home

Interactive game "natural communities". Presentation on the topic of natural communities of inanimate wildlife

Lesson on the subject man and the world

Topic: “Plant and animal world. What is a natural community?

Lesson objectives:

1 ) educational

begin to form a concept of a natural community in which living and inanimate nature are interconnected;

convince schoolchildren that the disruption of these connections is accompanied by significant changes in any natural community.

2) developing

develop skills: observe, analyze, compare, draw conclusions and conclusions, make judgments.

3) educational

help students learn to build their behavior in nature based on knowledge about the relationships in it and appropriate assessment possible consequences of your actions.

During the classes:

1. Organizational moment. (slide 1)

Guys! Today is a wonderful day, because the sun is shining, which loves and warms everyone.

Imagine a little star in your heart. Mentally direct the rays that carrylove, peace, goodness .

Now direct the rays that carryhealth, joy, warmth, light, tenderness, affection .

Our star has become as big as the sun.

Sit down.

Children, I want you to remember what you feel now and take with you the skills to listen and hear, think and generalize.

Today in class I will need your attention, support and help.

Close your eyes, lower your heads and listen to the words:

“If we close our eyes, we won’t see anything. There was nothing before except darkness. And it was like this until a blue sparkling ball appeared - this is the earth. Life begins... The world shimmers dazzlingly. And how important it is that this continues forever.” (open your eyes)

What do we need in class? (slide 2)

- Work together.

- Be able to listen to each other.

- Listen to others without interrupting,

attentively.

- Be able to distribute responsibilities

among themselves, clearly know the share of work

everyone.

- Be able to negotiate and help

each other.

2. Checking the design: (Test) on the topic “Rivers and Lakes” (slide 3)

A river is a body of water that has a source and an mouth.

2. The depression through which a river flows is called a channel.

3. The beginning of the river is called the mouth.

4. Exit groundwater to the surface is called a castle.

5. Small rivers that flow into large ones are called tributaries.

3. Mini-projects studied in groups: (slides 4, 5, 6)

Group 1 – Lake Naroch

Group 2 – Lake Svityaz

Group 3 – Neman River

Lake Naroch- “pearl” of the Belarusian land. It is so huge that cloudy weather the opposite shore is lost in the haze, and then it seems as if you are standing on the shore of a mysterious ancient sea. Located in the Myadel region, the Naroch River basin, on the territory of the Naroch National Park. It is part of the Naroch group of lakes and is a resort area. It is the largest natural reservoir in Belarus. Its area is 79.6 sq. km. At the same time, the depths in Naroch are small - an average of 8.9 meters.

It’s safe to say that Lake Naroch ranks first in Belarus in terms of water purity and transparency. The bottom, covered with sand and stone, can be seen up to 5-7 meters in summer and up to 10 meters in winter. Tench, burbot, Amur carp and others are found here. The catches are usually dominated by bream, pike, and roach. There is also an eel in the lake

In order to preserve the wealth of the lake, a set of protective measures is provided - a water protection zone with special treatment use of natural resources.

The water in Lake Naroch is surprisingly clean and transparent. In clear, windless weather, at a depth of six meters, you can easily see the numerous inhabitants of the lake, and if you’re lucky, in addition to bleak, perch, roach, and pike, you can see catfish.

The lake is rich waterfowl, on it and in its surroundings nesting of the mute swan, lesser tern, osprey, and lesser grebes, rare for Belarus, has been noted.

Lake Svityazis located in the Molchad River basin, almost in the center of the Novogrudok Upland, 3 km southeast of the village of Valevka, Grodno region. Its area is about 170 hectares and it has a round shape. A small river, Svorotva, flows out of Svityaz. There are no surface watercourses (rivers or streams) flowing into the lake. The lake is framed by a massive emerald necklace - a dense ring of forest a kilometer wide. In 1970, Lake Svityaz and the surrounding areas were declared an ecological reserve. There is a sanatorium on the shore of the lake.

Here, even in the lake, there are many relict plants that could rightfully be called “kings” - Dortmann’s lobelia, flexible naiad, lake grass and the rare one-flowered coastal plant.

But the most mysterious thing seems to be the presence in the lake of a very rare plant form that grows only on the island of Java, and the habitat here of a mollusk known only to the lakes of France, Belgium and Germany

Lake Svityaz was declared a nature reserve along with forested area with an area of 847 hectares. Here, mixed plantings of oak, spruce, hornbeam, ash, maple, and aspen in small areas alternate with pure pine, alder, and birch forests, forming more than 25 different types of forest.

