Gdz the world around us Novitskaya. Reserves and national parks of Russia

This GDZ "The world around us for 4th grade Pleshakov, Novitskaya" Helps you prepare and do your homework very quickly. This will especially help if the child does his homework himself. The subject and publisher of the book approached the preparation of tasks and their solutions very competently. The task numbers are in order, so when you search for tasks, you will quickly get answers to your questions.

IMPORTANCE OF THE SUBJECT

This subject is one of the most labor-intensive, because it is often asked to do all sorts of crafts, prepare reports with research on those things and objects that surround us. In addition to the surrounding world, there are other objects that should also be paid attention to. This is why our workbook was created. GDZ on the surrounding world for 4th grade Pleshakov needed to check the correctness of answers without downloading online. You shouldn’t just copy off the answers, you should think for yourself and check the correctness of the decision.

STRUCTURE

The authors tried to build the workbook in such a way that doing homework would not be a burden. Also, the name of the answer book was written taking into account what keywords are used by more people, for faster and more convenient access to answers online.

The peculiarity of the approach of the educational complex “The World Around us”, proposed by A. A. Pleshakov and M. Yu. Novitskaya, is the harmonious combination of natural scientific information and the experience of the humanities. The leading idea of ​​the course is the unification of the natural world and the cultural world. From this position, the surrounding world is considered as a natural-cultural whole, and man is considered as a part of nature, as the creator of culture and as its product. The inclusion of cultural components (norm, value, ideal) in the course content creates conditions for the formation of the child’s personality, helps to understand and accept the humanistic values ​​of society, and determine one’s place in the world of nature and human existence. The cultural component of the course makes it possible to actively use literary works, folklore, artistic and musical heritage in the textbook. Thus, “The World around us” as a subject can play an integrating role in the education system of a primary school student and create a holistic perception of the world around us.

The course content covers a wide range of issues, while nature, man and society are considered in their inextricable, organic unity. This ensures a holistic perception of the surrounding world, creates conditions for the appropriation of new knowledge, the formation and awareness of the rules, responsibilities and norms of interaction between man and nature, man and society. It is important to note that the authors create a system of perception of the surrounding world, the starting point of which is the child himself. This technique allows you to intensify the student’s activity in the lesson. Knowledge of the surrounding world is carried out through the prism of each child’s personal perception of the images, colors and sounds of nature and culture. By observing and exploring the world around us, the student makes discoveries about the multifaceted connections between man and nature, the natural connections between living and inanimate nature, and the connections between all living things on Earth. In comparison with the life experience of the child, the world of the immediate social environment is learned more deeply: the role of the school, the intrinsic value of the family, family traditions and the cultural heritage of the people as constituting the spiritual wealth of a person.

The World Around us course uses a variety of teaching methods and forms. Students observe natural phenomena and social life with the help of a teacher, parents or an after-school teacher, perform practical work and simple experiments. Conversations, didactic and role-playing games are held. This activity is complemented by coloring, drawing, designing, viewing transparencies and video clips.

The world around us. Work programs. Subject line of textbooks of the “Perspective” system. 1-4 grades.

The work programs have been developed in accordance with the requirements of the Federal State Educational Standard of NEO for the completed subject line of textbooks “The World Around us” of the “Perspective” textbook system. The work programs define the goals and objectives of teaching a course on the surrounding world in primary school, the general characteristics of the course, the place of the course in the curriculum, as well as personal, subject and meta-subject results of mastering the course. In addition, the programs offer approaches to structuring educational material and organizing student activities, the main content of the course, thematic planning with characteristics of the main types of student activities, and a description of material and technical support.

Pleshakov A.A., Novitskaya M.Yu. The world around us. Textbook. 1st grade. In 2 parts (Part 1 – 96 pp., Part 2 – 96 pp.)

The textbook material allows students to comprehend the relationship and significance of nature and culture in human life and get acquainted with different areas of natural science and cultural knowledge. The textbook includes sections “We and our world”, “Our class”, “Our home and family”, “City and village”, “Native country” and “Man in the world around us”. The topics of the sections show the role and importance of man in the world, introduces the cultural heritage of different peoples of Russia, health issues, and environmental problems.

The textbook is supplemented with a workbook and lesson plans for the teacher.

Contents of the textbook and symbols:

Pleshakov A.A., Novitskaya M.Yu. The world around us. Workbook. 1st grade. In 2 parts (Part 1 – 80 pp., Part 2 – 64 pp.)

The notebook contains tasks that contribute to the development of children's memory, thinking, observation skills, establishing cause-and-effect relationships, independently drawing conclusions and generalizing the material. The manual will help teachers organize the educational process more effectively.

Pleshakov A.A., Novitskaya M.Yu. and others. The world around us. Methodological manual with lesson developments. 1st class

The manual offers lesson notes for all topics of the textbook “The World around us. 1st class." Lesson notes are developed taking into account materials and assignments in workbooks on the surrounding world and on the basics of life safety. In addition, the methodological manual offers materials that facilitate the teacher’s preparation for the lesson, which indicate goals, planned results, types of work, physical education, and additional materials.

Anastasova L.P., Izhevsky P.V., Ivanova N.V. (Ed. Pleshakov A.A.) The world around us. Fundamentals of life safety. Workbook. 1st grade (80 pp.)

The notebook contains material on the basics of a healthy and safe lifestyle in accordance with the program of the textbook “The World around us. 1st class." Schoolchildren will learn about various dangerous and emergency situations, learn to act competently if such a situation occurs, learn to anticipate and avoid danger (when the child is alone at home, when he uses public transport, crosses the street, etc.)

Contents and symbols:

Izhevsky P.V. The world around us. Fundamentals of life safety. Methodical manual. 1st grade (80 pp.)

Electronic application

Electronic application is an interactive multimedia component of the educational and methodological set “The World around us. 1st class” by A. A. Pleshakov and M. Yu. Novitskaya. The application can be used in different forms: for students to work in the classroom together with the teacher, and for children to work at home.

The manual includes more than 500 multimedia resources of various types:

• theoretical material;
• simulator;
• test work;
• final test work.

The electronic application significantly expands and complements the information and educational space of the educational complex. The application consists of 57 lessons corresponding to the topics of the textbook. All lessons are grouped into sections “We and our world”, “Our class”, “Our home and family”, “City and village”, “Native country”, “Man and the world around us”.

If you have already completed the first part,

By tradition, we continue to publish a series of high-quality ready-made homework assignments for the Perspective program. This time, the solution book on the subject of the world around us for 4th grade will be in view. Answers to the 5th edition. The authors of the textbook and workbook are Pleshakov and Novitskaya. Workbook for 2017.

The world around us is a lesson where there is room for creativity, where the child needs to find a lot of material himself in books and other additional sources, and this, as a rule, takes a lot of time, and it takes the whole day to prepare for the lesson. That's why we prepared the homework for you. Now it will be much easier to do your homework, because all the answers on our 7guru website are collected on one page and you don’t need to go through a bunch of sites to find the right answers to the assignments.

Our GDZs are tested and approved by primary school teachers.

Answers to tasks The world around us, grade 4, part 1

WE ARE CITIZENS OF A UNITED FATHERLAND

Page 3-5 SOCIETY IS US!

1. My first society is my family.

Our common goals: to live in peace and harmony, to be together, to be friendly, to love each other.

Our common activities and interests: cleaning the house, going out into nature, receiving guests, playing sports in the gym or at the stadium, working in the garden, walking together, traveling.

2. We are already in 4th grade!

Our common goals are to study well, gain knowledge, and be friends.

Our common activities and interests: school lessons, sports competitions, participation in holidays, matinees, school Olympiads, competitions, trips to the theater, cinema, outings.

3. In the red circles, write down the names of the communities to which you are a member by birth and place of residence; in the green circles, write down the names of the communities you chose yourself.

In red circles: family, school.

In green circles: handicrafts club, sports section, music school, chess club, etc.

4. Read the list of words. Use a green pencil to underline the words whose meanings you understand. Write down the words you don't understand.

An artel is an association of people to work together (team).
Brotherhood is a union of people by faith.
Fellowship is a society of fellow countrymen who were born or lived in the same city or village.
A circle is a community of people with interests or hobbies, for example, a handicrafts group or a literary group.
A coalition is a union of countries for the sake of some common goals.
A league is usually an association of sports teams.
The world is humanity, the world community, or a gathering, a meeting of fellow villagers...
A party is an association of people based on political interests, a political party.
Advice is a joint discussion between people about certain issues.
A meeting is the presence of people in one place to discuss certain topics, for example, a parent-teacher meeting.
A union is usually a community of states or organizations.
Pleiades is an association of outstanding people, for example, scientists.
A partnership is a society of friends or a form of enterprise.
Company - a group of friends, acquaintances.
Federation is a union of territories within a state.
A team is a group of people united by something.

Explain orally what the meanings of these words have in common. How are they different?

These are all communities. They differ in interests, size, and composition.

Page 6-9. RUSSIAN PEOPLE

1. Look at the photographs. Using a textbook, formulate and write down what unites all citizens of our country into a single people.

History, art, culture, patriotism, labor.

2. Using drawings or photographs with captions, write a story on the topic: “We are different, we are together!” In the captions to the illustrations, reflect what events are the common property of the peoples of your region, what is now being created by common labor for the benefit of all.

Here you can place photographs of the following events: city (or school) cleanup, May 9 parade, city day, tree planting on city streets, sports competitions.

Pictures for printing:

3. "My project is for the benefit of Russia." Come up with and describe your project for the benefit of your native country. Complete the description with drawings and diagrams.

Project name: Free Library.

Goal: To help residents of my neighborhood or city fall in love with reading books. Instill in children a love of reading.

Resources: Several old bookshelves or cabinets, books, a few like-minded people, tools for setting up “free libraries”.

I love to read, we have a lot of books at home. My neighbors have a lot of books that they no longer need and are ready to give them to someone for free. I propose to install “free libraries” in several places in my city (district, park). They can be made from old bookcases that people throw away.

Each such library cabinet must be installed in a public place (in a park, on the street, on a playground). Post an announcement: “Dear residents of our city! There is a free library for you. You can borrow books for free and, after reading, return them to their place or leave them at home. Please also fill this locker. Do not throw away literature! Bring your books here, and they will find their readers!

I am sure that my project will be of interest to many residents of our city. And perhaps many children will love to read and will watch less TV and play on the tablet. This will serve for the benefit of Russia!

Pictures for the project:

CONSTITUTION OF RUSSIA, GDZ website to pp. 10-11

1. Read the articles of the Constitution of the Russian Federation. Think and tell us what significance these articles of the Constitution have for you, your family and friends.

