Joint educational activities with older children preschool age on the topic: "Why do we need water."
Target:
- Strengthen children's knowledge about the importance of water in our lives.
- To develop the cognitive interest of children in the process of experimenting with liquids, continue to acquaint them with the properties of water.
- To develop the observation of children, the ability to compare, analyze, generalize, establish cause-and-effect relationships, draw conclusions.
- Exercise in the formation of single-root words;
- Cultivate interest in experimental activities, cultivate respect for water.
vocabulary work: flood, high water, high water, plumbing, whirlpool, expelled, incompressible.
preliminary work: reading fiction, talks about water, looking at illustrations, experimental work(experiments with water, looking at a globe, world maps, guessing riddles about water, work in nature
Equipment: models of the properties of water, oilcloth on the table, 3 jars, 3 raw eggs, salt, twigs, ink, syringes, cups, vessels of various shapes, sheets of paper, blue felt-tip pens, plates, aprons, tape recorder, audio recording “Sounds of Water”
Lesson progress:
Educator: Guys, in order to find out what will be discussed today, guess the riddle:
If there are blots on the nose, then who is our first friend,
Removes dirt from face and hands.
Without which, mom can neither cook nor wash,
For rain to fall from the sky, for ears of bread to grow,
For ships to sail, for jelly to boil,
So that there is no trouble - we cannot live without ... (water)
So, we will talk about water, remember what we know, learn new things.
Water is the source of life on earth. It is needed by people, plants, animals. We often use this word in our speech.
Words, like native ones, are a little bit alike,
And if you put them in a row,
Listen a little and think about the essence -
They are talking about the same thing.
Choose the following words (related) to the word "water"
Children: water, water, aquarius, water, waterfall, diver
Disaster. (flood.)
In spring the river floods. (flood, flood)
Is there some more Difficult words, in which you can also hear the word "water": water turns - a whirlpool,
Water is carried out - plumbing,
Water carries - a water carrier.
Who do you think needs water? (human, plants, fish, animals)
How does a person use water? (drinks, washes, cleans the house, cooks dinner, washes dishes, waters)
Where else is water found in nature? (snow, dew, puddle, seas, oceans, etc.)
Where else is water? (in air, in soil, plants, animals, people)
Oceans, seas, lakes, rivers, ponds, springs are reservoirs. Each of us can be compared to one of these bodies of water. And who do you feel like?
Children: I think I'm like...
caregiver : And what reservoirs do we have in St. Petersburg?
Children: Neva River, Ladoga lake, The Gulf of Finland, Fontanka River, Obvodny Canal, etc.
caregiver : So what needs to be done in order to save our water bodies.
Children : We must conserve water, do not throw garbage, build houses near water bodies, do not wash cars, etc.
Solving riddles:
I am cloud and fog
And the stream and the ocean
And I fly and I run
And I can be glass.(Water.)
They are waiting for me, they will not wait,
And when they see it, they run away. (RAIN)
From the sky - a star,
On the palm of your hand - water. (SNOWFLAKE)
Hanging outside the window
ice cube,
It's full of drops
And it smells like spring. (ICICLE)
In the morning the beads sparkled,
They covered all the grass.
And let's go look for them during the day -
We are looking for, we are looking for - we will not find. (DEW)
Around the water
And drinking is a problem. (SEA)
Fish live warmly in winter,
The roof is thick glass. (ICE)
If the river through the pipe
Comes running to your house
And hosts in it -
What shall we call it? (SHOWER)
It swirls, not smoke,
Falls, not snow. (FOG)
The kettle is on the stove
What is hissing over the teapot? (STEAM)
caregiver : Well done, children! How much do you know about water. But what is water and what properties it has, we will try to find out in our laboratory. But first, let's take a break.
Fizkultminutka "The sea is worried, since ..."
Let's remember the rules of conduct during work: do not make noise - this is how we interfere with others, handle dishes carefully, glass can break and cut easily, listen to the teacher, carefully monitor the result of the experiment.
Before proceeding to research, let's prepare our fingers for work.
Finger gymnastics" BOAT"
The boat floats on the river
Rings run on the water. (Both palms are placed on the edge, thumbs are pressed to the palms (like a ladle).
"STEAMBOAT"
The boat is sailing on the river
And he puffs like an oven. (Both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up.)
