Fill out a scientific diary on the world around you. Nature Diary (2nd grade). Pet message. Guinea fowl
This manual fully complies with the federal state educational standard (second generation) for primary school. Through diverse material, problematic questions and assignments, the author helps the child fill gaps in theoretical foundations, perform practical work and consolidate the knowledge acquired in class. The manual is intended for work at school and at home, for front-line or independent work.
The world. 2nd grade. Notebook for practical work with an observation diary. Part 1. to the study. A.A. Pleshakova.
Description of the textbook
WHERE WE LIVE
HOME COUNTRY
1. Write down the full name of our country
2. Cut out the coat of arms and flag of our country from the Appendix. Glue them.
3. Find out what peoples inhabit your region. Write down their names.
TOWN AND VILLAGE
1. Write down the name of your city (village)
List the largest streets in your city (village).
What is the name of the street where you live?
2. Fill in the circle that most closely resembles
that drawing of a house on yours.
PROJECT “HOME TOWN (VILLAGE)”
Place project materials on this page.
NATURE AND MAN-MADE WORLD
1. The student filled out the table. Check his work. Mark correct answers with a “+” sign, and incorrect answers with a “-” sign.
Nature X Man Made
stone ship
water robot
frog tutorial
Sun tree
home phone
butterfly gun
2. Come up with a similar task for your neighbor at your desk. Enter your examples in the table. Nature Man Made
Exchange notebooks and check the assignments you have completed. Correct the mistakes.
3. Mark the pictures that show a good attitude towards the world around you.
Make up a story based on one of the pictures. Tell it to your classmates.
NATURE
NON-LIVING AND LIVING NATURE
1. Cut out the pictures from the Appendix and fill in the table.
Live nature
Inanimate nature
Items made by man
2. Write down your examples of inanimate and living nature objects in the table.
Inanimate nature Living nature
3. Guess the riddles. Write down the answers.
The milk floated over the river, nothing was visible. The milk dissolved - It became visible far away. _
An ice bag hangs outside the window.
It is full of drops and smells like spring. _
White as chalk, it flew from the sky.
He spent the winter and ran into the ground. _
Everyone goes around this place:
Here the earth is like dough;
There are sedges, hummocks, mosses...
No leg support.__
What nature do all the guessing objects belong to: living or inanimate? Underline the selected one
answer.
4. Find and write down 2-3 riddles about inanimate objects. Wish them to your classmates.
5. What objects require air to exist? Underline their names.
Fox, hat, man, maple, stones, chamomile, pike, stream, lion, swallow.
NATURAL PHENOMENA
1. Guess the riddle.
The sun ordered: stop, the Seven-Color Bridge is steep! A cloud hid the light of the sun - The bridge collapsed, and there were no chips.
Draw the natural phenomenon mentioned in the riddle.
2. Using an explanatory dictionary, use the arrows to match the words with their explanation.
freezing of the river, formation of ice cover
river flooding when snow melts and breaks up from ice in spring
leaves falling in autumn snow falling
leaf fall snowfall high water freeze-up
3. What natural phenomena were observed by the artist who made these drawings? Write it down.
4. Get acquainted with the conventional signs that are used to indicate atmospheric phenomena of nature.
At what time of year can these phenomena be observed? Write abbreviated in brackets: 3 - winter, V - spring, L - summer, O - autumn.
5. Consider a medical thermometer at home. Write down what we call it in everyday life.
6. Check the work the student has completed. Mark the correct answers with a “+” sign, and incorrect ones with a “-” sign.
Eighteen degrees Celsius +18°
Zero degrees +0°
Thirteen degrees below zero -13°
Twenty degrees above zero -20°
Four degrees below zero -4°
7. The figure shows outdoor, room, water and medical thermometers. Label their names under the thermometers.
8. Cut out thermometer models from the Appendix. Using models, show fifteen degrees below zero; zero degrees; ten degrees above zero; twenty degrees Celsius.
What is the highest temperature that can be measured with a thermometer? Which one is the lowest? Write it down.
What is the body temperature of a healthy person?
9. Using a room thermometer, determine the air temperature in the room. Using an outdoor thermometer, determine the air temperature outside. Write down their meanings. Where is the temperature higher?
WHAT IS WEATHER
1. Select and write down words that can describe the weather today.
2. Using symbols, write down what the weather is like today.
Temperature Precipitation _
Cloudiness Wind_
3. What professions do people need to know the weather forecast? Underline the names of professions.
Teacher, ballerina, janitor, driver, pastry chef, weaver, agronomist, pilot, lawyer, salesman, sailor.
4. Remember the names of professions.
A meteorologist is a scientist who observes the weather.
A weather forecaster is a scientist who predicts the weather.
Why is it necessary to keep a diary?
Schoolchildren are required to keep a diary of weather observations. The topic “weather” stands out as one of the main ones in the lesson about the world around us. Observing and recording air temperature, wind direction, atmospheric pressure, precipitation is the best practical task on this topic.
Why do you need to keep an observation diary?
Keeping an observation journal is a great project activity for a student. It develops numerous skills and abilities. The child learns to navigate in time, attention and observation skills are formed. Systematically filling out a diary develops accuracy and responsibility. For a student, keeping a diary of weather observations helps to notice the repeatability of processes in nature and gives a feeling of stability in the world around them. Plus, keeping a weather diary is just fun. By filling out the diary throughout the year, the results obtained can be analyzed and an appropriate diagram constructed. It will show how the weather has changed, in which direction the wind predominantly blows in our area. Based on this data, it will be possible to subsequently predict the weather. And this is the initial work of meteorological research.
How to prepare a diary?
For the “Diary of Observations”, start a notebook in a cage, sign it, and put on a cover.The notebook page should be drawn into six equal columns, which are given the following names: “Date”, “Air temperature”, “Cloudiness”, “Wind”, “Atmospheric pressure”, “Precipitation”, “Phenomena”. Then the measured data will be recorded in a separate cell. If there is no data (for example, there is no precipitation), then a dash should be placed in the cell.
What actions should a child take if on this day he begins to keep a diary of weather observations for schoolchildren?
- Look at the thermometer and record its readings in your diary. This is the air temperature in degrees Celsius. Please note that the thermometer must be in the shade. The device placed in a sunlit area will give incorrect readings.
- Look out the window and find out if there is cloudiness outside - clear, cloudy or cloudy. Draw a corresponding picture in the cell or write a word.
- Note the presence of precipitation in your diary. If there is no precipitation, put a dash.
- Record the wind direction.
What symbols should you use in your diary?
Conventional signs are generally accepted in school teaching of geography and natural history. Indicate the wind direction with a letter, for example, for the north wind write C in the corresponding column, for the south - S. Indicate the air temperature with a sign, for example, +17 0 C or – 17 0 C.
Conventional signs in the observation diary
Clear | Snow | Blizzard | |||
cloudy | Frost | Rainbow | |||
Mainly cloudy | Fog | hail | |||
Rain | Storm |
All entries in the “Weather Observation Diary” must be made carefully, evenly, clearly, using a ruler. It is possible to use colored pencils and colored pens, including gel pens. The table itself can be drawn in pencil. You can use a printed table template or a ready-made observation diary. It is encouraged to decorate the free space around the table with drawings, photographs, pictures corresponding to the time of year, images of animals and plants, and natural phenomena.
Grading norms
"Great" - all entries in the “Weather Observation Diary” are made neatly, evenly, clearly, using a ruler. The weather was recorded daily, there are no discrepancies with real weather data, the results for the month were summed up.
"Fine" - all entries in the “Weather Observation Diary” are made quite accurately, evenly, clearly, along a ruler; there are no obvious discrepancies with real weather data. Individual gaps (1-2 days) in filling in the weather are allowed. Or: - all entries in the “Weather Observation Diary” are made quite accurately, evenly, clearly, along a ruler. The weather was noted daily, but the total for the month was not summed up.
"Satisfactorily"- The “weather observation diary” is kept in violation of the rules, there are gross factual errors in the description of the weather, the weather was not recorded daily, and the results for the month were not summed up. The work was done untidy.
"Unsatisfactory"- “Observation diary” is practically not kept; there is no weather for more than 7 days of the month; there are gross factual errors in the description of the weather; the work was done sloppily, using a pen with purple or blue ink, the table was drawn without a ruler; the month's results have not been summed up; The notebook looks sloppy.
Month year___________________
Number | Cloudiness | Temperature | Wind | Precipitation | Phenomena |
It is no secret that now all printed textbooks and workbooks are divided into those approved by the Ministry of Education and those not approved. Lists of benefits are being created that are officially allowed to teach lessons at school. And there are textbooks and notebooks that are even better, but they were not included in the official list (apparently, they didn’t give enough money for their money). So, the latter are usually cheaper than the former, but at the same time, sometimes they present the material much better and more logically. Such notebooks include a notebook for practical work for grade 4 with an observation diary for Pleshakov’s textbooks. These are the textbooks that are in the Russian School program.
We will present the answers of the GDZ to the first part of this notebook to your attention on this page 7 gurus. The topics of the first part of the workbook, authored by Tikhomirova, keep pace with the topics of the textbook, authored by Pleshakov.
GDZ answers to notebook No. 1 for practical work, the world around us
EARTH AND HUMANITY
Page 4-6. The world through the eyes of an astronomer
1. Cut out the drawings of the planets from the Appendix. Restore the location of the planets of the solar system using the diagram in the textbook on p. 5.
2. Solve the crossword puzzle.
Horizontal: 3. The science of celestial bodies. 5. Space. 6. A small planet in the solar system. 7. Large planet of the solar system.
Vertical: 1. The name of our planet. 2. A star that warms our planet. 4. The meaning of the Greek word "astron".
3. Read the text.
What is the Sun made of?
On Earth we encounter three states of matter: liquid, solid and gaseous. But the Sun is so hot that no substance can remain there, either solid or liquid. That's why they say that the Sun is a hot ball of gas. And these gases are hydrogen and helium. You know that balloons are often filled with helium. This is a very light gas, so a ball filled with it literally breaks out of your hands, trying to fly away. This gas was named after the Sun (in Greek - Helios). Only hydrogen is lighter than helium. It is these lightest gases - hydrogen and helium, which are very abundant in the Universe - that make up the Sun. On the Sun, besides them, there are many other substances, but most of all there are hydrogen and helium. (According to E. Levitan) What new have you learned about the Sun? How can you title the text? Write down your name.
4. Re-read the article “The Sun” in the textbook on p. 6-7. What new have you learned about the Sun? Write down numerical data that can be used to tell about this star.
The diameter of the Sun is 109 times greater than the diameter of our planet, and its mass is approximately 330 thousand times greater. The distance between the Sun and Earth is about 150 million kilometers. The temperature on the surface of the Sun is 6 thousand degrees, and in the center it is supposedly 15 - 20 million degrees.
