Class: 3
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Age: 3rd grade.
Subject: Bodies, substances, particles.
Lesson type: learning new material.
Lesson duration: 45 minutes.
Lesson objectives: form the concept of body, substance, particle, teach to distinguish substances according to their characteristics and properties.
Tasks:
Equipment:
1. Multimedia interactive presentation (Annex 1). Presentation Control Appendix 2.
2. Drawings (solid, liquid, gaseous substances).
3. Metal ruler, rubber ball, wooden cube (from the teacher).
4. For the experiment: glass, teaspoon, piece of sugar; boiled water (on children's tables).
During the classes
I. Organizational moment.
The teacher welcomes the children, checks their readiness for the lesson, addressing the students: “Today you will complete all tasks in groups. Let’s repeat the rules of working in a group” (slide No. 2).
II. Learning new material.
Setting a learning goal: today we are starting to study the topic “This Amazing Nature” - we will take a virtual excursion (slide No. 3). On the slide: a drop of water, a sugar bowl (storage container), a hammer, a wave (water), clay, metal.
The teacher asks the question “Did all the words allow you to accurately represent the subject?”
Those words that accurately help to represent an object, namely, have an outline, a shape, are called bodies. What these objects are made of are called substances.
Working with a source of information (dictionary by S.I. Ozhegov):
Write down the definition in your notebook: “Those objects that surround us are called bodies”(slide number 4).
Slide number 5. The teacher invites students to compare the pictures located on the slide: a rubber ball, an envelope, a wooden cube.
Task 1: find the commonality. All bodies have size, shape, etc.
Task 2: identify the main characteristics of bodies. Answer on slide number 6: control button “answer 2”.
Slide number 6. Pictures are triggers. The ball is round, rubber, bright. Envelope – rectangular, paper, white. The cube is wooden, large, beige.
Together with the guys we conclude: “Every body has a size, shape, color.” We write it down in a notebook.
Slide number 7. What is nature? Choose the correct answer from three answer options:
Slide number 8 – working with cards. Students have cards with pictures of bodies (objects) on their desks. We invite students to divide the cards into two groups: table, sun, tree, pencil, cloud, stone, books, chair. Let's write down the answers in our notebooks. We ask students to read the names of the bodies, this will be 1 group. On what basis did they place the words in this group? We do the same with the second group.
Correct answer:
We draw a conclusion. How we divided the words (by what principle?): There are bodies that are created by nature, and there are those that are created by human hands.
We draw up the block in a notebook (Figure 1).
Slide number 9. “Interactive feed” technique. The slide shows natural and artificial bodies. Using the scroll button, which is also a trigger, we look through natural and artificial bodies (each time you press the button, the grouped pictures change).
We consolidate the acquired knowledge with the help of the game “Traffic Light” (slides 10-12). The game is about finding the correct answer.
Slide 10. Task: find natural bodies. From the proposed bodies on the slide, you must select only natural bodies. The picture is a trigger - when pressed, a traffic light signal (red or green) appears. Sound files help students ensure they have chosen the correct answer.
Teacher. Let us remember what we talked about at the beginning. We found it difficult to accurately determine whether metal, water, and clay are bodies and came to the conclusion that they do not have exact outlines or shapes, and therefore are not bodies. We call these words substances. All bodies are made of substances. Write down the definition in your notebook.
Slide 13. On this slide we will look at two examples.
Example 1: scissors - body, what they are made of - substance (iron).
Example 2: drops of water are bodies, the substance of which the drops are made is water.
Slide number 14. Let's consider bodies that consist of several substances. For example, a pencil and a magnifying glass. On the slide we look separately at the substances that make up a pencil. To demonstrate, click on the control buttons: “graphite”, “rubber”, “wood”. In order to remove unnecessary information, press the cross.
Let's consider what substances the magnifying glass consists of. Press the triggers “glass”, “wood”, “metal”.
Slide No. 15. To reinforce this, let’s look at two more examples. What is a hammer made of? The hammer consists of iron and wood (handle). What are knives made of? Knives are composed of iron and wood substances.