Experiences:
I. Fresh and salt water.
There are 3 jars on the table: 2 half-liter and one liter. We fill one jar with clean water and lower a raw egg into it, it sinks. Pour a strong solution of table salt into the second jar and lower the second egg - it floats. Then put a third egg on the bottom of a liter jar and gradually pour in turn from both small jars, the egg will neither float nor sink.
Conclusion: Salty water heavier, so swimming in the sea is easier than in the river. (Model)
II. Cold and warm water.
pour warm water into a glass. Drop ink into ice water to color the water. Carefully pour ice water into warm water. Ice water sinks to the bottom, like cold water at the poles.
Conclusion: Cold water is heavier than warm water. (Model)
III. The shape of water.
Children, do you think water has a shape? How can this be proven? (children's answers). Pour water into vessels of various shapes.
Conclusion: Water has no form and takes the form of the vessel in which it is poured. (Model)
IV. Water pushes out.
There are twigs at the bottom of the vessels, the children pour water and see that the twigs rise together with the water.
Conclusion: Water is a buoyant force. A tree is lighter than displaced water, this law was discovered a long time ago by the ancient Greek scientist Archimedes. (Model)
caregiver : Today we learned a lot about water. Tell about it using models. (children's story by models)
We found out that water can be different, found out its properties. What would you draw if I asked you to draw water. What would you draw, Veronica? (ask each child) It turns out that water is a sorceress, it can become different, so it is very difficult for one person to draw a “portrait” of it. But you can all do it together. Draw one view of the water, then we will put all the "portraits" together.
productive activity.
Look, we have a real "portrait" of water. You can immediately see what it is
Don't wash, don't get drunk
Without water.
Leaves won't open
Without water.
Can't live without water
Birds, beast and man.
And so always
Everyone needs water everywhere.
In the future, we will conduct many other experiments and learn about new interesting properties of water.
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION - LYCEUM №22 OF THE CITY OF OREL
LESSON OF THE WORLD
as part of a seminar for course participants
"Organization of educational activities in accordance with the requirements of the Federal State Educational Standard"
Oryol Regional Institute for the Improvement of Teachers
« Who needs water and why? Water Properties»
Grade 2
UMK: "Promising Primary School»
Lesson prepared and taught
teacher of the highest qualification category
Ptushkina Olga Viktorovna
The purpose of the teacher's activity
create conditions for clarifying the basic properties of water, the significance of water in nature
Lesson type
study lesson
Lesson Objectives
Educational:
Create conditions for the formation of the concept of "properties of water";
Create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
To create conditions for the formation in children of the idea that clean water is necessary for life, through the study of its properties;
Summarize the idea of the use of water in human life
Developing:
Develop an interest in the world around you by attracting additional material, creating a problem situation;
Develop thinking, imagination, perception, speech.
Educational:
Raise interest in the world around;
Cultivate the desire to learn and make discoveries;
Develop the ability to work in pairs and groups.
Formation of UUD blocks
Personal:
The internal position of schoolchildren;
Educational and cognitive interest in new educational material;
Self-analysis and self-control of the result;
Ability to self-evaluate based on criteria for successful learning activities.
Cognitive:
The ability and ability of students to carry out simple logical actions (analysis, comparison);
Extracting the necessary information from what he saw;
Awareness and independent construction of speech utterance;
Making assumptions and justifying them;
Self-development of ways to solve the problem.
Communicative:
Formation of the ability to explain your choice, build phrases, answer the question posed, argue;
Ability to work in pairs and groups, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.
Regulatory:
The use of sequential actions, control of the work performed;
Awareness of the level and quality of what has been learned.
Expected results
subject : put the simplest experiments, investigating the properties of water, name the main, easily determined properties of water.
Personal:
Sustainable learning motives, interest in the study of the world through practical work, benevolence, willingness to cooperate with the teacher and students.
Metasubject
Cognitive:
- new knowledge through information presented in different forms; independent conclusions; cognitive interest in the subject through research.
Regulatory:
Planning of educational activities in the lesson, in accordance with the task and the conditions for its implementation
Communicative:
- the ability to work in groups, listen carefully and hear each other, negotiate among themselves, express their thoughts in accordance with the tasks and conditions of communication
Forms and Methods
- search method
Interactive exercises
Technologies:
Information and communication
Activity approach technology.