5. Find interesting information about the Sun in additional literature. Talk about this in class.
If it were not for our luminary, life on Earth would be impossible: we receive light and warmth precisely thanks to it. Without sunlight and heat, our planet would turn into a ball covered with a thick layer of ice, dead and deserted. What is the main source of life on Earth?
The distance from the Earth to the Sun is about 150 million kilometers. For comparison, the next closest star to us, Proxima Centauri, is located about 40 trillion kilometers from Earth. Due to such a small, by cosmic standards, distance from the Earth during the day, sunlight outshines the light of other cosmic objects and it seems to us that other stars do not emit light during the day, although in fact this is not the case. For the same reason, the relatively small Sun appears to us as a rather large circle in the sky, and even the largest stars - giants - are only tiny sparkling points.
The diameter of the Sun is 109 times larger than the Earth's - 1 million 390 thousand kilometers. Interestingly, its mass is more than a million times the mass of the Earth. Moreover, the Earth has a solid shell, and the Sun is a huge ball of gas. This means that solar matter is about 10,000 times denser.
Gas molecules are more densely packed in the center of the Sun, and the temperature there is about 20 million degrees Celsius. It is here, in the solar core, that energy is released. As a result of thermonuclear reactions, hydrogen atoms are converted into helium atoms, which produces a huge amount of energy. The Sun has huge reserves of hydrogen, so it will exist for billions of years.
The gas in the outer layers of the Sun is much more rarefied than in its core, heated to 6000 degrees Celsius. There is not a single metal on Earth that can withstand such temperatures. Naturally, for now there can be no question of trying to take a sample of solar matter for study. How then did astronomers manage to find out what our Sun is made of?
In modern science, many complex instruments are used to study our main star: spectrograph, spectroscope, coronagraph, radio telescope and others. The spectrograph continuously records the radiation from the Sun. Using this device, it is possible to determine which chemical elements are part of the solar substance (each chemical element has its own color of rays). The coronagraph allows you to photograph the outer layers of the solar atmosphere or the solar corona at any time. Another technique can only do this during solar eclipses, as otherwise the effect of a blown-out photograph is obtained. Using a radio telescope, radio waves emitted by the Sun are studied.
Even ancient people began to notice that sometimes spots appeared on the Sun. Often their appearance was considered a divine warning of future misfortunes. Today we know that the appearance of spots is associated with a sharp cooling of certain areas of its surface. Moreover, the number of spots increases every 11 years, then gradually their number declines. Scientists call these periods of solar activity. Our ancestors did not know these subtleties, but, looking at sunspots, they realized that even the divine luminary cannot be ideal. This is where the popular expression “even on the Sun has spots” came from, meaning that there is nothing perfect in the world.
Page 7-8. Planets of the solar system
1. In what order can you see the planets when approaching the Sun? List the planets in order.
Neptune, Uranus, Saturn, Jupiter, Mars, Earth, Venus, Mercury.
2. Solve the crossword puzzle.
Horizontally: 2. A star around which eight planets move. 4. The planet closest to the Sun. 6. Time of day on the side of the Earth that is not illuminated by the Sun. 7. The time during which the Earth makes a complete revolution around its axis.
Vertical: 1. The name of our planet. 2. The Moon in relation to the Earth. 3. The path that the planet takes around the Sun. 5. An imaginary line around which the Earth rotates.
3. Write the names of the planets.
4. Read the text.
The path that the Earth travels around the Sun is very long. It is called the Earth's orbit. The Earth completes one revolution around the Sun in its orbit in one year (approximately 365 days). Mercury is closest to the Sun. Therefore, its orbit is smaller than that of the Earth. The “year” of Mercury lasts only 88 Earth days. Venus is further from the Sun than Mercury, but closer than Earth. Therefore, her year lasts 225 days. The Martian year is longer than the Earth's: it is equal to 688 Earth days. To make one revolution around the Sun, distant planets have to fly for a long time: Jupiter is almost 12 years old, Saturn is almost 30 years old, Uranus is 84 years old, and Neptune is about 165 years old. (According to E. Levitan)
Write down the conclusion: the closer the planet is to the Sun, the less its orbit.
Count how many “earthly” days Jupiter and Saturn will fly around the Sun.
Jupiter - 4380 days; Saturn - 10950 days.
5. Find interesting information about the planets of the solar system in additional literature. Talk about them in class.
New scientific research on the planet of the solar system - Mars
Scientists have discovered that the highest mountain in the solar system, Olympus Mons, is located on Mars. Its height is 21.2 km from its base. In fact, it is a volcano. It is several times higher than Everest, and its area would cover the entire territory of France. As a result of recent research, NASA scientists have found that the soil on Mars is surprisingly similar to the soil in your dacha or backyard of a country house. It contains all the nutrients necessary for life support. Martian soil is ideal for growing asparagus and turnips.
Scientific research of the planet of the solar system - Venus
Scientists have developed a theory that suggests that particles of life can move with solar pressure. But this can only happen away from the Sun. That is, life could get from Earth to Mars, and to Earth only from Venus. In other words, there is a possibility that life once existed on Venus, but as the Sun warmed up, the biomass on Venus began to decompose, life gradually disappeared, which means that when the Sun heats up even more, the same could happen to the Earth.
It is very important to study Venus. On this inhospitable planet, the surface temperature reaches 480 degrees Celsius and the pressure is 92 times higher than on Earth. The planet is shrouded in thick clouds of sulfuric acid. By studying Venus, scientists will be able to find out why it became so ugly and how the Earth can avoid a similar fate.
Scientific research of the planet of the solar system - Mercury
NASA recently launched a spacecraft specifically designed to study the planet Mercury. According to planetary scientists, the diameter of the first planet in the solar system has decreased by about seven kilometers. Measurements were taken using the Messenger probe, which showed that Mercury began to cool and “deflate” at a much faster rate than expected.
Most of Mercury is a hot core, which is covered by a thin shell of crust and mantle. It formed approximately 4.5 billion years ago, and since then has cooled, decreasing in volume.
The Messenger probe regularly photographed the surface of Mercury. After analyzing the images obtained, specialists from the Carnegie Institution for Science in Washington found that the rate of compression of the planet is approximately 8 times greater than previously thought.
Scientific research of the planet of the solar system - Jupiter
A new image of Jupiter taken from the Juno spacecraft has been published on the website of the US National Aeronautics and Space Administration (NASA).
The photo clearly shows numerous storms in the planet's atmosphere. Some formations resemble tangled strands of yarn. Wind speeds on Jupiter can exceed 600 km/h.
Page 9-10. Starry sky - the great book of nature
1. Cut out from the Appendix the drawings of the constellations that were discussed in the first and second grades. Paste them according to their names.
Swan Ursa Major Leo
2. What do the riddles say? Write down the answer. The grain scattered by night, They looked in the morning - there was nothing. White flowers bloom in the evening and fade in the morning. The coals are burning - you can't reach them with a scoop. You can see them at night, but you can’t reach them during the day.
The answer: stars.
3. Write the names of the constellations.
4. Solve the crossword puzzle.
Horizontally: 1. “Red” planet, named after the god of war. 4. The seventh planet from the Sun. 6. The constellation in which the North Star is located. 7. Natural satellite of the Earth. 9. A device used to observe the stars. 10. Group of stars. 12. The star around which our planet revolves.
Vertical: 2. The brightest star in the sky. 3. The largest planet in the solar system. 5. A rock-metal mass falling to Earth from space. 8. Scientist watching the stars. 11. Second planet from the Sun.
Page 11-12. The world through the eyes of a geographer
1. Write down the answers to the questions
What is geography? Geography is one of the sciences about the Earth.
What does geography study? Geography studies the nature of the earth's surface, the population and its economic activities.
2. Guess the riddles.
Countries without people, Cities without houses, Forests without trees, Seas without water. (MAP)
Stands on one leg, twists and turns his head. Can show us countries, continents and oceans. (GLOBE)
3. Label the globe North Pole, South Pole, Equator. Draw a line in the figure indicating the earth's axis.
4. Solve the crossword puzzle.
Horizontally: 2. Part of the Earth's water cover between the continents. 4. A reduced image of the earth’s surface on a plane using symbols. 5. Western or eastern half of the globe on the map. 7. Model of the Earth.
Vertically: 1. A conditional line that divides the globe into northern and southern parts. 3. A number that shows what distance on the ground corresponds to each centimeter on the map. 6. Conventional straight line running from the North Pole to the South Pole.
5. Re-read the text about the first globe and map in the textbook on p. 27. Come up with and write down five questions for him. Ask them to your desk neighbor.
Where and when did the first geographical map appear?
What shape was the first geographical map?
Where and when did the first globe appear?
What was the name of the creator of the globe?
What was the name of the first globe?
Where is the first globe now kept?
Which palace has a map gallery?
Page 13-14. The world through the eyes of a historian
1. Connect with an arrow the name of the science and its definition.
Astronomy - the science of celestial bodies
History - the science of the past
Geography - Earth science
2. Historical sources can be divided into groups: material, written and oral. Think about what words these names come from. What may refer to such sources?
Real - from the word things, i.e. material sources are antiques
Written - from the word letter, i.e. written sources are ancient manuscripts, charters, documents
Oral - from the word of the mouth, i.e. Oral sources are those that were transmitted through speech, from mouth to mouth. Such sources can be epics, fairy tales, proverbs, etc.
3. Distribute the words among the columns of the table.
Historical sources
Real sources Written history Oral history
fairy tale chronicle decorations
tools letters proverbs
tableware legends certificates
epic book coins
ruins of buildings business documents songs
weapons ditties
clothes riddles
Words for reference: chronicles, letters, jewelry, letters, tools, fairy tales, books, royal decrees, proverbs, dishes, coins, legends, ruins of buildings, epics, business documents, songs, weapons, ditties, riddles, clothing. science of the past. Earth science. science of celestial bodies.
4. Read a fragment from the chronicle. Prince Yuri, going up the mountain and looking out from it with his eyes, Semo and Ovamo (here and there), on both sides of the Moscow River and beyond the Neglinnaya, loved these villages and commanded to soon make a city of small trees, and call it Moskva-grad. What historical source can this fragment be attributed to? Underline your answer.
material written oral
What can you learn from this source? Answer the questions orally:
What was the name of the prince who ordered the city to be built?
What did the area where the city would appear look like?
What rivers flowed in that area?
What material was the city supposed to be built from?
What was the name of the city?
See how much you can learn even from such a short text. Guess which prince was discussed in the chronicle. Write down his nickname.
It was about Yuri Dolgoruky, the founder of Moscow.
Page 15-16. When and where?