The Constitution is the fundamental law of our country. It guarantees my rights and talks about my responsibilities. For example, I can receive free school education or medical care. My parents must pay taxes and obey the laws of our state.

2. From the given articles of the Constitution, write down examples of the rights and duties of a person and a citizen.

Rights: Everyone has the right to life. Everyone has the right to speak their native language. Everyone has the right to rest. Everyone has the right to medical care. Everyone has the right to education.

Responsibilities: Everyone is obliged to protect historical and cultural monuments. Everyone is required to pay taxes and fees. Everyone has a responsibility to preserve nature.

Page 12-13. CHILD'S RIGHTS

1. Using the textbook text on p. 16-17, write down what rights of the child are illustrated by these photographs.

Right to life, family; right to education; right to health; right to rest.

2. In additional literature or on the Internet, get acquainted with the ten principles of the Declaration of the Rights of the Child. Write down 2-3 principles that you consider the most important. You can express their meaning in your own words.

Principle 1: Children everywhere have the following rights.
Principle 2: Every child has the right to grow and develop normally.
Principle 3: Every child has the right to a name and a nationality.
Principle 4: Every child has the right to housing (house), food, and medical care.
Principle 5: If a child has a physical disability (disabled), he has the right to special care and attention.
Principle 6: Every child has the right to parental care, and if he does not have a family, then he has the right to care from the state.
Principle 7: Every child has the right to study and receive an education.
Principle 8: Child protection and assistance must come first (child protection before adult protection).
Principle 9: Every child should be protected from violence and cruelty.
Principle 10: Every child has the right to grow up in an atmosphere of love and mutual understanding, the child must be protected from hatred and discrimination.

Page 14-15. STATE STRUCTURE OF RUSSIA

1. Copy from the text of the textbook words whose meaning you do not understand. Use a dictionary to write down the interpretations of words.

A democratic republic is a state where government is elected by the people.
A referendum is a popular vote on important issues.
Election is a procedure for electing someone through secret voting.

2. Find out from the photographs in the textbook and label these buildings. One of them is not presented in the textbook. Find out about it using other sources of information.

Imagine that you have been elected President of our country. Describe your activities according to the points of the plan.

1. My goal: To make people in Russia live better, to revive State industry, to provide people with housing and to increase wages.

2. My first decree:

Add salaries to teachers and doctors at the expense of the salaries of deputies.
(or) Build a new school in our area
(or) Increase pensions for all pensioners so that they have enough to live on

3. My helpers: Friends and a team of people I can trust.

4. My responsibility: I will be responsible to the people for my activities as president.

5. Russia will not depend on other countries and will be able to provide for all the needs of its people, and the people will live better.

Page 16-19. RUSSIAN UNION OF Equals

1. Using illustrations from the textbook, label the flags and coats of arms of some Russian republics.
2. Cut out the flags from the Appendix and paste them into the appropriate boxes.
3. Using the textbook text, match the names of some Russian republics and their capitals. Connect with lines.

Republic of Adygea - Maykop
Republic of Khakassia - Abakan
Republic of Karelia - Petrozavodsk
Republic of Bashkortostan - Ufa
Republic of Sakha (Yakutia) - Yakutsk

4. Using additional literature and the Internet, identify and sign the flags and coats of arms of the constituent entities of the Russian Federation.

5. Project "Travel to one of the republics of the Russian Federation"
Find information and prepare a report about one of the republics of the Russian Federation (of your choice.)

Project "Travel to the Republic of Adygea"

1.) The capital of the republic is the city of Maykop with a population of 144 thousand people.

The coat of arms of the Republic of Adygea is a circle framed on top by a ribbon with the inscription “Republic of Adygea” in Adyghe and Russian. In the middle of the ribbon there is a large star, on the sides there are oak and maple leaves (on the left), golden ears of wheat, and ears of corn (on the right). In the circle there is an inscription “Russian Federation” in Russian and Adyghe languages. Below is the national table - ane with bread and salt. In the middle of the circle is the main character of the Nart epic, Sauseryko, on a fiery flying horse.

3.) Flag of Adygea.

The state flag of the Republic of Adygea is a rectangular green panel, which depicts twelve golden stars and three golden crossed arrows pointing upward. Twelve stars mean 12 Adyghe (Circassian) tribes, and 3 arrows mean 3 ancient Adyghe princely families. Three crossed arrows denote their unity. The green color of the cloth symbolizes the religion of Islam.

The national anthem of the Republic of Adygea is a musical and poetic work with poems by I. Mashbash and music by U. Thabisimov.

Glory, live, Adygea,
A country dear to my heart.
Warmed our peoples
She kindly agrees.

Sunny land,
The Republic is our common home.
Take wings,
Republic, grow stronger by work,
Our bright dream.

The ancestors chose
A wonderful place for us
Courage, wisdom and strength
The Caucasus was given to us by our grandfathers.

Proudly with a free soul,
Go with Russia,
Your sun is above you,
The storms of adversity are behind us.

Native sky and fields
Will be forever in our hearts,
They will be for us while they are alive,
In our destiny and deeds.

5.) The state languages ​​are Russian and Adyghe.

6.) The territory of the republic is surrounded on all sides by the territory of the Krasnodar Territory.

7.) A significant part of the Caucasus State Nature Reserve is concentrated on the territory of the Republic, all the riches of which are included in the World Natural Heritage List. Adygea is home to famous thermal springs, the Caucasian State Biosphere Reserve, and the Mountain Adygea National Natural Park.

8.) Among the historical and cultural monuments, the Maikop mound “Oshad”, the monument to the cross to the executed Cossacks, and the memorial complex “Friendship Square” are known. In mountainous areas there are tombs of the Middle Bronze Age dolmen culture - dolmens. In the Maykop region, archaeologists find sites of ancient people.
The oldest cultural monument of the Adyghe ethnic group is the Nart epic, which is based on tales about the origin and adventures of hero-heroes (“Narts”).

9) Among the outstanding citizens of Adygea:
heroes of the Soviet Union (Andrukhaev Kh.B., Achmizov A.A., Bzhigakov K.B.) and heroes of Russia (Garmash A.V., Dolonin V.A., Klupov R.M., Gadagatl, Asker Magamudovich - Russian scientist - Narto expert, people's poet of the Republic of Adygea.
People's Artist of the Russian Federation, Honored Artist of Adygea, member of the Union of Artists of Russia Teuchezh Kat and other citizens.

10.) Modern achievements of the Republic of Adygea.

The Republic of Adygea has its own food products, tourism, horse breeding, sports, and agriculture are developed. In modern Adygea there are about 90 large and medium-sized enterprises representing 11 industries. Food industry enterprises produce canned meat and fruit and vegetables, confectionery, pasta, wine and vodka products, beer and dairy products. Adygea has great forest resources, which are represented mainly by hard-leaved coniferous species.

Page 20-21. STATE BORDER OF RUSSIA. GDZ website

1. Copy from the lesson text words whose meanings you do not understand. Use a dictionary to write down the interpretation of these words.

A state border is a line that shows the boundaries of a country.
Sovereignty is independence.
A visa is a document that allows you to enter a foreign country.
Customs is a special government service that controls the entry and exit of citizens from the country.

2. Using the map on p. 21 determine which states Russia borders with. Write it down.

On land, Russia borders on the following countries: Norway, Finland, Estonia, Latvia, Lithuania, Poland, Belarus, Ukraine, Abkhazia, Georgia, South Ossetia, Azerbaijan, Kazakhstan, Mongolia, China, North Korea (Democratic People's Republic of Korea).

At sea, Russia borders with Japan and the USA.

Using a map, match the names of the countries and their capitals. Connect with lines.

Ukraine - Kyiv
China - Beijing
Kazakhstan - Astana
Finland - Helsinki
Belarus - Minsk

Answers website to pp. 22-23. TRAVEL ABROAD OF RUSSIA

1. Compare proverbs of different nations about good relations between neighbors. What do proverbs have in common? What's different about them? How do you explain the differences?

Choose one of the proverbs of the peoples of your region that are suitable in meaning. Write it down.

A close neighbor is better than distant relatives.
Living with neighbors means being in conversations.
As are the neighbors, so is the conversation.
Don't buy a yard, buy a neighbor.
The hostess didn’t provide lunch, so apparently they were pushing towards their neighbor.
There is no greater problem than bad neighbors.
It’s a bad life if you don’t make friends with your neighbors.
Let your neighbor into the house, and become a neighbor yourself.
Be friends with your neighbor, but hold on to your saber.
Be friends with your neighbor, but stay the city.
The neighbor doesn't want it, so the world won't.
Neighborhood is a mutual affair.
Then the neighbor is kind when the bag is full.
A good neighbor is the greatest relative.
It’s good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.
How can you annoy your neighbor more than with your tongue?
Thistles and thistles creep from neighbor to neighbor under the meadow.
Whatever you have at home, don’t go to your neighbor for.

Do you think these proverbs apply to relations between neighboring countries? Write down in your own words what relations between countries should be like.

These proverbs apply to relations between neighboring countries. Relations between countries should be friendly and respectful; countries should help each other in difficulties.

2. Read the description of the Belarusian game "Mayalka". Based on the description, make a diagram of it.

3. The Mongolians' favorite game is chess. Look at the photographs of Mongolian chess and determine what animals they depict. Write down the names of these animals.

Answer: from left to right: tiger (cat, or panther, or leopard), camel, dog, horse.

pp. 24-25. TREASURES OF RUSSIA AND THEIR KEEPERS

1. Using the model given in the textbook, fill out the table. Include natural features of your region. Use additional literature and the Internet.

Name - what language the name comes from, what it means according to the interpretations of some scientists.

Moscow region:

Oka River - translated from Gothic as “river”, in Old German as “water”, “river”.
Istra River - translated from Lithuanian as “stream”, “current”.
Volga River - the Russian name Volga (Old Slavic Vlga) comes from the Proto-Slavic Vьlga, cf. volgly - vologa - moisture.
Moskva River - from the Finno-Ugric group of languages ​​means “wet, marshy place”, in the Old Russian language “moskv” - “viscous, marshy” or “swamp, dampness, moisture, liquid”.

Leningrad region:

Neva River - from the Finnish word “neva” - swamp (deep), from the Swedish word “nu” - new.
the Narva River - translated from the Vepsian language - “threshold”.
Lake Ladoga - Ladoga translated from Finnish means “wave”.
Luga Canyon - from the name of the Luga River, translated from Estonian laugas - depression, hole, puddle, hole, or to tear, scatter.