Educational Resources(for presentation)
http://www.terepec48.ru/okrmir_disk.htm
http://www.edu.rin.ru/
Equipment
interactive whiteboard, computer, multimedia projector
Visual and demonstration material
Trays with the necessary tools and materials for experiments
Presentation on the topic of the lesson
Basic concepts
Water. Water properties.
Slide
Stages
Teacher activity
Student activities
Formation of UUD
I . Motivation (self-determination) for learning activities.
Purpose of the stage: inclusion of students in activities at a personally significant level,psychological attitude of students to work
I would like to begin our lesson by saying: "Every day adds a particle of wisdom to us."How do you understand it?
What will our lesson be about?
( Discovery of new knowledge )
What steps do we take when we open
new knowledge? (Answering the question "What
I don't know?"
We set ourselves a goal.
Trying to learn something new .)
Today in the lesson you will find a lot of
discoveries.
Listen to teachers, tune in
for upcoming class work
Express their opinion.
Regulatory: volitional self-regulation.
Personal: sense-making actions.
Communicative: planning educational cooperation with the teacher and peers.
II . Knowledge update trial learning activity. Determining the topic of the lesson.
Purpose of the stage: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in the individual activity of each student.
Look at the screen and try to explain what caused these events.
What do you think the topic of the lesson will be?
What do you know about the importance of water? Look at the picture on page 50 of your textbook and talk about how people use water.
Who else needs water and why?
Open your notebook to page 19 and do task 28 on your own.
Guys, the story in the anthology “Eulogy about water” on page 31 will help clarify knowledge about the importance of water for nature and human life.
View slide
Express their guesses
Answer the teacher's questions
Independent work with peer review.
Reading and discussing the story
cognitive : analysis of objects in order to highlight signs, establish cause-and-effect relationships.
Communicative : accounting different opinions and striving to coordinate various positions in cooperation.
Regulatory : making the necessary adjustments, exercising self-control
Personal: development of cognitive interests and learning motives
III . Identification of the location and cause of the difficulty. Formulation of the problem
Many people think that they know water well. After all, every day they wash their faces, drink water, often watch how it rains, how the river flows. You also already know a lot about water.There is no substance more amazing and mysterious than water.. It has many more secrets. For example, its properties.
And who among you knows what properties water has?
Set a goal for the lesson.
Answer the teacher's questions
Assess their
knowledge
Set the goal of the lesson: to learn the properties of water.
Cognitive:
search for various ways to solve problems.
Communicative :
formulation own opinion; use of speech to regulate their actions.
Regulatory
Personal:
IV . Goal-setting and building a project to get out of the difficulty.
Purpose of the stage: formulate the goals of the activity; choice of ways and means of their implementation
- How to achieve the goal? (Do research).
And this means it's time to open the second meeting of the club "We and the world". Let's recall the composition of the working groups of this club.
- What will we explore?
To start research, you need
remember the rules of conduct
conducting experiments.
I ask the lab technicians to get a plan
water tests and results table
water research.
Answer the teacher's questions
The composition of the groups is determined.
Repeat safety rules.
Studying the research plan
V . Implementation of the constructed project.
Purpose of the stage: organization of communicative interaction to derive the properties of water
- So let's move on to research.
EXPERIENCE #1.
Researchers familiarize
group with a description of the first experience.
What do you notice? (Water spilled)
Conclude: Does water have
fluidity?
table.
EXPERIENCE #2.
Lab technicians will receive the necessary equipment.
Researchers familiarize
group with a description of the second experiment.
What are you observing? Has it changed shape
ball? What about water?
Conclude: Does water have a permanent shape?
Experts record the result in
table.
EXPERIENCE #3.
Lab technicians will receive the necessary equipment.
Researchers familiarize
group with a description of the third experience.
What are you observing?
Conclude: is the water clear?
Experts record the result in
table.
EXPERIENCE №4.
Researchers familiarize
group with a description of the fourth experiment.
Conclude: does water have a color?
Experts record the result in
table.
EXPERIENCE No. 5.
Before we can detect the presence of the next property of water, you should learn about one more safety rule: never bring a vessel to your nose if you do not know what it contains. The vessel may contain a poisonous or hazardous liquid. Do it!
