Project name: Animals
Subject, class: the world around, grade 2
Project duration: 5 days
Project type: informational, group
Objective of the project: creationalbum "Friends - Strangers", compiling a memo "If you came to visit animals ...".
Project objectives: (teacher activity):
Update and systematize students' knowledge about animals; create conditions for students to identifycommon signs of animals and highlighting among them the main, essential signs; lead students to identify groups of animals.
Withcreate conditions for the development of work skillsin microgroups,formationflexibility of interpersonal relations of the project.
To bring students to an understanding of the role of self-assessment of their activities and the degree of participation in the project. Cultivate respect for the environment.
Purpose and expected result: to systematize knowledge about animals as representatives of wildlife, to update the ability to classify animal representatives into groups.
Brief summary of the project:
This project is designed to form students' ideas about animals as a natural community.
The project is aimed at younger students. In the course of work, primary school students form the concept of the diversity of animals, their life, adaptability to environmental conditions. In the process of searching for answers to problematic and educational questions, students master the methods of studying the life of animals, learn to classify, predict, and protect the animal world. Students use knowledge from related disciplines, interdisciplinary connections, look for more effective ways to solve project problems, learn network communication on the Internet. During the implementation of the project, for the purposes of research, communication and cooperation, they use electronic media resources, literature and an excursion to the Irkutsk Natural History Museum.
The project is intended for students of the 2nd grade studying the systematic course of the surrounding world. In the course of the project, students will make an excursion to the Central Park "Zoogallery", create creative piggy banks, write research papers, design an album "Friends - Strangers", make a memo "If you came to visit animals ...".
The project is completed on time.
Planned learning outcomes:
In accordance with the Exemplary Program for the Course around the World of Primary (General) Education, which is a component of state educational standards, upon completion of work on the project, students must achieve the following results:
Personal Outcomes
Learners will be able to:
Gain experience of collective relationships: cooperation and mutual assistance;
Increase interest in science, expressing it through a conscious desire to learn and the desire to benefit society.
Students will be formed: a positive attitude towards learning activities, interest in learning material, the ability to self-esteem, a sense of beauty, knowledge of the basic moral standards of behavior. The student will have the opportunity to form the internal position of the student at the level of a positive attitude towards classes on the topic "Animals of the Native Land".
Metasubject Results
The ability to regulate one's own activity, aimed at understanding the surrounding reality and the possibilities of the human mind;
The ability to carry out information retrieval, assess the degree of significance of the source;
Ability to structure the information found;
Analyze the information found, draw conclusions based on a combination of individual facts;
Skills in the use of ICT tools to accompany intellectual activity, the development of universal educational activities.
regulatory
Students will learn to: accept and save the learning task, plan their actions, carry out final and step-by-step control based on the results, adequately perceive the teacher's assessment and evaluate the result of their actions together with the teacher or comrades. The younger student will have the opportunity to learn: in cooperation with the teacher and the class, to find several options for solving the educational problem, to show cognitive initiative in educational cooperation.
cognitive
Students will learn to search for the necessary information in textbooks and additional literature, use signs, symbols, models, diagrams, analyze wildlife objects with the identification of essential and non-essential features, establish analogies and cause-and-effect relationships in nature, the relationship of groups of animals, compare and classify according to the given criteria. They will have the opportunity to learn to focus on the possible variety of ways to solve educational problems, to carry out an extended search for information using the resources of libraries and the Internet, and to build logical reasoning.
communicative
Students will learn to take part in group work, ask questions, allow the existence of different points of view, build statements that are understandable for a partner, and use the rules of politeness in communication. They will have the opportunity to learn how to resolve conflicts productively, accurately and completely convey the necessary information to a partner, exercise mutual control and provide mutual assistance.
Subject Results
Learners should know:
Name and characteristics of each group of animals;
Have an idea about the habitat, nutrition, reproduction, the impact of man on the animal world;
Reflection of human relations to animals in the works of oral folk art
Questions guiding the project:
Fundamental question
Problematic issues
2. How was the life of animals reflected in literature?
3.Why protect animals?