Krasnodar region:

Tsemes Bay (Black Sea, Novorossiysk) - from the Circassians. "tsemeez" - insects and forest, mosquito place.
Markhotsky ridge is a mountain range along the Black Sea coast. In the Adyghe language - “Ozhin’s ridge”. Ozhina (azhina) - blackberry, wild berry.
Gelendzhik Bay received its name from the city of Gelendzhik (a city on the Black Sea coast), “Gelendzhik” in Arabic means “poplar”, in the Adyghe language it means “small pasture”.
Anapa Bay - from the name of the city of Anapa. "Anapa" - translated from Adyghe means "round table" - the semicircular shape of the bay resembles the traditional round table of the Adygs. "Anapa" from ancient Greek means "high cape".
Abrau (lake) - translated from Circassian means “cliff”.

2. Read Chuvash proverbs. Match them with proverbs from the peoples of your region that are suitable in meaning.

In days of happiness, be pure in heart, in days of sorrow, be strong in heart.

In times of misfortune, do not be discouraged, but overcome sadness. (Russian)
Curls curl from joy, and split from sadness. (Russian)
Sadness is visible in the clear eyes, and sadness is visible in the white face. (Russian)
Moths eat clothes, grief eats people. (Ukr.)

The water of wisdom does not rest on the mountain peaks of pride.

I'm proud to be stupid. (Russian)
You can't jump higher than yourself. (Russian)
You can't jump above your head. (Russian)
You can't jump higher than yourself. (Russian)
Poverty humbles even the wise. (Russian)

If you have friends, you are as deep as the Volga; if you don’t, they are as shallow as a puddle.

Don't have a hundred rubles, but have a hundred friends. (Russian)
A tree is held together by its roots, and a person is held together by its friends. (Russian)
If you don't have a friend, look for him, but if you find him, take care of him. (Russian)
A good horse is not without a rider, and an honest man is not without a friend. (Russian)
Holding on to each other means not being afraid of anything. (Russian)

3. Find out in additional sources who was the first to create the alphabet for your native language. Write down information about this person. If possible, include his portrait.

How the Slavic and Russian alphabet was created.

In the 9th century in Byzantium, in the city of Thessaloniki (now the city of Thessaloniki in Greece), two brothers lived - Constantine and Methodius. Constantine, having become a monk, received a new name - Cyril. The brothers were wise and very educated people. The Greek king Michael sent these brothers to the Slavs in response to the request of the Slavic prince Rostislav.

Cyril and Methodius took the Greek alphabet and adapted it to the sounds of the Slavic language. Thus, the Slavic alphabet was created, called the “Cyrillic alphabet” - after the name of one of the brothers. Subsequently, the Slavic alphabet served as the basis for the Russian alphabet.

pp. 26-27. CREATIVE UNION

1. Compare the description of frosty weather in the poem by K.L. Khetagurova and in an excerpt from the prose of Yu.S. Rytkheu on page 46 of the textbook. Draw an illustration for one of these texts.

Oral response: Both authors describe the harsh winter of their homeland. If in Khetagurov’s poem we read about the nature of the Caucasus Mountains, then the Chukotka writer Rytkheu recalls the nature of Chukotka. In the Caucasus mountains a wild sheep rises on a cliff, while in Chukotka a local boy surveys the sky to understand what the weather will be like today.

You can draw the following illustrations: a mountain sheep on the slope of a steep mountain or a boy standing by a yuranga.

2. Draw an illustration for one of the works of writers from your region (optional), where the beauty of your native nature is glorified. You can paste photos.

You can draw the following pictures:

to Prishvin's story "Golden Meadow"
to Bianchi's story "Forest Houses"
to Turgenev's story "Bezhin Meadow"

3. Yu.S. compared it to a magic mountain. Rytkheu Russian culture, which he knew well and with which he sought to introduce his people. Try to briefly explain the meaning of this comparison. Write down your thought.

Russian culture seemed to the Chukchi writer like a mountain, because it is just as huge, great, maybe even incomprehensible. The mountain can be seen from afar; you cannot pass by and not notice the mountain, just as you cannot pass by Russian culture. The Magic Mountain is fraught with many riches and mysteries, just like Russian culture. That's why Y.S. Rytkheu compared Russian culture to a magic mountain.

P. 28. IN THE NATIVE SPACE

Pages 28-31. MAP - OUR TOUR GUIDE

1. In front of you is an outline map of Russia. Compare it with the map in the textbook. What are the similarities and differences?

The map in the workbook is newer and more modern. On it, the Crimean peninsula is designated as part of Russian territory. In the figure, the Crimea peninsula is highlighted in red.
The contour map does not contain names of cities, towns, regions and territories.
The contour map has no coloring of territories; only land and sea can be seen on it.

2. Using the map in the textbook, circle the state border of Russia on the contour map. Write the name of the capital of Russia.

3. Write the name of your city...

4. Redraw the symbols.

5. From the textbook text (p. 52), write out the digital data characterizing the territory of Russia.

Russia occupies more than 1/9 of the Earth's landmass. The length of Russian territory from north to south is over 4 thousand kilometers. The length of Russian territory from west to east is about 9 thousand kilometers.

6. If you have visited any parts of Russia, place your photographs or make drawings here.

If you are so lazy that you are too lazy to draw where you have personally visited or print and paste a personal photo, even on the Black Sea, photos of places can be taken from us in the State House of Culture on tab 68-72.

pp. 32-33. IN THE PLAINS AND MOUNTAINS

2. Label the hill and mountain on the diagram. Finish drawing up the diagram: indicate with arrows the parts of the hill and mountain.

On the left is a hill, on the right is a mountain. At the very bottom is the foot, the very peak is the top, and between them is the slope.

3. Using the textbook map, fill in the table.

Name of the mountain - height of the mountain

Elbrus - 5642
Klyuchevskaya Sopka 4688
Belukha 4506
People's 1895

4. Make drawings showing the shapes of the earth's surface of your region, or place a photograph.

If you live on a plain, draw a plain with grass, small hills and holes. If in the mountains, draw mountains. If there are hills around you, draw hills and springs. Each edge has its own pattern.
An example of a drawing with hills and mountains:

5. Using additional literature and the Internet, prepare a report about any plains or mountains in Russia or your region. Write down the basic information for your message. Please indicate the source of information.

The Caucasus Mountains are a mountain system between the Black, Azov and Caspian seas. It is divided into two mountain systems: the Greater Caucasus and the Lesser Caucasus. The Greater Caucasus extends over more than 1,100 km. The most famous peaks - Mount Elbrus (5642 m) and Mount Kazbek (5033 m) are covered with eternal snow and glaciers. The mountains near Sochi - Aishkho, Aibga, Chigush, Pseashkho - hosted participants in the 2014 Winter Olympics.

The Altai Mountains are a complex system of the highest ridges in Siberia, separated by deep river valleys and vast intramountain and intermountain basins. Altai is located where the borders of Russia, Mongolia, China and Kazakhstan meet. The highest peak in Altai is Mount Belukha (4506 m).

The West Siberian Plain is a plain in northern Asia, occupies the entire western part of Siberia from the Ural Mountains in the west to the Central Siberian Plateau in the east. In the north it is limited by the coast of the Kara Sea, in the south it extends to the Kazakh small hills, in the southeast the West Siberian Plain, gradually rising, gives way to the foothills of Altai, Salair, Kuznetsk Alatau and Mountain Shoria. The plain has the shape of a trapezoid tapering towards the north: the distance from its southern border to the northern reaches almost 2500 km, the width is from 800 to 1900 km, and the area is only slightly less than 3 million km².

pp. 34-35. IN SEARCH OF UNDERGROUND STORAGE

Practical work "Study of minerals".

1. Examine a sample of a mineral. Using the illustrations in the textbook or the identification atlas, find out its name.

Write down: coal.

2. Establish the properties of the mineral. Write down:

Coal is a solid mineral, the color is black, opaque, dense, has a shine and a slight odor. Coal is a combustible mineral.

3. Using your textbook, fill out the table.

Comparison of oil and natural gas

Features for comparison - Oil - Natural gas

Origin - Formed from the remains of plants and animals - Formed from the remains of plants and animals

Properties - Thick, oily, liquid, dark in color, with a pungent odor - Colorless, light, flammable, odorless.

Application - Fuel, oils, plastics, fibers for textiles - Fuel, plastics, fibers of valuable materials

Extraction methods - Drilling wells - Wells

Transportation methods - Oil pipeline, railway tanks, oil tankers - Gas pipeline, gas tankers

Careful attitude - Oil spills must not be allowed during production and transportation - Gas must be saved, leaks must not be allowed in everyday life.

pp. 36-37. OUR RIVERS

3. Using the map and text from the textbook, connect the names of rivers and the cities that are built on them with lilies.

Volga - Kazan
Kama - Perm
Oka - Kolomna
Moscow River - Moscow
Neva - St. Petersburg
Don - Rostov-on-Don
Ob - Novosibirsk
Yenisei - Krasnoyarsk
Lena - Yakutsk
Amur - Khabarovsk

5. Using additional literature, prepare a report about any river in Russia, in your region (optional). Write down the basic information for your message. Please indicate the source of information.

The Volga is a river in the European part of Russia. It is one of the largest rivers on Earth and the longest in Europe. The part of Russian territory adjacent to the Volga is called the Volga region. The length of the river is 3530 km, and the area of ​​its drainage basin is 1.361 million km². There are four millionaire cities on the Volga: Nizhny Novgorod, Kazan, Samara, Volgograd. 8 hydroelectric power stations were built on the Volga. The Volga flows into the Caspian Sea.

Kuban is a river in Russia in the North Caucasus, originating in the mountains of the Karachay-Cherkess Republic (Elbrus). The name of the river, translated from the Karachay-Balkar language, means “rising, overflowing river” or “stream”. Length 870 km, basin area 58 thousand km². It flows through the territory of Karachay-Cherkessia, Stavropol Territory, Krasnodar Territory and Adygea. Kuban flows into the Sea of ​​Azov.

Yenisei is a river in Siberia, one of the greatest rivers in the world and Russia. It flows into the Kara Sea of ​​the Arctic Ocean. Length - 3487 km. The Yenisei is a natural border between Western and Eastern Siberia. From the Sayan Mountains to the Arctic Ocean, the Yenisei passes through all the climatic zones of Siberia. Camels live in its upper reaches, and polar bears live in its lower reaches. The name comes from the Evenk “Yoandesi” - big water.

Page 38-39. LAKES - THE BEAUTY OF THE EARTH

2. What lakes are we talking about?

The largest lake in our country is the Caspian Sea.
The deepest lake in Russia and the whole world is Lake Baikal.
The largest lake in the European part of Russia and all of Europe is Lake Ladoga.
The second largest lake in the European part of Russia is Lake Onega.
One of the most beautiful lakes of the East European Plain is Lake Seliger.
One of the most beautiful lakes in Altai is Lake Teletskoye.

3. On what lakes are these attractions located?

Valaam Monastery - on Lake Ladoga.
Wooden churches of Kizhi Island - on Lake Onega.

pp. 40-41. BY THE SEA

3. Using information from the textbook text, fill out the table.

Features of the White and Black Seas

Features of the seas - White Sea - Black Sea

Depth - 350 m - 2210 m

Water temperature in summer - from + 6 to + 15 - above +25

Sea conditions in winter - Covered with ice - Does not freeze

4. Look at the photo at the Solovetsky Monastery - one of the shrines of Russia. Write the name of the sea on which it is located.

Answer: White Sea.

Tell us what you know about this monastery.

The Solovetsky Monastery is a male monastery of the Russian Orthodox Church, located on the Solovetsky Islands in the White Sea. It arose in 1429–1430, built from St. stone. Philip (Kolychev). Under Soviet rule, the country's first special purpose camp (prison) operated on the territory of the monastery. Monastic life was resumed in 1990. In 1992, the complex of monuments of the Solovetsky Museum-Reserve was included in the UNESCO World Heritage List.

pp. 42-45. FROM NORTH TO SOUTH

1. Here is a contour map of the natural zones of Russia. Compare it with the map of natural areas in the textbook. What are the similarities and differences?

Similarities: the border of Russia is marked, the names of rivers, lakes, and seas are indicated.
Differences: on the outline map of Russia, the Crimea Peninsula is already Russian territory, on the map in the textbook it is not.
On the map in the textbook, natural areas are indicated in different colors. The names of cities are shown on the map in the textbook.

4. Using the map in the textbook, fill in the rectangles according to the color designation on the map of natural areas...

See textbook, pp. 74-75.

5. Number the main natural zones in the order of their change from north to south:

1 arctic desert
2 tundra
3 taiga
4 mixed and deciduous forests
5 steppes
6 deserts
7 subtropics

7. Think about what you would like to know about the natural areas of Russia. Write down your questions. As you explore natural areas, try to find answers to these questions.

Are there animals in the Arctic desert?
Is there summer in the Arctic desert? Does the snow ever melt there?
What plants grow in the tundra?
Why do the Northern Lights only happen in the North?
What grows in the desert?
What do animals eat in the desert? Where do they find water?

pp. 46-47. IN THE ICY DESERT

2. Read the textbook text on pp. 78-79. Write down the supporting words and use them to talk about the Arctic desert zone.

Answer: Ice zone, Arctic islands, polar night, polar day, aurora, snow, ice, wind, low temperature (up to 60)

3. Do you know the fauna of the Arctic deserts? Cut out the pictures from the application and arrange them correctly. After checking, paste the pictures.

4. Imagine that you are in the Arctic desert zone on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of Arctic deserts.

Algae-crustaceans-fish-birds
Fish-seals-polar bears

For those who are interested in this topic, we have prepared a report (presentation) about the polar bear >>

pp. 48-49. IN THE COLD TUNDRA

2. Read the text of the textbook on pp. 82-83. Write down the supporting words and use them to talk about the tundra zone.

Key words: cold treeless plain, long winter, polar night, polar day, cold winds, permafrost, swamps, lakes.

4. Do you know the living world of the tundra? Cut out the pictures and arrange them correctly.

5. Draw a diagram of the food chain characteristic of the tundra.

Plants-lemmings-owls and arctic foxes.
Moss reindeer-wolf.

6. In additional literature, on the Internet, find information about any plant or animal of the tundra, prepare a message. Write down basic information. Indicate the source of information

Lemmings are rodents that live in the tundra. They are very similar to mice, but slightly larger (10-15 cm). Lemmings have a dense build, short legs and a tail. The color is one-color, grayish-brown or variegated. Lemmings change their fur coat in winter to a light, white one, and the claws on their front paws grow, taking on the shape of hoof-flippers. Lemmings make their nests right on the ground. They feed on shrubs and mosses, eating twice their body weight in a day.

The reindeer living in the tundra is exactly the same deer from the fairy tale “The Snow Queen” that carried Gerda to the North Pole. Reindeer is a cloven-hoofed mammal. Constantly migrates, feeds mainly on lichens. The main one is moss. Nine months of the year quench your thirst with snow. Reindeer are domesticated and are an important source of food and materials for many polar peoples.

pp. 50-51. AMONG THE FORESTS

2. Look at the picture. Mark taiga trees in green (fill in the circle), deciduous forest trees in yellow.

3. Come up with and draw diagrams showing the differences between taiga, mixed and broad-leaved forests. Draw trees in diagrams as conventional silhouettes.

4. Create a nutrition plan typical for the taiga.

Elk and brown bear deer plants.
Plants - vole, chipmunk, birds, hares - lynx

5. In the book "Green Pages" read about any plant or animal of the forest zones. Write down 1-2 interesting facts.

Squirrel. The squirrel lives in a hollow or builds a nest from branches and moss. The walls of the nest are thick - up to 50 cm. When the frost is 10 degrees, the temperature inside the nest can be more than 10 degrees. The squirrel's main food is the seeds of coniferous trees. In winter, this animal can empty 300 pine cones in a day.

Fox. Although the fox is considered the hare's main enemy, its main food is mice and voles. A fox can hear the squeak of a mouse 100 meters away. Fox hunting for rodents is called mouse hunting.

pp. 52-53. IN THE WIDE STEPPE

2. Read the text of the textbook on p. 90-91. write down the supporting words and use them to talk about the steppe zone.

Answer: steppe, dry summer, dry hot winds, dust storms, heavy rains, black soil, plowed fields.

3. Do you know the living world of the steppes? Cut out the pictures from the application and arrange them correctly.

4. The guys were tasked with giving examples of steppe animals. Which of the guys answered without errors?

Answer: Taras.

5. Make a nutrition plan typical for the steppe.

plant seeds - hamster - kestrel

pp. 54-55. IN THE HOT DESERT

2. Read the text of the textbook on p. 94-95. Write down the supporting words and use them to talk about the desert zone.

Answer: hot sun, few plants, bare earth, desert, sandy and clayey deserts, dunes, takyr, poor soil, lack of water, little precipitation.

4. Imagine that you are in the desert on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of the desert.

camel thorn - camel - scarab beetle - eared hedgehog

pp. 56-57. BY THE WARM SEA

2. Read the text of the textbook on p. 98-99. Find in the text an explanation of the reasons for warm winters on the Black Sea coast of the Caucasus and the southern coast of Crimea. Write this explanation in your own words.

Answer: The Black Sea heats up in summer and releases heat in winter. And high mountains protect from cold winds, so winters here are warm.

3. Using the textbook, start filling out the table.

Animals of the Black Sea and its coast
Inhabitants of the land: Roe deer Cicada Caucasian lizard Podaryr butterfly Mediterranean turtle.
Land dwellers that forage for food in the sea: Seagull Cormorant Diving duck Petrel Sea crab.
Sea inhabitants: Dolphin Jellyfish Mussel Fish: mullet, horse mackerel, sea bass, goby, sea ruffe, oleander hawk moth.

4. Draw up a nutritional plan typical for the Black Sea coast of the Caucasus, the southern coast of Crimea.

Butterflies, cicadas-mantis-lizard
Cormorant fish and seagulls.

5. Find additional information on the Internet about plants or animals of the Black Sea coast. Write down 2-3 interesting facts.

Black Sea bottlenose dolphin

Dolphins are not fish, but mammals! There are 3 species of dolphins in the Black Sea, the largest are bottlenose dolphins, they are also the most common inhabitants of dolphinariums.
Scientists have been studying dolphins for a long time, some believe that they have intelligence. Experiments and observations show that dolphins have their own language; they call each other by name.
The bottlenose dolphin lives up to 30 years, the weight of the animal reaches 300 kilograms. Body length is up to two and a half meters.
Dolphins feed mainly on fish and also shellfish. They dive to a depth of 200 meters.
The body temperature of the Black Sea dolphin is 36.6 degrees, like that of a human.

pp. 58-59. WE ARE CHILDREN OF THE NATIVE LAND

1. Based on the description of the Karelian game “Gurizekh” (“Batters”), draw its diagram.

2. Read the proverbs of the Komi and Udmurts. Match them with proverbs of the peoples of your region that are suitable in meaning. Write them down.

Help yourself first, and then accept help from a friend.

Russians
Get lost yourself, and help your comrade.
To save a friend is to save yourself.
Rely on your friend and help him out yourself.
Those who have their faces to everyone, do not have their backs to good people.
He who helps each other overcomes the enemy.

Personal benefit is like dew on the grass, brotherly benefit is like the sky high.

Proverbs that fit the meaning:
The happiness of the Motherland is more valuable than life.
If friendship is great, the Motherland will be strong.
Unity and brotherhood are great strength. (ukr)

In a beautiful forest the pine trees are beautiful

Proverbs that fit the meaning:
It is not the place that makes the person, but the person that makes the place.
The place is famous for its people. (Azerb.)
Every pine tree makes noise in its own forest.
Where the pine tree is mature, there it is red.
There are many different lands, but the native one is the most distant.

What do these proverbs teach?

Proverbs teach to love people, to help them, to put common interests first and then your own, to love your homeland.

3. Write down on a separate sheet of paper a fairy tale about animals, plants or a folk legend about the origin of the name of a natural object.

Here you need either simply folk tales about animals and plants (turnip, tower, crane and heron, etc.), or better yet, legends that explain the origin of the name of a plant, animal or place in your area.

For example, where did the name daisy flower come from? There lived a girl in the world and she had a loved one - Roman. He made gifts for her with his own hands, turning every day of the girl’s life into a holiday! Once in a dream, Roman dreamed of a simple but very delicate flower - a yellow center and white rays radiating to the sides from it. When he woke up, he made such a flower and gave it to his girlfriend. And the girl wanted the flower to be alive, real. Roman went in search of this flower and found it in the land of Eternal Dreams. But the king of this country did not give the flower away just like that. The ruler told Roman that people would receive a whole field of chamomile if the young man remained in his country. The girl waited for her beloved for a very long time, but one morning she woke up and saw a huge white and yellow field outside the window. Then the girl realized that her Roman would not return and named the flower in honor of her beloved - Chamomile! Now girls tell fortunes using a daisy - “Loves - doesn’t love!”

pp. 60-61. IN COMMUNITY WITH NATURE

1. Read the description of the game of the Siberian peoples “Deer”. Play this game with your friends.

Draw an illustration for the game or download a photo of the game, print and stick it.

3. Fishing is a traditional occupation of many peoples of Siberia and the Far East. Using the identification atlas, find out the names of these fish and sign them. What does chum salmon look like?

The pictures show pink salmon and taimen. And here is the chum salmon:

GDZ website to pages 62-63. HOW TO SAVE THE NATURE OF RUSSIA

1. 1. Think and write down what environmental problems that have arisen in the Arctic deserts and tundra are expressed by these signs.

Pollution of seas and islands with harmful substances from passing ships (fuel oil, various garbage). Solution: Compliance with special rules by ship crews and tourists.

Pollution of tundra soil with oil during its extraction. Solution: apply environmentally friendly methods of oil production.

Damage and destruction of soil and vegetation cover of the tundra by heavy transport equipment. Solution: use of vehicles on special ultra-low pressure tires.

2. Think and write down what environmental problems that have arisen in forests, steppes and deserts are expressed by these signs.

Excessive deforestation, littering of forests after deforestation. Solution: Treat forests with care and plant new trees where they are cut down. Using waste paper instead of wood.

Overgrazing of livestock in the steppe zone leads to the disappearance of plants and soil destruction, leading to desertification. Solution: follow the rules of grazing livestock, do not graze livestock for a long time in one place.

Due to the disappearance of plants in the steppe, the soil is destroyed, and there is more shifting sand, which covers houses and roads. Solution: prevent overgrazing of livestock and the disappearance of plants.

3. Think and write down what environmental problems that have arisen in the subtropical zone are expressed by these signs.

Pollution of the sea and shores with sewage and garbage from passing ships. Solution: construction of treatment facilities, compliance with sanitary rules by ship crews.

Illegal deforestation of mountain forests, destruction of trees by tourists. Solution: a ban on deforestation, authorities must strictly enforce laws on forest protection.

Destruction of flora and fauna by vacationers. Solution: All people should treat nature with care: do not catch insects, do not write on tree trunks, do not break branches, do not pick flowers.

Page 64-67. THROUGH THE PAGES OF THE RED BOOK

1. Label the drawings of animals of the Arctic deserts and tundra listed in the Red Book of Russia. If necessary, consult your textbook for help.

2. Sign the drawings of plants and animals of forest zones listed in the Red Book of Russia. If necessary, consult your textbook for help.

3. Label the drawings of plants and animals of the steppes and the Black Sea coast of the Caucasus, included in the Red Book of Russia. If necessary, consult your textbook for help.

3. Get acquainted with the Red Book of your region. Write down basic information about her.

Title of the red book: “Red Book of the Amur Region” (or Red Book of the Krasnodar Territory, etc.)

How many species of organisms of different groups are included in the Red Book of your region.

Page 68-72. BY RESERVES AND NATIONAL PARKS

1. Using the textbook, fill out the table.

Reserves and national parks of Russia

Natural areas - Examples of nature reserves and national parks

Arctic desert zone - Wrangel Island Nature Reserve, Great Arctic Nature Reserve

Tundra zone - Taimyr Nature Reserve, Kandalaksha Nature Reserve

Forest zones - Prioksko-Terrasny Reserve, Oksky Reserve, Losiny Ostrov National Park, Meshchera National Park

Steppe zone - Rostov Reserve, Orenburg Reserve, Daursky Reserve

Semi-deserts and deserts - Astrakhan Nature Reserve, Black Lands Nature Reserve

Subtropical zone - Sochi National Park, Caucasus State Natural Biosphere Reserve

2. Write down a summary of your report on the assignments on p. 119 textbook.

Nature reserves and national parks are specially protected natural areas. In our country, they have been created in every natural area in order to preserve rare plants and animals.

In the Arctic zone there is the Wrangel Island nature reserve. Its inhabitants: polar bears, walruses, musk oxen.

In the tundra there is the Taimyr Nature Reserve. Its inhabitants: wild reindeer, musk oxen.

Many reserves are located in the forest zone (see table above). Rare animals of this zone: bison, moose, wild boars, beavers and other animals and birds.

In the zone of steppes and forest-steppes there are nature reserves: Central Black Earth, Rostov, Orenburg, Daur.

In the zone of semi-deserts and deserts there are nature reserves: "Black Lands", "Astrakhan Reserve". Rare animals and birds: saiga, belladonna, bustard.

In the subtropical zone there is the Sochi National Park and the Caucasus State Natural Biosphere Reserve.

3. If possible, take a virtual trip through the reserve (national park) using the Internet. Prepare a message about him. Write down the basic information for your message.

Barguzinsky Reserve

Barguzinsky State Natural Biosphere Reserve is located in Buryatia, on the territory of the North-Baikal region. It is the oldest nature reserve in Russia. It was created in 1917 as a sable reserve to preserve and increase the number of sables. This is the country's only state reserve established before the October Revolution of 1917.

Located on the western slopes of the Barguzinsky ridge (2840 m), including the northeastern coast and part of the waters of Lake Baikal. The area of ​​the reserve is 374,322 hectares, including 15,000 hectares of the protected water area of ​​Lake Baikal.

The reserve preserves all natural complexes where elk, musk deer, mountain hare, brown bear, shrews, black-capped marmot live - a total of 41 species of mammals. Baikal omul, whitefish, sturgeon, grayling, taimen, lenok and other species of fish are found in the waters of the reserve.

This page presents GDZ on the surrounding world, grade 3, part 1 - workbook by the authors Pleshakov A.A. and Novitskaya M.Yu. for the 2019 - 2020 academic year. We hope that this “workbook” will help in preparing homework on the subject of the world around us.

The joy of learning

Page 3 - 5 - Light of knowledge

1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.

Proverbs about the power of the mind- Reason will defeat force. - Any advice to reason is good. - As is the mind, so are the speeches. - Reason is more beautiful than gold, but truth is the light of the sun. - You can defeat one with your fist, but you can defeat thousands with your mind. more proverbs about mind and reason Proverbs about the power of knowledge- Certificate is strong not in evil, but in truth. - Knowledge is better than wealth. - A bird is red with feathers, but a man is with knowledge. - Knowledge is more valuable than wealth. - Knowledge and wisdom adorn a person. Proverbs about skillful hands- Skillful hands are assistants to science. - You can’t buy hands of gold with silver. - A hundred tips cannot replace a pair of experienced hands. - A craftsman and a needleworker brings joy to himself and others.

2. Questions “how?”, “why”, “why?” humanity owes most of the great discoveries. Make up and write down questions about what you would like to learn about in class at school?

How do black holes appear? How were the pyramids built in Egypt? Why is Japan called the land of the rising sun? Why are planes disappearing in the Bermuda Triangle? Why explore space? Why does a woodpecker knock on wood? Why do birds fly in a school?

3. Look at the corner of nature in the photo above. Tell us what you already know about this plant. Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.

Douglasia or falsesuga tissolifolia or falsesuga of Menzies The picture shows Douglasia. It is also called pseudosuga tissolifolia or pseudosuga mensis, pseudosuga Ienzis, Douglas fir, pseudosuga tissolifolia, Douglas fir, Oregon pine, Douglas fir. - Where can she be found by the lying suga of Menzies?- Menzies's falsetsuga is found in North America, as well as in Asia. - What is the maximum height of the Douglas fir?- Douglasia can reach a height of up to 100 meters. - Why does this plant have so many names and how did they appear?- During a trip to North America in 1791, biologist and physician Archibald Menzies saw a large tree that looked like a fir. The message about this tree went unnoticed. But in 1827, this tree was rediscovered by the English botanist David Douglas, who brought it to Europe. The tree was then given the name "Douglas fir". During the study, it was discovered that, despite all the similarities with fir, there are a number of differences that made it possible to distinguish the genus - pseudohemlocks in the pine family. So “Douglas fir” became Douglas pseudo-hemlock, and even later - yew-leaved pseudo-hemlock. Then it was decided to name the tree in honor of the discoverer, that is, Menzies pseudo-hemlock, but the old names: “Douglas fir” or “Douglas fir” have been preserved and are used by foresters.

4. Tell us from the photograph on p. 5 what you already know about Red Square in Moscow. Make up and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.

Red Square in Moscow The picture shows Red Square. On the left is St. Basil's Cathedral, and on the right is the Spasskaya Tower. In front of the Temple there is a place of execution where in the old days the royal decrees were announced. There are other attractions on Red Square, for example, the Mausoleum of V.I. Lenin is located there. - What is the total area of ​​Red Square in Moscow in kilometers and how much can people fit in the square? - The length of Red Square is 330 meters long and 70 meters wide, with a total area of ​​23,100 square meters or 0.023 square kilometers. If we convert square meters to hectares, it turns out that the area of ​​Red Square is 2.31 hectares. One person occupies an area of ​​0.21 m2, then it turns out that Red Square can fit: 23,100: 0.21 = 110,000 people. At the same time, the entire population of Moscow, which is 12,380,664 people in 2017, will not be able to fit on Red Square. - Why is Red Square in Moscow called red? - Often in fairy tales there is an expression “red maiden”, which means a beautiful maiden. When applied to a square, red means beautiful. According to another version, he believes that when Moscow was founded there were many wooden buildings that very often burned. The square next to the Kremlin was no exception. So, due to frequent fires, the square was called Pozhar, and later they began to call it “Red Square” because it is the color of the fire. - What is the height of the Spasskaya Tower? - The height of the Spasskaya Tower together with the star is 71 meters.

5. Color the illustration of the ancient Greek myth of Daedalus and Icarus.

Illustration for the ancient Greek myth of Daedalus and Icarus

Page 6 - 11 - How to study the world around us

1. What ways of studying the world around us do these textbooks use? Sign it yourself or using reference words.

Words for reference: observation, experience, identification of natural objects, measurement, modeling.

2. Practical work “Observation”.
Purpose of work: to master the stages of observation.
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps of the work and take notes.

1. Purpose of observation: observation of the behavior of aquarium fish during feeding.
2. Observation plan:
   • feed the goldfish with dry food, pouring it on the surface of the water,
   • track the behavior of fish,
   • record the observation results.
3. Observation results: if the goldfish have not eaten all the food poured out within 5 minutes, it means they are overfed and the remaining food will spoil the water.
4. Conclusion: It is important that goldfish get enough food, but not too much.

Come up with questions for each other to find out if the observation goal has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of observation.
We have drawn up a clear monitoring plan.
We successfully completed the observation plan and recorded the results.
We were able to draw conclusions from the observations.

3. Practical work "Experience".
Purpose of work: to master the stages of conducting an experiment.
Carry out an experiment with a magnet. Think through the steps of the work and take notes.

1. Purpose of the experiment: to find out whether a magnet can attract any metal.
2. Experiment plan:
   1. Take a magnet.
   2. Scatter on the table objects made of metal (pins), gold (earrings), silver (pendant).
   3. Place a magnet near each item.
   4. Record the result.
3. Results of the experiment: a magnet attracts objects made of metal, but not any kind.
4. Conclusions: a magnet can attract objects made of metal, but not any kind. Objects made of gold and silver, which are also metals, cannot be attracted by a magnet.

Come up with questions for each other to find out if the goal of the experience was achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of the experiment.
We have drawn up a clear plan for the experiment.
We successfully completed the experiment plan and recorded the results.
We were able to draw conclusions from experience.
4. What device (tool) will be needed for each case? Indicate with arrows.


5. Practical work “Measuring mass”.
Purpose of work: learn how to measure mass using scales.
1. Using the drawing, study the structure of the scales.

2. Consider a set of scale weights. Record the mass of each weight.
3. Measure the mass of objects given by the teacher. Enter the measurement results into the table.

4. Complete it.

A scale is a device for measuring mass.

We have learned how scales work.
We understand how scales work.
We learned how to measure mass.

6. Practical work “Measuring length”.
Purpose of work: learn how to measure length using a ruler (tape).

1. Using the drawing, study the structure of the ruler and tape measure. Compare them. Think about when to use a ruler and when to use a tape measure.

A ruler should be used to measure objects of short length. When the object is large, it is advisable to use a tape measure.

2. Fill in the blanks.

Completed task:

3. Measure the length of the objects given (or indicated) by the teacher. Enter the measurement results into the table.

4. Complete it.

Ruler and tape measure are tools for measuring length.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We have learned how a ruler and tape measure work.
We understood in which cases we should use a ruler, and in which we should use a tape measure.
We learned how to measure length.
We have learned to record measurement results.

Page 12 - 13 - The book is a source of knowledge

1. Write down information about a popular science book that you especially liked:

2. Draw an illustration for this book. Instead of a drawing, you can paste a photo on the topic of the book.

3. Read the statements about the importance of books and the native language in a person’s life, which are located on the “Reading Moscow” train of the Moscow Metro.

A house without books is like a body without a soul. Cecero True love for one's country is unthinkable without love for one's language. K.G. Paustovsky

Cicero Marcus Tullius - Roman politician, orator and writer. Information taken from the New Illustrated Encyclopedic Dictionary, page 798. Paustovsky Konstantin Georgievich - Russian writer. Master of lyrical prose. Information taken from the New Illustrated Encyclopedic Dictionary, page 545.

4. Come up with your own statement about the benefits of books and reading. Write it down.

All human wisdom is hidden in books, and only by reading you can comprehend it.

5. In what reference books can you find out what the ancient Greek city of Troy is famous for? Write it down.

The Ancient World, Complete Encyclopedia, Hardman S., Steele F., Thames R., 2007 - A. B. Preobrazhensky. I explore the world: Children's encyclopedia: History of the ancient world. 2001.

Page 14 - 15 - Let's go on an excursion

1. Find the description and indicate with arrows.

Executed option:

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Museum of Fine Arts named after A. S. Pushkin

Museum-apartment, house-museum, museum-estate: Museum of Vladimir Mayakovsky, Apartment Museum of S.S. Prokofiev

Nature reserves, national parks: Moscow State Museum-Reserve Kolomenskoye , Izmailovsky Island - museum-reserve

3. Think of and write down questions you would like to ask at the zoo or botanical garden.

• Why do hippos have pink milk?
• Is it true that elephants are afraid of mice?
• What color is a giraffe's tongue?
• How many years does it take for acorns to appear on an oak tree?
• Why is a walnut called walnut?

Find out what questions other guys have prepared. Can you answer them?

4. On your own or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.

Museum of Fine Arts named after A.S. Pushkin

5. Think and write where you can go on an excursion in your region. Underline the name of the place that seems most interesting to you.

• Garage Museum of Contemporary Art
• Moscow Kremlin Museums Armory Chamber
• Planetarium
• Museum "House Upside Down"

Page 16 - 17 - Our excursion

Go on an excursion and write a photo story about it. Write down how you rate the excursion and why.

Armory Chamber in Moscow

I liked the excursion. I learned a lot of new and interesting things.

Page 18 - 21 - What the plan will tell you

Site plan- this is an accurate drawing of the area, made using conventional signs.

2. Sign the symbols of the plan yourself or with the help of a textbook.

3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.

			1 - Arable land. 2 - Vegetable garden.

4. Draw the symbols of the plan.

Test yourself using the textbook.

5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” The children responded like this:

Seryozha: “One centimeter on the plan corresponds to one meter on the ground.”
Nadya: “One centimeter on the plan corresponds to 50 meters on the ground.”
Vitya: “One centimeter on the ground corresponds to 10 meters on the plan.”
Ira: One centimeter on the plan corresponds to 100 meters on the ground.

Who answered correctly? Check the box.

6. Practical work “Tourist plans”.

1) Look at the plan of the zoo in the textbook.

Focus on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the north
b) lions - in the south
c) bullfinches and other birds - in the west
d) camels - in the east

2) Consider a fragment of the Moscow plan in the textbook.

Fragment of the Moscow plan

Write down which sights of the city are depicted on it.

Sparrow Hills Luzhniki Stadium

3) Consider the plan of the central part of St. Petersburg. Determine how to get from Moskovsky Station to the Winter Palace. Write what you can see on this route.

Plan of the central part of St. Petersburg From the Moskovsky station you need to go left along Nevsky Prospekt, pass by the Anichkov Bridge, and after the Alexander Column turn right. And then we will find ourselves near the Winter Palace. Following this route you can see the Anichkov Bridge, Kazan Cathedral, Alexander Column and Palace Square.

Put any other route on the plan. Describe it orally.

If you bring other travel plans to class, consider them. Come up with questions and tasks for each other to see if you have learned how to read travel plans.

We learned to determine the sides of the horizon on the plan.
We learned to find various landmarks on the map.
We learned to determine according to the plan how to get to this or that place.
We learned how to plot a specific route on the plan.

Page 22 - 23 - Planet on a piece of paper

1. Using the textbook, complete the definition.

A map is a reduced image of the earth's surface on a plane using symbols.

2. Mark the sides of the horizon on the world map.

3. Color as indicated on the map:

4) Using the textbook, complete the definitions.

Mainland is a huge piece of land surrounded on all sides by water. It is also called the continent. Part of the world- this is a mainland or part of a mainland with islands located nearby.

Explain (orally) what are the similarities and differences between the continent and part of the world.

5. Write down the names of all continents and parts of the world in the table.

Fill in the names of the continents and parts of the world that do not match with any color.

6. Using the textbook map, give examples (3-4 names in each paragraph).

Seas: Barents Sea, Arabian Sea, Norwegian Sea, Beaufort Sea. Rivers: Lena, Amazon, Volga, Ob. Islands: Aleutian Islands, New Zealand Islands, Madagascar Island, Tasmania Island.

Page 24 - 25 - Countries and peoples on the political map of the world

1. Look at the wall political map of the world. Determine the name and borders of the country where the capital is Rome - an ancient city whose culture you already know a lot about. What are the names of its neighboring countries? Write down the information obtained from studying the political map of the world:

Let's look at the map and see that the neighboring countries are: France, Switzerland, Austria and Slovenia. Rome is the capital of Italy. Italy's neighbors are Austria, Switzerland, France and Slovenia.

2. Read the story about Heinrich Schliemann. Find on the wall political map of the world the countries whose languages ​​he learned, where he lived and worked. Mark them with checkboxes.

Heinrich Schliemann was born in 1922 in Germany. His childhood dream of finding the ancient city of Troy led him at the age of 18 as a sailor on the ship Dorothea, which was heading to Venezuela. The ship was caught in a storm and sank, but Heinrich miraculously escaped and ended up in Amsterdam. Here he worked in a trading office and in two years mastered Russian , English , French , Dutch , Spanish , Portuguese And Italian languages. Then Heinrich Schliemann went to Petersburg and for 20 years he ran his trading business in the Russian capital. During this time he learned Polish , Swedish , Greek, Arab and other languages, became rich from gold mining in America. And finally he left for Greece- make your dream come true. To read the Iliad in the original, he learned ancient Greek in six weeks. Homer's text became his guide. And the ancient land of Greece revealed its secret to the archaeologist. G. Schliemann was buried in Athens.

Let's mark on the map with flags all the countries whose languages ​​G. Schliemann learned, where he lived and worked.

Political map of the world - click to enlarge image

3. Look at representatives of different countries in traditional costumes. Find the country of their native language on the political map of the world. Write down the names of these countries and their capitals.

Country: Belarus Capital - Minsk	Country: Mexico Capital: Mexico City
Country: Türkiye Capital - Ankara	Country: China Capital: Beijing

Page 26 - 27 - By traveling, we learn about the world

1. Together with your friends, discuss and make a plan for preparing a trip around your city (village). Use the sample plan from the textbook for this.

Purpose of travel: learn about the death of the royal family. Travel destination: Church on the Blood Sources of information about your travel destination: Internet network. References: Pilgrims from all over Russia will set off in July along the route “Shrines of the Ekaterinburg Diocese, Royal Days”. Pravoslavie.ru; E. Guilbaud “The Mystery of the Death of the Royal Family”, article 2004; Greg King, Penny Wilson "The Romanovs. The fate of the royal dynasty." Publishing house "Eksmo", Moscow, 2005 Maps, diagrams, plans, guides: map of the city of Yekaterinburg. Equipment: camera, navigator. Weather forecast: find out on the website gismeteo.ru. Dress code: loose, comfortable shoes. My companion(s): parents.

2. After the trip, choose the most interesting things from your diary and write them down on these lines.

The tragic death of Emperor Nicholas II marked the end of the great Russian Empire. The fatal events that took place in Yekaterinburg, in the house of engineer Ipatiev, gave rise to many legends. There are many mysteries left for historians to solve.

3. In the farm “On the Edges” of the Belgorod region we will learn the art of beekeeping. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.

Page 28 - 29 - Transport

1. Draw an ancient means of transportation among the peoples of your region or paste a photograph.

Photo of an ancient means of transportation - a sleigh drawn by a troika

2. Distribute vehicles by type. Land transport is marked with a red circle, water transport - with a blue circle, air transport - with a yellow circle.