Observing safety precautions, determine if the juice has an odor.
What about water?
Conclude: Does the water have an odor?
Experts record the result in
table.
EXPERIENCE No. 6.
Lab technicians will receive the necessary equipment.
Researchers familiarize
group with a description of the sixth experiment.
Conclude: can water dissolve other substances?
And how did people learn to purify water?
Experts record the result in
table.
EXPERIENCE No. 7.
Before we proceed to the next experiment, I want to introduce you to two more safety rules: if you do not know exactly what is in the vessel, you cannot taste its contents; if you don't know if the spring is pure, you can't drink water from it! But since I know exactly what is in these glasses, I allow you to evaluate its taste.
Make a conclusion: does the water have a taste.
Experts record the result in
table.
EXPERIENCE No. 8.
Researchers familiarize
group with a description of the eighth experiment.
Follow the instructions.
While we have 1 - 2 minutes, let's see what happened to the water that was being purified. What do you notice?
Where did the water go from the board? (Evaporated)
Conclude whether water has the eighth property?
Experts record the result in
table.
Get the necessary equipment.
Study the description of the first experience.
Researchers demonstrate experience.
Glued
a bit
helper in the corresponding cell of the table.
Children work in groupsoseeking the necessary informationorganize a demonstration, the results are fixed
Familiarity with the new safety regulations.
The process of purifying water through a filter is demonstrated.
The researcher wetted part of the board.
Cognitive: search and selection of information; synthesis as the composition of the whole from parts; hypotheses and their justification; independent creation of a method for solving a search problem
Communicative : argumentation of one's opinion and position in communication; taking into account different opinions
Regulatory : accept and save the learning task.
Personal: the formation of the boundaries of one's own knowledge and ignorance.
Why do we need to know the properties of water. Where can we use this knowledge?
Compare their findings with the standard using the presentation.
Personal : assessment of digestible content
Regulatory : control, correction, evaluation
V II . Diagnosis of the quality of mastering the topic.
Purpose of the stage:
VIII
Purpose of the stage:
clarify and expand students' knowledge of the importance of water in nature.
Fix a method for determining the amount of water in the human body with a certain body weight
– Look at the view of our Earth from space. There is a lot of blue on it. Water occupies most of the earth's surface.
Water is everywhere. In the air (steam, clouds, clouds). In the ground (springs). In ice accumulations at the South and North Poles.
Water is part of any living organism: in the leaves of plants, in the juice of fruits, and even in dry seeds. More than half of the body of animals consists of water. Even the human body is 2/3 water.
Water is one of the main resources on earth.
It is hard to imagine what would become of us if fresh water. But such a threat exists.Water is in danger because man pollutes it.
- And we will talk about this in the next lesson.
Answer the question, express their opinions andassumptions
Clarify and expand their knowledge about water.
Cognitive:
classify objects.
Cognitive:
transform models according to content educational material and set learning goals.
Let's remember the phrase at the beginning of the lesson. What did this lesson add to your knowledge base?
What was the topic of the lesson?
What about the goal?
Have we achieved it?
- Homework:
Prepare a group creative work(drawing, application, collage) "How a person uses the properties of water"
Give answers to questions
write down homework
Analyze the work in the lesson through self-assessment
Cognitive: reflection of methods and conditions of action; control and evaluation of the process and results of activities
Personal : self-esteem; adequate understanding of the reasons for success or failure in UD; adherence to moral standards and ethical requirements in behavior
Communicative : expressing one's thoughts fully and accurately; formulating and arguing one's opinion, taking into account different opinions
In this lesson we will talk about water. Is there a lot of water on Earth? What role does it play in the life of animals, plants and humans? What properties does water have? These and other questions will be discussed in the lesson.
Theme: Nature
Lesson: Water
Let's remember what phenomena of inanimate nature water is associated with. Dew, fog, cloud, steam, rain, snow, ice, frost are all water.
Rice. 1. Water
Water on the globe and on the map is indicated blue color. This color is the most on the globe, because ¾ of the Earth's surface is covered with water. Water is everywhere. Our globe is enveloped in a thick layer of air, and there is also a lot of water, steam, clouds, and clouds in the air. There is also water underground - these are springs. Huge accumulations of ice are found at the north and south poles of the planet, and ice is water.