2. Write down the indicated centuries in Arabic numerals.
9th century - 9th century
XX century - 20th century
XV century - 15th centuryVII century - 7th century
XIX century - 19th century
3. Write down which century the indicated period of time belongs to.
1401 - 1500 - XV (15) century
1701 - 1800 - XVIII (18) century
1901 - 2000 - XX (20) century
4. Determine and write down in what century the event occurred.
988 - Rus' adopted Christianity. X (10) century
1812 - the beginning of the Patriotic War. XIX (19) century
1709 - victory over the Swedes near Poltava. XVIII (18) century
1945 - end of the Great Patriotic War XX (20) century
2008 is your birthday. XXI (21) century
5. Write down the names of the months in order. Indicate the number of days in each month in brackets.
January (31), February (28-29), March (31), April (30), May (31), June (30), July (31), August (31), September (30), October (31 ), November (30), December (31).
6. Read the text.
Calendar of ancient Egypt.
The ancestor of our solar calendar was born approximately six to seven thousand years ago to a farming people in Ancient Egypt.
According to the Egyptians, there were 365 days in a year. They divided this long period of time into twelve months, thirty days each. It turned out to be 360 days, and the remaining five days were placed at the end as an appendage.
The ancient Egyptian calendar was divided into three seasons, each containing four months; they were closely associated with certain seasons and changes in the Nile River. Their New Year began on the day of the Nile flood and the summer solstice.
(According to M. Gumilevskaya)
What historical sources can this text be attributed to? What can you learn from it?
This text can be attributed to a written source, since we learned about the calendar of Ancient Egypt from surviving hieroglyphic inscriptions and drawings that have survived to this day.
Title the text. Write down your name.
How are the ancient Egyptian and modern calendars similar? How are they different?
The ancient Egyptian and modern calendars are similar in that there are 365 days in a year and the year is divided into 12 months. They differ in the number of days in months, as well as the onset of the new year.
Page 17-18. The world through the eyes of an ecologist
1. Look at the pictures. Fill in the circles next to environmentally friendly vehicles.
Write what the remaining vehicles pollute.
2. Cut out and paste the logo of the World Wildlife Fund from the Appendix.
3. Write down when international environmental days are celebrated.
4. In 2010, there was an oil spill in the Gulf of Mexico. Think about how this accident affected the lives of fish, birds and animals living in this area. Why did fishing industry enterprises suffer losses? How has this disaster affected the tourism business?
Living creatures living in the ocean were affected by the spill. This, in turn, led to the depletion of fish stocks, to a decrease in catches, which led to losses for enterprises in the fishing industry.
The oil spill affected not only the fishing industry, but also the tourism industry of the coastal states of the United States.
Economic losses to Gulf Coast tourism from the oil spill totaled US$23 billion over three years.
Page 19-20. Treasures of the earth under the protection of humanity
1. Give examples of World Heritage sites.
Natural heritage: Lake Baikal, Kamchatka volcanoes, Golden Mountains of Altai, Wrangel Island
Cultural heritage: Moscow Kremlin and Red Square, Kizhi Pogost, historical center of St. PetersburgOutside Russia
Natural heritage: Victoria Falls, Great Barrier Reef in Australia, Iguazu National Park.
Cultural Heritage: Great Wall of China, Taj Mahal, Abu Simbel
2. Meet a few more representatives of the Red Book.
3. Consider the World Heritage emblem. Write what the circle and square in the center symbolize.
Circle - symbolizes nature
Square - symbolizes human creations
4. Connect with arrows the images of Russian cultural heritage items with their names.
5. Find in additional literature material about some animal or plant of the International Red Book. Prepare a short message. Speak with him in class.
Tonkinese rhinopithecus
The animal, a member of the monkey family, faces complete extinction. Tonkin rhinopithecus is listed in the Red Book. The population size currently does not exceed 250 animals. This monkey lives only in Vietnam in deciduous rain forests. Currently, monkeys are found in 5 provinces of Vietnam. Monkeys live at altitudes from 180 to 1100 m above sea level on an area of about 100 square meters. km in the provinces of Tuen Quang and Bac Kan.
Due to the war in the country in the second half of the 20th century, there was a sharp reduction in the number of animals; they were hunted, and the meat and bones of Rhinopithecus were used in Vietnamese folk medicine.
The Tonkinese rhinopithecus feeds on leaves, young bamboo shoots, and fruits.
Primates of this species are active during daylight hours. They spend most of their lives in trees, descending to the ground only in exceptional cases. They form groups that include one male and several females with offspring. They consist of up to 15 animals.
The length of the body and tail is 65 and 83 cm in males, 54 and 68 cm in females, respectively. Males weigh up to 14 kg, and females no more than 8.5 kg. Life expectancy in the wild is estimated to reach 20 years.
NATURE OF RUSSIA
Page 21-22. Plains and mountains of Russia
1. Complete the names.
The East European Plain
Central Siberian Plateau
West Siberian Plain
2. Using a map, determine in which mountains the indicated mountains are located.
Mount Belukha (4506) Altai
Mount Narodnaya (1895) Ural Mountains
Mount Elbrus (5642) Caucasus Mountains
Indicate the height of the mountains in brackets. Which one is the tallest? The highest mountain is Elbrus.
3. Look at the symbols of minerals on the map in the textbook “The world around us, grade 4.” Where are the most diverse deposits? Underline your answer.
on the plains in the lowlands in the mountains
4. Write down what minerals are mined in the Ural Mountains.
Copper ores, iron ores, coal, oil, natural gas, potassium salts, gold, platinum, malachite, amethyst, emerald, topaz, jasper, alexandrite, tourmaline.
5. Solve the crossword puzzle.
Horizontally:
2. The highest mountain in Russia.
5. Mineral resource indicated on maps with a black triangle.
7. A peninsula in Russia with active volcanoes.
8. Mountains in southern Siberia.
Vertically:
1. Mountains listed as World Heritage Sites.
3. The second name for the East European Plain.
4. The highest mountains in Russia.
6. "Stone Belt of the Russian Land."
Page 23-24. Seas, lakes and rivers of Russia
1. Write down the names of the oceans that wash the shores of Russia.
Russia is washed by the seas of three oceans: in the west and south - the Atlantic Sea, in the east - the Pacific Ocean, in the north - the Arctic Ocean.
2. Solve the crossword puzzle.
Horizontally:
2. Lake, which is a World Natural Heritage.
3. The sea, where a large number of Russians go on vacation in the summer.
4. The largest lake in Russia.
6. One of the largest rivers in Russia.
Vertically:
1. The river that divides Siberia into Western and Eastern parts.
2. The sea washing the shores of the Kamchatka Peninsula.
5. A river that is a tributary of the Volga.
3. Guess the riddles.
wide in width,
Deeply deep,
Day and night it hits the shore.
You can't drink water from it,
Because it's not tasty -
And bitter and salty.
Answer: Sea
Shakes a little in the breeze
Ribbon in the open
Narrow tip in the spring,
And wide into the sea.
Answer: River
4. Using the map of the textbook “The world around us, grade 4,” give examples of seas that belong to the indicated oceans.
To the Arctic - Barents Sea, Kara Sea, Laptev Sea, Chukchi Sea.
To the Pacific - Bering Sea, Sea of Okhotsk, Sea of Japan.
To the Atlantic - the Black Sea, the Sea of Azov, the Baltic Sea.
Page 25. Natural areas of Russia
1. Write down between which main zones the indicated intermediate zones are located.
Forest-tundra - between tundra and forest.
Semi-deserts - between the steppe and the desert.
Forest-steppe - between forest and steppe.
2. Mark the direction in which we will move when studying natural areas.
3. Have you traveled around Russia? What natural area were you in? Prepare a story about her for your classmates.
I was in the foothill and mountain zones of the Krasnodar Territory, which are located in the Tuapse region. In the foothills and mountainous areas there are beech forests, followed by coniferous forests (fir, spruce, pine). Beech forests are inhabited by wild pigs, roe deer, and hunted by wolves, jackals, and bears. A variety of birds also live here: blackbirds, cuckoos, jays, woodpeckers.
Page 26-28. Arctic desert zone
1. What natural phenomenon is mentioned in the riddle? Write it down.
What a miracle, miracles:
The skies are on fire!
Oh, it's burning, the flames are burning
Above the sparkling ice.
Answer: Northern Lights
Read how the traveler Fridtjof Nansen described the same phenomenon:
“The whole sky sparkled, and the reflection of light played everywhere in the ice. The masses of light were divided into brilliant multi-colored stripes and intertwined in the most bizarre way, sparkling with unusually pure and bright colors of the rainbow.”
2. Cut out drawings of Arctic animals and plants from the Appendix. Make up power circuits and paste pictures.
Is it possible to connect these two power circuits into one? Why?
These two food chains cannot be combined into one, since crucian carp do not feed on roach.
3. Fill out the table.
Arctic plants: lichens, mosses, polar poppy, algae.
Animals of the Arctic: seagull, polar bear, guillemot, seal, auk, polar cod, crustaceans.
4. Solve the crossword puzzle.
Horizontally:
2. A living organism that is found on rocks in the Arctic.
4. Food for many marine inhabitants of the Arctic.
5. Polar flower.
6. Large white animal of the Arctic.
Vertically:
1. Bird of the Arctic.
2. A ship paving its way through the ice.
3. A natural phenomenon of amazing beauty during the polar night.
5. Re-read the article “Arctic Deserts and Man.” Write down what environmental problems have arisen as a result of human exploration of the Arctic.
Polar bears and walruses have become rare due to human hunting. Seals and their young suffer from poachers.
People engage in predatory fishing and dump garbage and hazardous waste.
6. Find in additional literature material about some plant or animal of the Arctic. Talk about it in class.
Reindeer
These large animals are not as graceful as other deer, but they are well adapted to the harsh conditions in which they have to live. Reindeer have come closer than any other ungulate to the Arctic zone. Thick fur protects deer from frost. A special feature of reindeer is that both males and females have antlers. In conditions of food shortage, females need such weapons in order to win the right to their grazing area. The main food of deer in summer is grass, berries, foliage and mushrooms, and in winter - lichen - reindeer moss.
7. Draw the northern lights as you imagine them.
Page 29-31. Tundra
2. Connect the pictures of plants and their names with arrows. If in doubt, find these plants in the identification atlas.
3. Make up and write down a food chain that can be observed in the tundra.
Dwarf birch twigs - Lemming - White Owl
Moss - Reindeer - Wolf
Cloudberry - Ptarmigan - Gyrfalcon
Arctic willow buds - Lemming - Arctic fox - Wolf
4. Re-read the article “Tundra and Man” on pp. 90-92 of the textbook. Write down what environmental problems have arisen in the tundra due to human economic activity.
From all-terrain vehicles and tractors, the soil surface is disturbed and plants die. During oil production, the surrounding area is often heavily polluted. In many reindeer pastures, moss disappears because reindeer are not always moved from one pasture to another in a timely manner. The most valuable pastures often perish. Illegal hunting - poaching - causes great harm to the wildlife of the tundra.
5. Come up with and draw environmental signs that will remind a person about protecting nature in the area.
6. Read the text. Guess what berries it says. Write down the names of the plants.
Ripe blueberries are quite large, dark blue in color, and covered with a light waxy coating. Their flesh is greenish and has a pleasant sweet-sour taste.