In well-preserved forests there are a lot of blueberries, lingonberries, strawberries; interesting in peat meadows carnivorous plants- round-leaved sundew and common butterwort, and in forest thickets among a wide variety of herbaceous vegetation - rare orchids.

Neman, which flows through the region, is the third largest river in Belarus. Its total length is 937 km, and within the Grodno region - 360 km.

It begins under the name Nemanets on the Stolbtsovskaya Plain. , flows through the Minsk and Grodno regions of Belarus. Flows into the Baltic Sea.

The channel is winding, there are many shoals and rifts, sandy islands. The width in some places reaches 640 m.

Above the city of Grodno, the width of the valley in some places does not exceed 300-400 m, and the depth reaches 35-45 m. The river here resembles a fast mountain stream. Its shores are strewn with pebbles and large boulders. In the riverbed, boulders often form real rapids. The slopes of the valley are cut by numerous deep ravines.

The Neman is fed by melted snow, rain and groundwater. During spring floods, the water level in the river rises by 2-3 m or more. Near Grodno, the water rise in spring reaches 8 m. In summer and autumn after heavy rains there are short-term floods.

It freezes in the second half of December and opens in the 3rd decade of March. The maximum ice thickness is 65 cm. Spring ice drift lasts 7-15 days. The spring flood occurs in several waves. The average water level rise of 4 m increases downstream.

There are perch, pike, roach, bream, crucian carp, bleak, valuable species- pike perch.

The cities of Grodno, Mosty, Stolbtsy stand on the river

According to scientists, more than a million years ago, on the site of the Neman, there existed ancient river. Later, this territory was repeatedly covered by glaciers advancing from Scandinavia. But when they retreated, the Neman was revived again and again and made its way to the sea. People first appeared on the banks of the river about 11-12 thousand years ago.

Neman - navigable river. Regular navigation connects Grodno with the Lithuanian city of Druskininkai, and during high water river ships with timber, building materials and other cargo rise above the confluence of the Berezina River into the Neman. There is also a hydroelectric power station on the Neman (near the city of Kaunas, Lithuanian Republic). In front of the hydroelectric dam there is a large reservoir, which is called the Kaunas Sea.

4. Now, guys, I want you to watch the film and think about what we will talk about in class today?

(video about nature)

Game “Say a Word” (slide 7-8)

Look at mine Dear friend,

What's around?

The sky is light blue,

The golden sun is shining,

The wind plays with the leaves,

A cloud floats in the sky

Field, river and grass,

Man and season -

It's all nature around.

5. –Updating knowledge (slide 9-11)

What is nature? (This is everything that surrounds us that is not made by human hands).

What two groups is nature divided into? (Living and non-living).

What objects are considered to be living nature? (Humans, plants, animals, fungi and microbes).

And what objects belong to inanimate nature? (Sun, air, water, relief).

Is there a relationship between living and inanimate nature? (slide 12)

I see you guys are finding it difficult to answer this question, so let’s start working in groups,after all, together easier to resolve issues.

6. Work in groups. Learning new material.

Each group has sets of pictures depicting objects of nature and simply objects of nature.

1) Statement of the problem (slide 13)

We have one problem. You need to select what you think are suitable natural objects for a specific area. In the process of work, you can consult; after finishing the work, representatives of the groups will prove why these particular natural objects were located in this area.

The first group has a forest.

The second one has a river.

The third has a swamp.

Once you are ready, pick up the red circle cue card.

2) Solving the problem

Is everyone ready?

We give the floor to the group that completed the task first.

Name all those objects that were classified as forest? Why?

Why did you put the squirrel there?

Can a squirrel exist without a forest?

And what objects turned out to be superfluous? (Fish).

Why? (She cannot live without water, algae)

We give the floor to the group that completed the task second.

What natural objects do you classify as a swamp? (Cranberry, heron, frog, peat).

Which objects were superfluous? Why? (Hedgehog - because it lives in dry territory, eats mice and mushrooms, which are not found in the swamp).

We give the floor to the representative of the third team:

What objects did you classify as the territory of the river? (Fish, algae, pebbles).

What objects are superfluous? (Squirrel).

Why?