Water is part of all living organisms. If you crush a green leaf in your hand, you will find moisture. Water is found in all parts of plants.
Remember how much juice is contained in fruits and berries. Juice is also water with substances dissolved in it.
Rice. 2. Fruits and berries
Water is contained even in dry seeds of plants, although in much smaller quantities.
Rice. 3. Plant seeds
The Italian artist Leonardo da Vinci called water the juice of life. And it is true. If we don't water the plants, they will dry out.
In the body of animals, water usually makes up more than half of the mass, and the body of a jellyfish is 90-95% water.
A person can live without water for only 3 days, and without food for 30-50 days. Man himself is 2/3 water. Water is part of human blood. Water evaporates from the surface of the skin and thus regulates our body temperature. Water is removed from the body harmful substances. Water is needed for fields and forests; neither animals, nor birds, nor people can live without it. Water not only gives water, but also nourishes. A huge number of fishing boats sail the seas and oceans. Water produces electricity while working in power plants. Water washes everything. And water is the biggest and most convenient road. Vessels sail on it day and night, carrying various cargoes and passengers. All this became available to man only after he studied the properties of water.
Let's take a look at them:
1. Water takes the form of the vessel in which it is located;
2. Water is a transparent liquid;
3. Water flows, moves. This property of hers is called fluidity;
4. Water has no smell;
5. Water has no taste;
6. Water is a solvent, but not for all substances.
Water is life, and people pollute it with waste from factories and factories. To prevent this from happening, it is necessary to build purification facilities, water must be used carefully and economically.
- Pleshakov A.A. The world around us: textbook. and slave. tetra. for grade 2 early school - M .: Education, 2006.
- Bursky O.V., Vakhrushev A.A., Rautian A.S. The world around.- Balass.
- Vinogradova N.F. The world around us.- VENTANA-GRAF.
Summary of the meeting of the club around the world
in 2nd grade.
EMC "Perspective Primary School"
Topic: "Who needs water and why?"
Goals and objectives:
To repeat and expand children's ideas about the importance of water for life on Earth, to convey to children the idea of the great importance of water for planet Earth, understanding it as an integral part of the human body, understanding the extraordinary properties of this wonderful substance .
Understand the importance of water in human life, know how to preserve natural fresh water reserves, be able to use water sparingly.
Equipment and visual aids:
Textbooks.
Notebooks for independent work.
Exhibition of books about water.
Invitation cards.
Presentation
Announcement
Ad Sample
Science club members junior schoolchildren"We and the surrounding world" invite everyone to take part in the next meeting of the club.
Meeting topic: Can all garden plants be planted at the same time?
The meeting will take place ______ in the classroom ______ lesson _____
Responsible ____________________________________________________
Speakers_____________________
Topic " Who needs water and why? .
The meeting is chaired by the next chairman of the scientific club of younger students ________________________________________________________________
Organizing time.
Teacher:
Today we are opening the third meeting of the school club "We and the world around us", chaired by _________________. There are no absentees in the class.
Goal setting.
Chairman of the Junior Scientific Society:
I propose to write down the topic of the meeting (“Who needs water and why?”) and discuss the work plan, as well as the regulations. In addition, for the next lesson you should prepare a report on the importance of water, drawings.
Students:
We suggest that you first listen to the guys' messages “What do we know about water?” - 15 minutes.
Teacher information - 15 min.
Write the conclusions in a notebook for independent work - 10 min.
Summarizing. - 5 minutes.
Learning new material.
3.1. Chairman
For today's work, you need to split into groups. Each group prepared information on a topic.
Listen to the children's report "What do we know about water?" (Read it).
What new did the guys tell us about water?
3.2. Students (invited):
We already know that pure water is a solvent, has no taste, smells, is colorless, transparent, takes the form of a vessel, has the property of fluidity.
We also know that life on Earth is impossible without water. For many plants and animals, water is a place of life. But even those who live on land cannot live without water.
Water is an extraordinary substance, as it can be in one place in three different states: liquid, solid, gaseous.
3.3. Teacher's word (using presentation):
Our whole life is centered around water. Just imagine for a moment - you don't have ANY WATER in your house. You must admit that it is impossible to imagine a more bleak situation.
