Which fish eats which? Predatory lake fish. Predatory fish of the sea. Presentation “Diversity of animals What unites shark carp pike dolphin

Dear Parents!

Never force your child to study, try to

interest.

Conduct classes in a playful way.

Praise your child for his successes and never show your

upset if something doesn’t work out for him. Cheer up

it will definitely work out next time.

Znaykinoffers games and exercises on the topic “Pisces”.

1. 
   Talk with your child about how fish live in different bodies of water: oceans, seas, rivers, lakes, ponds.
2. 
   Take your child to a pet store or look at pictures of aquarium fish:

- pay attention to the body parts of the fish (head, torso, tail, fins, gills);

Say words with a complex syllable structure with your child: aquarium, aquarium fish, algae, agile, swordtail, gold fish, guppy.

1. 
   Write a descriptive story about the fish with your child.

According to the example:

By the tailed plug (seine)

1. 
   Invite your child to draw any fish according to

desire.

Don't forget to praise your child!
With best wishes!

MDOU " Kindergarten"68"
teacher - speech therapist Titarenko Galina Borisovna

Connect the dots

10. Talk tongue twisters with your child

Shcha - shcha - shcha - the pike looks at the bream.

Pike - pike - pike - the bream needs to swim away.

The pike says to the bream:

"I will not forgive the insult."

Sonya and Sanya have a catfish with a mustache in their nets.

Skinny pike from the river

Fishermen brought it in.

The predatory pike is more terrible,

What a monster Koschey is.

1. 
   Guess the riddles:

There is a glass pond on the table,

But they don’t let me fish.

The fish touches the worm -

He will immediately give a sign to the fisherman.

Dragging along the bottom

The caftan has holes,

And in every hole

This is a goldfish. It was bred in China through selection work carried out among crucian carp. She lives in an aquarium. The fish is red. She has a long tail and fins.

Aquarium fish cannot live in the seas because

they are freshwater; in rivers and lakes because they are thermophilic.

fish, asking riddles:

The tail wags,

Toothy, not bark (pike).

Prickly, but not a hedgehog.

Who is this? (ruff).

At the bottom, where it is quiet and dark,

A mustachioed log (catfish) lies.

Som- large River fish. It has a large body, a wide head, small tail and fins. His body is not covered with scales. Catfish is a predatory fish. It hunts other fish, frogs, chicks, and waterfowl.

The pancake floats alive -

He has a tail and a head (flounder).

aquarium or look at pictures of sea animals.

Dolphin is an animal that lives in the seas and oceans.

The dolphin is large, black, smooth. He has an oval

body, elongated muzzle, strong tail and fins.

The dolphin is a very smart animal. Sometimes dolphins rescue

a sea of ​​drowning people.

1. 
   Play games with your child:

“When do they say that?”

You can’t even pull a fish out of a pond without difficulty.

"Gather an offer"

Fisherman, fishing, on, goes

Aquarium, in, swims, fish, a lot

The cauldron, in, the soup, is being cooked

"Which word is the longest?"

Ruff, catfish, carp, pink salmon

Sea, body of water, pond, river

Marine, aquarium, river, lake

" What's wrong?"

Ukha is made from chicken.

First the fish is boiled and then caught.

Pisces can talk.

« IV extra"

Pike, catfish, crucian carp, shark

Bream, dolphin, whale, hammerhead

Flounder, pink salmon, carp, guppy

“Who lives where?”

1. 
   Develop your child's auditory attention and logical thinking.

"Say the word"

Don't you know me?

I live at the bottom of the sea.

Head and eight legs

That's all I am... (octopus)

"Sound Lost"

They say one fisherman

I caught a shoe in the river.

But then he

The house is hooked! (catfish).

"Smart puzzles"

If pike is larger than perch, and perch is larger than gudgeon, then who is the smallest?

Sasha and Maxim were fishing. They caught ruff and carp. What fish did Maxim catch if Sasha didn’t catch a carp?

1. 
   Invite your child to remember which famous fairy tales featured fish:

- gold fish," The Tale of the Fisherman and the Fish".

- pike," By magic"

1. 
   Develop your child’s visual attention and fine motor skills:

- repeat the drawings in cells.

Description of the presentation by individual slides:

1 slide

Slide description:

LESSON ABOUT THE WORLD IN 3rd GRADE. "TYPES OF ANIMALS". Teacher primary classes MBOU Secondary School No. 14, Balei Transbaikal region Cherednichenko Valentina Ivanovna. Where is the truth, and where is fiction, legend, lie, Without science you will not understand animals.