Study questions
1. Who are the animals?
9. What kind of help can you provide for the protection of animals?
Presentation of the teacher to identify the ideas and interests of students: kick-off presentation "Animals"
An example of a student project activity product: album "Friends - Strangers", will make a memo "If you came to visit animals ...".
Before the start of the project
During the project
Final assessment
Formative assessment
Memo to the student
Group Observation Evaluation
Evaluation of student activities
Final assessment
Final grade sheet
Self-assessment sheet
riddles about animals
creative tasks (puzzles)
Interesting Facts
poems, tongue twisters, sayings, proverbs about animals
theatrical performance.
Sources:
1. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Grade 2 Textbook. Parts 1 and 2. - M .: Akademkniga / Textbook, 2012.
2. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Methodological guide for the teacher. Fedotova O.N.,
3. Trafimova G.V., Trafimov S.A. Our world. Grade 2 Reader. - M .: Akademkniga / Textbook, 2012.
4. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Grade 2 Workbook for independent work. Parts 1 and 2. - M .: Akademkniga / Textbook, 2012.
5. Drawings, crafts for children on the theme "In the world of animals."
6. Handouts in folders.
7. Presentation "Animals". Multimedia textbook "Lessons of Cyril and Methodius. The world. Grade 2".
8. Exhibition of books about animals.
9. Cards with the names of animal groups and distinctive features.
Example of student activity product:
The result of the study of the groups "Animals" - album
Materials for formative and final assessment:
Group self-assessment sheet during work
Consulting
Accounting sheet for the readiness of reporting materials
Materials for support and support of project activities: GEF
Useful resources:
Red Book online
Fauna of Russia
Animal protection of Russia, Irkutsk region
Children's encyclopedia about animals online (links on page 149Trafimova G.V., Trafimov S.A. Our world. Grade 2 Reader. - M .: Akademkniga / Textbook, 2012.)
M.M. Prishvin
1 day : I stage - motivational
Creation of a problem situation, setting a triad of questions, group discussion of the questions that have arisen, distribution of students into groups, information search.
Teacher : declares a common plan, creates a positive motivational mood;
Students : discuss the task, offer their own ideas; create working groups.
Introductory talk "What is a project?".
Project (from the Latin "projectus", literally thrown forward) idea, plan and product: an album.
Formative assessment (individual assessment sheet) see Annex 1.
Guys, today you are not just students, but researchers - zoologists.
Do you know who zoologists are: ornithologists?, ichthyologists?,
(First, the children express their opinion, then they read out the definition from the dictionary (explanatory dictionary of the Russian language S.N. Ozhegov)
Zoologist - An expert in zoology. Zoology is the science of the animal world. So zoologists are scientists who study animals.
ornithologists - a specialist who studies birds, their distribution.
Ichthyologist - An expert in the study of fish.
Today we have a very serious job. We are starting a project week on the subject - the world around us. And the theme of our project is “Animals” (textbook p. 5 - 41, reader p. 69 - 123, notebook p. 2 - 33)
And the motto of today's lesson will be the words: “Together it’s not difficult, together it’s not crowded,
together is easy and always interesting!”
Statement of the educational task, problematic issues.
1. - What animals live on Earth? (record children's answers on the board).
- Can these animals be divided into groups? (draw? sign)
- On what basis can animals be divided into groups?
- We have a problematic situation that we will have to solve today with the help of your group research activities (they name different animals - they vote, they are divided into groups).
2. Children draw up title pages in folders in groups.
3. Showing the presentation, “What are the animals?
The product of our project week will be an album that we will create together, working in groups.
4. Work on the project plan.
Now we will draw up a work plan for the Animals project (An inconsistent work plan algorithm is offered to children that requires ordering) - 3 min.
5. Working with memos.
And now we will divide our class into groups, where it is necessary to choose a leader (organizer) and develop rules for teamwork.
Filling out by children a memo on the rules of working in a group and a joint discussion of the rules, choosing an organizer.
You carefully read the tasks, discuss the options for the words needed to be inserted into sentences (discussion and reading of a single option for everyone)
We have just discussed the rules for working in a microgroup, and now I suggest that you collect all the important words into a wonderful poem!
"How to work in a group" (open and read together)
In order not to interfere with the work of the participants of individual groups of the project, I suggest that you encrypt the words of communication with another group or teacher in the form of a picture. To do this, come up with conventional signs and draw them on drafts, and after discussion together we will choose a single symbolism, draw the accepted signs in a table and cut them, observing TB.
I ask for silence
save
confused
please help
Eureka
Well done, they will be useful to us in future work.
II stage - Planning activities for the implementation of the project
- During our project week, we will answer the following questions:
Fundamental question
Why are animals needed on the planet?
Problematic issues
1. What is the most needed animal on Earth?
2. How did it affecttopic aboutlifeandanimals in literature?
3.Why protect animals?
The choice of a micro-topic for each group, the justification (why? and argumentation) go to the board to the leader of the groups - in turn, express their opinion and remember the main signs of the animals in your group.
What questions do you suggest for studying microthemes?
Study questions
1. Who are the animals?
2. What groups of animals exist?
3. What is the relationship between man and animal?
4. In what genres of oral folk art is the life of animals described?
5. What animals are at risk?
6. What animals in our area are protected?
7. What animal protection documents exist?
8. What rules of friends of nature can you formulate?
9. What kind of help can you provide for the protection of animals
3. Planning of project activities
- Where can we learn something useful about our topic? (sources)
ask another person
get information from books
observe
watch on TV
discuss in a group
to sum up
document the results
present the results of completed projects in the form of a material product (plan, report, drawing - album);
Good luck!
4 . Conclusion (identification of existing knowledge and ideas on the topic of the project):
So, let's name the distinguishing features of each group from other groups of animals? (Insects have 6 legs, fish have fins and the body is covered with scales, birds have 2 wings and 2 legs, the body is covered with feathers, animals have 4 legs, the body is covered with hair)
What problem are you facing now? (not enough information, we want to know more). Did we manage to solve it? (No). Let's continue with the next lesson.
There are a lot of animals on Earth. Our task is to divide animals into groups, to know the distinguishing features of these groups.
5. Homework by day 2 :
Bring a textbook, reader, notebook and additional material (illustrations, messages about animal representatives) on the chosen topic according to this plan:
Information exchange
Object Analysis
Solving a problem situation
6. Diagnostics
(day 1)
Reflection day 1
- I wish you good luck in your research!
2 day: III stage – Information and operational
main stage . Project implementation.
Practical work.
Learning tasks 2 days
Definition of the problem and objectives of the study.
Putting forward hypotheses and solutions.
Information gathering work.
Conversation with children (3 min):
Working on the project, you will learn how to work with scientific literature; compose a compositional work; carry out investigations;
Briefly express your thoughts in writing and orally.
The results of your research, as well as interesting facts from the life of wild and domestic animals, drawings, mini-essays, crossword puzzles, riddles, rebuses, poems, you will place on the pages of the “It's Interesting” piggy bank, which we will make at labor training lessons.
- In what ways and means we implement the project?
- Is the amount of acquired knowledge sufficient to protect the project?
- We need:
continue to collect material;
to make products of the project in groups;
draw up a project protection plan;
distribute the roles of participants for protection.
Teacher:
monitors the progress of the project;
coordinates the actions of the group leaders and each project participant;
support and help those who need help;
participates in group meetings;
assists the creative process of students;
is itself a source of information.
Practical work (15 min).
Independent, research, search work. Students collect information on the topic of a problematic issue, discuss the collected information in groups, and develop research tools.
1. - To determine the directions for further work, I propose to fill out the table "Distinctive features of animals of a particular group", using sources.