It is difficult to overestimate the importance of water in human life. “Water is the foundation of everything. Everything in the world consists of water and eventually turns into it ”- these words belong to the ancient Greek philosopher Thales of Miletus, who lived more than 2 thousand years ago.
Indeed, water nourishes us with its life-giving moisture (more than half of us are water), gives life to plants and animals on our planet. Water is as precious as air. Nothing can replace her! And if it just runs or drips from your tap, this is a big problem, because thousands and thousands of people work day and night to get clean drinking water into your house at this moment. Nature also works, giving people fresh water.
Yes, over 70% of our planet is covered in water, but only a tiny fraction, less than 1%, is fresh water that humans can use. Fresh water is rapidly becoming a scarce natural resource. Today, more than 2 billion people on our planet suffer from lack of drinking water. Think seriously about this, dear friends. I hope you will treat the water with care and respect. Do not let her run away from your taps in vain.
3.4.Work of groups:
1. Poems about water.
A drop
A drop of water flows out of a faucet
A drop of purified water,
A drop of tears flows from the eye -
A drop of suffering and pain of the soul.
A drop of rain flows out of a cloud -
A drop of hope and rainbow light
A drop of the river flows from the mouth -
A drop of nature and our victories.
Drop and drop - you get the sea,
Sea plus sea equals ocean.
The sea of water has rewarded us with pain
For the nightmare we caused her.
hardworking water
Time to take a bath.
Waiting for some water, can't wait
She will have to work
Wash hands and feet.
Wash your back with soap - brothers
And with a washcloth - sister,
It is not easy for water at times,
If she doesn't obey.
Voditsa is offended -
Dirt does not beautify the face.
Who wants to be beautiful
Water must be respected.
***
Streams, murmuring and wriggling,
And calling to each other,
They rush to the echoing valley,
And the rushing waters
Under white marble vaults
They fly with a cheerful roar
A. Fet
***
As if dressed in lace
Trees, bushes, wires.
And it seems this is a fairy tale,
In fact, it's just water.
The boundless expanse of the ocean
And the quiet backwater of the pond,
The jet of the waterfall and the spray of the fountain,
And it's all just water.
***
Don't wash, don't get drunk
Without water.
Leaves won't open
Without water.
Can't live without water
Birds, beast and man.
And so always
Everyone needs water everywhere!
***
Riddles about water.
I am both a cloud and a fog,
And the stream and the ocean
And I fly and I run
And I can be glass (water)
Flowing, flowing
Won't leak.
Runs, runs -
Won't run out (river)
Without wings - I'm flying.
I run without legs
Without a sail - I'm sailing (cloud)
Trees in white velvet
And fences, and the village.
And how the wind attacks
This velvet is falling (frost)
Milk floated over the river
Nothing was visible.
Dissolved milk -
Became visible far (fog)
No planks, no axes
The bridge over the river is ready.
The bridge is like blue glass:
Slippery, fun, light (ice)
Born from water and turned into water (snow)
3. Tale of water.
The tale of the brook
I want to tell you a story about a little stream. Listen carefully.
There lived a stream in the world. The stream was small, but cheerful. He happily murmured on the riffles. The brook had many friends, most of them animals. He loved to race with hares, gave his fresh, cool water to titmouses, starlings, finches. He also loved mountains. More than once he helped them carry the snow water flowing down their slopes in spring.
In addition to a huge supply of cheerfulness, the brook had another good quality: he treated people well, although mother earth warned more than once that they were insidious.
One fine morning, the stream was splashing with its girlfriends - fish, gleaming scales in the morning sun, he looked up and saw that a jay was sitting on a branch of a tree that grew nearby. She gathered a flock of birds around her and talked about something enthusiastically.
What's happened? asked the brook, stopping.
Jay went downstairs and, sitting on a stone, began to chirp that below, under the mountain, the village was left without water - the source that provided people with water had dried up. The brook became thoughtful, its turbulent waters subsided. We know what the brook was thinking: he could not allow people to be thirsty somewhere nearby. And the brook decided. Saying goodbye to his friends, he hurried down to the people to give them clean water to drink.
On this day, there was a holiday in the village - people rejoiced at the water. Brook was proud, although occasionally doubt crept into the depths of his soul. He recalled the words of mother earth: "Remember, son-brook, people are treacherous and prone to betrayal."