Most often this berry is eaten fresh. But you can make aromatic compote, delicious jelly, and jam from it. It is dried for the winter.
Another berry is very similar to blueberries. Only its berries are blacker and smaller, and the bush itself is lower. Its berries are juicy and tasty. This is blueberry.
Many people probably ate blueberry jam and drank tea with it. Ripe blueberries with milk are delicious. Dried berries are widely used in medicine and in the food industry.
7. Solve the crossword puzzle.
Horizontally:
1. A plant named for the color of its berries.
5. An insect that is found in huge numbers in the tundra in summer.
6. Bird of prey that feeds on rodents.
8. Relatives of the red fox, living in the tundra.
Vertically:
2. A rodent that is hunted by all tundra predators.
3. Tundra dwarf tree.
4. White bird, a close relative of the chicken.
7. Large horned animal of the tundra.
8. Fill out the table.
Tundra plants: polar willow, cloudberry, blueberry, lingonberry, dwarf birch, moss, reindeer moss
Tundra animals: gyrfalcon, swans, reindeer, greylag geese, gray cranes, snowy owl, arctic fox, sandpiper, ptarmigan, lemming.
Page 32-34. Forests of Russia
1. Write down the names of trees and shrubs. If in doubt, find these plants in the identification atlas.
2. Fill out the diagram. Give examples of plants found in each type of forest.
Coniferous forests - spruce, pine, larch, fir, cedar pine
Mixed forests - oak, spruce, birch, maple, pine
Broad-leaved forests - oak, maple, linden, ash, elm
3. Solve the crossword puzzle.
Horizontally:
4. A relative of the squirrel, gliding from tree to tree.
7. Tree or shrub with long narrow leaves.
8. An animal with five dark stripes along its back.
9. An animal that is hunted by forest predators.
Vertically:
1. Large forest animal.
2. A bird named for its colors.
3. Coniferous forest.
5. A bird storing cedar pine seeds for the winter.
6. Forest predator.
4. Fill out the table.
Forest plants: oak, maple, linden, ash, elm, spruce, pine, larch, fir, cedar pine, willow, juniper, hazel
Forest animals: nutcracker, merlin falcon, flying squirrel, squirrel, red deer, sable, elk, brown bear, chipmunk, capercaillie, vole
5. Connect cause and effect with lines.
6. Cut out drawings of forest animals and plants from the Appendix. Make up power circuits and paste pictures.
7. Find in additional literature material about some plant or animal of the forests. Talk about it in class.
Post subject: Kedrovka
Message plan:
1. Description of nutcracker
2. Places of residence
3. Interesting facts from the life of the nutcracker
4. Food
Important information for the message: Nutcracker - Its body is elongated, its neck is long, its head is large and flat, its beak is long and thin. The plumage is thick and soft; Its predominant color is dark brown. The length of the bird is 36 cm, the wingspan is 59, the length of the wing is 19, and the tail is 12 cm.
The habitat of the nutcracker is the protected coniferous forests of the high mountains of Central Europe. Its permanent residence is determined by cedar forests.
This bird looks awkward and even clumsy, but in fact it is both dexterous and playful; She walks on the ground very well, and also jumps on twigs and branches with great dexterity.
Nutcrackers live mainly on hazel trees, the nuts of which they are very fond of. As soon as the nuts are ripe, nutcrackers from the entire district gather in flocks to fly to the place where the hazel tree grows. Around this time they fly anxiously and a lot, and their voice can be heard almost everywhere.
On cedars and other coniferous trees they work with their claws, grabbing cones with them and breaking their shells with their strong beak; Having thus obtained nuts, they crack them like any other grains, pressing with their beaks. They crack ordinary nuts by deftly pressing their beak into a certain place. In addition to ordinary and pine nuts, the nutcracker eats acorns, beech nuts, spruce and pine seeds, bread grains, rowan, hawthorn, buckthorn, strawberries, blueberries and lingonberries, various seeds and fruits, all kinds of insects, worms, slugs and small vertebrates - in a word , does not disdain absolutely anything, thanks to which he does not experience hunger even in winter.
We mainly owe the spread of cedar trees to the nutcracker; she plants this tree in places where neither wind nor man could carry its seeds.
Page 35. Forest and man
1. Write in the crossword grid the names of animals and plants listed in the Red Book.
2. Write down what the forest gives to a person.
The forest is the “lungs” of our planet, the protector of the air. Home for plants, animals, mushrooms. A place for a person to rest. Source of berries, mushrooms, medicinal plants. Source of wood.
3. Write down what environmental problems arise in the forest area due to human activities.
Deforestation. Poaching. Forest fires. Deforestation along river banks. Garbage in the forest.
Page 36-38. Steppe zone
1. Connect cause and effect with lines.
2. Cut out drawings of steppe animals and plants from the Appendix. Make up power circuits and paste pictures.
3. Write down what environmental problems arise in the steppe zone due to human activity.
The steppes are plowed almost everywhere. There are almost no steppes left in the steppe zone! Cattle graze on unplowed areas of the steppes. Sometimes large herds of animals graze in one place for a long time, and overgrazing occurs. Hunting for steppe animals.
4. Imagine what the steppe looks like. I. Nikitin’s poem “In the Steppe” will help you with this.
Throughout the steppe there is feather grass,
It's all fog around the edges.
Far - far from the mound is a mound;
Clouds in the blue float in a white flock,
Cranes in the clouds are taking roll call.
Not a soul in sight. The day is drowning in gold,
The sleepy wind is too lazy to run across the grass...
Here is the river... Don't believe it. Then under the burning ray
Thin feather grass is cast in silver.
There is a hum in the feather grass, and they sing and buzz.
Whistles sound, hammers knock;
High, high in the sky the point is trembling,
A cheerful bell rings over the steppe.
In the middle of the path, dull dust rose in a column,
She spun and rushed into the wide steppe...
There is a path in all directions: no forest, no mountains.
An immense expanse, boundless space.
What steppe plant did the poet talk about? What did he compare it to?
What is the buzzer that Nikitin described? Who could make all these sounds? What bell is ringing over the steppe?
The poet talked about feather grass. He compared it to a river.
HUDOVEN, same as buzzing. A sound made during some action.
These sounds are made by insects that live in the steppe: grasshoppers, bumblebees, fillies and others.
A bell rings over the steppe, most likely the singing of a lark.
5. Fill out the table.
Steppe plants: tulips, irises, feather grass, fescue, thin-leaved peony, wormwood, poppies, anemones, irises, sage, broom
Animals of the steppes: steppe eagle, kestrel, steppe lark, bustard, gray partridge, demoiselle crane, ground squirrel, steppe viper, hamster, grasshopper, bumblebee, filly
6. Find in additional literature material about some plant or animal of the steppes. Talk about it in class.
A message about an animal of the steppe. Gopher
The gopher is a small rodent belonging to the Squirrel family. One of the largest representatives of this species is the steppe ground squirrel. An adult gopher has a body length of 25 to 37 cm. This animal weighs up to 1.5 kg. Approximately 35% of the total body length is the tail.
The hind legs of these animals are slightly longer than the front legs. The main difference between gophers and other rodents is the shape of their ears: they are short and slightly drooping. Gophers have so-called cheek pouches behind their cheeks.
The coat is short and thick. The color is light yellow interspersed with dark hair.
The steppe gopher is an animal that prefers a solitary lifestyle. Each adult has its own feeding area, which it carefully protects.
The steppe ground squirrel hibernates 9 months a year. In this sense, he is the record holder among all hibernating animals. This period ends at the end of February. The males wake up first, only after them the females, and only then the young individuals.
The enemies of these rodents are various predators, including foxes, wolves, steppe eagles, and ferrets.
This rodent does not have a very varied diet. He prefers plant foods. As a rule, these are bulbs and stems of plants, seeds and tubers of cereal crops, of which there are more than 30 species. Before hibernation, the steppe ground squirrel spends almost the entire day searching for food. This is necessary in order to accumulate the necessary fat reserves. The gopher, an inhabitant of the steppes, eats more than 16 kilograms of grass and grain over the summer.
The animal lives in burrows, which it constructs of several types. There are permanent, “rescue”, temporary shelters. The animals live in permanent burrows in winter, in temporary burrows in summer, and the purpose of “rescue” burrows is clear from their name.
The steppe gopher is an extremely cautious and secretive animal. When danger approaches, he instantly hides in one of the nearest holes. If he has moved far from his shelters, he lies down on the ground and freezes. Thanks to the color of its fur, it remains almost invisible on the ground. If this technique does not work, and the danger still exists, it emits a high-pitched, loud whistle, which can disorient the enemy for some time.
7. Solve the crossword puzzle.
Horizontally:
3. What animal of the steppes is compared to a person when they say: “Sleeps like...?”
6. A relative of the grasshopper.
7. The room where animals are kept in nurseries.
8. A steppe bird taken under human protection.
9. Thin-leaved steppe flower.
10. Steppe bird listed in the Red Book.
Vertically:
1. Hot dry wind.
2. Herbaceous plant of the steppe.
4. Bulbous flower.
5. A bird whose singing often sounds over the steppe.
8. Write down what animals of the steppes are mentioned in the riddles.
I arrange myself cleverly:
I have a pantry with me.
Where's the storage room? Behind the cheek!
I'm so cunning!
Answer: Hamster
If he wants, he will fly straight,
He wants - he hangs in the air,
Falls like a stone from the heights
And in the fields he sings, sings.
Answer: Lark.
Page 39-41. Deserts
1. Put a + sign next to the statements with which you agree.
Desert plants have long, powerful root systems.
- It often rains in the desert
+ There are sandstorms in the desert.
+ During the day, many desert animals bury themselves in the sand.
- Desert animals cannot survive without water for long.
+ Nights in the desert are cool.
- Desert plants have large, wide leaf blades.
+ Many animals go hunting at night.
- Cultivated plants suffer from excessive watering.
+ In the Black Lands reserve there are areas of semi-deserts and deserts.
2. Fill out the table.
Desert plants: camel thorn, spike grass, juzgun, saxaul, desert sedge, tamarisk, palmate grass.
Desert animals: jerboa, gerbil, long-eared hedgehog, corsac fox, saiga antelope, camels, sand boa, round-headed lizard, fast foot-and-mouth disease, sajja, filly, sacred scarab, darkling beetle
3. Find in additional literature material about some plant or animal of the desert. Talk about it in class.
Jerboa
Jerboas are small animals belonging to the order of rodents and living in desert, semi-desert and steppe regions of the world.
All jerboas resemble mice in appearance, with the only difference being that jerboas have very short forelimbs, and these animals do not use them when moving. In addition, all jerboas have large ears.
The animal is a hardworking digger, tirelessly digging holes even in the most dense soil.
The jerboa feeds mainly on plant foods, but does not refuse insects and their larvae.