Slide number 16. Consider two objects that consist of several substances. Meat grinder: made of iron and wood. Sled: made of iron and wood.
Slide 17. We conclude: bodies can consist of one substance, or they can consist of several.
Slides 18, 19, 20. “Interactive feed” technique. We show it to the students. One substance can be part of several bodies.
Slide 18. Substances consist entirely or partially of glass.
Slide 19. Substances consist entirely or partially of metal.
Slide 20. Substances consist entirely or partially of plastic.
Slide 21. The teacher asks the question “Are all substances the same?”
On the slide, click the “Start” control button. Notebook entry: all substances consist of tiny invisible particles. We introduce a classification of substances according to their state of aggregation: liquid, solid, gaseous. The slide uses triggers (arrows). When you click on the arrow, you can see a picture of particles in a given state of aggregation. Click on the arrow again and the objects will disappear.
Slide 22. Experimental part. It is necessary to prove that the particles are tiny, invisible to the eye, but retaining the properties of the substance.
Let's do an experiment. On the students' tables are trays with a set of simple laboratory equipment: a glass, a spoon for stirring, a napkin, a piece of sugar.
Place a piece of sugar in a glass and stir until completely dissolved. What are we seeing? The solution has become homogeneous, we no longer see a piece of sugar in a glass of water. Prove that there is still sugar in the glass. How? To taste. Sugar: a white substance that tastes sweet. Conclusion: after dissolution, sugar did not cease to be sugar, because it remained sweet. This means that sugar consists of tiny particles invisible to the eye (molecules).
Slide 23. Let's consider the arrangement of particles in substances with a solid state of aggregation. We demonstrate the location of particles and matter (examples) using the “interactive tape” technique - the scroll button allows you to show the pictures the required number of times. We write down the conclusion in our notebook: in solids, particles are located close to each other.
Slide 24. Arrangement of particles in liquid substances. In liquid substances, particles are located at some distance from each other.
Slide No. 25. The arrangement of particles in gaseous substances: the particles are located far from each other, the distance between them significantly exceeds the particle size itself.
Slide 31. It's time to summarize. Together with the teacher, they remember what they learned new in the lesson. The teacher asks questions:
The particle retains the properties of the substance (remember that sugar remained sweet when dissolved). The slide uses triggers. Click on the “Body” shape, arrows appear, then shapes labeled “Artificial” and “Natural”.
When you click on the “substance” figure, three arrows appear (liquid, solid, gaseous). + Slide number 30. Fill out the table. Read the instructions carefully.
| (Mark with “ | ” in the corresponding column, which of the listed substances are solid, liquid, gaseous). | Substance | Solid |
| Liquid | |||
| Gaseous | |||
| Salt | |||
| Natural gas | |||
| Sugar | |||
| Water | |||
| Aluminum | |||
| Alcohol |
Iron
Carbon dioxide
Checking the progress of the work (slide 30). Children take turns naming the substance and explaining which group it belongs to.
Lesson summary
1) Summing up
You worked together.
Let's find out which group was the most attentive in the lesson. The teacher asks the question: “What are called bodies, what characterizes a body, give an example.” Students answer. Everything that surrounds us is called bodies. What are the types of substances based on their state of aggregation: liquid, solid, gaseous. What do substances consist of? Give examples of how particles retain the properties of substances. For example, if we add salt to soup, how do we know that the properties of the substance have been preserved? To taste. Fill out the diagram (Figure 2) Discussion: what we agree with, what we disagree with.
What new did you learn? Children report. (
The teacher tells the children their homework (optional):
(Appendix 4).
Note: the teacher can additionally use slides No. 32, 33, 36.
Slide number 32. Task: test yourself. Find products (interactive test).
Slide number 33. Task: test yourself. Find living and inanimate bodies (interactive test).
Slide number 36. Task: divide bodies into bodies of animate and inanimate nature (interactive test).