2 slide

Slide description:

Game "Find out who I am?" 1. My body temperature is seven degrees higher than that of a person. 2. On each of my feet there are two toes in front and two in back. 3. When I fly, I make wave-like movements. 4. My hard, spiny tail feathers help me hunt. 5. My diet consists mainly of wood-boring insects, as well as ants, acorns, flying insects, berries, and plant juice. 6. My nest is a hollow in a tree, which I make myself. 7. I use my beak to carve wood.

3 slide

Slide description:

1. I move fast now, but in my youth I moved much slower. 2. I usually hunt near water. 3. I eat flying insects. 4. I am a very good flyer. 5. Sometimes I have an exquisite, rich coloring. 6. My blood is cold, and my skeleton is outside, not inside. 7. I have two more legs than a mouse and very big eyes. 8. My four wings make me look like a helicopter in flight.

4 slide

Slide description:

Game "Who's the odd one out?" 1. Fox, hare, giraffe, dolphin, panda, elephant. There are no extra ones: a dolphin is a mammal, gives birth to live young, feeds them with milk; breathes with lungs. 2. Ostrich, penguin, swallow, bat, flamingo, woodpecker. A bat is a mammal whose body is covered with fur. 3. Butterfly, bumblebee, grasshopper, ladybug, spider, dragonfly. A spider is not an insect, because... has 8 legs, the body is divided into two parts: the cephalothorax and abdomen. Belongs to the group of arachnids. 4. Pike, perch, whale, crucian carp, shark, sturgeon. A whale is a mammal. Like dolphins, whales breathe through their lungs, give birth to live young, and feed them with their milk.

5 slide

Slide description:

6 slide

Slide description:

7 slide

Slide description:

INSECT PASSPORT. 1. Representatives of the group. Grasshopper, butterfly, bee, ant, dragonfly, ladybug, firefly, cricket, fly... 2. Habitat. Water, air, earth. 3. Body structure (divisions). The body is divided into 3 parts: head, chest, abdomen. 4. Body coverings. Chitinous cover. 5. Organs of movement. 6 legs, 4 wings 6. Respiratory organs. trachea 7. Reproduction. Hatched from eggs. 8. Body temperature. Variable, depends on temperature environment. They are cold-blooded animals.

8 slide

Slide description:

FISH PASSPORT. 1. Representatives of the group. Shark, crucian carp, perch, pike, carp, sea ​​Horse, sturgeon, pink salmon, herring... 2. Habitat. Water 3. Body structure (divisions). Head, body, tail. 4. Body coverings. The body is covered with scales. 5. Organs of movement. Fins. 6. Respiratory organs. Gills 7. Reproduction. They are hatched from eggs. 8. Body temperature. Fickle. The mobility of fish depends on water temperature. Cold-blooded.

Slide 9

Slide description:

AMPHIBIAN (AMPHIBIAN) PASSPORT. 1. Representatives of the group. Toad, frog, newt, salamander, tree frog... 2. Habitat. Some life lives on land, some lives in water. 3. Body structure (divisions). Head, torso, 4 legs. Some have a tail. 4. Body coverings. The body is covered with bare, moist skin. 5. Organs of movement. 4 legs 6. Respiratory organs. Gills, lungs and skin. 7. Reproduction. They are hatched from eggs. 8. Body temperature. Variable, depends on ambient temperature. They are cold-blooded animals.

10 slide

Slide description:

PASSPORT OF A REPTILE (REPTILE). 1. Representatives of the group. Crocodile, turtle, snake, lizard, boa constrictor, chameleon... 2. Habitat. Mostly on land. 3. Body structure (divisions). Head, neck, torso, tail. 4. Body coverings. The skin is dry, covered with horny scales or shell. 5. Organs of movement. 4 legs or none at all. 6. Respiratory organs. Lungs. 7. Reproduction. Hatched from eggs. 8. Body temperature. Variable, depends on ambient temperature. They are cold-blooded animals.

11 slide

To develop children's knowledge about the main groups of animals: insects, fish, amphibians, reptiles, birds and mammals.

Expand children's knowledge about the diversity of animals, introduce them to worms, crustaceans, arachnids and mollusks.

Introduce the classification of animals and their group characteristics.

Download:

Preview:

Lesson about the world around us.

Subject: Variety of animals.

Goals: 1. Develop children's knowledge about the main groups of animals: insects, fish, amphibians, reptiles, birds and mammals.

2. Expand children’s knowledge about the diversity of animals, introduce them to worms, crustaceans, arachnids and mollusks.

3. Learn to compare and identify significant features.

4. Introduce the classification of animals and their group characteristics.

Planned results:Students will learn to classify animals according to their group characteristics, identify them using an atlas-identifier, give arguments, and draw conclusions.