2. Performance of groups according to the completed table(12 min).
3. Analysis of the work of each group according to a given plan(6 min).
Parameters for evaluating work with the table:
1. Are all distinguishing features taken into account?
2. Are there answers to additional questions in the table?
3. What areas have you identified for further work?
3. Bottom line.
What problem are we facing today? (not enough information, we want to know more). Did we manage to solve it? (No). Let's continue with the next lesson.
4. Diagnostics 2 days
Completing student self-assessment sheets during a project
(day 2)
Reflection day 2
- The work is in full swing, you successfully cope with the tasks, observing the rules of joint activities.
5. Homework by day 3:
Bring selected materials (illustrations, poems, riddles, mini-essays, proverbs, sayings) to systematize the data necessary to disclose the project topic.
Thank you for your work!
3 day: III stage – Information and operational
main stage . Project implementation.
Practical work. Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results
1 . Practical work. Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results.
And now we move on to the next stage of our project.
We make reports, collections of illustrations, interesting facts.
We prepare oral reports according to the presented plan, 10 minutes are given for preparation.
Plan
Birds:
Insects:
Distinctive features and their representatives;
Habitat, way of feeding and reproduction;
The relationship between man and animals;
Fish:
Distinctive features and their representatives;
Habitat, way of feeding and reproduction;
The relationship between man and animals;
Amphibians:
Distinctive features and their representatives;
Habitat, way of feeding and reproduction;
The relationship between man and animals;
Reptiles:
Distinctive features and their representatives;
Habitat, way of feeding and reproduction;
The relationship between man and animals;
Come up with a quatrain, a fairy tale, a tongue twister about the representatives of your group.
3. Analysis of the work of each group according to a given plan.
The presentation of the group on the topic of the project is interesting, accessible.
The topic of the speech is clear and fully disclosed.
The group is ready, not ready for defense on the topic of the project.
An additional task (synthesis) is the application of knowledge in a new situation.
4. Bottom line.
Thank you for the creative work that made us happy.
Diagnostics 3 days
Completing student self-assessment sheets during a project
(day 3)
Reflection day 3
- I wish you good luck, you managed to take another step in preparing the defense of the project!
Homework by day 4 :
Think over the form of protection of presentation (presentation) of information-illustrated work on your topic (A4), which will be an integral part of our product - an album.
Day 4: IV stage – reflective-evaluative
Self-assessment and reflection. Reflection of activity.
Students:
submit projects for examination;
protect the project;
participate in a collective discussion and meaningful assessment of the results and work process;
evaluate the achievement of goals;
carry out oral or written self-assessment;
correct or supplement the content of the project;
reflect;
Teacher:
Acts as a participant in collective assessment activities; translates, together with students, the rating scale into a five-point grading system.
Introductory speech of the teacher
- project participants,during these 4 days, each of you was a zoologist - a researcher. Analyze your work and think about what worked for you and what didn’t work? Also, how would you call yourself:
The best zoologist
Assistant to the best zoologist
Today you present your materials, developments for expert discussion according to the plan "Assessment of the protection of the project topic by the group." You listen to the group's performance while filling out the table. (Filling, comparing results)
2. Frontal survey
What did they do to answer the main question (solve the problem)?
Tell (tell) what did you get?
What is the purpose of your (your) design product?
What were you able to accomplish right away and why?
What caused you the most difficulty? Can you (can you) name a reason?
Evaluate the quality of project implementation and design.
What did you like most about working on the project?
Tell us about your role in the project.
Are you satisfied with the result of your work?
What did you learn while participating in this project?
3. Diagnostics 4 days
Completing student self-assessment sheets during a project
(day 4). Reflection day 4
4. Homework by day 5 :
Think about the characteristics of your participation, the work of your group and the class as a whole in the project "Animals"
Day 5: IV stage – reflective-evaluative
Self-assessment of participation in the project and reflection of activities.