The jerboa is active at night and spends daytime in burrows.
All jerboas have many natural enemies. Therefore, they have adapted to escape from predators by jumping and hiding in holes, where they wait out the heat of the day and the winter cold.
4. Make and write down a food chain that can be observed in the desert.
Kolosnyak - Gerbil - Sandy Efa (snake)
Camel thorn - Camel
Herbs - Saiga - Desert Wolf
Ants - Round-headed lizard - Sand boa
5. Find the extra word in each row. Cross it out.
Camel thorn, grass grass, feather grass, juzgun.
Gerbil, hamster, jerboa, long-eared hedgehog.
6. Read the text.
"King of the Desert"
The camel is called the "king of the desert." The camel carries its food and drink with it! For four days before the start of the next journey, the camel does nothing but eat and drink. It eats so much that a thick hump, weighing up to 45 kg, rises on the animal’s back, which is the camel’s fat “storehouse” and is used by it during travel. In addition, along the walls of the camel’s abdomen there are small cavities, shaped like flasks. The water supply is stored here. Thanks to this, the camel can withstand multi-day journeys from one source of water to another, and can go without food even longer, feeding on fat reserves from its hump.
(A. Likum)
What did you learn from the text about the camel? Title the text. Write down the name.
Make up 2-3 questions based on the text. Write them down. Ask questions to your desk neighbor.
Before starting a journey, what does a camel do?
What is on the back of a camel?
How much does a camel's hump weigh?
What is a camel's hump for and how does it use it?
Where does a camel store its water supplies?
What makes a camel able to withstand multi-day treks through the desert?
7. Find out the inhabitants and plants of the desert and write their names in the crossword puzzle grid.
8. Write down what environmental problems arise in the desert zone due to human activity.
Soil salinization. A lot of salt accumulates in it. This reduces the yield, and in some places the plants cannot grow at all.
Shifting sands. Fields, roads, buildings are falling asleep. The reason for this is overgrazing. Animals eat and trample the plants that fix the sand.
Poaching.
Page 42-44. By the Black Sea
1. Fill out the table.
Plants of the Black Sea coast: magnolia, fig, apricot, peach, juniper, eucalyptus, beech, walnut, cypress, chestnut
Animals of the Black Sea coast: roe deer, seagull, cicada, oleander hawk moth, cormorant, cornet jellyfish, dolphin, Caucasian lizard, mantis, crab, seahorse, pipefish
2. Fill in the circles next to the pictures of plants that are listed in the Red Book. Write the names of plants on the Black Sea coast of the Caucasus.
3. Write down what environmental problems arise in the subtropical zone due to human activity.
Clogging of coastal waters with dirty runoff. Catching rare insects and hunting rare animals. Littering of nature with garbage and waste after tourists' vacation. Predatory deforestation. Uncontrolled collection of rare plants.
4. Read the text.
Eucalyptus is native to Australia, from where it has spread throughout the world. These are tall, beautiful trees with fleshy, leathery leaves that hang down. Some eucalyptus trees reach a height of 100 meters.
Eucalyptus is often called the “pump tree.” Since this tree requires a lot of moisture, it is often planted in swampy areas. In some regions of the world, this has led to a reduction in the number of people suffering from malaria and other diseases.
Eucalyptus generously supplies a person with all kinds of medicines. Eucalyptus oil heals the respiratory tract, calms the nervous system, and has a good effect on kidney function.
Eucalyptus wood is very hard, but can be processed well. Man uses this wood in the construction of ships, as well as for interior decoration of houses.
(According to A. Likum)
What did you learn from the text about eucalyptus? Title the text. Write the name.
What is the birthplace of eucalyptus?
Why is eucalyptus called the "pump tree"?
How long do eucalyptus trees reach?
Eucalyptus is a tall plant?
Is Eucalyptus a medicinal plant?
What is eucalyptus wood used for?
5. Find in additional literature material about some plant or animal of the Black Sea coast of the Caucasus. Talk about it in class.
A story about an animal of the Black Sea coast. Jellyfish
There are many jellyfish in the Black Sea. Sometimes when fishing, so many jellyfish get caught in the net that it is impossible to separate the fish from them. The behavior of jellyfish can predict the approach of a storm. Already a few hours before the storm begins, jellyfish go deep into the sea. Scientists have found that in the body of this animal there is an organ that tunes in resonance with the “voice of the sea.” These signals irritate the ending of the jellyfish's auditory nerve. She seems to hear the storm approaching and flees from it.
Taking this feature of the jellyfish into account, a group of scientists created a device for predicting storms and thunderstorms not only at sea, but also on land.
6. Continue filling out the “Nature Conservation” table
7. Solve the crossword puzzle.
Horizontally:
3. Tall tree brought from warm countries.
6. Gelatinous inhabitant of the seas.
8. The name of the natural area near the Black Sea coast.
Vertically:
1. The fruit of this tree is small in size and orange in color.
2. A small southern evergreen tree, listed in the Red Book.
3. Large animal of coastal forests.
4. Resort city.
5. Beetle listed in the Red Book.
7. Black Sea dolphin.
9. Coniferous evergreen plant listed in the Red Book.
8. On an additional sheet of paper, draw environmental signs that will remind a person of behavior on the shores of the Black Sea. Organize a class competition for the best environmental sign.
HOMELAND - PART OF A BIG COUNTRY
Page 45. Our land
1. Connect the cards and their names with arrows.
Which of these cards are similar? How are they different?
Political and political-administrative maps are similar. They both show state borders of states. In addition to state borders, the political-administrative map shows the administrative-territorial structure of states, i.e. The boundaries of the regions into which the state is divided are shown.
2. Find it on the map in the textbook on p. 136 - 137 your land. Write down its name.
Page 46-47. The surface of our region
1. Solve the crossword puzzle.
Horizontally:
2. Central Siberian... Answer: Plateau
4. An artificial mountain created by man from industrial waste. Answer: Terrikon
7. One of the natural factors that has a destructive effect on rocks and soil. Answer: Wind
8. An elevation rising above the surface of the earth to a height of more than 200 meters. Answer: Mountain
Vertically:
1. A large, flat piece of land plowed for crops. Answer: Field
3. Place of extraction of shallow minerals. Answer: Quarry
5. A large ravine formed in the soil as a result of heavy rainfall. Answer: Ravine
6. A depression in the ground with gentle slopes covered with plants. Answer: Beam
2. Fill out the table. Write in what ways you can protect and restore the surface of your native land.
Causes of surface destruction Methods of surface restoration
Formation of ravines and gullies To stop the formation of a ravine, small potholes are buried and grass is sown in this place. Low fences made of willow stakes and twigs are placed across a small ravine. Over time, the stakes will take root, and a reliable living barrier will form for water flows. Trees and shrubs are planted along the edges and slopes of the ravine.
Incorrect plowing of land Plowing can only be done across slopes. And steep slopes cannot be plowed at all.
Landfills Sorting and recycling of waste in special plants. Hilling, planting with plants. If you find a landfill, you must report it to the Nature Conservation Society. It is necessary to take part in garbage collection.
Abandoned waste pits are leveled, soil is brought in and plants are planted. Valuable substances are extracted from waste heap rocks.
Page 48. Water resources of our region
1. Fill out the diagram. Give examples of water bodies of each group.
2. Write down the importance of water bodies in people’s lives.
The importance of rivers, lakes, and seas in human life is great. They delight with beauty, people relax on their shores, travel by water, and transport goods. People take water from rivers and lakes, without which it is impossible to live either at home or at work.
3. Write down the causes of water pollution.
Factories, factories, and farms pollute water.
Chemicals used as fertilizers in agriculture get into the water.
Cars, motorcycles, and mopeds are washed on the shores of reservoirs; because of this, motor oil and gasoline can get into the water.
Very often people throw garbage
4. Write the names of water bodies in the area in which you live. Indicate in brackets whether the water body is artificial or natural.
Oka (natural), Moscow Canal (artificial), Klyazma (natural), Mozhaiskoye Reservoir (artificial), Rublevskoye Reservoir (artificial), Moscow River (natural).
Page 49-51. Our underground wealth
1. List the minerals you know in the table.
oil
natural gas
brown coal
coal
anthracite
peat
Ore (metallic):
copper ore
iron ore
mercury ore
bauxite
zinc ore
bauxite
Construction:
limestone
sand
clay
granite
mica
quartz
2. Connect with arrows the names of minerals and places of their extraction.
3. Read the article “Limestone with his family” in the atlas-determinant “From Earth to Sky”. List the "family members" of this mineral.
Calcite, limestone-shell rock, chalk, marble.
4. Write where and how people use minerals.
Granite - for the construction of monuments, cladding of buildings, paving streets and squares.
Limestone is used in the construction of buildings and roads.
Sand - used for construction and glass making.
Clay - make tiles, flower pots, dishes, beautiful vases
Peat is used as fuel in residential buildings, as fertilizer, and serves as bedding for animals.
Coal is used as fuel, and also serves for the chemical industry: paints, plastics and other valuable materials are obtained from it.
Iron ore is used to smelt cast iron, and cast iron is used to make steel.
Oil - produces liquid fuels (gasoline, kerosene, fuel oil), lubricating oils, plastics, fibers for making textiles.
Gas is a very good fuel; chemical plants produce plastics, fibers and other products from it.
5. Solve the crossword puzzle.
Horizontally:
3. Once upon a time I was at the bottom of the sea,
Now we are building a house out of stone.
Answer: Limestone
6. It was cooked for a long time in a blast furnace,
Scissors and keys turned out great.
Answer: Ore
7. Plants grew in the swamp,
They became fuel and fertilizer.
Answer: Peat
8. It is black, shiny,
Our assistant is real.
It brings warmth to homes,
It's light all around,
Helps melt steel
Making paints and enamels.
Answer: Coal
Vertically:
1. If you meet me on the road,
Your feet will get stuck.
How to make a bowl or vase -
You'll need it right away.
Answer: Clay
2. The kids really need it,
He's on the paths in the yard,
He's at a construction site and on the beach,
It is even melted in the glass.
Answer: Sand
4. This is a liquid raw material
They pump from the ground.
"Black gold" it
People call.
Answer: Oil
5. It is very durable and elastic,
A reliable friend for builders:
Houses, steps, pedestals
They will become beautiful and noticeable.
Answer: Granite
6. Mom has an excellent assistant in the kitchen.
It blooms like a blue flower from a match.
Answer: Gas
Page 52. The earth is the nurse
1. Fill out the diagram.
2. Connect with arrows the names of natural zones and soils that correspond to them.
Tundra soils are common in tundras, podzolic soils are common in taiga and mixed forests, gray forest soils are common in deciduous forests, and chernozem soils, or chernozems, are common in steppes. Swamps are characterized by bog soils, while meadows are characterized by meadow soils.
The most common soils in our country are podzolic. And the most fertile ones are chernozems. Chernozem is one of the most fertile soils in the world.