Equipment:

• task cards;
• table printouts;
• Animal Diversity flip book;
• “insect cube”;
• handout demonstration material with pictures of animals;
• presentation “Animal diversity”;
• laptop, screen, multimedia projector;
• illustrated encyclopedia "Zoology";
• cards with images of animals for the game “Find out by description” (raccoon, woodpecker, dragonfly).

During the classes.

I. Organizational moment.

The long-awaited call was given,

The lesson begins.

And books and notebooks,

And thoughts are all right.

II. Updating knowledge. Motivation.

Which 4 large groups(kingdoms) scientists divide living beings?(slide No. 2) (Plants, animals, fungi, bacteria.)

Game "Find out who I am?"

An animal is riddled. Its description is compiled from complex to simple. One of the students acts as an animal (he prepares his performance in advance). He talks about

animal one sentence at a time. He holds a card with an image of an animal in his hands, but does not show it to the class until the guys guess.

If the guys guessed the animal quickly, the description of this animal is still heard to the end.

Raccoon (gargle).

1. I feed my children milk and lick their fur.

2. I have a strong build, but I am very agile.

3. I am more afraid of dogs than people.

4. My varied diet consists of rodents, rabbits, birds, eggs, frogs, fish, insects, acorns, fruits, carrion and grain.

5. I live in a hollow tree, among stones or in a large hole.

6. I am a nocturnal animal.

7. I have very curious and intelligent fingers.

8. I prefer to live near rivers and lakes.

9. A black mask under my eyes helps me hunt; Before I eat my food, I like to rinse it in water.

Woodpecker.

1. My body temperature is seven degrees higher than that of a person.

2. On each of my feet there are two toes in front and two in back.

3. When I fly, I make wave-like movements.

4. My hard, spiny tail feathers help me hunt.

5. My diet consists mainly of wood-boring insects, as well as ants, acorns, flying insects, berries, and plant juice.

6. My nest is a hollow in a tree, which I make myself.

7. I use my beak to carve wood.

Dragonfly.

1. I move fast now, but in my youth I moved much slower.

2. I usually hunt near water.

3. I eat flying insects.

4. I am a very good flyer.

5. Sometimes I have an exquisite, rich coloring.

6. My blood is cold, and my skeleton is outside, not inside.

7. I have two legs longer than a mouse and very big eyes.

8. My four wings make me look like a helicopter in flight.

Cards with images of animals are hung on the board after the end of the game.

What can you call this group of living beings in a nutshell?(Animal Kingdom.)

Name the representatives of this kingdom.

Name the topic of the lesson.

Teacher. Today we will go with you to an amazing Kingdom - the Animal Kingdom. IN magical kingdom, Animal State animal world also called fauna. In this state, the Goddess Fauna herself welcomes us; she carefully guards her Kingdom. Fauna in Roman mythology -goddess of forests and fields, patroness of animals.(Slide No. 3.)

Slide No. 4 contains photographs of representatives various groups animals.

What representatives of this Kingdom do you see?(Bear, magpie, bee, pike, frog, turtle.)

Which group? Can they be classified as animals?

Children name the corresponding groups of animals, and as a result, next to the photographs on the slide appear group names:

• mammals (animals)
• birds
• insects
• fish
• amphibians (amphibians)
• reptiles (reptiles)

Teacher. You have come to explore the animal kingdom,

Their secrets and riddles will have to be guessed!

Game "Who's the odd one out?" (slides No. 5-10)

Who's the odd one out? in Group? Why? How to call the remaining animals in one word?

Children express their guesses. A dispute arises. The teacher emphasizes disagreements and intensifies contradictions.

Again no consensus. What should we do to know exactly where the mistake is, the misconception about the animal?

(Study these groups of animals.)

Find essential distinguishing featureseach group of animals. Means, What question will we devote our research to?(slide 11a)

What distinctive features does each group of animals have?

The teacher shows a slide with a written question. ( slide 11b)

Teacher. Where is the truth, and where is fiction, legend, lie,

You won’t understand without science about animals.

What science studies animals?Find the answer in the text of the textbook (p. 78).

(Zoology.)

Teacher. Animals are studied by the science of zoology. Its name comes from two Greek words: “ZONE” - “animal” and “LOGOS” - “teaching”.(slide 12)

And today in the animal kingdom you will be in the role of zoologists.

The 1st group will study mammals, the 2nd group will study birds, the 3rd group will study insects,

4th - fish, 5th - amphibians, 6th - reptiles.

III. Small group research.

Teacher. On the tables you have photographs of representatives of animals of this group, textbooks, text about this group of animals and a table that needs to be filled out.(Each group is assigned a consultant who will guide the activities of the entire team.)

