over, pour the load into the oven - and down. Some trolleys contain ore, others contain white stone and limestone, and others contain fuel, dark gray spongy coke. It is like a pie, baked from the best coal ground into flour. Well, limestone helps the coke to draw out all the excess impurities from the ore.
Coke burns hot, but it cannot melt ore. To make it burn even hotter, you need to constantly fan the fire, you need hot, red-hot air. That is why there are several more towers next to the blast furnace. It is in them that the air heats up. Powerful fans drive air currents through the pipes, continuously fanning a firestorm in the blast furnaces. The flame rages, the ore melts, settles, drops of cast iron metal gather in streams, streams... Cast iron is heavy, it flows to the bottom of the furnace, and all the excess that was in the ore rises and floats up in a bubbly fiery foam. This is slag.

Finally the master gives a signal: “The cast iron is ready!” We can release the melt.” A minute, another... and, scattering fountains of sparks, illuminating the sky with a fiery glow, liquid metal pours into a huge ladle. There are many buckets, each on wheels. There is a whole cast iron train standing on the rails. Once one ladle is filled, the next one will immediately fit under the stream. Where will the fire-breathing train go? His path is not far - to the neighboring workshop. Here the cast iron will be poured into molds. In them, the liquid metal will solidify and take the shape of the very mold into which it was poured. And you and I encounter cast iron every day. After all, ordinary frying pans, cast iron pots, radiators, grates into which streams run in the streets - all this is also cast from cast iron.

So, we have become acquainted with some materials from which a person can make the objects he needs. Now, to consolidate, let’s do the tasks in the notebook.

Consolidation (work in pairs):

Independent work using the “Workbook” pp. 39-40 No. 1,2

Show different production chains with arrows of different colors.

Write down what people can turn these materials into.

(Grain, mill, bread. Iron ore, factory, scissors, etc.)

And besides clay, wood, metal, what materials can various objects be made from? (Plastic, rubber, glass, etc.)

What should people pay attention to when extracting various materials from nature to make all kinds of products?

1) Extract no more materials than are required.

2) Spend sparingly.

3) Plant new trees.

4) Restore land at the site of quarries.

8. Lesson summary: (slide 8)

What question was answered in class?

Who now knows what dishes, clothes, and comfortable things can be made from?

To make various things, people mainly use materials found in nature. But their supply is not unlimited. Therefore, a person must treat natural resources with care.

9. Reflection (slide 9)

• I know that …
• I learned …
• I am satisfied…

10. Homework (slide 10)

Subject “The world around us”

Summary of an open lesson on the topic “What is what made of?” 2nd grade 04.12.2015

Federal State Educational Standard, Educational and Cultural Center "School of Russia" Lapina A.A. Teacher MBOU "Secondary School No. 37" Bratsk

Teacher's goals

Target. Introduce the natural materials from which various objects are made; to form basic ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; cultivate a caring attitude towards natural resources.

Tasks.

Educational:

Introduce natural materials used in the manufacture of various items;

Introduce the simplest production chains in the manufacture of various items ;

Formation of ideas about the surrounding world.

Educational:

Develop mental operations: synthesis, analysis, generalization;

Develop the ability to work in a group, in pairs.

Educational:

Cultivate interest in the subject through understanding the interaction between man and nature.

Foster a sense of camaraderie, accuracy, perseverance.

Lesson type

Setting and solving an educational problem

Planned
educational results

Subject (scope of development and level of competence):

Learn to: build the simplest production chains for the manufacture of various items

will have the opportunity to learn: find information (text, graphic, visual) in a textbook, analyze its content.

Metasubject :

educational –- independently identify and formulate a cognitive goal,

Set up a search problem;

Conduct analysis and synthesis when getting acquainted with sectors of the economy;

Apply information retrieval methods (using computer tools);

Conduct reflection on performance results;

evaluate your achievements, answer questions, relate learned concepts with examples;

communicative –-listen and engage in dialogue;

Participate in collective (group) discussion of problems;

Manage the behavior of group members, adjust and evaluate their actions;

be able to listen to the interlocutor and conduct a dialogue, master the dialogical form of speech, engage in verbal communication;

regulatory

Set a learning task based on the correlation of known and learned material;

Adjust the plan and method of action in case of discrepancy between the hypothesis and the actual result;

organize your workplace under the guidance of a teacher, master the ability to understand the educational task of the lesson and strive to fulfill it.