Some of the most boring days in the life of a brook have passed. At first it was entertained by village dogs fighting in clouds of dust, children playing on its banks. He soon got bored with it all. Brook watched people a lot. He was more and more surprised by their dislike for nature, especially for the earth, their ignorance. He did not understand how you can litter the place where you live with heaps of garbage, waste. Soon the stream began to choke and turned into a dirty ditch, into which an unpleasant liquid flowed from all sides. The brook turned from transparent into a whitish, muddy stream. And he cried, why the water became salty ... Now he understood why the streams disappear from such places.
At night, our brook was forced to leave the village. On the way, in order to clear himself, he made as many turns as possible, bending in every possible way. Ahead of him was a carefree life and true friends.
Although the tale is a lie, but there is a hint in it - a lesson for humanity.
A conversation about the importance of water in human life.
Why did the cheerful stream leave people?
If all the rivers were offended by people and ran away, what would become of us?
Could people live without water?
Reservoirs are a real decoration of nature, a natural home for many plants and animals.
Proverbs and "winged" expressions about water
1. The tap is a clean spring in the apartment.
2. Bread is a father, and water is a mother.
3. If there is bread and water, then it does not matter.
4. Not all water is good for drinking.
5. Lots of water - lots of grass.
6. Water flowed from the mountains - brought spring.
8. Water wears away the earth, and the stone hollows.
9. Water is a valuable gift of nature.
10. If we do not save nature, there will be no Motherland.
11. To save water means to protect the health, life and beauty of native nature.
12. Water is one of the most important resources on Earth.
"That's interesting to know."
Water on Earth is different. Sea water is salty. Mineral water- the most delicious and healthy. Rainwater is dangerous to drink, it can be contaminated with dust, microbes, toxic substances. Clean fresh water is a great value. The main storage of fresh water on the planet is glaciers.
Both fog and clouds are made up of tiny water droplets. The difference lies in the fact that the fog spreads over the Earth, and the cloud forms high above the Earth.
From under the Earth beats a key of transparent pure water. This is spring water. Where does she come from? This is ground (underground) water that has seeped through the upper layers of the soil.
At night, especially in the morning, dew appears on the leaves of shrubs and on the grass. Dew is water droplets. At night, the air cools and the steam it contains turns into water.
In an hour, he will drip 2 glasses of water from a broken tap.
How much water will drip out of 10 hours?
What is enough of this water if:
Water cucumbers need 1 bucket - 10 glasses of water;
Boil soup - 6 glasses of water;
Wash - 3 glasses of water;
Cook compote - 8 glasses of water;
Wash dishes - 5 glasses of water.
To make it rain from the sky
To grow ears of bread
For ships to sail
To cook kissels
So that there is no trouble -
We cannot live without water!
4. Fixing the new material.
Chairman:
The word is given to the librarian.
The librarian reviews books on water. At the same time, he uses an exhibition of scientific literature prepared for the meeting.
Chairman:
I propose to discuss Control questions:
5. Summing up.
Chairman:
Express your opinion about the meeting.
Grade 2 students present prepared gifts.
Homework:
textbook pp. 50 – 61,
prepare illustrations for a fairy tale, riddles that you heard in the lesson.
Reference material for the teacher
1. There is no life without water, water is in every living being. You can live much longer without food than without water. Man and many animals are almost 2/3 water. And some plants are about 4/5 water.
Water occupies 2/3 of the surface of the globe, and only 1/3 is land. Water - in the oceans and seas, rivers and lakes, underground and in the soil. Glaciers and icebergs are also water, only frozen. There is a lot of water in the atmosphere: these are clouds, fog, steam, rain, snow.
There is absolutely no pure water in nature. It can only be obtained in the laboratory. Such water is tasteless, it does not contain salts needed by a living organism. And there are too many different salts dissolved in sea water, so it is also not suitable for drinking.
The total amount of water on Earth does not change. From the surface of the seas and oceans, rivers and lakes, water evaporates, clouds form. They pour rain or snow - and again return water to land and oceans.