7. Generalization (slide 14 - 15)

Guys, you just told us how everything in nature is connected and united.

This is the unity of living and inanimate nature, which develops under certain conditions environment, callednatural community.

There are a lot of them: a meadow, a lake, and a field.

What communities were they talking about in the groups? (About the forest, about the swamp, about the river).

You will learn more about natural communities in the following lessons.

And now, guys, the owner of the forest “Lesovichok” invites you to relax.

8. Physical exercise (musical forest physical exercise)

9. Working with the textbook

Open your textbook and find the answer to the question - What is a natural community?

So guys, what is a natural community? (This is the unity of living and inanimate nature, which develops under certain environmental conditions.

Game “Who is the odd one out” (slide 16 – 17)

Work in pairs

10. Forest is the main natural community of Belarus (slide 18)

Plants and animals of the forest are interconnected invisible threads- food connections. (p. 44)

11. Man is part of nature (slide 19)

Nature, like a wounded bird, screams and asks for help! We must know how to preserve natural resources for those who will live on Earth after us.

For a long time, people have been farming on Earth. They build cities, roads, cultivate fields. All this is necessary. But to do this we have to destroy forests. Trees are cut down for wood, people need. This is why every year there are fewer forests left on Earth.

The air and water are becoming increasingly polluted. And we know that they are necessary for the life of plants, animals, and humans. But smoke gets into the air from factories and factories, and into rivers and lakes - wastewater with various harmful substances...(slide 20).

First of all, you must follow the rules of behavior in the forest, meadow, and river. Let's review these rules.

1. (Slide 21) On excursions, during hikes and walks, do not break branches of trees and bushes! Plant - Living being and the branches, together with the leaves, help it breathe, release oxygen into the air, and trap dust. Where there are a lot of plants, it’s easy to breathe!

2. (Slide22) Do not damage the bark of trees. Understand that they are in pain! They stop growing and die painfully for a long time, but they cannot talk about it.

3. (Slide 23) Don’t pick flowers in the forest and meadow! After all, a flower in a vase is a prisoner sentenced to death. Let this miracle please the eye, rejuvenate the heart and soul of those who come after us. It was the habit of picking flowers that led to the extinction of many plant species.

4. (Slide 24) In the forest, try to walk along paths so as not to trample down the grass and soil. Folk wisdom says: “One person leaves a trail in the forest, a hundred people leave a path, and thousands leave a wasteland.”

5. (Slide 25) You cannot take eggs from nests, destroy anthills, dig holes and disturb forest inhabitants.

6. (Slide 26) Don’t make a fire in the forest if it’s not necessary! Fire pits are wounds in the forest floor. It takes 15–20 years for them to heal. A fire can start from a fire!

7. (Slide 27) Do not knock down mushrooms, even inedible ones. Anyone who knocks down fly agarics with a stick does not respect the forest, does not understand it. Fly agarics help trees grow; squirrels, moose, and magpies feed on them.

8. (Slide 28) In the forest, it is forbidden to turn on tape recorders at full power, to make screams and noise. This causes animals and birds to leave their burrows and nests. You need to appreciate and protect the eternal wise silence, be able to listen to the magical sounds of the forest.

9. (Slide 29) Don’t leave a mess behind in the forest. Remember! Discarded paper decomposes within 2 years, a tin can at least 70 years, plastic bag will lie for a very long time, since there are no bacteria on Earth that can destroy it, and a piece of glass in sunny weather can play the role of a lens and cause a forest fire.

Lesson summary. Poem:

On our earthly ball,
Where we were born and live,
Where is the summer dew in the grass?
AND blue skies

Where is the sea, mountains, steppes, forest -
Full of mysterious miracles.

A gray wolf wanders through the forest, and a thin lily of the valley blooms,
In the steppe feather grass is like delicate silk,
The breeze brushes.
A waterfall thunders on the rocks, and splashes fly like a rainbow.

And in the blue sea there is a fat whale -
Big as a house, sleeping on the waves.

Don't destroy this world
Girls and boys
Otherwise these miracles
They will remain only in the book.

So that there is Narzan in the springs.
From the clearing - strawberries,
Be careful like Tarzan
Make friends with wild nature.

You are also part of her miracles,
And the forest darkens for you,
And the bright river flows,
And in spring the lilac blooms.
And we have to try
We can't part with this.

Lesson plan for a lesson on ecology in 3rd grade. Prev meth Man and the world

Lesson topic: What is a natural community? What is ecology?

Lesson objectives:

- form an idea of the natural community, the concept of “ecology”, systematize and generalize knowledge about the relationships in nature;

— develop the ability to establish natural relationships, predict the consequences of a person’s disturbance of the balance in nature;

— create conditions for the formation of the belief that everything in nature is interconnected, that human disturbances of natural balance can lead to the death of all living things, including humans, that every person is responsible for preserving natural connections.

Equipment: drawings of forest plants, cards for modeling connections in the forest, cards with tasks, table “Protected areas”, exhibition of books about national parks and reserves of the Republic of Belarus.

During the classes

1. Organizational moment

2. Checking homework

Students choose to complete any task from any level on their own.

1st level	2nd level	3rd level
1. Name the letter with the correct answer. A swamp is: A) a piece of land where plants grow in conditions of excessive moisture; B) a piece of land where the main trees are trees.	1. Answer the question: What living conditions are swamp plants adapted to?	1. Answer the question: What do swamp plants experience under conditions of excess moisture?
2. Underline the bog plants among the listed plants: cranberries, blueberries, blueberries, wild rosemary, pine, peat moss.	2. Divide the listed plants into groups: cranberries, blueberries, blueberries, strawberries, wild rosemary, cattail, lily of the valley, sundew, pine.	2. Divide the listed plants into possible groups: cranberry, blueberry, blueberry, strawberry, wild rosemary, cattail, lily of the valley, sundew, pine, birch, hazel.
3. Find out the plant from the description: Round small reddish leaves covered with hairs with large bubbles at the ends that secrete droplets of sticky juice.	3. Emphasize which of the named characteristics belong to cranberries. The leaves are small, large, leathery, soft, shiny dark green above, silvery below with a waxy coating; stems are short, long thread-like; pinkish, dark red berries, sour, sweet.	3. Find out the plant by description, correct errors in the description. Large, oval, bluish-blue berries with a bluish bloom, black inside; the leaves are large, oval, dark green above, bluish below, covered with a bluish waxy coating.
4. Complete the sentence. In the swamp you can meet birds such as owls, ...	4. Complete the sentence. Many wading birds have long...	4. Complete the sentences. A) Birds’ adaptations to life in a swamp are: ... B) Most swamp plants have small leaves, which is an adaptation to smaller ...
5. Fill in the missing words. Plant – mosquito – … – stork	5. How are these living organisms related to each other: plant, grass snake, frog, stork, mosquito.	5. How are these living organisms related to each other: crane, frog, mosquitoes, plants, midges, heron.

Tasks of the first level are estimated at 1 - 2 points, level 2 - 3 - 4 points; third - 5 - 6 points. To evaluate the results, you can use the following table:

Number of points	Mark	Number of points	Mark
1	1	11 — 14	6
2 – 3	2	15 — 18	7
4 – 6	3	19 — 20	8
7 — 8	4	21 — 25	9
9 — 10	5	26 – 30	10

The number of tasks can be reduced; instead of one of those presented in the table, students offer questions or assignments on the topic that they have compiled.

3. Learning new material

Answers to textbook questions.

Game "Look for connections"

Pairs of words are written on the board or on cards, between which students look for connections:

Reservoir - fish; forest - trees, tree - woodpecker, cone - woodpecker, squirrel - marten, oak - mouse, forest - mushroom, meadow - butterflies; swamp - frog; oak - jay; the lake is a toothless, the flower is a butterfly.

— Conclude what types of connections are reflected here (there is no need to explain the connections in each pair of objects).

Based on the game, the knowledge that there are “housing” and food connections between plants and animals is updated.

Formulation of the lesson topic

— What natural houses are named in this game?

Cards with the words are placed on the board: forest, meadow, swamp, pond.

— These natural homes are called natural communities.

A card appears on the board above the cards already displayed. Natural communities.

— How do you understand the word “community”?

- Look at the pictures in the textbook, reflecting food connections in a meadow, in a pond (work in pairs) and establish how the depicted organisms are related to each other.

Conclusion: plants and animals are connected by food connections.

“In the forest, too, all plants and animals live together. Let's prove it. Let's simulate the forest “floors” already familiar to us.