Personal:

Orientation in interpersonal relationships when working in a group;

Acceptance and mastery of the social role of the student;

Development of motives for educational activities, skills of cooperation with adults and peers in different social situations;

Formation of personal meaning of teaching

Methods and forms of training

Methods and methodological techniques: explanatory and illustrative; verbal, visual, partially search, practical, game.

Forms of work: frontal, group, individual.

Educational Resources

UMK "School of Russia": - Pleshakov A.A. "The world". Textbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,

- Workbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,

Test book for grade 2 M.. Education, 2012.

Presentation;

Cards – tests for individual questioning;

During the classes

Stage name, goal

Teacher activities

Student activity

UUD

1.Org. stage.

Good afternoon guys!

The bell has already rung.
The lesson begins.
We are not alone today
The guests have arrived for the lesson.
Turn around quickly
Greet your guests!

Guys! Repeat after me.

I know how to think and understand, I know how to listen and respond,
I could be wrong,
I know how to study
I want to learn. (slide 1)

Let the motto of our lesson be the words: “You know it yourself - tell someone else!” ( slide 1)

We will continue our journey into the world of knowledge. I hope that our communication today will bring you new knowledge, and, therefore, new joys.

Greetings from the teachers. Organize their workplace, check the availability of individual educational supplies on the table

They greet each other.

Regulatory: anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation.

Personal: knowledge of basic moral norms, awareness of oneself as a member of society; educational and cognitive interest in new educational material.

2. Checking homework

What section are we studying?

(slide2)

What is economics?

What are the parts of the economy called?

What industries does the economy consist of?

Let's remember what professions we called?

Name your parents' professions.

Let's test your knowledge with tests (Test book for 2nd grade M.. Education, 2015). (slide 3)

What is it that a modern economy cannot function without?

What do you know about them?

City and village life"

This is the economic activity of people.

Industries

- Industry, transport, agriculture, trade, construction.

Milkmaid, shepherd, driver...

Children name their parents' professions and say which sector of the economy it belongs to.

Perform a test, mutual check

- Without money

The child introduces the children to his mini-project “How money appeared”

Regulatory

Personal: Anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result

Communication

3. Self-determination in activity

Tasks: develop logical thinking, interest in new research,

Name the objects you see on the slide. (slide 4)

Determine which item is “extra”?

Why?

What is the name of something made by human hands?

Socks, mittens, books, pots, fork, kettle, jug, shell.

The shell was created by nature, and the rest was made by man.

Man-made world.

Regulatory: volitional self-regulation, structuring of knowledge, analysis of objects in order to identify features, selection of grounds and criteria for classifying objects

Personal: Anticipation of the result and level of knowledge acquisition, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result

Communication: planning educational cooperation with the teacher and with peers.

4.Updating knowledge,

1)statement of the problem.

2) Determining the topic and objectives of the lesson

I suggest you think about what the person made these objects from.

Guess what we will talk about in class?

Formulate the topic of the lesson. (slide 5)

What goals and objectives will we set for ourselves? Use our phrase for this:

I think I'll find out..... (slide 6)

Let's open the textbook on page 108 and read the topic of the lesson again, which we will learn about in class .(slide 7)

What seems difficult and still unclear?

To do this, we will learn to think, reflect, reason, understand the meaning of what we hear and read, and also draw some conclusions for ourselves. What can help us with this?

Made of metal, made of wool,

From paper, from clay...

Let's find out what and how people make different products from.

What is it made of?

Working with the textbook p.108

What does it mean to depict production chains?

Textbook, additional literature, Internet, adults.

Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, carry out analysis and classification according to given criteria; act according to the planned plan, as well as according to the instructions contained in the sources of information: the teacher’s speech, the textbook.

