Forest life. Ecological connections

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

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

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

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

A lesson on the surrounding world in 4th grade according to the “School of Russia” program.

Topic: Forest life.

Purpose of the lesson: to form students’ ideas about the forest as a natural community.

Objectives: to form the concept of “forest floors”;

introduce the diversity of animals and flora forests;

learn to classify plants into groups, distribute vegetation into tiers;

classify animals by habitat;

learn to draw conclusions;

develop children's horizons and speech.

Equipment: interactive board with tasks

Lesson progress:

Organizational moment.

Check if everything is ready for the lesson on your desks?

They sat down quietly.

Today in class we will complete many different tasks, for this you need to be attentive and actively work in class.

At the end of the lesson we must create an algorithm for studying... what? you'll find out later.

Checking homework.

We start the lesson by checking homework.

What did we talk about in the last lesson?

Give examples of different types of soils, distributing them according to natural zones (in the tundra - tundra, in the taiga and mixed forests - podzolic, in deciduous forests - gray forest, in the steppes - chernozem, in swamps - swamp, in meadows - meadow).

Which natural area are we living?

What soil is typical for our region?

Introduction to a new topic.

What grows in our area? Give examples.

Call it in one word. (Plants)

Working on new material.

Distribute the plants into groups (work on the board - pictures of trees, shrubs, herbaceous plants, mosses).

Why did you divide the plants exactly this way, based on what characteristics, what did you focus on? (height, number of trunks, stems).

Scientists divide in the same way as you, according to the same characteristics - by height, by the presence of trunks and stems.

Arrange the plants by height, starting with the tallest.

What does this remind you of? (Stairs, slide)

It looks like a staircase that goes up to the floors. Scientists call these floors tiers.

1st tier - these are perennial plants with a large, hard stem. (These are trees). They need more light, so they form the top tier; other plants need less light, so they can live in the shade of trees.

2nd tier - these are perennial plants in which several solid stems extend from a common root. (These are bushes).

3rd tier – plants with soft green stems (These are herbs).

The 4th tier is mosses and lichens.

Give examples of different tiers. Who disagrees? Why? Prove your opinion.

a) Primary consolidation.

Complete the task using the cards. Write examples in each box.

(1st level – trees, shrubs, herbaceous plants; 2nd level – trees, 2nd tier, herbaceous plants; 3rd level – 1st tier, 2nd tier, 3rd tier). Examination.

Read the examples from the first column, name the group of plants, what tier is it?

Who disagrees? Why? Prove your opinion.

Physical education minute.

We are walking, we are walking.

We raise our hands higher,

We don't lower our heads

We breathe evenly, deeply.

Suddenly we see: by the bush

The chick fell out of the nest.

Quietly we take the chick

And we put it back in the nest.

Continuation of work on new material.

For whom is the forest home? (For animals).

The entire forest - from the treetops to the ground - is inhabited by animals.

Name the animals of our forest.

Place the animals in their habitat.

Why did you resettle this way? (Adaptation of animals to living conditions - food, housing, protection from enemies)

Give examples of animals in our forest that live in trees; lead a terrestrial life; live in the soil.

Who disagrees? Why? Prove it.

b) Primary consolidation.

Let's do the task in the notebook p. 57 No. 6. Peer review. Who disagrees with the neighbor's answer? Why? Prove it.

Do you think plants and animals can exist without each other? Why? (No. They live together, helping each other, i.e. together).

Scientists call this connection a forest or natural community.

What is the main connection between animals and plants? (In nutrition).

Let’s put together a food chain: (on the board) – aspen – hare – wolf.

Make up a food chain in pairs by completing the task in your notebook p. 58 No. 8. Examination. Who disagrees? Why? Prove it.

In what order did we study the community?

Let's derive the learning algorithm... communities.

1. Flora.

2. Animal world.

3. Relationship.

In the next lesson we will continue to compile the algorithm.

7. Reserve.

On the cards under each column, draw a plant of this group, reflecting the characteristic features.

Bottom line.

What is the relationship between animals and plants called?

What is the name of the community we talked about in class?

What other communities do you think there could be?

Giving grades for work in class.

Homework.

p.178-179, reading, retelling and performing creative task– draw a forest community, indicate the relationship.

Lesson summary on the world around us in 4th grade

Subject. FOREST LIFE.

Goals:

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

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

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

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

5. Develop cognitive activity children, ability to reason, generalize.

Equipment: tests on the topic “Soil”; individual cards; cards for working with the table “Trees, shrubs, herbaceous plants” and the diagram “Food Chains”; drawings “Forest”; recordings of bird calls; mushroom diagrams; electronic presentation, cards for reflection.

Lesson type: combined

Lesson progress

Organizational moment.

Checking students' readiness for the lesson.

What's your mood today?

How to find out about a person's mood? (by facial expressions, gestures).

Show your mood with gestures, facial expressions, and glances. (Children pretend)

I wish you good luck today in “discovering” new knowledge!

II. Checking homework.

Let's check homework.

What was the name of the home section theme? (Earth-nurse. Soils).

– Give examples of different types of soils.

– Which soil is the most fertile?

– What are the soils in our region?

What is soil made of?

– Why do we need to take care of soils?

– How should soils be protected?

a) chernozems; c) podzolic soils;

a) in the tundra; c) forest zone;

b) steppes; d) deserts.

a) sand; c) humus;

b) clay; d) salts.

a) water; c) air;

b) stones; d) salt.

a) sand; c) clay;

b) humus; d) silt.

6. The composition of the soil includes:

b) 250–300 years; d) 1–2 years.

At this time, two students complete the task on individual cards.

Card 1

Find errors in the text.

Card 2

Remember the composition of the soil. Add the correct word.

Organic matter obtained from the remains of plants and animals that increases soil fertility. (Humus.)

A substance that retains water well. (Clay.)

One of the components of the soil, which is a good loosening agent, providing air access to the roots of the plant. (Sand.)

A substance necessary for the life and development of plants. (Water.)

Substance, which helps plant roots breathe. (Air.)

These are living organisms, under the influence of which humus is formed from the remains of the plant. (Microbes.)

This is pit The active substance is formed from humus under the influence of microorganisms. (Salt)

Checking tests, individual cards.

Answers: 1(a), 2(b), 3(c), 4(d), 5(b), 6(b), 7(c), 8(c) (answers on the board , mutual verification).

III. Communicate the topic and objectives of the lesson. Motivation for learning activities.(slide 1.)

We will go to the forest today.

To the good forest, mighty forest.

There are so many miracles around here!

Teacher. Today we will learn how all the inhabitants of the forest are connected to each other.

The topic opens on the board: “Forest life. The forest is a natural community.”

IV. Working on new material.

Listen to "The Tale of the Artist Who Decided to Paint the Forest." (slide 2.)

A tale about an artist who decided to paint a forest

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

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

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

– Did you draw insects? – Lesovichka’s voice was heard again.

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

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

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

– Draw a toad and a lizard, mushrooms!

“No,” said the artist.

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

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

Teacher. Scientists call the forest a natural community. Why do you think? (slide 3.)

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

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

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

2) Perennial plants in which several solid stems arise from a common root.

(Shrubs.)

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

Arrange the names of the tiers in descending order.

Students. Trees, shrubs, herbs.

Teacher. What grows on the ground itself?

Students. Lichens and mosses.

The teacher shows the diagram “Tiers of the forest”. (slide 4.). (slide 5.)

-Name the plants of the forest. (slide 7.)

The teacher asks you to fill out the table:

	Shrubs

- Name the animals of the forest. (slide 6.)

The teacher opens the diagrams on the board.

Oak - bark beetles - cuckoos - eagles

Teacher. What do the arrows mean?

Students. These are power circuits.

Teacher. You have already said that the forest is a home for living organisms. And what else does it serve for animals?

Students. Animals find food in the forest.

Teacher. Name the power circuits (chain). Let's look at the power circuits:

oak  bark beetles.

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

Students. For young trees this is beneficial, but for old trees it is harmful.

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

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

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

Both on the hill and under the hill,

Under the birch and under the fir tree,

Round dances and in a row

The fellows are wearing hats.

Students. Mushrooms. (slide 8.)