On the board there are drawings of forest plants arranged in three rows (if there are no drawings, the names of the plants are written down). Students identify plants in top row(first tier) and check if all the plants are in place; if there are errors, they are corrected. The next two rows are checked in the same way.

— Could plants live in the forest without being located in different tiers?

— Conclude why some plants grow in the upper tier, others in the second and third?

— Thus, layering is an adaptation of plants to living together.

Didactic game “Spiderweb” (work in pairs)

On the cards (as well as on the board), students are offered the following diagram:

- Using a pencil, draw the connections that exist between the indicated objects.

Discussion of the results obtained based on the diagram depicted on the board (the diagram is constructed using prepared cards, connections are drawn on the board with chalk).

— What does the resulting drawing remind you of?

- What conclusion does the resulting web allow you to draw?

— Look at the picture of a food web in an oak forest in the textbook and answer the question in the textbook.

Conclusion: in a natural community, food chains intertwine and form a single food web.

- And again we return to the diagram on the board and discuss the question: What will happen if all insectivorous birds disappear in the forest?

As students answer, the teacher removes cards with the names of plants and animals from the diagram.

A diagram appears on the board.

— Comment on the diagram using the textbook text:

During the commentary process, the diagram is supplemented with generalizing materials:

— What will happen if the plants do not receive nutrients, enough water, light and heat?

— What will happen if the plants disappear?

— What will happen if herbivores disappear?

— What will happen if microorganisms and burying beetles disappear?

— Why is it necessary to know the connections that exist in nature and why should they not be broken?

- Compare your conclusion with the text of the textbook.

Reading textbook text

— What is the significance of the science of ecology for humans?

- So, ecology answers the question of why and how we need to protect nature and the connections that exist in it.

- Based on the table, find out how reserves differ from nature reserves and national parks:

Protected areas

Work on tasks under the heading “Reason” (work in pairs).

4. Consolidation of what has been learned

- Read the textbook's conclusion.

Assignment for those interested: prepare a report about one of the national parks or reserves of the Republic of Belarus.

See also lessons:

In order not to miss anything that happens and is published on the blog, subscribe. And don’t forget to leave your comment just below 😉 I value your opinion!

“Reserves of Belarus” - Don’t say rude words, just give kind gifts! Narochansky national park. Natural resources Belarus. Polesie radiation-ecological reserve. Reserves and National parks Belarus. listing plants and animals in the Red Book. Pripyat National Park. Only certain types of economic activity are prohibited here.

"City of Pinsk" - Currently used only for the needs of the Ministry of Emergency Situations. In 1581 the city received Magdeburg Law and its own coat of arms. Church of Charles Baromey and the Franciscan monastery (top view). Industrial enterprises account for almost 98% of exports. Region: Brest. Sport. Heraldry. The main square of the city. In 2006, the Polesie Drama Theater was opened in Pinsk.

“Animals of Belarus” - Irresponsibility, ignorance and indifference of owners. The problem of homeless animals is very relevant in the city of Minsk. This was the case before, but what about today, these days? Why is it necessary to change tactics in solving the problem of homeless animals in Belarus? In 1987, the European Convention for the Protection of Pet Animals was published.

“Constitutional Court of Belarus” - Acts of the Constitutional Court of the Republic of Belarus Contents of the study. Acts of the Constitutional Court of the Republic of Belarus Subject of research. The Constitution of the Republic of Belarus entrusts the Constitutional Court with essential functions and tasks. Acts Constitutional Court The Republics of Belarus occupy a unique position in the system of legal acts of the country.

“Souvenirs from Belarus” - Tasty! Transit country. Favorite Minsk. The drawing represents a clock whose dial has only 2 numbers - 20 and 14. You have never seen so much blue and green! Belarus - the best part of your way! Belarus – places for kissing! We can smile, BY the way, our smiles in the hearts!

“Belarus” - The main riches of Belarus are forests, meadows, mild climate. Another branch of the complex is forestry. The main direction of the chemical forestry complex is the production of polymers. WITH agriculture closely related food industry. The missing metal is imported from Russia. In agriculture, more than half of the sown areas are occupied by grain crops, and 1/3 by fodder crops.

There are 21 presentations in total

This presentation will help teach a biology lesson according to the Federal State Educational Standard in 5th grade. Lesson topic: "Natural communities." The lesson covered different kinds natural communities, the reasons for their formation. Work in groups and reflection in the form of a test are provided.