Communicative:

Personal: a broad motivational basis for educational activities, including social, educational, cognitive and external motives;

Cognitive: independently find the necessary information in the textbook materials, in compulsory educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria

5.New material.

1) Fixing an individual difficulty in a trial action.

Goal: To prepare students for the discovery of new knowledge, to perform a trial learning activity and to record individual difficulties. 2) Identifying the location and cause of the difficulty.

Goal: Restore completed operations and record the place - step where the difficulty arose.

3) Constructing a project for getting out of the difficulty

Purpose: setting the goal of the lesson and

choosing a way to solve a learning problem,

4) Implementation of the constructed project.

Goal: students put forward hypotheses and build models of the original problem situation.

Since ancient times, people have had to adapt to living conditions in different environments. The tools, dwellings and household items created by people, clothing, and jewelry were made from the materials that were available in that area.
- The most ancient are stone tools. Ancient people first used fragments of stones, branches and tree limbs. Scientists believe that the very first tool made by ancient man was a hand ax carved from stone.

Nowadays, from birth, a person enters the world of things. We are already so accustomed to this that we don’t think about how and from what the objects around us are made. (slide 8)

-Work in a group Exercise: Take the cards on your desks. Divide all items into groups and explain your choice. (slide 9)

- made of clay (teapot, vase),

- made of wool (sweater, scarf),

- made of metal (spoon, pan),

-made of wood (ruler, cabinet, notebook and book) Let’s check. (slide 10)

All these items are familiar to you. Tell me again, what do all these items have in common?

Let's now trace the manufacturing path of some products. Today in this work I will have assistants who will share their research on this topic.

1. Guess the riddle: (slide 11)

If you meet me on the road,

Your feet will get stuck,

And make a bowl or vase-

You'll need it right away.

Look at these items: dry clay and a clay cup. How do you get such durable cookware?

Alice has done a little research and will now tell you how objects are made from clay. (slide 12-18)

Can we make such dishes?

Why?

Alice introduced us to the procedure for making clay products.

The order in which an item is manufactured is called the production chain. (slide 19)

Open your notebook and show the sequence of making clay dishes . (work in pairs) (slide 20)

Quarry - potter's wheel - oven - cup.(slide 21)

- Look at the screen, I suggest you look again at how clay products are made. (slide 22)

FISMINUTKA (slide 23)

2. Let's continue working(slide 24)

Well done every year

Adds around the ring.

Even ancient people made weapons and tools from wood. What people did from wood! From a home for yourself to toys for children. And now folk art is simply unthinkable without wood products. It’s probably easier to ask: what can’t be made from wood?

- It is clear that the ruler and cabinet are made of wood. But how did the book and notebook end up in this group? (slide 25)

Diana has done research and will now tell you how books are made. (slide 26-31)

In our city there are recycling collection points where waste paper is accepted. Don’t throw away paper, collect it and take it to such points and you will save trees from being cut down.

- We work in pairs. Fill out the diagram in your notebook. - How is a book made from wood? (slide 32)
Wood - pulp - paper - book.

(slide 33)

- Look at the screen, I suggest you look again at how paper is made (slide 34)

3. - In the next group we have objects made of metal. (slide 35)

My assistant Roman also conducted research and will now tell you how metal objects are made. (slide 36-41)

Let's create a production chain. - How do metal utensils come into our home? (slide 42)

Iron ore - cast iron - steel - cookware

- Look at the screen, I suggest watching an excerpt from the film, how objects are made from steel (slide 43)

4. Wool.

– Man has always taken care of his domestic animals, and they provided people with food and warmth. (slide 44)

Thick grasses entwined,

The meadows are curled up,

And I myself am all curly,

Even a curl of a horn. (Sheep, ram)

How are warm mittens, a sweater and sheep connected? (slide 44)

So, we move on to the last group we selected, “Wool Products” (slide 45)

Open your textbook. Look at the pictures (p. 111) and tell us how woolen things are made .(slide 46)

1. Sheep shearing;

2. Making wool yarn, winding into bobbins;

3. Manufacturing of woolen fabric;

4. Manufacturing of clothing parts according to patterns.

Show in your notebook the sequence of making things from wool. ( pair work)(slide 47)

Sheep-yarn-fabric-product.