Like real scientists, let’s compile work plan. What do we need to do to find the answer to the question?

(The work plan is written on slide No. 13.)

1. Read the text.
2. Look at the photos.
3. Fill out the table, noting what features animals - representatives of this group have.

Rules for working in groups. (slide number 14)

• Work together in a group, remember: you are one team.
• Take an active part in the work, don’t stand on the sidelines.
• Don't be afraid to speak your mind.
• Work quietly, don't try to outshout everyone. Respect the opinions of other group members.
• Work yourself, don't rely on others.
• Answer at the board loudly, clearly, briefly.
• If you answer incorrectly, do not blame anyone, answer for yourself. Remember: every person has the right to make mistakes.
• If you cannot choose who will represent your group at the board, then use a counting table or lot.

Students work in groups and fill out the table:

Mammals or animals.
	Representatives of the group.
	Habitat.
	Body structure (divisions).
	Covers of the body.
	Organs of movement.
	Respiratory system.
	Reproduction.
	Body temperature.

Similar tables for birds, insects, amphibians, reptiles, and fish.

IV. Information exchange.

Give each group an opportunity to present information. Simultaneously with the presentation of work, children transfer dataabout essential features groups of animals into a single table. This table is a combination of all the tables that the groups completed in their worksheets.

Students present to the attention of the audience an information product -"Animal Passport"

Mammal or animal passport.(slide 15)

	Representatives of the group.	Zebra, dolphin, squirrel, mole, kangaroo, bat, elephant, tiger, walrus, lion, deer, giraffe, whale...
	Habitat.	On land, in water, in earth.
	Body structure (divisions).	Head, neck, torso, tail, 4 legs.
	Covers of the body.	The body is covered with fur.
	Organs of movement.	4 legs
	Respiratory system.	They breathe with their lungs.
	Reproduction.	They give birth to live babies.The cubs are fed milk.
	Body temperature.	Constant, approximately +37. Warm-blooded animals.

Why this group got the name "mammals"?

(“Mleko” - “milk.” Cubs are fed milk.)

What is the main characteristic that distinguishes this group?

(The cubs are fed milk.)

Teacher. The birth of live cubs cannot be considered a sign characteristic of all animals. Based on this characteristic, biologists divide animals into 3 groups:

• oviparous;
• marsupials;
• placental.

The first ones, as you guessed, lay eggs (platypus, echidna).

The latter carry their cubs to term in a pouch on their stomach (kangaroos, koalas).

In placentals, the cubs develop in the mother's body (fox, whale).

Teacher. The body is covered with fur - this also cannot be considered a feature characteristic of all animals. Dolphins and whales have no fur. Like dolphins, huge sea animals, whales breathe through their lungs and give birth to live young, which they feed with their milk.

(Slide No. 16) Platypus and echidnaare two unusual mammals that lay eggs in soft shells.

Bird passport. (slide 17)

	Representatives of the group.	Stork, owl, pelican, hummingbird, ostrich, peacock, penguin, woodpecker, swallow, heron...
	Habitat.	On land, in the air.
	Body structure (divisions).	Head,
	Covers of the body.	The body is covered with feathers.
	Organs of movement.	2 legs, 2 wings.
	Respiratory system.	Lungs.
	Reproduction.	They are born from eggs.
	Body temperature.	Constant, approximately +42. It does not depend on the ambient temperature. Warm-blooded.

What trait is characteristic of all birds?

(The body is covered with feathers.)

Insect passport.(slide 18)

	Representatives of the group.	Grasshopper, butterfly, bee, ant, dragonfly, ladybug, firefly, cricket, fly...
	Habitat.	Water, air, earth.
	Body structure (divisions).	The body is divided into 3 parts: head, chest, abdomen.
	Covers of the body.	Chitinous cover.
	Organs of movement.	6 legs, 4 wings
	Respiratory system.	trachea
	Reproduction.	Hatched from eggs.
	Body temperature.

Why was this group called “insects”?

(Have notches on the abdomen.)

What sign is characteristic of all insects?

(Six legs.)

Fish passport. (slide 19)

	Representatives of the group.	Shark, crucian carp, perch, pike, carp, seahorse, sturgeon, pink salmon, herring...
	Habitat.	Water
	Body structure (divisions).	Head, body, tail.
	Covers of the body.	The body is covered with scales.
	Organs of movement.	Fins.
	Respiratory system.	Gills
	Reproduction.	They are hatched from eggs.
	Body temperature.	Fickle. The mobility of fish depends on water temperature. Cold-blooded.

What sign is characteristic of fish?

(The body is covered with scales.)

Amphibian (amphibian) passport.(slide 20)

	Representatives of the group.	Toad, frog, newt, salamander, tree frog...
	Habitat.	Some life lives on land, some lives in water.
	Body structure (divisions).	Head, torso, 4 legs. Some have a tail.
	Covers of the body.
	Organs of movement.	4 legs
	Respiratory system.	Gills, lungs and skin.
	Reproduction.	They are hatched from eggs.
	Body temperature.	Variable, depends on ambient temperature. They are cold-blooded animals.

Why was this group called “amphibians”?

(Some life lives on land, some lives in water.)

What trait is characteristic of all amphibians?

(Bare wet skin.)

Reptile (reptile) passport.(slide 21)

	Representatives of the group.	Crocodile, turtle, snake, lizard, boa constrictor, chameleon...
	Habitat.	Mostly on land.
	Body structure (divisions).	Head, neck, torso, tail.
	Covers of the body.	The skin is dry, covered with horny scales or shell.
	Organs of movement.	4 legs or none at all.
	Respiratory system.	Lungs.
	Reproduction.	Hatched from eggs.
	Body temperature.	Variable, depends on ambient temperature. They are cold-blooded animals.

Why was this group called “reptiles”?

(These animals crawl and reptile.)

What sign is characteristic of all reptiles?

(The skin is dry, covered with horny scales.)

Cold-blooded and warm-blooded animals.

To preserve life, it is extremely important to maintain a certain body temperature. Animals solve this problem in two ways. Some, such as reptiles, use solar energy. They bask in the sun and cool in the shade. These animals are calledcold-blooded. Their body temperature depends on the ambient temperature. Cold-blooded animals include insects, fish, amphibians, and reptiles.

In contrast, birds and mammals obtain energy from food. Thanks to their skin, hair, fur or plumage, they store the energy obtained during the metabolic process and maintainconstant temperaturebody regardless of ambient temperature. They refer to warm-blooded animals.

Which group do you belong to?

What about dinosaurs?

General PivotTable(slide 22)

Groups of animals	Distinctive features of the group
Insects	6 legs, notches on the abdomen.
Fish	The body is covered with scales. They move with the help of fins.
Amphibians	Bare wet skin.
Reptiles	Dry skin with horny scales.
Birds	The body is covered with feathers.
Mammals or animals	The cubs are fed milk.

Number of species. (slide 23)

Scientists know about 1 million 500 thousand species of animals. More than a million of them - insects . Pisces approximately 20,000 species are known, amphibians – 3,400, reptiles – 6,000, birds – 8,600, animals – 4,000.

But not all animals living on Earth are known to scientists. Quite often we manage to find new species, especially insects. Most of them are discovered in tropical forests.

Which group of animals is richest in species?(Insects.)

Teacher. There are more than 1 million species of insects on our planet. There are 2 times more insects on Earth than all other animal species combined.

(The teacher demonstrates the “Insect Cube”.)

But each species consists of thousands, millions of individual living beings. How many are there in total? Incredibly many. Total insects on Earth is expressed as a number consisting of a one followed by 18 zeros - 1,000,000,000,000,000,000 (1 quintillion). It’s not for nothing that scientists jokingly say that the Earth is a planet of insects.

Which group contains especially few species?(Amphibians.)

V. Physical education minute.

The hedgehog hurried to his home,

He carried supplies with him.

The hedgehog jumped over the hummocks,

He ran quickly through the forest.

Suddenly he sat down and changed -

It turned into a round ball.

And then he jumped up again

And he hurried to the kids.

(E. Gaiterova)

VI. Primary consolidation.

1.Complete tasks in Workbook(tasks 115-119, pp. 46-47). Work in pairs.

2. The teacher offers tasks in orally. The teacher names the characteristics of animals, and the students determine which group they are characteristic of.

• The body is covered with bare, moist skin.(Amphibians.)
• The forelimbs are wings.(Birds.)
• They have six legs. (Insects.)
• The body is covered with fur.(Mammals.)
• They have four wings.(Insects.)
• Feeding babies with milk. (Mammals.)
• The body is covered with scales. (Fish.)
• The body is covered with horny scales. (Reptiles.)
• Organs of locomotion - fins. (Fish.)
• The body is covered with feathers.(Birds.)
• Respiratory organs - gills. (Fish.)

Oral tasks like “Complete the sentence”:

• Gudgeon, perch, roach are...(fish).
• Toad, newt, frog are...(amphibians).
• Bee, dragonfly, chafer– this is... (insects).
• Swift, bullfinch, eagle owl - this is...(birds).
• Zebra, bear, rabbit - this is...(mammals).

Answers to textbook questions (page 104).

No. 5. a) guesses: grasshopper, fish.

No. 6. A dolphin is a mammal, a shark is a fish.

VII. What other animals are there? Work from the textbook (pp. 104-105).

Which group can you belong to? earthworm, starfish, snail?

(Students' answers.)

Teacher. Zoologists divide the animal kingdom into larger number groups.

What other groups of animals exist?Find the answer in the textbook (pp. 104-105)

• Worms
• Shellfish
• Crustaceans
• Arachnids
• Echinoderms

Teacher. Let's get to know them better.

The material in the variable part of the textbook is presented only in drawings. Working with drawings is determined by the content of tasks 1-4 (p. 105 of the textbook). At the same time, the discussion is accompanied by a showing slides No. 24-28.

Answers to textbook questions (p. 105).

No. 1. Common signs of all worms - an elongated body, the walls of which consist of skin and muscles. Movement occurs through contractions of the muscles of the body.

No. 2. All crustaceans have 10 legs: the first pair are claws, the remaining 4 pairs are walking legs. Respiratory organs - gills. These are aquatic invertebrates.

No. 3. a) All arachnids have 8 legs.

Spiders belong to the class Arachnida. Unlike insects, they have 8 legs and no wings. Their body consists of two parts, but there are eight eyes. On the abdomen of the spider there are several small tubercles - glands. A liquid is released from them, which solidifies in the air in the form of a thread-web.

B) Arachnids differ from insects in the number of legs (insects have 6 legs).

No. 4. Shellfish differ in shape, size, color. General: they all have a head, a torso, a leg (in squids and octopuses it is modified into tentacles); have a shell (in squids and octopuses, the remainder of the shell is inside the body).

Echinoderms. As the name suggests, the skin of echinoderms is armed different lengths needles and tubercles. All echinoderms sometimes bury themselves in mud. Most echinoderms feed on animal food. Echinoderms are found only in seas and oceans. These include sea ​​stars, sea ​​urchins, sea ​​lilies, sea cucumbers.

VIII. Organization of information.

How many groups of animals we have identified! Each has certain distinctive features. Can we unite some groups based on similarities?(Invertebrates and vertebrates.)

How do you think these groups of animals differ from each other?

Vertebrates- These are animals with a backbone.

What groups of animals do we classify as invertebrates?

Which ones belong to vertebrates?

Animals (slide 29)

invertebrates vertebrates

fish worms

amphibian mollusks

echinoderm reptiles

crustacean birds

arachnids

insects

IX. Linking information. Generalization.

W. - So, What groups of animals can be found in the Animal Kingdom?

D. - The animal kingdom is diverse. It includes animals (or mammals), birds, fish, amphibians, reptiles, insects, arachnids, crustaceans, echinoderms, mollusks, and worms.

U.- Each group of animals has its ownfeatures, thanks to which we can recognize animals.

D.- (Accessing the pivot table.)

• Insects have 6 legs.
• Fish have a body covered with scales.
• Amphibians have bare, moist skin.
• Reptiles have dry skin, covered with horny scales or shell.
• The body of birds is covered with feathers.
• Mammals, or animals, feed their young with milk.

X. Summing up. Reflection.

U.- And now, having worked like real zoologists, having scientific knowledge about distinctive features animals, can we resolve our dispute?

(Children return to slides No. 5-10 about animals “Who’s the odd one out here?” and identify false statements.)

1. Fox, hare, giraffe, dolphin, panda, elephant.

There are no extra ones: a dolphin is a mammal, gives birth to live young, feeds them with milk; breathes with lungs.

2. Ostrich, penguin, swallow, bat, flamingo, woodpecker.

A bat is a mammal whose body is covered with fur.

3. Butterfly, bumblebee, grasshopper, ladybug, spider, dragonfly.

A spider is not an insect, because... has 8 legs, the body is divided into two parts: the cephalothorax and abdomen. Belongs to the group of arachnids.

4. Pike, perch, whale, crucian carp, shark, sturgeon.

A whale is a mammal. Like dolphins, whales breathe through their lungs, give birth to live young, and feed them with their milk.

5. Frog, snail, toad, newt, tree frog, salamander.

Snail. This is a mollusk. It has a soft body protected by a shell.

6. Crocodile, turtle, lizard, chameleon, cobra, grass snake.

No extra ones. All reptiles. They have dry skin covered with horny scales or a shell.

The game "You - for me, I - for you."

Name the animal and the group of which this animal is a representative.

One student names the animal, the other the group. You can play the game in rows.

X. Mark.

1. The teacher evaluates the students’ work in class.

2. Students evaluate their work in class.

(Raise the green bar for those who found it easy in class today, the yellow bar for those who had minor difficulties, and the red bar for those who found it very difficult to understand the new topic today.)