- Today we are summing up the results of the project week. We will discuss the progress of the work, the degree of your participation, the work of your group and the class as a whole in the Animals project. Think about what advice you would give to the project participants, to whom do you want to present the product of our project? (parents, elementary school students, foster children)
- Act out a dialogue between representatives of groups that could occur when they meet in nature.
- Come up with a quatrain, a fairy tale, a tongue twister about the representatives of your group.
Diagnostics 5 days
Completing the group evaluation sheet at the end of the project, the final reflection “Continue the proposal” (day 5)
Reflection day 5
Outcome:
- Look at the product of our project. What bright, informative, meaningful materials our researchers could find! How many interesting facts you found in additional sources!
- Thank you all, you are great!
If each of us, each person on Earth gives a particle of his warmth, care and kindness to our nature, then our home - planet Earth will always be beautiful!!!
Summary sheet of accounting
CONTROL AND EVALUATION
INDEPENDENCE
GROUPS
ANIMALS
VIEW
WORKS
birds
fish
insects
animals
reptiles
amphibians
+
-
(formative assessment)
Individual assessment sheet
(final assessment)
Drawing up memos on the rules of work in a group
Team work symbolism
Self-assessment sheet during the project
Personal reflection of participation in the project
Evaluation of protection of project topics
Group work evaluation sheet
Evaluation of meta-subject results
in the process of solving design problems
A PROJECT TASK is one of the main tools that allows assessing the formation of meta-subject competencies among elementary school students, as well as showing a whole range of individual characteristics of younger students: educational and cognitive interest, educational motivation, educational independence and self-esteem, social relations, etc.
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INFORMATION COMPETENCE
Working with information
reference material
instruction
task texts
the ability to access different sources of information, to make a search request
information processing, formulation of conclusions
the ability to highlight essential information, "noisy" non-essential
holding multiple conditions within one task
compiling "similar" tasks
Sign-symbolic literacy understanding of information communicated in various forms (text, table, etc.);
use of various forms when creating your own “product”
COMMUNICATIVE COMPETENCE
work organization: distribution of roles and tasks between participants in accordance with the general structure of the task;
interaction: help each other upon request; ability to negotiate, argue your point of view; listen to other members' opinions
Stages of work on the project:
Discussion questions.
Search and study
materials.
Registration results in an album idea.
Performance andprotection results.
Discussion the project as a whole.
birds
distinguishing features and their representatives
Number of legs
body cover
habitats
habitats
Feeding method
reproduction
Way to travel
ATrelationshipwithHumanohm
Reptiles:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
What kind of help can you provide for the protection of animals?
To
4day : Self-assessment and reflection. Reflection of activity.
- During these 4 days, each of you was a zoologist-researcher. Analyze your work and think about what worked for you and what didn’t work and how to do it differently? Also, how would you call yourself:
- the best zoologist
- assistant to the best zoologist
- novice zoologist (introspection of work)
Outcome
- Thank you all, you are great!
Based on your knowledge, complete the table
Group -
Distinctive features and
their representatives
Number of legs
body cover
habitats
Feeding method
reproduction
Way to travel
Which difference is not listed?
How do animals protect themselves from danger?
ATrelationshipwithHumanohm
What animals in our area are protected?
MEMO "How to work in a group"
Team means together
The team is all for one.
Here everything is conscience and honor,
No one will be offended here.
The team brings us together.
Don't be afraid of obstacles
Here everyone knows his business
Works for results.
And if there are disputes,
They decide immediately
And no talking.
They won't take us away from business.
We are comfortable in our team
We didn't end up in it all of a sudden.
When it gets hard for someone
A friend will put his shoulder
Remember and follow the simple rules:
Respect your friend.
Be sure to listen to everyone.
Disagree - suggest!
Now fill in the missing words in the sentences
1. Animals whose body is covered with feathers are called ... They are also called: "children of the air." They have two legs and two wings.
2. These are aquatic animals, their body is covered with scales in the form of rings, there are fins.
3. These animals are very different creatures. Most of them have a body covered with hair. They have four legs.
4. These animals have three pairs of legs, and in addition to two eyes, there are three more small ones - on the forehead.