- There are other animals that are bred for wool - camels, Angora rabbits and goats, llamas, vicunas, musk oxen and even dogs. (slide 48)

Divide objects into groups and explain their version of dividing objects into groups according to a certain criterion

They are made by human hands.

Clay

children's answers

No

We need the knowledge and work of many people.

Notebook p. 70

Watching a movie

Tree

children's answers

Student message (see appendix).

Notebook p. 70

Watching a movie

Student message (see appendix).

We work collectively

Watching a movie

– In spring and autumn, people shear sheep with special scissors. Then they spin the wool and knit socks and mittens.

Children tell stories based on pictures in the textbook p.111

Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, act according to the plan, take into account the rule in planning a solution, the ability to work according to the plan, control the process and results of one’s activities.

Communicative: participate in dialogue, in general conversation, following the accepted rules of speech behavior, draw up small oral monologues, “holding” the logic of the narrative.

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages in oral and written form.

Personal: educational and cognitive interest in new educational material;

The ability to self-assess based on the criterion of success in educational activities.

6. Application of acquired knowledge through the creation of a problem situation.

Independent work with self-test according to the standard. Target: independently complete tasks of a new type, carry out self-testing, step by step comparing them with the standard, identify and correct possible errors.

So, we have become acquainted with some materials from which a person can make the objects he needs.

Group work according to the “Workbook” p.79 No. 2,3 (slide 49)

-No. 2 Write what people can turn these materials into.

-No. 3. Create production chains (slide 50)

clay- bricks, clay toys, vases, dishes

wool– mittens, sweater, carpets, scarf. hat.....

wood - furniture, paper, books, cardboard, houses, bridges......

iron ore-plant-scissors;

h erno-mill-flour-bread

clay- potter's wheel - oven - vase

……..

Communicative: enter into educational collaboration with classmates, participate in joint activities; ask questions, answer questions from others; evaluate the thoughts, advice, suggestions of other people, take them into account.

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages verbally and in writing make a simple plan.

Regulatory: plan (in collaboration with the teacher, independently, with classmates) your actions to solve the problem; act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Structuring knowledge, analyzing objects to identify features, choosing bases and criteria for classifying objects, consciously constructing an oral statement

8. Physical education break

Perform movements according to the text under the guidance of the teacher. Prevent fatigue. Focus on a healthy lifestyle

9. Lesson summary.

– Where do people get materials to make various products?

What should people pay attention to when extracting various materials from nature to make all kinds of products?

(slide 51)

– A person must use resources wisely. Natural resources must be protected, because they are not limitless.

(slide 52)

By making paper, people cut down forests, and they are “the lungs of our planet,” a home for animals and birds. After the extraction of clay, there are quarries left that need to be filled up, otherwise there is a wound on the surface of the earth. And if a person uses natural resources unwisely, then what can this lead to?

Guys, remember that the knowledge and work of many people is invested in every thing, so you need to treat things with care. (slide 53)

I did a great job in class and enjoyed it!

I did a good job, but next time I will be even more active.

I'm not happy with my performance in this lesson, but I'll definitely do better next time! (slide 54)

In nature.

1) Extract no more materials than are required.

2) Spend sparingly.

3) Plant new trees.

4) Restore land at the site of quarries.

Openly reflect on and evaluate their activities in the classroom

Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, and show a friendly attitude towards partners.

10. Reflection educational activities in the classroom.

Target: Record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities

Reflection. Continue the sentence: - It was interesting to find out that...

I was surprised... - It was difficult...

Now I know that …(slide 55)

Regulatory: record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities plan (in collaboration with the teacher, independently, with classmates) their actions to solve future problems.

11. Homework.

pp. 108-111, workbook p. 70 No. 3, No. 4 (slide 56) , (slide 57)

Listen to the teacher's explanation. Make appropriate notes. Accept learning tasks in accordance with their level of development

Regulatory: act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Cognitive: independently find the necessary information in the textbook materials, in the required educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria.