1. Analyze information about the nutrition of various animals. Which nutrition group would you classify them into? Fill the circle with the appropriate color: green - herbivores; blue - insectivores; red - predatory; yellow - omnivores.

2. On your own or with the help of the key atlas “From Earth to Sky,” give examples of herbivorous and predatory animals. Write at least three names in each paragraph.

a) Herbivorous animals: Deer, kangaroo, roe deer, squirrel, rabbit.
b) Predatory animals: Bear, tiger, lion, eagle, falcon, wolf, snake.

3. Complete the appliqué model. Cut out the pictures from the Appendix and arrange them correctly. Ask the student sitting next to you to check on you. After checking, paste the pictures.

Tell the model about these power circuits.

• The mouse eats nuts, and the marten eats mice.
• The slugs eat the cabbage and the toad eats the slugs.
• A mouse eats grains of wheat, a snake eats mice, and a kite eats snakes.
  

4. Draw up power circuit diagrams.

a) Write in the correct order: wolf, oak, boar.

b) Write in the correct order: pine, woodpecker, bark beetle. Draw the arrows.

c) Give your example of a power supply circuit.

5. The methods of protection in plants and animals are very diverse. This is what Seryozha and Nadya’s dad drew. Complete his tasks.

Some plants defend themselves sharp thorns (1); burning hairs (2); bitter taste(3). Find these plants in the picture and label them with the corresponding numbers.

How do animals protect themselves? Look at the pictures and try to explain on your own who is defending themselves how.

• wasps and bees have a sharp sting with which they can protect themselves from danger
• the snail has a hard shell in which it can hide if necessary
• The lark has a special protective coloring that allows it to hide well among the ears of corn in the field
• the butterfly has a special color that resembles the color of a stone
• The turtle has a bony shell in which it hides the soft parts of its body.

Check your results and discuss them in class.

To use the preview, create a Google account and log in to it: https://accounts.google.com

Preview:

Full name of educational institutionMunicipal budgetary educational institution “Secondary school No. 1”, Tarko-Sale, Purovsky district, Yamal-Nenets Autonomous Okrug

Item: the world

Class 3rd grade. Educational and educational complex "School of Russia"

Lesson topic Who eats what? Power circuits

Lesson Objectives : introduce students to the classification of animals by type of food;

consider power circuits; study the adaptation of animals to obtain food and protect themselves from enemies.

Didactic goals:

1. Learn to recognize groups of animals based on their diet.
2. To teach how to arrange natural objects in the food chain.
3. Determine the relationships between objects in the power supply chain.
4. To develop in children the ability to “read a diagram” and decipher a model.
5. Develop communication skills.
6. Develop speech, logical thinking, the ability to compare and draw conclusions.
7. Help children think about the vulnerability of nature, the need to protect it, i.e. on solving environmental problems.

During the lesson, students will develop the following personal, regulatory, cognitive and communicative universal learning actions.

PersonalUUD:

Educational and cognitive interest in new things educational material and solving new educational problems;

Regulatory UUD:

- analyze and evaluate the correctness of the educational action;

Cognitive UUD:

Carry out analysis of objects taking into account the selection of all features;

Carry out synthesis as a composite whole from parts;

Communication UUD:

Forming your own opinion and position;

Developing the ability to convincingly defend one’s point of view;

Formation of the ability to conduct a discussion;

Educational and methodological supporttextbook by A.A. Pleshakov "The World Around Us", M. Prosveshchenie 2011, workbook "(A.A. Pleshakova for the textbook "The World Around Us") M. Prosveshchenie 2011

Lesson (lesson) implementation time: 45 min

1. Microsoft Office Power Point 2007, Word 2007

2. Visual presentation of educational material

Lesson type : a lesson in discovering new knowledge

Forms of organization: frontal, group, in pairs.

Equipment:

1) Computer, projector, interactive whiteboard;

2) Cards with images of animals, for working in a group, in pairs.

3) Text with a poem by B. Zakhoder.

Lesson (lesson) plan:

During the classes

I. Org. moment.

II. Checking homework

1. In the previous lesson, we divided the animal kingdom into groups according to their structure and appearance. Let's remember the names of these groups.