5. Snakes, lizards, turtles belong to the group - ... They have horny scales, four legs or legs are completely absent.
6. Frogs and toads belong to a special group - ... They have bare skin.
Who can name all groups of animals and their distinctive features.
5) To reveal the interconnection of all living beings in nature.
a) Invisible threads in nature.
Guys, close your eyes and imagine for a moment that all living creatures have disappeared on Earth: plants, birds, animals. No smell of flowers, no noise of forests, no singing of birds. What's left? Naked Earth: stones, sand, wind...
- Could a person live on a bare, dead Earth?
- And this can happen if the natural community is disturbed. After all, each natural community has its own, special world of its inhabitants: plants, animals, and other living organisms.
Student self-assessment sheet during the project
0 - did not participate in the course of work
1 - took part, but completed the task halfway
2- took part, but did not fully cope
3- took part, coped completely and correctly
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
1. Task for introspection. Complete the sentences:
1 It is important for me to know about the diversity of the animal world, because……………………
2. To compile an album on the theme “Animals”, you need ………….
2. Assignment for self-assessment.
Complete the sentences:
I am satisfied (flax ) ……………….. (very, not very)his work, which he did …………..…………( himself, with the help of parents, teachers).
Assessing the defense of the topic of the group project __________
excellent good not bad
Birds
Insects
Amphibians
reptiles
Fish
Beasts
Topic covered in full
Defense of the project theme is interesting and accessible.
The group answered questions in detail and in detail
The theme of the project is clear for perception
Conclusion meets the goal
Thanks to the performance of the group, we learned a lot of new and interesting things.
Practical work.
Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results
Beasts:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
- in what genres of oral folk art is the life of animals described?
Project progress reports.
Data processing and formulation of conclusions.
Tocompositional representation of the product of each microgroup.
Report of the groups on the work done:
1. Tell what task the group did.
2. What did you do to complete the task.
3. Present the result of your work.
4. Evaluate the work of your group.
Practical work.
Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results
Birds:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
- what animals of our area are under protection?
Project progress reports.
Data processing and formulation of conclusions.
Tocompositional representation of the product of each microgroup.
Report of the groups on the work done:
1. Tell what task the group did.
2. What did you do to complete the task.
3. Present the result of your work.
4. Evaluate the work of your group.
Insects:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
- what documents, laws and measures for the protection and protection of animals exist and are implemented by children and adults?
Fish:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
Amphibians:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
- what rules of friends of nature can you formulate?
Reptiles:
-distinctive features and their representatives;
- habitat, way of feeding and reproduction;
- the relationship between man and animals;
What kind of help can you provide for the protection of animals?
“To protect nature means to protect the Motherland”
M.M. Prishvin
Project "Animals"
working time - 5 days
Our motto:
“Together it’s not difficult, together it’s not crowded, together it’s easy and always interesting!”
Group _________________________________
Composition of the group:
Organizer _________________________
_________________________
_________________________
_________________________
Continue the offer
Individual assessment sheet
student _________________________
Formative assessment
Final assessment
What is a project?
Don't know
I want to know
I know
Don't know
I want to know
I know
Can you make a plan of action and execute it?
I can not
I want to learn
can
I can not
I want to learn
can
Can you work in a group?
distribute responsibilities
listen
discuss
make a joint decision
distribute responsibilities
listen
discuss
make a joint decision
Can you work with information?
Search
study of
performance
Search
processing (selection of the desired material)
study of
performance
Put "+ » next to your chosen word
REFLECTION
Surname of the project participant_________________________________________
Continue the offer
While working on the project, I learned...
____________________________________________________
____________________________________________________
While working on the project, I learned...
____________________________________________________
____________________________________________________
____________________________________________________
While working on the project, I showed great interest….
____________________________________________________
____________________________________________________
____________________________________________________
While working on the project, it was difficult for me ...