Exchange notebooks with your desk neighbor. Check each other's work.
3. Write down examples of actions aimed at protecting the soil.
To protect the soil in the fields, it is necessary to plant shelterbelts and carry out snow retention in winter. It is very correct to plow the soil on slopes. You cannot use pesticides and fertilizers in excess of the norm; they accumulate and pollute the soil.
Page 53-55. Forest life
1. Imagine that you are entering a forest. A poem by V. Rozhdestvensky will help you with this.
When you enter the forest, fragrant and cool,
Among the spots of sunshine and strict silence
Your breast greets you so joyfully and greedily
The breath of wet herbs and the aroma of pine.
Your foot slides on a scattering of needles
Or rustles the grass, shaking off drops of dew.
And the gloomy canopy of wide-legged fir trees
Intertwined with the foliage of alder and young birches.
Hello, haven of peace and freedom,
Unpretentious forest of the native north!
You are full of freshness, and everything in you is alive,
And you have so many mysteries and miracles!
What forest did you end up in? Prove it. Underline the names of the trees mentioned in the text.
We found ourselves in a mixed forest, as conifers (pines, spruces) and deciduous trees (alder, birch) were mixed here.
Write what other trees can be seen in such a forest.
In such a forest you can also see larch, aspen, linden, maple, oak, elm, and fir.
2. Fill out the table.
Forest inhabitants.
On the trees:
Squirrel
Woodpecker
Oriole
Silkworm
Bark beetle
Thrush
On the ground:
Boar
Vole
Wood mouse
Weasel
Earthworm
Snail
Moles
Ants
Animal soil
3. What animals of the forest are mentioned in the riddles? Cut out their images in the Appendix and stick them next to the riddles.
What kind of forest animal
Stood up like a post under a pine tree
And stands among the grass -
Are your ears bigger than your head?
Answer: Hare
He looks like a shepherd.
Every tooth is a sharp knife!
He runs with his mouth bared,
Ready to attack a sheep.
Answer: Wolf
Touching the grass with hooves,
A handsome man walks through the forest,
Walks boldly and easily
Horns spread high.
Answer: Elk
This resident in clear weather
Without a flashlight he climbs into the hole.
He likes to work only in the dark.
He wears a brown suede tailcoat.
Answer: Mole
I walk around in a fluffy fur coat,
I live in a dense forest.
In a hollow on an old oak tree
I'm gnawing nuts.
Answer: Squirrel
4. Write what the role of mushrooms is in nature.
They suck up moisture and salts from the soil and give it to the trees.
Insects lay larvae in them.
People love to collect and eat them.
Forest nurses. They are involved in the circulation of organic substances and destroy plant residues.
Animals eat them.
5. Compose and write down 2 - 3 food chains characteristic of the forest zone.
Boletus - Wood mouse - Weasel
Spruce - Bark beetle - Thrush
Exchange notebooks with your desk neighbor. Check each other's work.
6. Write the names of the mushrooms, use the identification atlas.
Page 56-58. Meadow life
1. Fill out the table
Meadow plants:
Yarrow
Nivyanyk
Mouse peas
Bluegrass
Timofeevka
Foxtail
Meadow animals:
Wagtail
Flower flies
Swallowtail caterpillar
Bumblebee
Quail
Earthworm
filly
Grasshopper
Vole
Toad
Lizard
Landrail
dung beetle
2. Color in the circles under the meadow plants. If in doubt, find information about these plants in the identification atlas.
3. Read the text.
Swallowtail Butterfly
The flight of a swallowtail can be compared to the proud soaring of an eagle. This butterfly seems to be in no hurry, showing all the splendor of its black and yellow wings with a clear pattern and bright spots near the straight, arrow-like spurs.
It is rare and is listed in the Red Book, but this is not a reason for despair. Find a place where hogweed or mustard grows and wait for the swallowtail. It is quite possible that it will appear, since it is on these plants that the swallowtail lays its eggs. From these testicles develop thick green caterpillars with red warts and black velvety bandages. As soon as the caterpillar is disturbed, it takes in its head, next to which a fleshy orange fork protrudes, and begins to spread a smell.
(P. Lyakhov, G. Lyubarsky)
What did you learn from the text about the swallowtail? Title the text. Write the name.
Make up 4 - 5 questions based on the text. Write them down. Ask these questions to your desk neighbor.
What can you compare the flight of a swallowtail to?
What color are the wings of a swallowtail?
Rare or common swallowtail butterfly?
What plants can be found near swallowtails?
What does a swallowtail caterpillar look like?
How does the swallowtail caterpillar react to danger?
4. Come up with and draw environmental signs that will remind you of the rules of behavior in the meadow.
5. Find in additional literature material about some plant or animal of the meadow. Talk about it in class.
Landrail
Crake is a bird of the rail family. She is the only representative of the species; there are no subspecies.
This bird is small in size - its body reaches 25-30 centimeters in length. The wingspan is 45-55 centimeters. The body color is red with black streaks.
The corncrake makes nests in thickets near water bodies, as well as on mountain slopes and meadows. Corncrake can also settle along the edges of crop fields.
For the winter, birds fly to Congo and Central Tanzania, which are located on the African continent. They spend the winter in savannas and meadows, and also live in reed thickets.
Crakes are omnivorous birds. The main components of the diet are invertebrates: earthworms, snails, beetles, slugs, grasshoppers, spiders and dragonflies. Birds also feed on small frogs. Plant food is also used; corncrakes eat grain seeds and grass. To make food grind in the stomach, birds swallow small pebbles. Corncrakes feed on the ground, flitting from one place to another.
Corncrakes arrive at nesting sites in late spring - early summer, when tall grass is already growing. The female builds the nest. The nest is built on the ground among thin but tall grass, in which the bird can easily move. The female lines the inside of the nest with moss and grass. The diameter of the nest can be 15 centimeters, with a depth of 3-4 centimeters. The incubation period lasts 3 weeks. The chicks begin to feed on their own after 3 weeks.
After the nesting season, birds begin molting. At the end of molting, corncrakes lose their flight feathers, so they are temporarily unable to fly. At this time, the birds hide in dense thickets and behave very quietly. When new feathers grow, the birds head south. The migration, as a rule, begins in late summer - early autumn, until October. Life expectancy in the wild is about 5-7 years.
6. Cut out drawings of plants and animals of the meadow from the Appendix. Make up power circuits and paste pictures.
7. Put a + sign next to the statements with which you agree.
Herbaceous plants and shrubs grow in the meadow.
+ Large animals do not live in the meadow.
- The meadow is kept clean by nurse insects.
+ Meadow birds feed mainly on insects.
- It’s easy to recognize a quail; it constantly shakes its tail.
+ Voles and mice eat plant foods.
+ You can find mushrooms in the meadows.
+ Some species of bumblebees are included in the Red Book of Russia.
- Caterpillars must be destroyed in the meadows.
+ Bluegrass, timothy, foxtail and clover are valuable forage plants.
Page 59-62. Life in fresh waters
1. Write down what animals of rivers and reservoirs are mentioned in the riddles.
There are lumberjacks on the rivers
In silver-brown fur coats.
From trees, branches, clay
They build strong dams.
Answer: Beaver
She lives in the water
There is no beak, but it pecks.
Answer: Fish
Swimming in the river
Digging in the mud:
My head is in a puddle,
Tail out.
Answer: Duck
She grew up and grew a tail,
She wore a dark dress.
She grew up and became green,
I swapped the tail for oars.
Answer: Frog
Everybody's moving forward
And he's the opposite
He can do it for two hours straight
Move backwards all the time.
Answer: Cancer
2. Connect the images of shallow water plants with their names using arrows.
reeds, cattails, reeds
3. Compose and write down 2 - 3 food chains characteristic of fresh waters.
Mosquito - Water strider bugs - Crucian carp
Green algae - pond fish - bream
Tadpoles - Swimming beetle - Mallard duck
4. Fill in the circles next to the drawings of plants that have been taken under human protection. If in doubt, find information about these plants in the identification atlas.
5. Fill out the table.
Freshwater plants:
Reed
Rogoz
Cane
Kubyshka
Arrowhead
Water lily
Elodea
Fresh water animals:
mallard duck
Beaver
Water strider bug
Swimming beetle
crucian carp
Bivalves
Crayfish
Heron
Pike
Coil
Prudovik
6. Read the text.
How does a snail move if it has no legs? The fact is that the entire lower part of the snail’s body is a solid “leg”! This leg has a flat and smooth surface and contains muscles that allow the snail to glide along the ground. To facilitate its movement, this leg has tiny glands that produce mucus, and the snail literally glides along the wet surface using wave-like movements. This “leg” is downright amazing - a snail can crawl along the blade of the sharpest razor without the slightest damage!
Snails live on land or in fresh water. The snail's tongue resembles a file. There are hundreds of small teeth on it, and the snail uses them to cut and break food. (A. Likum)
What did you learn from the text about the snail? Title the text. Write the name.
Make up 4 - 5 questions based on the text. Write them down. Ask these questions to your desk neighbor.
How does a snail move?
Where do snails live?
What helps a snail glide along the ground?
Does a snail have teeth?
7. On an additional sheet of paper, draw environmental signs calling for the protection of animals and plants of rivers and reservoirs. Organize a class competition for the best environmental sign.
8. Connect the images of mollusks with their names with arrows.
barley, toothless, pond snail, reel
9. Put a + sign next to the statements with which you agree.
In many plants of rivers and reservoirs, the roots are attached to the bottom, and the leaves rise above the water.
- The swimming beetle runs well on the surface of the water.
- Bivalves feed on plants.
+ Swamps are water storage facilities.
+ Sundew is a carnivorous plant.
+ Pike is a predatory fish.
+ Bacteria process dead remains of plants and animals.
+ In winter, holes must be made in the ice of rivers and reservoirs.
- Cranberries grow well on river banks.
- Man must drain all swamps.
10. Find in additional literature material about some plant or animal of a river or reservoir. Talk about it in class.
Message about beavers
In a deep forest, not far from the river, you can see a strange picture: many fallen young trees with gnawed branches, the trunks and stumps of which resemble the ends of a sharpened pencil. From this “logging”, well-trodden paths stretch towards the river, often filled with water and reminiscent of a complex system of canals. The river itself is blocked by high dams made of streams tightly folded and fastened together, and a fantastic structure rises on the water - a well-built hut the height of a village house. Who worked on all this and why were these strange buildings erected? If you are lucky enough to see all this, know that you have entered the domain of beavers.
Beavers are the largest rodents that live in the northern forests of Europe and North America. These amazing animals have adapted to a semi-aquatic lifestyle. They have swimming membranes on their hind legs, the beaver's tail is flat, like a shovel, and covered with large scales, and its eyes are equipped with a transparent nictitating membrane, which allows the animal to see perfectly under water. Small ears and nostrils close tightly when diving. To prevent the beaver from being cold when swimming in icy water in winter, nature has endowed it with a luxurious fur coat - thick, long, shiny hair does not allow water to pass through and does not allow the warm fur to get wet, which warms the beaver in cold weather. Because of this fur coat, beavers were almost exterminated, but now that strict measures have been taken to protect them, their numbers are increasing everywhere.