Lesson type: Tikhomirova E.M. Tests on the subject “The world around us”: 2nd grade: for the educational set A.A. Pleshakova “The world around us. 2nd grade.” - M.: Publishing house “Exam”, 2011. - 22 p.
A lesson in discovering new knowledge Educational goal:
create conditions for familiarization with the concepts of “body”, “substance”, “particles”, “atoms”, the formation of ideas about bodies and substances, artificial and natural bodies, bodies of living and inanimate nature, the smallest particles that make up substances (about atoms ); promote the formation of skills to set up and conduct experiments, work with various sources of information.
Formation of UUD: Subject
: get acquainted with the concepts of “body”, “matter”, “particles”, “atoms”; get an idea that every body consists of substances; about artificial and natural bodies; bodies of living and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial bodies and living and inanimate nature. Personal:
self-determination, meaning formation, moral and ethical orientation. Regulatory:
goal setting, planning, forecasting, control, correction, assessment, self-regulation. Cognitive:
general educational, logical, problem formulation and solution. planning educational cooperation, asking questions, resolving conflicts, managing the behavior of a partner, the ability to express one’s thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.
Equipment: presentation “Bodies, substances, particles”, illustrations depicting living and inanimate nature, a glass of water.
Lesson 7
Topic: Bodies, substances, particles.Practical work No. 1"Bodies, substances, particles"
Lesson type: A lesson in discovering new knowledge
A lesson in discovering new knowledgecreate conditions for familiarization with the concepts of “body”, “substance”, “particles”, “atoms”, the formation of ideas about bodies and substances, artificial and natural bodies, bodies of living and inanimate nature, the smallest particles that make up substances (about atoms ); promote the formation of skills to set up and conduct experiments, work with various sources of information.
create conditions for familiarization with the concepts of “body”, “substance”, “particles”, “atoms”, the formation of ideas about bodies and substances, artificial and natural bodies, bodies of living and inanimate nature, the smallest particles that make up substances (about atoms ); promote the formation of skills to set up and conduct experiments, work with various sources of information.
Subject: get acquainted with the concepts of “body”, “matter”, “particles”, “atoms”; get an idea that every body consists of substances; about artificial and natural bodies; bodies of living and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial bodies and living and inanimate nature.
: get acquainted with the concepts of “body”, “matter”, “particles”, “atoms”; get an idea that every body consists of substances; about artificial and natural bodies; bodies of living and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial bodies and living and inanimate nature. self-determination, meaning formation, moral and ethical orientation.
self-determination, meaning formation, moral and ethical orientation. goal setting, planning, forecasting, control, correction, assessment, self-regulation.
goal setting, planning, forecasting, control, correction, assessment, self-regulation. general educational, logical, problem formulation and solution.
general educational, logical, problem formulation and solution.planning educational cooperation, asking questions, resolving conflicts, managing the behavior of a partner, the ability to express one’s thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.
Equipment: presentation “Bodies, substances, particles”, illustrations depicting living and inanimate nature, a glass of water.
During the classes:
Check, guys, is everything okay on the desk?
- Everything is in place, everything is in order - pens, books and notebooks!
There is a lot of interesting things in the world, a lot of unknowns!
There is no limit to the world of knowledge, so quickly, friends, get to work!
Let's remember some rules of politeness in class:
1. Be diligent in class,
Be calm and... attentive.
2. Write everything without falling behind,
Listen...without interrupting.
3. Speak clearly, distinctly,
To make everything... clear.
4. If you want to answer -
Necessary ...raise your hand.
How does the living nature of the Earth differ from the inanimate nature?
I name representatives of living and inanimate nature, and you, if it is a representative of living nature, raise your hands up, and if it is inanimate, sit up straight.
Butterfly, stone, bear, sand, frog, water, bird, air, granite, man, mushrooms, snow, microbes
Objects of living nature breathe, feed, grow, reproduce (leave offspring), and die. Objects of inanimate nature do not possess these characteristics.
Living nature includes animals, plants, fungi, microbes, and people. To inanimate nature - air, water, stones, stars, planets.
- What is nature?