Teacher. The forest needs mushrooms. They help trees suck water and dissolved salts from the soil. Animals eat and treat mushrooms. Fungi contribute to the decomposition of plant residues.

Game "Edible - Inedible"

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

1. These friendly guys

They grow on a stump in the forest.

They are called... (Honey mushrooms).

(Children are standing.)

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

He's wearing a red hat

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

(Children sit down.)

3. Gray hats,

Speckled legs.

They grow under the birch tree.

What are their names? (Boletus mushrooms.)

(Children are standing.)

4. Little sisters are growing up in the forest.

Redheads... (Chanterelles.)

(Children are standing.)

5. He has a homely appearance,

A shuttlecock on the leg will decorate it.

Don't touch this mushroom.

Keep in mind - it is very poisonous!

Don't take them from the clearing,

They are called... (Toadstools.)

(Children sit down.)

Teacher. Well done! You know edible and inedible mushrooms.

Teacher. Close your eyes and imagine that you are back in the forest. What lies under your feet?

Students. Remains of old grass, dry branches, old leaves.

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

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

Students. Beetles, hedgehogs, bears, that is, those who hibernate.

Review the presentation. What soil predominates in coniferous and deciduous forests? (slide 9.)

What significance does the forest have for people? (slide 10.)

How should people protect the forest? (slide 11.)

V. Consolidation of what has been learned.

Teacher. How do plants and animals live in the forest?

Students. Plants grow in tiers in the forest. Animals divide these floors among themselves: some live in trees, others in bushes, others on the ground or even underground. All living organisms live together; there are more plants in the forest than animals.

Teacher. What can you call the forest?

Students. Forest is a natural community. Students read the conclusion on p. 169 textbook.

VI. Summing up. Grading.

Applications to the lesson

Test “Earth-nurse. Soils"

1. The characteristic soils of our region are:

a) chernozems; c) podzolic soils;

b) tundra soils; d) gray forest soils.

2. Chernozem soils predominate:

a) in the tundra; c) forest zone;

b) steppes; d) deserts.

3. Soil fertility depends on the amount of:

a) sand; c) humus;

b) clay; d) salts.

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

a) water; c) air;

b) stones; d) salt.

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

a) sand; c) clay;

b) humus; d) silt.

6. The composition of the soil includes:

A) carbon dioxide, limestone, air, water;

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

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

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

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

b) plant trees, water abundantly, use pesticides;

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

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

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

9. One centimeter of soil in nature is formed:

a) for 100–150 years; c) 5–10 years;

b) 250–300 years; d) 1–2 years.

Card 1

Find errors in the text.

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

Card 2

Remember the composition of the soil. Add the correct word.

Organic matter obtained from the remains of plants and animals that increases soil fertility. ____________________

A substance that retains water well. __________________

One of the components of the soil, which is a good loosening agent, providing air access to the roots of the plant. __________________

A substance necessary for the life and development of plants. ___________

Substance, helping plant roots to breathe. _________________

These are living organisms, under the influence of which humus is formed from the remains of the plant. ___________________________

This is pit The active substance is formed from humus under the influence of microorganisms. ___________________________

Fill out the table.

Trees	Shrubs	Herbs

Lesson type: combined

Target

— formation of a holistic picture of the world and awareness of a person’s place in it based on the unity of rational scientific knowledge and the child’s emotional and value understanding personal experience communication with people and nature;

Characteristics of student activities

Understand educational objectives of the lesson, strive to fulfill them.

Work in pairs: determine using the atlas - identification of mixed forest plants in the herbarium, learn based on illustrations in the textbook of representatives of the forest community, identify ecological connections in the forest. Tell based on his observations about what plants, animals, and mushrooms are found in the forests of his native land. Simulate power circuits. Discuss disruption of ecological connections in the forest community due to human fault, suggest solutions environmental problems. Characterize forest community according to the plan in the textbook, discuss stories about the forest from the book “The Giant in the Clearing.” Formulate conclusions from the studied material, reply to final questions and evaluate achievements in the lesson

Planned results

Subject

Know basic rules of conduct in environment.

Be able to use the acquired knowledge to satisfy cognitive interests, search for additional information about native land, about the life of a forest, meadow and freshwater body, give examples of representatives of different groups of plants and animals.