Beavers live both alone and in families and large colonies. Lonely beavers do not build complex structures, but the head of the family has to work hard. The animals build their houses - tall huts - "beaver huts" - on the water. First, the beaver cuts down trees, gnawing their trunks with sharp and large incisors. Having knocked down a tree, the beaver gnaws its branches and drags this building material to the water. Diving, he carefully places the branches on the bottom and fastens them with clay, silt, small twigs and stones. So, gradually a mound grows at the bottom of the river, its flat top emerging onto the surface, like an island. Above this island, the beaver erects a dome-shaped structure from the same gnawing branches. The walls of the house are windproof. All the cracks are tightly packed with leaves, silt and clay, only part of the ceiling is covered with a thin layer of twigs - for ventilation. The entrance to the hut is under water. Such a house is very warm, even in severe frosts it is not cold in it.
But the hut will not be able to withstand the strong current, so the beavers build dams. The dam is constructed according to the same principle as the hut. Branches pile up at the bottom, and gradually the wall grows and rises above the water level, blocking the river. This is how beaver dams are formed. Beaver dams with a length of 700 and 1200 meters are known. More than one generation of rodents has been working on the construction of such a colossus.
Near large dams, water-filled canals lead from the river to the forest. Beavers do not dig them, but trample them, and go the same routes year after year. Gradually, these paths fill with water. This is convenient for beavers, because it is easier to move with a load of branches by swimming than on foot, so the channels are kept clean and, if possible, widened.
Interestingly, wood is not only a building material, but also food for beavers. In the summer, when there is a lot of greenery around, beavers eat aquatic vegetation, leaves and young shoots, and for the winter they prepare other food - thin twigs and tree bark. Beavers drag food wood to the bottom of the river, creating a food warehouse. In winter, during particularly severe frosts, the beaver will not have to go into the forest to get dinner for his family; it will be enough to visit his pantry.
Page 63-66. Crop production in our region
1. List the branches of crop production. Give examples of the crops they grow.
1) Field farming. Examples of crops: wheat, rye, oats, barley, millet, corn, sunflower, flax, buckwheat, potatoes
2) Vegetable growing. Examples of crops: cabbage, carrots, tomatoes, cucumbers, onions, garlic.
3) Fruit growing. Examples of crops: apple tree, pear tree, cherry, plum, currant, strawberry, raspberry, gooseberry.
4) Floriculture. Examples of crops: peonies, lilies, irises, tulips
2. Connect with arrows the pictures of plants and the names of their growing places.
3. Do you have decorative flowers in your house? If there are, write down their names.
Violet, begonia, geranium, hyacinth, pansy, rose.
4. Solve the crossword puzzle.
Horizontally:
4. What's that squeak?
What's that crunch?
What kind of bush is this?
How can there be no crunch?
If I - ... .
Answer: Cabbage
6. It grows in the ground,
Cleaned up for winter.
The head looks like a bow.
If you just chew
Even a small slice -
It will smell for a very long time.
Answer: Garlic
8. Swallowed only two pinches -
And it burns in my mouth and in my throat,
And in the stomach - almost a day!
Answer: Pepper
11. I live even in the field, but everything is in captivity:
Not caressed by the sun, not carried by the wind,
Not washed by the rain, not fed with air;
And in the dark I sleep and save up supplies.
Answer: Potatoes
13. I turnip sister has a sharp tongue.
Answer: Radish
15. Green branches grow in the garden bed,
And there are red children on them.
Answer: Tomato
16. Curious red nose
Rooted into the ground up to the top of his head.
They just hang out in the garden
Green heels.
Answer: Carrot
Vertically:
1. In a long room
The sisters sat in a row.
Answer: Beans
2. He is tightly dressed in ten clothes,
He often comes to us for lunch.
But only you call him to the table,
You won’t even notice how you shed tears.
Answer: Onion
3. It is good for sour cabbage soup
(Apart from other vegetables).
Answer: Sorrel
5. Round, not a month, yellow, not butter,
Sweet, not sugar, with a tail, not a mouse.
Answer: Turnip
7. Even though I’m called sugar,
But I didn’t get wet from the rain.
Large, round, sweet in taste.
Did you recognize it? I - ... .
Answer: Beetroot
9. White, thin and long
This root is rich in vitamins.
Mom rubs and doesn’t hide her tears.
We are laughing, but mom is crying.
They began to eat it themselves
We shed tears.
Answer: Horseradish
10. Red on the outside, white on the inside,
On the head there is a tuft of green forest.
Answer: Radish
12. Creeping stems, prickly leaves,
The flower is a funnel with a yellow crown;
And green fruit from the garden is good for the mouth.
Answer: Cucumber
14. The cramped house split
In two halves
And fell into the palms
Beads - pellets.
Answer: Peas
Write the name of the crop growing industry that grows the crops named in the answers.
The name of the crop growing industry is vegetable growing.
5. Fill in the circles next to the pictures of decorative flowers that people grow.
6. Read the text.
Sunflower
Sunflower came to Europe from Mexico. Three hundred years ago this plant came to Russia. The sunflower got its name due to the fact that its flower turns during the day following the movement of the sun.
At first it was bred to decorate gardens. Then man discovered that sunflower seeds could be eaten. And only 200 years ago people figured out how to extract oil from these seeds.
Man makes full use of the entire plant. He eats sunflower seeds himself and squeezes oil out of them. Animals are given chopped, processed stems and cake (the remains of seeds after pressing the oil).
What did you learn from the text about sunflowers? Title the text. Write down the name.
Make up 4 - 5 questions based on the text. Write them down. Ask these questions to your desk neighbor.
Where is the homeland of the sunflower?
Why were sunflowers first bred?
How many years ago did the sunflower come to Russia?
When did people realize that oil could be obtained from sunflower seeds?
How do people use sunflowers?
Page 67-68 Livestock farming in our region
1. List the livestock industries. Give examples of animals from each industry.
1) Cattle breeding - cows
2) Breeding small livestock - sheep, goats
2) Pig breeding - pigs: large white, Kemerovo breed
3) Horse breeding - horses: Don, Oryol trotter, Russian riding
4) Rabbit breeding - rabbits: gray giant, black-brown, Russian ermine
5) Poultry farming - chickens, geese, ducks, turkeys
6) Fish farming - carp, carp, grass carp, silver carp
7) Beekeeping - bees: Carpathian, gray mountain Caucasian, Central Russian, Kuban.
2. Think and write down why a person began to raise these animals.
Chicken - meat, eggs
Horse - cargo transportation, means of transportation.
Cow - milk, meat
3. Find material about some domestic animal in additional literature. Talk about it in class.
Pet message. Horse
Throughout their existence on Earth, man and horse have constantly been in interaction and mutual influence. In prehistoric times, the main object of hunting for primitive people was horses; they were used to produce hides and use them for food: meat and milk. Over time, the horse turned into a domesticated animal, becoming the main means of transportation and cargo transportation, and an instrument of peaceful labor. Horses took part in the seizure and development of new lands and countries; with their help, transport connections between cities were established.
Horses have found practical use in such areas of society as industry and agriculture, sports and culture, transport and war, recreational horse riding and simply as a means of obtaining aesthetic pleasure.
Currently, the horse helps people in maintaining law and order on the streets of large cities. In 1758, the first mounted police were formed in London. It still exists today. Horse patrol can be seen at a variety of public events, parades, carnivals, concerts, etc.
Horses are divided into draft, riding, pack, trotting and racing horses. Horse breeds are very diverse, interesting and, at times, very unusual.
There are about 300 horse breeds known in modern horse breeding, less than half of which are the most numerous and popular. There are about 50 horse breeds common in Russia.
Pet message. Guinea fowl
Guinea fowl are the closest relatives of chickens, but differ from the latter in the higher quality of meat and eggs. In Russia, these birds began to be bred as ornamental birds back in the 18th century, when they were brought to our country from the heat of Africa. And only then did they find out the beneficial qualities of these birds.
Externally, guinea fowl are very beautiful, it is not for nothing that people call them “royal” birds (the name comes from the ancient Russian word “tsar”). They have a miniature body, short rounded wings and strong, high legs. A light brown crest resembling a helmet rises on the bird’s head, and white and red earrings hang on both sides below the beak.
These birds prefer to stay in small flocks. They rarely sit still, constantly moving and at the same time calling to each other using loud sounds. Sensing danger, the guinea fowl raise a terrible cry and run away in all directions.
Guinea fowl are kept in a spacious, warm and dry room. In good weather, they spend the whole day in the fresh air, always returning home after dark and sitting on perches. These birds are quite friendly towards other feathered inhabitants of the farmstead, but if necessary they can defend themselves. It is practically impossible for predators to catch up with them, because guinea fowl fly high and run very fast.
As for food, guinea fowl are not at all picky; various food waste, as well as chopped vegetables, are quite suitable for them. Birds happily eat insects, snails, and earthworms. By the way, guinea fowl bring great benefits to their owners by searching for and eating Colorado potato beetles that destroy crops.
As a rule, there are no difficulties with breeding guinea fowl: they grow well, quickly adapt to any conditions, get sick less often than other poultry, providing their owners with high-quality dietary products.
Guinea fowl eggs contain many vitamins, iron and other beneficial substances.
4. Solve the crossword puzzle.
Horizontally:
3. The hungry one moos, the well-fed one chews,
He gives milk to all the children.
Answer: Cow
6. Walks important and pompous,
There is a flap hanging on the nose.
Answer: Turkey
7. Horned horse
Either in freedom or in harness.
Answer: Deer
Vertically:
1. Jumps deftly and gnaws carrots.
Answer: Rabbit
2. It wouldn’t be my work,
It wouldn't be my run
You would live badly, man.
But in the age of the car and the motor
I'm afraid I'll be retiring soon.
Answer: Horse
4. I'm digging in the ground with my little snout,
I'll take a swim in a dirty puddle.
Answer: Pig
5. Although they sting painfully,
We are satisfied with their work.
Answer: Bee
Pages 70-71 Table
natural area - name of the reserve - animals and plants under protection
taiga - Pechoro-Ilychsky reserve - Animals: elk, reindeer, wolf, wolverine, beaver, sable, marten, fish: salmon, whitefish, grayling, taimen.
taiga - Cedar Pad Nature Reserve - Plants: Korean cedar, velvet, ginseng. Animal: Ussuri tiger.
tundra - Kandalaksha Nature Reserve - Animals: wild reindeer, polar geese.
In this diary you will record your observations of nature. To do this, you need to know the conventions with which you can record these observations.
Monitor the weather throughout the year. Using symbols, write down the results of your observations in tables.