Slide 2.

Animals

Unicellular Multicellular Invertebrates Vertebrates

During the lesson we paid special attention to invertebrate and vertebrate animals.

Slide 3.

Work in pairs. (1 pair at the board, the rest at their desks).

Exercise : Place the animal species into the correct group: worms, fish, molluscs, amphibians, echinoderms, reptiles, crustaceans, birds, arachnids, mammals, insects

Examination

– What is special about vertebrates? (there is a skeleton)

2. Game “Who is who?”

Slide 4.

Determine which class the animal belongs to

So we have learned that we can classify animals by their structure, but there are other ways to classify animals.

III. Preparing to study new material.

Problematic situation.

Slide 5

There is a group of animals in front of you.

(TIGER, GIRAFFE, COW, EAGLE, HARE, WOLF). Name them. What groups can you divide them into?

(Carnivores and herbivores) Why?

– Name which animals are herbivores.

– Name the predatory animals?

IV. Setting a learning task.

– Who guessed by what criteria we will group animals today?

(By way of eating)

V. Discovery of new knowledge.

Slide 6.

The topic of our lesson

Who eats what

We have already recalled two groups of animals that can be distinguished among animals if we consider who eats what.

Slide 7.

These are carnivores and herbivores, but we have two more arrows in the diagram, which means there are more groups. Our task now is to recognize them.

Guess the riddle:

Slide 8.

1. He is furry, he is big,

He sleeps in a den in winter,

In summer he chews berries,

Takes wild honey from bees,

Can roar menacingly

Club-toed animal -….(bear).

– What does a bear eat? (Children's message)

The bear is a predator, and often a dangerous predator. It can attack a cow and even a moose. But he doesn’t hunt big animals often. He eats rodents, birds, frogs, fish. He loves honey very much. And yet, the bear’s main food is plants. The bear eats blueberries, raspberries, cranberries, and mushrooms.

Can a bear be called a predator? What about herbivores? (he eats everything) So omnivorous.

Slide 9.

2. Angry touchy-feely

Lives in the wilderness of the forest.

There are a lot of needles

And not just one thread. (Hedgehog)

Waking up in the spring, the hedgehog actively eats insects and catches frogs. Hedgehogs eat a lot of insects and slugs that are harmful to forests and gardens. This also includes the destruction of nests in the forest along with broods of rodents that are harmful to agriculture. The hedgehog and the poisonous snake viper will not miss. He is not afraid of her, but, on the contrary, attacks her first. The viper's venom has no effect on him.

– Which group of animals do we include the hedgehog in?

Slide 10.

3 What kind of baby is this?
I took the washing powder
I washed my pants
Scarf for mom, books for brother,
Dad a hat and a notebook,
And then I went to bed
In the bedroom directly on the chest of drawers?
Who is this? - Our raccoon!

– What does it eat? (children's message)

A raccoon in swamps and lakes “fishes” for frogs, fish, and crustaceans. If you are lucky, he will happily eat a caught mouse or a baby muskrat. Snakes, beetles, lizards - they are all tasty morsels for a raccoon. Plant food is also an integral part of the animal’s diet. These are all kinds of fruits, berries, nuts, roots. It is the roots that the raccoon finds in the ground.

Slide 11.

What conclusion can you come to about the characteristics of their nutrition? (they are omnivores)

Consider the following group of animals. Who is this?

Slide 12.

(woodpecker, cuckoo, dragonfly.)

– What do their diets have in common? (insects)

- Who guessed? What is the name of this group of animals? (insectivores)

Slide 13.

– I want to introduce you to another insectivorous animal. This is a muskrat, it is also called a water mole. There are very few of them left in Russia. You can find them in the basins of the Volga, Don, and Ural rivers.

So, what other two groups of animals have we identified based on their feeding method?

Slide 14.

VI. Consolidation

Slide 15.

Work in the workbookWith. 45 Task No. 1. Complete the test.

Herbivores – 4, 5, 7.
Predatory – 3, 8.
Insectivores – 1,2,9.
Omnivores – 6.10.

Examination.