Which of these vehicles are ancient and which are modern? Answer verbally.

3. Project “Curious Passenger”. Read the story and look at the photographs.

You already know about the “Reading Moscow” train. There is also the Aquarelle train running in the Moscow metro. You get into the carriage and it’s like you’re in an art gallery. Boys, girls and boys of your age look at the creations of Russian artists with interest. Often passengers on this train move from car to car to see as many paintings as possible. Many people take pictures of what they especially liked. The "Watercolor" train is a wonderful gift for all art lovers and simply curious people.
Train "Watercolor"

Come up with a project for one of the modes of transport for curious passengers. What natural and cultural phenomena of your region would you like to present in your project? Draw and describe the project on pp. 30-31.

Project name : classical music tram
Name of means of transport : tram
Appearance :

Description: Classical music will be played on the tram. In between compositions, the announcer will talk about various interesting facts related to the writing of works, the composers who wrote them, their lives, and performers.

Page 32 - 33 - Media and communications

1. Come up with symbols to convey information. Draw them on the flags.

Exchange notebooks with a friend and decipher the information on the flags. Write it down in words.

On the left is a sign warning about some event that requires attention. On the right is an arrow to the right - indicating the direction of further movement.

2. Imagine that you are sending a letter to a friend. Use the required information to fill out the postal envelope.

3. Place in a frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, about the people of your region.

4. Write down from memory the names of media and communications. Test yourself using the textbook.

Media and communications Postal service, telegraph, telephone, radio, television, internet.

The world is like a home

Page 34 - 35 - The natural world in folk art

1. Using the textbook text on p. 46 complete the sentence:

The word "ekos" ("oikos") translated from Greek means " house, dwelling ". The word "logos" translated from Greek means knowledge . The ancient Greeks called the word "ecumene" part of the world inhabited and developed by humans .

2. Color a fragment of an antique spinning wheel. Determine how many tiers of the Universe are depicted on it. Describe them verbally.

3. Make up a chain of questions and answers based on the song “Where, Thomas, are you going?”, using knowledge about the nature and life of the people of your region. For the final answer, use the textbook's prompts or write the name of the person to whom you are writing this song. You can make a drawing to accompany the text as a gift (on a separate sheet).

Option #1-Where are you going, shepherd? Where are you leading your sheep? - On the field. - Why do you need to be on the field? - Feed the sheep. - Why feed the sheep? - So that they give wool. - Why do you need wool? - So that the children are warm in winter. Option #2- Where are you going, Anya? - Collect mushrooms. - Why do you need mushrooms? - To cook soup. - Why do you need soup? - To feed yourself and treat your friends!

Page 36 - 37 - What everything is made of

1. Find the extra photo in each row and circle it. Explain (orally) your choice.

Natural objects - everything that relates to nature. In addition, we are surrounded by countless objects created by man. The first picture shows natural objects, except for the mug, which is an object created by man, so it will be superfluous in this row. The second picture shows objects created by man, except for the tit, which is a natural object, so it will be superfluous in this row.

2. Give examples of natural objects (3-4 in each row).
Objects of inanimate nature: planets, waterfalls, stones.
Objects of living nature: trees, animals, birds, insects.
3. Using the text and illustrations from the textbook, fill in the table. You can supplement it with your own examples.

4. Find out from the description of the substances and write their names in the boxes.
— This substance is part of any living organism. The human body consists of 2/3 of this substance.

— This substance is found in the form of stone underground, and is also dissolved in the water of the seas and oceans. It can be found in every home - kitchen.

- This substance is added to many products - sweets, cakes, pastries. In nature, it is found in plants.

Sugar

— This substance is our assistant in the kitchen because it burns well. But in case of a leak, it can spread throughout the entire apartment, but it is very dangerous.

Natural gas

- These substances are created artificially. They are used to make household items, window frames, toys and many other products.

Plastic

5. Underline the names of solids with a blue pencil, and the names of substances with a green pencil: salt, nail, iron, horseshoe, aluminum, wire, copper, gasoline can, plastic, gasoline, icicle, water, ice, candy, sugar, salt shaker.

Page 38 - 39

6. Practical work (experience) “Water is a solvent.”

The purpose of the experiment: to determine which substances water dissolves and which it does not.
1) Suggest a plan (order) for conducting the experiment.

1. Pour water into 4 glasses.
2. Place sugar in 1 glass.
3. Place salt in the second glass.
4. Place chalk in the third glass.
5. Place clay in the 4th glass.
6. Observe the result.
7. Write output

2) Look at the drawing. Select the equipment we need to conduct the experiment. Mark the selected items with a checkmark.

3) Follow the instructions.

Pour the water from the flask into 4 beakers. Pour sugar into glass No. 1, salt into glass No. 2, crushed chalk into glass No. 3 (grind the chalk in a mortar), and clay into glass No. 4. Stir all the substances with a glass rod. What are you observing? Describe verbally.

4) Record the results of the experiment by placing a “+” sign in the corresponding columns of the table.

5) Draw a conclusion. Test yourself using the Application.

Water dissolves sugar and salt, but does not dissolve sand and chalk.

Brainstorm questions for each other to see if the goal of the experience has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We have proposed the right experience plan.
We chose the right equipment.
We accurately recorded the results of the experiment.
We drew the right conclusion from experience.

Page 40 - 41 - The world of celestial bodies

1. Using the information from the textbook, write the numerical data in the text.

Diameter of the Sun in 109 times the diameter of the Earth. Mass of the Sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers . The temperature on the surface of the Sun reaches 6 thousand degrees , and in the center of the Sun - 15-20 million degrees .

Tell your classmates about the Sun. Include data from the textbook in your story.

2. Fill out the table. Take one example from the textbook (picture on p. 56). Try to find other examples (1-2 in each column) in additional literature and on the Internet.

Difference between stars by color

Star names by color

3. The sun and the celestial bodies moving around it make up the solar system. Build a model of the solar system. To do this, mold models of planets from plasticine and place them in the correct sequence on a sheet of cardboard. Label the names of the planets and stick them on your model.

4. Solve the crossword puzzle.

1) The largest planet in the solar system.
2) A planet that has rings that are clearly visible through a telescope.
3) The planet closest to the Sun.
4) The planet farthest to the Sun.
5) The planet on which we live.
6) A planet is a neighbor of the Earth, located closer to the Sun than the Earth.
7) A planet is a neighbor of the Earth, located further away from the Sun than the Earth.
8) A planet located between Saturn and Neptune.

5. Using various sources of information, prepare a message about a star, constellation or planet that you would like to know more about. Write down the basic information for your message. Provide sources of information.

Star Aldebaran One of the brightest stars in the night sky, the main, brightest star in the constellation Taurus, is called Aldebaran. In Arabic, this word also means “following.” Aldebaran is an orange-red giant star. Its brightness is 150 times greater than that of the Sun. It is located 65 light years away from us. Source: Tarasov L.V., Tarasova T.B. Space: encyclopedia - M.: Eksmo, 2015.- 96 p.: ill. - (Your first encyclopedia).

Page 42 - 43 - Invisible Treasure

1. In the text of the textbook, find the paragraph that explains the origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.

In nature, moving air is wind. As you know, the earth in different places is heated differently by the sun. The air heats up from the ground. Warm air is lighter than cold air; it rises up, and cold air rushes into its place. This is where the wind arises.

Look at what schemes other guys have proposed. Evaluate your work and the work of your comrades. Whose scheme is correct, accurate, understandable? Who made the mistakes? Tell us about the occurrence of wind according to the most successful patterns.
2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.

Underline with a green pencil the names of the gases that living organisms absorb when breathing.
Underline with a red pencil the name of the gas that living organisms emit when they breathe.
3. Study the properties of air and write down your conclusions.

1) Is the air transparent or opaque?
The air is transparent.
2) Does air have color?
Air has no color.
3) Does the air have a smell?
The air has no smell.
4) What happens to air when heated or cooled?
hot air expands .

This experience suggests that cold air compresses.
5) How does air conduct heat?
Air is a poor conductor of heat.

4. What is the name of the equipment used in these experiments? Indicate with arrows.

Page 44 - 45 - The most important substance

Practical work “Study of the properties of water.”

Purpose of the work: determine the properties of water.

Dip a glass rod into a glass of water. Is she visible? What property of water does this indicate?

Conclusion: the water is clear.

Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?

Conclusion: water is colorless.

Smell the clean water. What property of water can be determined in this way?

Conclusion: water has no odor.

Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?

Conclusion: when heated, water expands.

Place the same flask in a plate with ice. What are you observing? What does this indicate?

Conclusion: When water cools, it contracts.

General conclusion: water is transparent, colorless, odorless, expands when heated, and contracts when cooled.

Determine the purpose of each experience. Describe (verbally) its progress. Check your findings in the Appendix.

We chose the right equipment for the experiments.
Our conclusions coincided with those presented in the Appendix.
We correctly determined the properties of water, but formulated our conclusions inaccurately.
We made mistakes in determining some properties of water.

Page 46 - 47 - Natural elements in folk art

1. Cut out photos from the Application. Label them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine and applied arts of the peoples of your region.

2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region. Wish them to the participants of other working groups.

Riddles about fire The firebird flies, drops golden feathers. (Fire) Lives without drinking. But as soon as you give him something to drink, he dies. (Fire) The scarlet rooster in the water went out. (Fire) Chewing - I don’t chew, but I eat everything. (Fire) Riddles about water It falls in winter, gurgles in spring, makes noise in summer, drips in autumn. (Water) On a hot day, the most desirable thing is. (Water) What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (Water) Riddles about air What do we breathe? What are we missing? (Air) What can you not see either in the room or on the street? (Air)

3. Look at the patterns of folk embroidery. Identify the images of fire, water and air.

Orally compose a fairy tale about natural elements.

Page 48 - 49 - Land storage areas

1. Complete the definitions yourself or with the help of a textbook.

Minerals - these are natural substances Rocks - These are natural mineral compounds.

2. Practical work “Composition of granite”.

Purpose of the work: to determine the minerals that make up granite.

1. Examine and compare samples of minerals: feldspar, quartz, mica. Verbally describe their properties (color, transparency, shine).
2. Examine a piece of granite with a magnifying glass. Find colored grains. This is the mineral feldspar. Look for translucent grains. This is the mineral quartz. Look for black shiny grains. This is a mica mineral.
3. Based on the research results, fill out the chart.

4. Draw a conclusion (orally). Test yourself using the Application.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.