September
During observations from September 11 to 17, there were 2 cloudy days, 4 cloudy days and 1 clear day. Precipitation in the form of rain was observed for two days. The air temperature was from +16°C to +26°C. This is much higher than the average air temperature in September (+12.5°C - the average for the last 10 years). We can conclude that this week of September in Moscow was quite cloudy, but very warm.
October
During observations from October 16 to 22, there were 4 cloudy days, 2 cloudy days and 1 clear day. Precipitation in the form of rain was observed within one day. The air temperature was from +2°C to +14°C. According to statistics, the average air temperature in Moscow in October is +5.7°C. It turns out that 5 days were warmer than normal, and two days were colder. Conclusion: October this year is quite warm and dry, but cloudy.
November
During observations from November 20 to 26, there were 6 cloudy days, 1 cloudy day, and not a single clear day. Precipitation in the form of snow was observed for three days. The air temperature was from -5°C to +2°C. According to statistics, the average air temperature in Moscow in November is +1°C. It turns out that 6 days were significantly colder than normal, and one day was warmer. Conclusion: November this year was very cold and cloudy.
December
During observations from December 18 to 24, all 7 days were cloudy. Precipitation in the form of snow was observed for two days. The air temperature was from -3°C to +1°C. According to statistics, the average air temperature in Moscow in December is -3.5°C. That is, all 7 days were much warmer than normal. Conclusion: this December was much warmer than usual and very cloudy.
January
During observations from January 15 to 21, there were 5 cloudy and 2 cloudy days. Precipitation in the form of snow was observed for 4 days. The air temperature was from -8°C to -2°C. According to statistics, the average air temperature in Moscow in January is -8°C. This means that for 3 days the temperature corresponded to the climate norm, and for 4 days it was slightly above average. Conclusion: in January the weather was a little warmer than usual, but overall January was quite normal for Moscow.
February
During observations from February 12 to 18, there were 3 cloudy, 2 cloudy and 2 clear days. Precipitation in the form of snow was observed for 2 days. The air temperature was from -7°C to -3°C. According to statistics, the average air temperature in Moscow in February is -5.2°C. We can say that the temperature differed slightly from the average values: 3 days was slightly below normal and 4 days slightly higher. Conclusion: in February the weather fully corresponded to the Moscow climate norm.
March
During observations from March 19 to 25, there were 3 cloudy and 4 clear days. There was no precipitation at all. The air temperature was from 0°C to +6°C. According to statistics, the average air temperature in Moscow in March is -0.3°C. This means that the air temperature in this week of March was significantly above normal for all seven days. Conclusion: March in Moscow was very warm and absolutely without precipitation.
April
During observations from March 16 to 22, there were 4 cloudy, 1 cloudy and 2 clear days. There was no precipitation at all. The air temperature was from +2°C to +20°C. According to statistics, the average air temperature in Moscow in April is +7°C, that is, 6 out of 7 days were significantly warmer than the climate norm. Conclusion: in April the weather was significantly warmer than average air temperatures obtained over the last 10 years of observations.
May
During observations from March 14 to March 20, there were 4 cloudy and 3 cloudy days. Precipitation in the form of rain was observed for two days. The air temperature was from +8°C to +22°C. According to statistics, the average air temperature in Moscow in April is +14.3°C. This means that the air temperature was below normal for 3 days and above normal for 4 days. Conclusion: May in Moscow approximately corresponded to the average values of long-term observations.
Analyze the weather of each week of the month and draw a conclusion. Write it down.
If you look at the results, you can see that:
— September — warmer than the climate norm;
— October — warmer than the climate norm;
— November — colder than the climate norm;
— December — warmer than the climate norm;
— January — warmer than the climate norm;
— February — within the climatic norm;
— March — warmer than the climate norm;
— April — warmer than the climate norm;
— May — within the climatic norm.
Conclusion: out of 9 months of the academic year, 6 months were warmer than the climate norm, 1 month was colder and 2 months corresponded to the average.
At first glance, one could say that the weather this year was much warmer than usual, but for a reliable conclusion it is necessary to evaluate observational data for each day of the assessed period, since reliable conclusions cannot be drawn based on data from just one week from each month.
Comment: accurate weather data in the desired locality for any date can be found on the Internet. For example, on the website https://www.gismeteo.ru/diary/4368/2018/4/ or on other similar sites. Average temperature values can be found, for example, on Wikipedia on the page of your city or village.
Questions for the observation diary
1. Late in the evening, look at the starry sky. Find the constellation Ursa Minor, and in it - the North Star. Use it to determine the sides of the horizon.
2. Find physical and political maps in the atlas. Compare them. Find similarities and differences.
Similarities:
— both types of maps show various geographical objects: continents, oceans, seas, rivers, islands, bays, straits, peninsulas, etc.;
— maps of both types are drawn to scale; from them you can always determine the size of objects and the distance, for example, between cities;
- both types of maps can show either the entire world (world map), or individual continents or continents (for example, a map of Europe or a map of Asia), or certain areas of the planet’s surface (for example, a map of the Scandinavian Peninsula).
Differences:
- these types of maps are made for different purposes: a physical map shows natural landscapes: mountains, lowlands, hills, plateaus, sea depressions, etc., and a political map shows the territory of states and their borders, capitals, main cities, main routes of communication and etc.;
- for these types of maps, different standards of color designation are adopted: on a physical map, colors indicate the height of the surface above sea level or the depth of the seabed (from light green to dark brown for height and from light blue to dark blue for depth), and on the political map shows individual states in different contrasting colors;
- political maps can change quite often (for example, when the borders of a state change or states are united), while physical maps are more permanent, since new islands and mountains appear very rarely.
3. Learn to show geographic features on a wall map.
Complete the task yourself
4. Find in additional literature how the numbers from 21 to 100 are designated in Roman numeration. Show in class how these numbers are written.
The number 21 is written XXI.
The number 100 is written S.
5. Select a World Heritage Site. Prepare a presentation about it.
The historical center of St. Petersburg and associated monument complexes
St. Petersburg is one of the most beautiful cities in Russia. It amazingly combines monuments of the Peter the Great era, Soviet architectural masterpieces and modern buildings and neighborhoods.
St. Petersburg was included in the UNESCO World Heritage Sites in 1990. This was a unique case when almost the entire city became a heritage object, and not individual buildings or an architectural ensemble, but St. Petersburg deserves it!
The Winter Palace and Palace Square, Nevsky Prospekt and the Kazan Cathedral, the buildings of the Academy of Arts and the Twelve Colleges, the Bronze Horseman and St. Isaac's Cathedral, Konyushennye Streets, New Holland, the Admiralty and the Exchange - the list of world-famous monuments of St. Petersburg could go on for a very long time. But there are also many cultural treasures around the city: Catherine Palace, Alexandria, Oranienbaum, Peterhof, Pavlovsk and many many other palace complexes, parks and natural areas.
Incredibly, in addition to historical sites and unique natural corners of St. Petersburg, UNESCO included in the heritage list also little-known attractions: the ancient Russian Orekhovskaya fortress on Ladoga, the Sestroretsk arms factory, the Lindulovskaya grove and some others.
6. Using a physical map, tell us about large mineral deposits in Russia.
On the map you can see that Russia is rich in a wide variety of minerals. The largest reserves are located:
- oil (large black triangle) - on Sakhalin, Western Siberia, in the north and south of the Ural Mountains, in the Volga region, on the northwestern coast of the Caspian Sea;
— natural gas (large white triangle) — in Western Siberia, the Urals, the Volga region, and the Stavropol Territory;
- hard coal (black square) - in the Far East, Kamchatka, Eastern Siberia, Altai, in the north of the Ural Mountains, Murmansk, on the Don;
- gold (half-filled circle) - in Eastern Siberia, in the south of the Urals;
— diamonds (green star) — in Eastern Siberia.
7. Go with your parents for a walk in the nearest park or forest. Determine which trees are more common. What type of forests are your area?
When my parents and I went to the forest to pick mushrooms, I saw a variety of trees, there were pines, spruces, oaks, birches and aspens. We came across thickets of bushes and berries. Sometimes we went out into sunny green meadows, and sometimes we found ourselves in dark thickets. Dad called this forest mixed because both coniferous and deciduous trees grew in it. Such forests are very typical of the area in which I live.
8. Choose a reserve of any natural area. Prepare a presentation about it.
Zhigulevsky Reserve
The Zhigulevsky Nature Reserve is located on the banks of the great Volga River in the very heart of the Samara region. This place is called Samara Luka, since the Volga in a wide loop (bend, bow, as they used to say) goes around the ancient Zhiguli Mountains. This is an incredibly beautiful place, mostly preserved in its original form.
Inside the Samara Luka, bounded on almost all sides by the waters of the Volga, unique plants and animals have been preserved. For example, plants that are representative of the Ice Age still grow here: bearberry and bifolia, as well as other plants from ancient eras: speckled harlequin, speckled harlequin, gray teresken and others. The reserve also preserves real Russian forests: oak and birch groves, pine forests, alder and spruce forests.
The forests are home to several hundred species of animals: moose, roe deer, wild boars, wolves, lynxes, badgers, stoats, weasels, forest ferrets, foxes and many others. Their numbers are carefully monitored and efforts are made to create conditions for more comfortable living in the reserve. For example, it was possible to increase the number of moose, hares and stoats.
More than 150 species of birds nest in the river lowlands and on numerous islands: eagle owls, owls, wood grouse, black grouse, woodpeckers, tits, wagtails, warblers, blue tits, cuckoos, pikas, hazel grouse, as well as white-tailed eagles, mute swans, gray herons, common terns, golden bee-eaters and many many others.
9. Write down what types of relief you observed in your area.
I live in central Russia and here the terrain is mostly flat. So our city is located in a river valley and is surrounded by small hills. When my parents and I go to the dacha, we sometimes walk through the surrounding meadows and forests. There are small ravines, depressions and small mounds that cannot even be called hills. Small rivers sometimes flow in the ravines, and swamps form in the depressions. And I often want to call the hills mountains; they are quite large here, reaching 300 meters. But after I went to the south and saw the Caucasus Mountains, I realized that our hills are certainly not mountains, they still have to “grow and grow” to become mountains.
10. Are people involved in crop and livestock farming in your area? If yes, then remember what cultivated plants and what animals are raised. Why are these species grown and bred? What natural features allow people to engage in these activities?
There are many fields, rivers, lakes and water meadows in my region. This is a very favorable area for agricultural development. The fields grow corn, wheat, rye, buckwheat and barley, as well as sunflowers, potatoes, cabbage, carrots, celery, strawberries and many other vegetables and berries. Some villages have large orchards with apples, pears and cherries.
In terms of livestock farming, we have very good poultry farms, several pig farms and cattle farms raising cows for meat and milk. The ostrich farm, located near our city, was built more for the entertainment of tourists than for agricultural activities, but a certain amount of eggs, meat and feathers is also produced there.