VII. Dynamic pause.

VIII. Introduction to the concept of “food chain”

– So, we learned that animals eat plants or other animals. Therefore, they say that living beings are interconnected in a food chain. Today we must learn how to make food chains.

To trace different food chains and try to compose them ourselves, we need to remember who eats what. Let's start with plants. What is special about their diet? Tell us based on the table.

Slide 16

(Plants receive carbon dioxide from the air. They absorb water and salts dissolved in it through their roots from the soil. Under the influence of sunlight, plants convert carbon dioxide, water and salts into sugar and starch. Their peculiarity is that they prepare their food themselves.)

The food chains begin from plants – this is 1 link, because plants are able to use the energy of the Sun, create, produce nutrients (sugar, starch, etc.) from carbon dioxide and water.

Slide 17.

2nd chain link – these are herbivores.

– Why do you think?

Slide 17.

3rd chain link – insectivores and carnivores.

– Why do you think?

Slide 17.

IX. Consolidation

Slide 18.

Food chains are the nutritional connections of all living things. There are a lot of food chains in nature. In the forest they are alone, completely different in the meadow and in the pond, others in the field and in the garden. Let's try to create food chains: (work in groups).

Now listen to the task. Each group, using cards, must create a food chain. Consider whether you will need all the cards.

Examination

All finished chains are hung on blackboard

A representative from each group comes out and explains their work.

Slides 19-23.

– We have compiled several food chains

– Where does each of them begin? (plants)

– The last link? (predatory)

Decipher the chain of interconnection.

So, let's conclude. What is a food chain?

A food chain is a relationship between organisms, each of which feeds on another and, in turn, serves as food for a third.

Slide 24.

Decipher the chain of interconnection.

2. Working with the textbook

Slide 25.

Read the textbook article “Who Is How Adapted,” page 97.

Conversation on the content of the article

How did predators adapt to get food?

(Fox - quiet steps, excellent hearing, sharp teeth. Owl - soft plumage makes the flight silent, huge eyes that can see perfectly at night, sharp claws, curved beak.)

How have animals adapted to defend themselves from predators?

(Hare - fast legs, coat color (white in winter, gray in summer). Hedgehogs have spines. Lizards cast their tails. Grasshopper - green. Ladybug - caustic blood)

X. Solving environmental problems.

Slide 26.

Problematic situation.

Guys, do you think there is an end link in the food chain?

Children discuss this issue in groups and express their assumptions. If they themselves do not come up with the desired answer, you can ask the question of how the soil is formed and why it does not run out of mineral salts.

Here we come to the last link in the food chain. These are fungi and bacteria. Some of them transform the remains of animals and plants into humus, while others produce mineral salts from the humus, which are necessary for the life and growth of plants. And again we returned to the beginning of our chain. Since in nature nothing arises from nothing and disappears without a trace.

Where does the food chain begin? (From a plant.)

How does it end? (Fungi and bacteria.)

Guys, now let's think about what will happen if any link falls out of the power chain.

Slide 27.

For example, what if all the trees on which the hare feeds disappear in the forest? (The hare will have nothing to eat)

- What if there are no hares? (There will be no food for both the fox and the wolf)

– What will happen to the chain? (It'll collapse)

What conclusion can be drawn? (If you destroy even one link in a chain, the whole chain will collapse.)

That's right, guys! If even one link falls out of the chain, the entire chain is broken. Nature has its own delicate balance. If you act thoughtlessly, this balance can be disrupted.

2. Task: Slide 28.

As is customary everywhere, parents came to one of the children's camps on Saturday and Sunday. The children greeted them with bouquets of wild flowers. And there are 700 children in the camp. This means that 700 bouquets were collected per week. The consequences were felt very quickly. Which?

3. Task: Slide 29.

There is information that Tsar Peter I forbade ringing bells during bream spawning. This caused discontent among the clergy. What considerations guided Peter I?

4. Task: Slide 30.

Listen to what happened in China.

Hooligan sparrows -
Excellent thieves.
Just give them grain -
The harvest will be reduced.

The Chinese have calculated
How many grains were lost?
And issued their decree -
Sparrows are reduced to nothing.

They killed everyone
They wait - what is the result?
At first, really
Their bins are full,

And then trouble came -
Open the gates!
All crops, harvests
The insects ate it.