Metasubject (Regulatory. Cognitive. Communicative)

P. - search for the necessary information to complete educational tasks using various sources. Establish cause and effect relationships.

R. - evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of the given task.

Process the information received: draw conclusions as a result of joint work of the whole class.

K. - formulate your opinion and position.

Personal results

A feeling of love for one's country, expressed in interest in its nature.

Ecological culture: value attitude towards natural world; willingness to follow environmental behavior standards

Basic concepts and definitions

basic rules of behavior in nature

Preparing to learn new material

Let's find out what a forest is, what organisms make up the natural community of the forest. We will learn to characterize the forest community according to plan.

Remember what forest areas there are in Russia. Are there forests in your region? Remember your observations in the forest. What did you find particularly interesting?

1.Look at the plants of the mixed forest in the herbarium. Identify them with atlas-identifier.

2.According to the picture in the textbook (pp. 166 - 167), get acquainted with the diversity of living organisms in the forest. Name them by covering the signatures with a strip of paper, and then test yourself.

3.Use this drawing to talk about the ecological connections in a mixed forest.

4.What is a forest? Try to give a definition. Test yourself using the textbook text.

Learning new materialWHAT IS A FOREST

Spruce. 2. Aspen. 3. Pine. 4. Squirrel. 5. Dia-tel. 6. Oriole. 7. Oak. 8. Silkworm: butterfly and caterpillar. 9. Bark beetle. 10. Thrush.

Boar. 12. Euonymus. 13. Boletus. 14. Vole. 15. Animal soils. 16. Forest mouse. 17. Earthworm. 18. Weasel.

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

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

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

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

Comprehension and understanding of acquired knowledge

1. Based on your observations, tell us what plants, animals, and mushrooms are found in the forests of your region

2.Build a model of a food chain characteristic of the forest community in your region. Ask your deskmate to check your work. If necessary, correct the error by modifying the model

3. Get to know the study plan natural community. We will use this plan in the following lessons. Using the same plan, we will characterize the studied natural communities.

Natural Community Study Plan

1.Name of the community.

2.What organisms make up the community.

3.Ecological connections in the community.

4. The meaning of community for a person.

5.Influence of a person on a community.

6.Community policing.

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

Fallen leaves and other dead parts of plants form forest litter on the soil surface, which plays an important role
in the life of the forest. Under the influence of bacteria, it gradually rots, enriching the soil with humus. This maintains the circulation of substances in the forest.

The work of bacteria is facilitated by insects and their larvae, which also live in
forest floor and grind it. Plant remains crushed by them rot faster. Scientists have proven this with this experiment. In two identical vessels
collected forest litter. In one vessel it contained bacteria, insects and their
chinki, and in the other - only bacteria. In the first vessel, the litter quickly turned into dust and rotted, while in the second it was preserved quite
for a long time.

According to the given plan, give characteristics of the forest community. When revealing points 4-6, use the knowledge gained in the lesson “Forest and Man”.

Let's discuss!

What violations of ecological connections can occur in the forest due to human fault? What will this lead to? What needs to be done to prevent such violations from happening?

Test yourself

What is a forest? 2. Why is the forest called the unity of living and inanimate nature? 3. What groups of organisms make up the natural community of the forest? 4. How are the inhabitants of the forest related to each other?

Conclusion

Forest is a complex unity of living and inanimate nature. Living organisms of the forest (plants, animals, fungi, bacteria) constitute a natural community.

Homework assignments

1Write in the dictionary: natural community.

2.In the book "Giant in the Clearing" read the stories “Forest Paths”, “Into the Forest for Berries”, “Have Pity on the Birch”. Analyze your behavior in nature: were there any actions for which you are ashamed, or ones of which you are proud.

3. Observe the life of the forest. Use the identification atlas to recognize its inhabitants.

Lesnayanaturalzone

Naturalcommunity. Floorsforests

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

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

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

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

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

2. Fill out the table.

Forest inhabitants.

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

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

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

• They suck up moisture and salts from the soil and give it to the trees.
• Insects lay larvae in them.
• People love to collect and eat them.
• Forest nurses. Busy in the circuit organic matter, destroy plant residues.
• Animals eat them.

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

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

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

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