But there is less and less clean water on Earth. People are increasingly using water for industrial needs, polluting water with industrial waste. Engineers have already come up with different ways to purify water. In our 6th country, it is forbidden to discharge industrial waste into water bodies and wastewater. Remember: save water! Antoine de Saint-Exupery wrote about water: "You are life itself ... You are the greatest wealth in the world." Water is the most common substance on Earth, but it is unevenly distributed. On Earth there are vast expanses devoid of water - these are deserts. The main amount of water is contained in the oceans (95.7%), in the form of ice (2.14%), the water of rivers and lakes is 2.14%, and atmospheric water is 0.0005%. In nature, there is a constant and active circulation of water. Almost ¼ of all solar energy that falls on the Earth is spent on the evaporation of water from the surfaces of reservoirs. Approximately 2/3 of atmospheric water returns as precipitation back to the ocean, and 1/3 falls on land. Mountain glaciers are an important regulator of water on land. Glaciers are the main storage of fresh water on the planet. They contain about 30 million cubic meters. km. fresh water. Swamps are large reservoirs of fresh water. The total reserves of free water on Earth are 1.4 billion cubic meters. km. The supply of fresh water on Earth is quite limited. Fresh water sources are unevenly distributed, in some countries there is an acute shortage of fresh water, for example, in Algeria and certain coastal regions and islands of Greece.
Clean fresh water is a great value, but, unfortunately, it Natural resources are exhaustible, so water must be protected and protected from pollution, remember that it is an important component human habitat.
2. Water in the human body
Humans are approximately 65% water. With age, the water content in the body decreases. In a healthy body of an adult, a state of water balance, or water balance, is observed, that is, the amount of water consumed is equal to the amount of water excreted from the body. Water metabolism is an important part of the overall human metabolism. Water metabolism includes the processes of absorption of water entering the stomach when drinking and with food products, and its distribution in the body. Excretion through the kidneys, urinary tract, lungs, skin and intestines. Water is also formed in the body due to the oxidation of fats, carbohydrates and proteins taken with food.
The total amount of water consumed by a person per day when drinking and with food is 2-2.5 liters. About 50-60% of water is removed through the kidneys and urinary tract. When the body loses 6-8% of moisture in excess of the usual norm, the body temperature rises, the heartbeat quickens, and muscle weakness appears. The loss of 10% of water can lead to irreversible changes in the body, and the loss of 15-20% of water leads to death. A person can live without food for about a month, and without water - only a few days. Different tissues of the human body contain different amount water. The tissue richest in water is the vitreous body of the eye (99%). The poorest is tooth enamel (0.2%).
Irina Yachmeneva
Target: to help children understand the importance of water on earth.
Program content: show the importance of water for all living things; develop cognitive activity in the process of forming ideas about protection water resources; to instill in children the skills of economical use of water; develop ecological thinking and ecological culture; systematize the idea of how water is used.
Material: globe, paintings depicting the nature of the desert, the north, the underwater world.
The course of the conversation
Educator.
They drink me
They pour me.
Everyone needs me.
Who am I?
Guys, what do you think this is? This is water! Where can you see water? How does a person use water?
Answers of children, their discussion and generalization.
Educator. Water covers a huge part of the earth's surface, much larger than land. Oceans, seas, rivers, streams and swamps are made up of water. It is on the surface of the earth, and underground, and in the air. In the Arctic and Antarctica, as well as on mountain peaks a large number of water is concentrated in the form of ice and snow. Consider images of the Arctic, Antarctic and mountain peaks.
Educator. In nature, water is in constant circulation. Water vapor rises from the ground and returns as rain.
But there are places on Earth where there is no water. Such areas are called "deserts", there are very few living beings and plants. Consider a picture of a desert.
Without water, life on Earth is impossible: without it, plants would quickly dry up and die, animals and people would face the same fate. For fish, some plants and animals, water is a habitat.
We drink water when we are thirsty. But water enters our body and together with various products: vegetables, fruits and even meat. Drinking water must be clean and transparent. It is best to drink spring water - it is the purest.
We also use water for cooking, washing and washing.
But we must remember that due to the increase in the population of the Earth, drinking water is becoming less and less, so water must be saved, not poured in vain and protected from pollution.
The spring has dried up, the spring has weakened,
And we are from the tap drip-drip-drip.
Shallow rivers and seas
Do not waste water in vain = in vain-in vain!
And then a few years will pass
And no water - no, no, no!
At the end of the conversation, ask the children to answer the following questions:
What is water for?
How can we save water?
How can we protect water from pollution?
THANK YOU FOR YOUR ATTENTION!
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