XI. Homework.

Prepare a report about one of the groups of animals (optional). In the next lesson, I will invite one student to the board who will talk about his group of animals without naming it. Class task: find out the group.

Reptiles

Birds

Mammals or animals

PROGRESS OF THE CLASS:1. Organizational moment.2. Attention game “Boy, girl, flower.”Rules of the game: students take turns calling one word at a time: the first player is the name of the boy, the second is the name of the girl, the third is the name of the flower, the fourth is again the name of the boy, etc. At the end of the game – discussion: what was superfluous in this group of words and why? 3. Exercise “The Fourth Odd One”. The teacher reads out rows of words, in each row one word is superfluous due to essential features. You need to find this word and explain why it is redundant (there may be several options in one row correct execution tasks). It is advisable to give a sample answer: “The extra one is ..., because all the others are ... (the common characteristic is indicated), and this is ... (the difference is called).” For example, the following words are given: ice cream, butter, cheese, loaf; an extra word is loaf, because all other products are made from milk, and loaf is made from flour. It is recommended to discuss 3-4 rows of words collectively, and offer 5-6 for independent completion in a notebook (exercise “Test yourself”). Examples of words for the game: Swan, duck, chicken, goose; Sofa, table, armchair, chair; Spruce, pine, fir, cedar; Crucian carp, shark, dolphin, pike; Album, book, notepad, notebook; Russia, America, Africa, Brazil; Jar, bottle, pan, jug; Pushkin, Chukovsky, Marshak, Barto; Earthquake, rain, storm, tornado; Briefcase, bag, suitcase, backpack; TV, tape recorder, radio, vacuum cleaner; Blueberries, blackberries, ferns, raspberries; Legend, story, fairy tale, epic; Dark, light, blue, bright; Nest, hole, gatehouse, chicken coop; Football, basketball, volleyball, tennis; Hunger, greed, thirst, cold; Laughter, joke, laughter, smile; Gradually, quickly, hastily, soon; 4. Conversation about the concept of “class”. In the game, after eliminating the superfluous, 3 words remained, united by some common feature. One might say that these words formed a group, or a “class.” Also in preschool age the child learns to combine words into groups, and is able to perform tasks like: “Apples, pears - how to call them in one word? Name a few more words that are part of this group” or “Name the birds.” Schoolchildren also often encounter similar tasks, but more complex in content, for example: “Name geometric figures", "List the parts of the word", "Rain, snow, fog - what one word can they be called?" The teacher offers to give examples of classes of objects that students know, that they do not yet know (but have just heard about it). The teacher gives a definition: “A class is a collection of subjects united according to some essential feature».

Exercise “Four extra.”

The words are written on the board: banana, orange, apple, peach. The teacher suggests eliminating unnecessary things. During the discussion, students come to the conclusion that each of the concepts may be superfluous, differing from all the others in some way. For example: banana: oblong in shape, grows in a bunch, orange: has slices inside, apple: can be dried; peach: has a large pit inside. Then it is necessary to show that when excluding an extra word, you can take into account not only the semantic, but also the formal and grammatical side. For example, the word “apple” is superfluous because it is the only one among all neuter genders, it begins and ends with a vowel, is divided into 3 syllables for transfer, etc.; “orange” is superfluous, because this is the only word with soft sign, it is the longest (8 letters), the number of syllables and the number of parts for transfer do not match, etc. At the beginning of the lesson, we played the game “Fourth Extra”, where only one object was extra. And now in the game all the objects in turn were superfluous, and therefore this game can be called “Four Extra”. The teacher shows the diagrams of two games on the board, asks them to determine which game corresponds to which scheme, and compare these two games.

Work in groups.

Each group receives 4 words, you need to find signs of exception for each of them: the game “Four Extra”. Examples of words: stove, electric stove, candle, fire; Airplane, nail, bee, fan; Wood, bedside table, broom, fork; Fur coat, cap, boots, scarf; Lamp, ruler, table, birdhouse; Rain, snow, fog, hail; Boat, ship, yacht, steamship; Bear, hare, fox, wolf; Scissors, cloud, book, shark. To check the completion of the task, groups exchange answers and evaluate their correctness.

Word elimination game.