We have correctly described the properties of minerals.
We have correctly identified the minerals that make up granite.
We have correctly filled out the “Granite Composition” diagram.
Our conclusion coincided with that given in the Appendix.

3. Do you know what is stored in the Earth's storerooms? Cut out the photographs from the Appendix and paste them into the appropriate boxes.

4. Write down the names of the minerals in your region.

Gold, gas, oil, granite, asbestos, iron ore.

Page 50 - 51 - Miracle underfoot

Practical work “Study of soil composition”.

Purpose of the work: to determine what is included in the soil.

Review equipment prepared for practical work. Use arrows to indicate the names of the items. Explain (verbally) what they are used for.

Throw a lump of dry soil into the water. What are you observing? What does this mean?

Conclusion: Soil contains air.

Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?

Conclusion: Soil contains water.

Continue to warm the soil. Wait for smoke and an unpleasant odor to appear. This burns humus soil, which is formed from the remains of plants and animals. Humus gives the soil a dark color. What does this experience indicate?

Conclusion: The soil contains humus.

Pour the calcined soil in which the humus has burned (it is grey) into a glass of water and stir. Observe what settles to the bottom first and what after a while. What does this experience say?

Conclusion: The soil contains clay and sand.

Place a few drops of water on the glass in which the soil has been sitting for a long time. Hold the glass over the fire. What happened to the water? What's left on the glass? These are mineral salts. What does this experience say?

Conclusion: The soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, clay, sand, mineral salts.

Determine the purpose of each experience. Describe (verbally) its progress. Check your findings in the Appendix. Evaluate your work by placing a “+” sign in the appropriate boxes.
We correctly named the equipment for the experiments.
Our findings were consistent with those in the Appendix.
We correctly determined the composition of the soil, but formulated the conclusion inaccurately.
We made mistakes in determining the composition of the soil.

Page 52 - 53 - World of Plants

1. Find out the groups of plants by descriptions. Write the names of the groups in the boxes.

• These plants have roots, stems, leaves, flowers and fruits in which seeds ripen - 9 letters. Answer: flowering. Flowering plants have flowers and fruits. They have all the other parts: roots, stems, leaves. These plants are the most diverse. The group contains 250,000 species. Examples of flowering plants: daffodil, calendula, marigold, willow, lily of the valley, aster, sunflower, pear, potato, linden, coltsfoot, dandelion.
• These plants do not have roots, stems, leaves, flowers or fruits. Their body is called a thallus - 9 letters. Answer: algae. Seaweed- inhabitants of water. An example of algae is seaweed. Algae do not have roots, stems, leaves, flowers or fruits. The body of the algae looks like long brown ribbons, it is called a thallus. The group contains 100,000 species.
• Plants in this group have stems and leaves, but no roots, flowers or fruits with seeds - 3 letters. Answer: mosses. Mosses grow in damp places. They have stems and leaves, but they do not have roots, flowers or fruits with seeds. The group contains 27,000 species.
• These plants have all parts except flowers and fruits. Their seeds ripen in cones - 7 letters. Answer: conifers. Coniferous plants have roots, stems, leaves (needles), but do not have flowers or fruits. Instead of fruits, they have cones in which seeds ripen. The group includes 600 species. Examples of conifers: pine, thuja, larch, spruce.
• Plants in this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits and seeds - 11 letters. Answer: ferns. Ferns easily recognized by its beautiful leaves that look like large feathers. In addition to leaves, ferns have roots and stems. They do not have flowers, fruits or seeds. The group contains 10,000 species.

2. During the lesson, the teacher asked for examples of flowering plants. The children responded like this:

• Seryozha: narcissus, calendula, marigolds, willow, pine.
• Nadya: lily of the valley, aster, sunflower, pear, potato.
• Vitya: thuja, larch, fern, water lily, strawberry.
• Ira: seaweed, spruce, linden, coltsfoot, dandelion.

Which of the guys answered correctly? Who made one mistake, two mistakes, three mistakes?

Nadya has the correct answer, Seryozha has one mistake, Ira has two mistakes, Vitya has three mistakes.

3. Identify these plants. Write the names of the plants and the groups to which they belong.

Flowering	Flowering	Flowering	Flowering
Fern	Mosses	Conifers	Conifers

4. Using the book “Green Pages”, prepare a message about one of the plant species of any group. Write down the name of the species, group and brief information for your message.

Burdock, aka burdock

Many plants: lilies of the valley, snow-white water lilies - disappear from the face of the earth, but not thistles.
Due to the fact that its fruit baskets are firmly attached to a person’s clothing and spread everywhere, burdock grows everywhere.

If you arm yourself with a magnifying glass and examine this plant carefully, you will see small purple flowers inside the ball-basket, and special leaves outside. They end with thorns, thanks to which they easily attach to humans and animals.

Page 54 - 55 - Our journey into the world of plants

On these pages, prepare a photo story about the amazing world of plants in your region or other places you have visited. In photographs and captions, try to convey your attitude to the plant world.

Plants of the Urals

Blue cornflower is an annual plant. It is found along the edges of forests, clearings, roadsides, as a weed in vegetable gardens and fields of cereal crops.

A shrub up to 120 cm high. It is a close relative of the lingonberry. Blueberries bloom in June-July and bear fruit in August-September. Its fruits are very tasty. They are widely used for preparing various dishes.

- a perennial herbaceous plant. In Russia it grows everywhere (with the exception of the Far North): in clearings, forest edges, among bushes, in dry open grassy places, on hillsides. In Europe it is called oregano, it is a distant relative of mint, lemon balm, sage, basil and other herbs. Oregano is almost the most important spice for making the legendary pizza in Italy and Greek salad.

Page 56 - 57 - Fertile land and plants in folk art

1. Color patterns on an antique towel. Identify images of earth and plants. Decorate the second towel with ancient patterns characteristic of the fine and applied arts of the peoples of your region.

Now we will offer several options for embroidery on antique towels. But first of all, we note that mainly white and red colors were used for embroidery. This is due to the fact that there were simply no other dyes.

At the same time, the following rules were used in Old Russian embroidery.

• The earth was displayed at the bottom of the towel, while black colors were allowed. Geometric shapes were used to display the Earth: squares, rhombuses.
• Plants were embroidered on the top of the towel, usually an image of flowers and leaves. Image allowed
  ears of grain in the middle part of the towel.

2. Draw an illustration for a fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.

Before completing this task, let’s remember fairy tales in which the plant plays an important role in the development of the action.

• First of all, the Russian folk tale “Turnip” comes to mind.
• Russian folk tale “Rejuvenating Apples”.
• Russian folk tale “Tops and Roots”.
• Russian folk tale "Spikelet".
• Russian folk tale "Golden Ears".
• “Toad and Rose” by Vsevolod Garshin.
• “The Scarlet Flower” by Sergei Aksakov.
• “The Seven-Flower Flower” by Valentin Kataev.
• “Unknown Flower” by Andrey Platonov.
• "Twelve Months" by Samuil Marshak.

Now let’s give a few drawings for these fairy tales.

3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.

Proverbs and sayings about the earth-breadwinner and plants The plant is a decoration of the earth. The earth loves care. Whoever cherishes the earth, the earth takes pity on him. Fertilize the land more - the harvest will be higher. Crumbs into the ground, cakes out of the ground. The deeper the seed is buried, the better it will be born. Grass without clover is like porridge without butter.

And now the riddles

Riddles about the earth-nurse and plants He breathes and grows, but cannot walk. (Answer: plant) *** Hey, bells, the color blue! With a tongue, but no ringing! (Answer: bell flowers) *** The head is on a leg, there are peas in the head. (Answer: poppy) *** The sisters are standing around: Yellow eyes, white eyelashes. (Answer: daisies) *** The whole world feeds. (Answer: earth)

Page 58 - 59 - Animal world

1. Write the names of the groups of animals listed above. Use reference words if necessary.

Frog, toad, newt - this is amphibians. Earthworm, beer is worms. Snail, slug, octopus, squid are shellfish. Crayfish, crab, shrimp are crustaceans. Starfish, sea urchin, sea lily are echinoderms. Spider, scorpion, haymaker - this is arachnids. Lizard, snake, crocodile, turtle are reptiles.

2. Identify the animals. Write the names of the animals and the groups they belong to. Use reference words when necessary.

		Already

Page 80 - 81 - How to preserve the wealth of nature

1. Using the textbook text, fill in the right column of the table.

Negative human impact on nature	Nature conservation measures
Release of toxic emissions from industrial enterprises and automobiles into the air	Construction of installations that capture harmful substances. Creating cars that pollute less air (run partly on gasoline and partly on electricity).
Ingress of domestic wastewater, waste from industrial enterprises, and farms into water	Construction of treatment facilities in which contaminated water will pass through various filters. In addition, treatment plants should use invisible bacteria that neutralize toxic substances.
Losses of minerals during extraction, transportation, processing	Carefully and economically use minerals during their extraction, transportation and processing.
Destruction of plants that protect the soil	Plants strengthen the soil with their roots, so to preserve It is important to protect the soil and plant plants.
Collection of rare plants by the population	Protect rare plants by building nature reserves, national parks and botanical gardens.
Excessive hunting of animals, poaching	Prohibit and limit hunting of rare animals. Protect animals, constructing nature reserves and national parks. Also help animal protection zoos.

2. Come up with and draw symbols showing the protection of natural communities

c) reservoir

Discuss the symbols suggested by other groups. Choose the most successful ones.

Tell us about the protection of natural communities using conventional signs.

Page 82 - 83 - Nature conservation in the culture of the peoples of Russia and the world

1. Write down (optional) proverbs, legends, fairy tales of the peoples of your region, which say that it is necessary to love and take care of nature.

Proverbs that say that it is necessary to love and protect nature- Fire is the king, water is the queen, earth is the mother, sky is the father, wind is the lord, rain is the breadwinner. - Whoever cherishes the earth, she takes pity on him. - If you feed the earth, it will feed you. - Love nature - she will respond kindly! - It takes a second to break a tree, but it takes years to grow it. - Take care of your native land like your beloved mother.

2. Imagine yourself as the head of an environmentally friendly settlement. Draw in a frame a diagram of your imaginary farm, where the power of water, wind, the heat of the sun is used for heating, lighting, for various types of activities, waste and garbage processing, areas intended for felling are replanted with trees. Use the experience of the peoples of your region, which has been preserved in rural and dacha settlements, in books about the ancient and modern culture of the peoples of Russia and the world.

Page 84 – Wonderful Journey

Visit (your choice) a local history or zoological museum, a batanical garden, a zoo, a natural or historical and cultural reserve in your region. Attach the most interesting photo of your travel.