What two groups can we divide nature into?
Name the signs of living nature.
Representatives of inanimate nature do not possess these characteristics.
What do you see in the world around you?
What can you call them?
Scientists call objects bodies. Bodies have outlines and shapes. This means that all objects can be called bodies. Name the bodies that surround you.
Nature is everything that surrounds us and exists independently of humans.
We have finished studying the section “How the world works.” We talked about nature and people, the environment and ecological connections. But do we already know everything about the structure of the world?
There are two objects in front of you. Let's compare them. Sweet water Fresh water
What does compare mean?
Let's name the similarities and differences.
What method of acquiring knowledge will we use? (observation)
On what grounds?
I argue that these objects are different.
Call one person to try.
Why did the water become sweet?
Where is sugar?
What happened to him?
Why don't we see him?
We will answer these questions at the end of the lesson.
The topic of our lesson is “Bodies. Substances. Particles." Can you now determine where the body is in front of us, where the substance is, where the particles are?
Why did you find it difficult?
What questions have arisen?
And I have a question: How are they related to each other?
Formulate the objectives of the lesson:
get to know...observe...prove...
Here is a list of objects. What can we do with it now? (Distribute into groups)Let's use our knowledge and experience.
Molecule, salt, cloud, table, iron, cat, atom, birch, moon, glass, vase, air, water
I suggest referring to the text of the textbook on page 36 and test your assumptions.
What are bodies? Any object, any living creature.
If you were asked to draw bodies on paper, would you be able to do the task easily? ( Easily)
Why? A body is an object that can be imagined because it has a shape, an outline
What else did you learn about bodies from the text?They are artificial and natural.
Let's distribute.
Is it still possible to distribute bodies within groups? (Natural: living and non-living)
What is SUBSTANCE?
Let's read the names of objects from the second column. These objects do not have a specific shape, they do not have clear outlines, but they are closely related to bodies.
What is the connection between them and bodies? (Substance is what the body is made of)
Let's find connections.
There are countless substances. There are natural substances: , There are substances invented by man:plastic, rubber, glass.And every year people come up with new substances.
Different bodies can be made from the same substance. Let's take cellulose (wood), what bodies can be made from it?
There are bodies that are formed by one substance:ruler, wire, plastic cup
There are bodies that are formed by several substances:scissors, pencil.
There are bodies that are formed by many substances: plants (water, sugar, salt, starch...), and animals have an even more complex composition.
All substances according to their state of aggregation are divided into 3 groups. Divide into groups:gaseous, liquid, solid.
Physical education minute.
Let's play a game. I show a picture, and you name the body and the substance of which it consists?
CONCLUSION: Substances are what all bodies are made of. Water, sugar, metal - substances
So, all bodies are made of substances. Substances have their own characteristics. I suggest you combine the following substances into 3 groups: milk, cast iron, smoke, water, air, juice, iron, glass.
Are all substances the same?
In high school you will study very interesting subjects - physics, chemistry. Today we will try to conduct a chemical experiment to find out what substances are made of.
Scientists have found that substances consist of tiny particles that are visible only under a microscope. We can verify this by conducting an experiment.
Each group has a glass of water and a piece of sugar on the table. Team captains, put sugar in a glass of water. Stir.
Why did we stop seeing sugar?
If we don't see sugar, does that mean it's gone?
To answer this question, taste the water. What is she like?
We don't see it because it has broken up into smaller particles.
CONCLUSION: Scientists call the smallest particle of matter a molecule. But each invisible molecule consists of even smaller particles - atoms).
Particles (molecules and atoms) in different states of matter differ from each other in shape, size, and spaces between them. Particles (molecules) are constantly moving.
To understand the distance between particles in different substances, I suggest completing the following tasks.
Pick up a pencil and try to separate the particles. It turns out?
Guess what the distances between particles in solids are
CONCLUSION: In solids, these gaps are small, the particles are tightly pressed against each other. since the gaps between them are very small. Therefore, solids retain their shape.