There are so many of them
It hasn't happened anywhere before.
It turned out that sparrows
They don’t eat grains at all:

Their parents are from the fields
They drag in midges and worms.
It became clear to the authorities -
We need to bring the birds back.

And they had to sparrows
To carry from foreign lands.
If you cut everything from the shoulder,
You can ruin your business.

Which food chain in China was disrupted?

(Wheat - insects - sparrows.)

XI. Summary of the lesson. Generalization on the topic.

What groups are animals divided into depending on their diet?

(Animals are divided into herbivores, insectivores, omnivores and carnivores)

Slide 31.

Read B. Zakhoder’s poem “Everyone, everyone in the world is needed”

Everyone in the world is needed!
And midges are no less needed than elephants,
You can't do without absurd monsters,
And even without predators - evil and ferocious.
We need everything in the world!
We need everything -
Who makes honey and who makes poison.
Things are bad for a cat without a mouse,
A mouse can do no better without a cat!
Yes! If we are not very friendly with someone,
We still really need each other.

Everything that blooms, grows, moves must be treated with respect. We must remember that the flying ladybug and the crawling caterpillar are rushing about their important business. And these matters are important not only for them but also for the life of our entire planet.

XII. Homework

In addition to animals and birds, other animals live in the forest - lizards, snakes, insects. You will prepare your messages about them for the next lesson and read the article “ Good word about predators."

List of used literature:

UMK program School of Russia, the world around us 3rd gradehttp://shoolguide.ru/index.php/progs/shool-russia2011.html

Pleshakov A.A. Textbook. The world. 3rd grade.

Encyclopedia for children. Everything about animals from A to Z.

Technological lesson map

in the subject “The World Around us”

3rd grade

Educational and educational complex "School of Russia"

Teacher: Moiseeva Alexandra Grigorievna

Topic: “Who eats what?”

A lesson in discovering new knowledge

Lesson objectives (planned student outcomes):

Subject results:

know the nutritional characteristics of different animals;

know what power circuits are.

Meta-subject results:

accept the learning task and strive to complete it;

be able to classify animals by type of nutrition;

be able to model power circuits;

detect signs of animals’ adaptation to obtaining food and protecting themselves from enemies;

use different sources of information to find answers to questions and explanations

answer final questions and evaluate your achievements in class

Personal results:

recognize the importance of relationships in living nature;

understand the role of predators in nature;

realize the need to respect nature.

Lesson stage

/learning situation

Interaction in the educational process

Determined depending on the planned results and the content of activities to achieve them

Teacher's actions

Student actions

Organizes situations for solving an educational task aimed at achieving planned results, managing the actions of students to achieve these results

Solve a learning task, perform actions aimed at achieving planned results and realizing the value of these achievements

1. Self-determination for activity

Org. moment

You all sit quietly

Watch everything carefully

When I ask you a question,

Be restrained, friends,

Raise your hand first

Then speak up boldly.

Epigraph for the lesson:

Everything, everything in the world,

Everyone in the world is needed

And no less midges

Needed more than elephants.

You can't do without absurd monsters,

And even without predators,

Evil and ferocious.

We need everything in the world, we need everything:

Who makes honey

And who makes the poison! (B. zakhoder)

Greetings.

Set up for the lesson.

2. Updating knowledge

On the slide you see some representatives of the animal world.

Who can talk about each one according to plan?

Pay special attention to the fourth question of the plan.

Children's answers.

They breathe, eat, move, grow, reproduce, develop, die.

The second group of children fill out the tables. Peer review.

3. Motivation for learning activities

Reading the fairy tale “The Mysterious Beast” by N. Sladkov

Animals in different environments can eat different things.

So the topic of our lesson is: “Who eats what?”

Who? – these are the animals that eat? – type of food.

Well done, thank you. You helped me formulate the topic.

What is the purpose of the lesson? Help me name her. Well done. Let's turn to the textbook on p. 94 and try together to find in it what groups animals are divided into according to the type of food.

Listening to a fairy tale

Draw a conclusion

We will find out what animals are by type of food,

Choose the right wording

4. Children's discovery of new knowledge

5.