Is it necessary to specifically select words for the game “Four Extra”? To fully verify this, let’s play the game “Word Elimination.” Rules of the game: students name any 6-7 words that the teacher writes on the board. A word that differs from all the others (specify in advance: by meaning or by grammatical features) is “eliminated”: crossed out or erased. The remaining words are similar. For example, the words are written on the board: elephant, broom, thunderstorm, loaf, fight, car. The extra one is the elephant, this Living being. The extra one is the loaf, this is the only edible item. The extra one is a thunderstorm, it is a natural phenomenon. The extra one is a car, a means of transportation. The extra one is a broom, it serves to restore order. (“And a fight is unnecessary, because no one needs it”). The extra one is “fight”, this word has two identical letters. The extra one is “elephant”, it’s a 4 letter word. The extra one is “thunderstorm”, this is a word with an unstressed vowel, verified by stress. The extra one is “machine”, which is a feminine word. The extra one is “broom”, the stress in the word falls on the first syllable. 8. Summing up.9. Think at home. Our school class is also “a set of objects united according to an essential characteristic”: seventh year students. But within the class, other “collections” can be distinguished, united common features. For example: there are boys and girls, there are students aged 13 and 14, there are athletes and musicians... Assignment: what other groups can our class be divided into? Lesson 9 - 10.Topic: “Classification rules.”Target: study the rules for classifying concepts and possible errors in division. Tasks: 1) introduce students to the rules for classifications, 2) teach them how to use these rules and critically evaluate them and apply them in various lessons. Type: workshop, paired lesson. View: group. Progress of the lesson:1. Organizational moment2. Game for attention “Hands up - hands down.” The game is based on dividing the class into two groups according to different signs. For example: “girls” and “boys”, “can swim” and “can’t swim”, “are involved in a club”, etc. Rules of the game: the teacher names pairs of words dividing the class into two groups. Those students who consider themselves to be in the first of the named groups raise their hands up; those who belong to the second group do not raise their hands. Examples of classifications: Have a brother / no brother; Born in winter/was not born in winter; Flew on an airplane / did not fly on an airplane; I watched a movie yesterday / didn’t watch a movie yesterday; Loves semolina porridge/ doesn’t like semolina porridge; Hair long/hair short; You get up early / you get up late 14 years old / not 14 years old; Have a pet/no pet; Note: the division is possible dichotomous, i.e. division by two). For example, a class can be divided into athletes and non-athletes (dichotomous division), or it can be divided into athletes, musicians, dancers; those who participate in several circles, and those who do not study anywhere (divided into more than two groups). The game uses dichotomous division, and it should be noted that dividing by two does not mean dividing in half. To illustrate this, the game can be accompanied by corresponding diagrams on the board, clearly showing the “size” of the group. Conclusion: the class can be divided into different groups according to different characteristics, and the same student may belong to different groups. 3. Checking homework. The teacher reads out from homework those options for dividing the class into groups that were not mentioned in the game. The test can be organized as a continuation of the game. 4. Conversation about classification rules.- Now we divided the class according to different criteria into different groups.
The action when a set of objects is divided into groups according to some characteristics is called classification. Write in your notebook: Classification - division (division) into classes. -There are classification rules, we will talk about them today in class. First, two examples of division into classes: “Houses are divided into single-story and multi-story” and “Houses are divided into brick and multi-story.” In your opinion, in what case is the division done correctly? Justify your answer.

Indeed, the basic rule of classification is division into
classes based on one basis (attribute). In the first sentence of home
They are divided by number of floors, and in the second by material and number of floors - this is so wrong. Rewrite the second sentence like this:
to make it right. Take the sign as the basis for division
"material".

Now listen to examples of different divisions into classes, define
those in which errors were made, and try to correct them. Examples of classifications (incorrect ones are marked with an asterisk): birds are divided into migratory and waterfowl; * sounds are divided into vowels and consonants; animals are divided into domestic and dinosaurs; * mushrooms are divided into edible and inedible; tasks can be simple and require movement; * plants are divided into trees and wild ones; watches are divided into wrist and gold; * people are divided into men and children; * numbers are divided into odd and even. Write in your notebook: Classification rules: 1. Division must be based on only one base. - In the following classifications, the division is based on one base. But look, are there any mistakes in them? Examples of classifications: Animals are divided into birds, insects, mammals; Shapes are divided into circles, triangles and squares; In a word, you can select a prefix and an ending; Transport is divided into land and air. Conclusion: in all these classifications the division is not carried out sufficiently, since not all classes are listed (there are also other classes of animals, figures, parts of speech, vehicles). This means that the correct division should be such that the sum of all classes is equal to the entire volume of the concept. The teacher suggests correcting these examples of classifications. When dividing, you need to indicate all classes or add the words “etc.”, “etc.” 2. The division must be proportionate. Which classification rule is violated in this case? Examples of classifications:

Artists are divided into those who sing and those who dance; Students are divided into those who love to read and those who love to go to the movies; There are numbers that are divisible by 2 and those that are divisible by 3.

Conclusion: the same object should not belong to several classes in the same classification. 3. Classes should not overlap.