I pour water. What can you say about particles in liquids?
in liquids, the gaps increase, disrupting the even rows.
In liquid substances, the spaces between molecules (particles) are slightly larger, and the molecules can move around.
Liquids are fluid.
We cannot see air, but we can feel it. Wave your arms, feel the breeze?
The largest gaps are in gases. Particles (molecules) are constantly moving. Molecules (particles)
In gaseous substances, the distance between the molecules is much greater than the molecules themselves, so the molecules
They move freely and very quickly in gases. Gases are volatile and occupy the entire available volume.
These particles are very different and they are friends with each other in different ways.
Some particles, let's call them little people, are very friendly, they always hold hands so as not to get lost, they hold on so tightly that they cannot be separated.
See how tightly they hold on - their friendship cannot be destroyed! These are solid people and they form all the solid substances and objects on our planet!
The other little men also do not run far from each other, but they are not so friendly, they just stand next to each other and only touch their elbows. These little people live in liquid substances, so you and I can easily put a spoon in a glass of tea and stir the sugar!
Well, the third little men are generally hooligans! They move as they please and don't hold hands at all! Agree that it is very easy to get through such little people! They live in substances such as air, smoke, fog. Such substances are called gaseous.
Air is all around us! Try piercing it with your hand - will it work? Yes and very easy! Because those same unfriendly little people live in the air!
Each group receives a task in an envelope, which state of matter to depict
1 group . Think through a dance depicting substances in different states. (for example, the first group is solid, the second is liquid and the third is gaseous).
2nd group . Draw the gas flow. substance using cut out circles.
3 group . Draw solid. substance using cut out circles.
One group demonstrates, the rest guess what particles of the substance were depicted by the participants of other groups.
- What new did you learn? What fairy tale are you familiar with?
Finish the phrase “I’m in class today...”
What tasks did you like? Why? What does this fairy tale teach?
Finish the phrase “During the lesson I was interested...”
Who had difficulties?
Finish the phrase “It was difficult for me...”
At home, work with the textbook on pp. 36-39, complete the task in the notebook on p. 24 No. 4
1. Determine in which row only natural bodies are depicted. Fill the circle with green. Which row shows only artificial bodies? Fill the circle with blue. What bodies are depicted in the remaining row? Think about how best to paint the circle next to this row. Do it. Explain your decision.
2. Give examples (at least three in each paragraph). Do not repeat what was shown in the pictures in task No. 1.
a) Natural bodies: star, deer, flower, butterfly
b) Artificial bodies: computer, ruler, carpet, knife.
What examples did the other guys give? Add one example of their response to each item.
3. Copy examples of substances from the text of the textbook.
Sugar, aluminum, water, starch.
4. Ant Questioner is interested in which of the following are bodies and which are substances. Indicate with arrows.
5. Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, or gaseous. Do this first with a simple pencil.
Ask a student sitting next to you to check your work. After checking, add “+” signs with a pen or colored pencils (your choice).
Bodies, substances, particles
Any object, any living creature can be called a body. A stone, a lump of sugar, a tree, a bird, a wire - these are bodies. It is impossible to list all the bodies; there are countless of them. The sun, planets, and the moon are also bodies.
They are called celestial bodies.
Bodies can be divided into two groups. Bodies created by nature itself are called.
natural bodies Bodies created by human hands are called.
Look at the pictures.
Under natural bodies fill the circles with green, under artificial bodies - brown. Bodies are made up of substances
. A piece of sugar is a body, and sugar itself is a substance. Aluminum wire is the body, aluminum is the substance. There are bodies that are formed not by one, but by several or many substances.
Substances.
- this is what bodies are made of.
Distinguish between solid, liquid and gaseous substances
Sugar, aluminum are examples of solids. Water is a liquid substance.
Air consists of several gaseous substances (gases).
Write down what substance the body is made of.
Which body has a certain shape?
Answer: Solids have a constant shape.
Fill out the table
Aluminum, silver, notebook, wood, TV, kettle, water, saw, wardrobe, starch.
Substances, and therefore bodies, consist of particles.