Primary consolidation

(Application of the algorithm in practice)

Try to discover new knowledge yourself.

What groups of animals by type of nutrition did you get?

Explain your answer.

Table on the slide

Give examples of different groups.

(Writing it down)

(I encourage the children to name examples of animals of all groups)

Let's try to determine where the food chain should begin and who should continue it.

Try to make a diagram using reference words:

N on the slide

Herbivores, insectivores, carnivores, omnivores, plants.

Read on p. 94-95 text about power circuits. Did we draw the right conclusion - where do food chains begin?

Let's create food chains together. I offer you these links: they grow in the forest

Aspen trees grow in the forest. Hares eat their bark. A hare can be caught and eaten by a wolf. The result is the following food chain: aspen – hare – wolf.

They are reading.

.

They are trying to name animals of different groups according to the type of food they eat.

Herbivores, carnivores, insectivores, omnivores

Children call

Plants and other animals

…they are connected to each other in a power circuit

Learn what power circuits are

Compose power circuits

To discover and model relationships in wildlife

Complete task No. 1, page 55 of the workbook

Students come to the conclusion: Plants are the first link in the food chain, because... only plants are able to use the energy of the Sun and produce nutrients (sugar, starch, etc.) from carbon dioxide and water. Herbivores eat plants. Herbivores feed on insectivores and carnivores.

physical education minute

Repeat the movements.

Complete tasks No. 3, 4 in the workbook p. 56 make up power circuits. Peer review.

How are animals adapted to obtain food? How do they escape from predators?

Photo on slide

Foxes

Owls

Hare

Lizard

Grasshopper

Ladybug

Read the article “Who is How Adapted”, page 95 of the textbook

Soft paws, good hearing

Big eyes, soft plumage, claws,

Runs fast, fur coloring

Leaves a tail

Green color

Color of danger, caustic blood

6. Reflection of activity

D/Z

Guys, do you think it is necessary to destroy predators? And why? Read and prove it.

What new did you learn?

We were able...

What would you like to know more about...

Well done. I congratulate you.

What results did you get?

What didn’t work, what still needs to be worked on?

Optional ass No. 1 in the textbook p. 97

Or ass. No. 2 and 5 in the workbook

Take care of this land. This water.

Loving even a small epic,

Take care of all animals within nature,

Kill only the beasts within you

Children's answers.

Evaluate themselves

I listen to children on self-esteem.

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;

Problem:

What groups are animals divided into depending on their diet? What is a power chain?

Tasks:

update knowledge about the animal world;

introduce the classification of animals by type of nutrition, the protective devices of plants and animals;

discuss the role of predators in maintaining balance in nature

Subject results

will learn

Classify animals according to their feeding method; analyze power circuit diagrams

Universal educational activities (UUD)

Regulatory: determine the purpose and stages of work; transform a practical task into a cognitive one. Cognitive: recognize, name and identify objects, identify groups of essential features of these objects in order to solve cognitive problems.

Communicative: distribution of functions and roles in joint activities; exercise mutual control; willingness to listen to the interlocutor and engage in dialogue; express your opinion and argue your point of view and assessment of events.

Personal results

Awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, rules of behavior in the natural environment.

Basic concepts and definitions

Classification of animals according to their feeding method. Power circuits. Adaptation of animals to obtain food and protect themselves from enemies

Checking readiness to learn new material

Think about what groups animals can be divided into based on their feeding habits.

Animals that eat plant foods are called herbivores. Those animals that eat insects are called insectivores. Larger prey is hunted by predatory animals, or raptors. Insects that eat other insects are also considered predators. Finally, there are omnivores (they eat both plant and animal foods).

Learning new material

POWER CIRCUIT

Living things are connected to each other in a food chain.

Here's an example. Aspen trees grow in the forest. Hares eat their bark. A hare can be caught and eaten by a wolf. The result is the following food chain: aspen - hare - wolf.

Another example. Wood mice feed on oak acorns. But mice themselves are prey for owls. The food chain turns out like this: oak - wood mouse - owl.

Food chains begin with plants. This is the first link. The second link in the chain is herbivorous animals. The third link is insectivorous or predatory animals.

Who is adapted

Quiet steps, excellent hearing, sharp teeth - all this helps the fox to hunt. But the owl... Its huge eyes can see perfectly at night and during the day, its soft plumage makes its flight silent, its sharp claws and strong curved beak help it hold and eat prey.

Predators are well adapted to getting their own food. But also those animals on which

They hunt and are adapted to defend themselves. The hare has fast legs, so it is difficult to catch up with him. The color of the fur coat also saves the hare: in summer it is gray, in winter it is white. The hedgehog's defense is needles. A lizard, if an enemy grabs its tail, leaves it to the predator and runs away. Then the lizard grows a new tail.

The grasshopper is saved by the green color - in the grass the grasshopper becomes invisible. The ladybug, on the contrary, attracts attention with its bright colors. Ladybug blood is caustic. The brightly colored cows seem to warn their enemies: “We are inedible! Dont touch!"

Comprehension and understanding of acquired knowledge

Power circuits can be depicted using models.

1.Make models of the power circuits presented in the textbook. Test each other using the textbook's illustrations and text. If necessary, correct errors by moving model parts.

2.Read the text “Who is How Adapted.” Find in it examples of the adaptation of animals: a) to obtaining food; b) for protection from enemies.

Let's discuss!

1.Why do food chains start with plants?

2. What would happen if there were no frogs, snakes, owls, or dragonflies left on Earth?

Independent application of knowledge

check yourself

1.What groups are animals divided into depending on their diet?

2. What is a power circuit? Give an example.

Homework assignments

Make a model of a power circuit that was not discussed in the textbook. In class, compare it with the models your friends made.

In the book “Green Pages” read the story about ladybugs. Pay attention to what they eat. How do you feel about ladybugs? What can you do to protect them?

Who eats what in the animal world

Carnivorous and herbivorous animals.

Nutritionherbivoresanimals

Who eats what

Make up a food chain that tells about the characters in the song “A grasshopper sat in the grass.”

Animals that eat plant foods are called herbivores. Those animals that eat insects are called insectivores. Larger prey is hunted by predatory animals, or raptors. Insects that eat other insects are also considered predators. Finally, there are omnivores (they eat both plant and animal foods).

What groups can animals be divided into based on their feeding methods? Fill out the chart.

Power circuits

Living things are connected to each other in a food chain. For example: Aspen trees grow in the forest. Hares eat their bark. A hare can be caught and eaten by a wolf. It turns out this food chain: aspen - hare - wolf.

Compose and write down power supply circuits.
a) spider, starling, fly
Answer: fly - spider - starling
b) stork, fly, frog
Answer: fly - frog - stork
c) mouse, grain, owl
Answer: grain - mouse - owl
d) slug, mushroom, frog
Answer: mushroom - slug - frog
e) hawk, chipmunk, cone
Answer: cone - chipmunk - hawk

Read short texts about animals from the book "With Love for Nature."

Identify and write down the type of food animals eat.
In autumn, the badger begins to prepare for winter. He eats up and gets very fat. It eats everything it comes across: beetles, slugs, lizards, frogs, mice, and sometimes even small hares. He eats wild berries and fruits.

Answer: badger is omnivorous
In winter, the fox catches mice and sometimes partridges under the snow. Sometimes she hunts for hares.

But hares run faster than a fox and can run away from it. In winter, foxes come close to human settlements and attack poultry.
Answer: carnivorous fox

The wolf is a dangerous beast.
In summer it attacks various animals. It also eats mice, frogs, and lizards.

Destroys bird nests on the ground, eats eggs, chicks, and birds.
Answer: carnivorous wolf

The bear breaks up rotten stumps and looks for fatty larvae of woodcutter beetles and other insects that feed on wood. He eats everything: he catches frogs, lizards, in a word, whatever he comes across. Digs plant bulbs and tubers from the ground. You can often meet a bear in berry fields, where he greedily eats the berries. Sometimes a hungry bear attacks moose and deer.

Answer: the bear is omnivorous
Based on the texts from the previous assignment, compose and write down several power circuits.
1. strawberry - slug - badger
2. tree bark - hare - fox
3. grain - bird - wolf

4. wood - beetle larvae - woodcutter - bear