____________________________________________________
____________________________________________________
____________________________________________________
The group should have ______________________ discussions,
______________________ can express their version of the decision,
______________________ speaks and ______________________ listens,
______________________ version is discussed in the group.
The group agrees _________ decision,
group representative ______________________ agreed upon decision in front of the class.
After completing the task, discuss the proposed options. Select the person in charge to read the rules.
Try to fill in the missing words in the sentences:
The group must haveorganizer discussions,
everyone can express his version of the decision,
one says arest listen,
each version is discussed in the group.
The group agreesgeneral decision,
group representativeprotects with agreed decision in front of the class.
Will these rules help us work together? Yes!!!
1. Where is the city located.
3. Coat of arms of the city.
4. Industry.
Examples of projects on the topic "Cities of Russia" on the subject of the world around 2nd grade, the program "School of Russia", completed by students of the second grade.
A plan that can be applied to a story about any Russian city of your choice will help you make a presentation of the project on your own. Of course, the plan can be changed at your discretion, some items can be skipped or replaced, but with any plan it will be easier to find the information you are interested in. An example plan for a presentation:
1. Where is the city located.
2. When and by whom it was founded.
3. Coat of arms of the city.
4. Industry.
5. Sights of the city.
Presentations pptx "Cities of Russia"
Project "Cities of Russia". Belgorod
Belgorod is located 695 km south of the capital of Russia and is located in the European part of Russia, on the southern part of the Central Russian Upland on the right bank of the Seversky Donets River.
The foundation of the city dates back to 1593, but there are facts that indicate that the first settlement on the site of modern Belgorod was here in the 10th century. The city received the status of a major railway and industrial center only in the last century. Today the population of the city is about 350 thousand people.
The coat of arms of the city is a golden lion, and above it is a black eagle. The lion represents strength, courage; eagle - power, insight; green field - hope and abundance; blue sky - beauty, greatness.
The symbol of the city and one of the oldest churches is the Smolensk Cathedral, which was erected on the spot where the miraculous icon of the Smolensk Mother of God appeared to people in 1703. Among other religious buildings, it is necessary to note the Intercession Church of 1711, the Polish-Lithuanian church of the early 19th century and the Transfiguration Cathedral - the main temple of the Belgorod-Starooskol diocese.
Many cultural and historical monuments have been built in Belgorod, the most famous of which are the memorial complex "Eternal Flame" and the historical and art museum-diorama in memory of the Battle of Kursk "Battle of Kursk. Belgorod direction. There are several other museums in Belgorod - the Belgorod State Museum of Local History, the Literary Museum, the Art Museum, the Belgorod State Museum of Folk Culture.
A new sports facility in the city is the Silver Donets ice arena. Belgorod is a beautiful and clean city.
Project "Cities of Russia". Volgograd
Volgograd is a city in the southeast of the European part of the Russian Federation. Volgograd is located in the interfluve of the Volga and the Don, which since ancient times has been a crossroads of water and land trade routes. The city was founded on July 12, 1589. From 1589 to 1925 it was called Tsaritsyn, from 1925 to 1961 - Stalingrad. Hero City, site of the Battle of Stalingrad.
Symbols of the city of Volgograd
From 1729 to 1854, Tsaritsyn, who did not have his own coat of arms, used the emblem of the Tsaritsyn Dragoon Regiment stationed in the city - two crossed silver sturgeons on a red field. In 1854, the city received an official emblem: a French shield divided into two parts with a crenellated turret (a sign of a county town), in the upper part the coat of arms of the provincial Saratov (three sterlets on a blue field), in the lower part on a red field, two crossed silver sterlets. After 1917, the royal coat of arms was not used. In 1965, after Volgograd received the status of a hero city, a new coat of arms was adopted, which is still in force, reflecting the award of the city and its specialization in the Soviet economy: a French shield divided in two, the Star of the Hero in the upper red field and battlements of the fortress wall, symbolizing the fortress Stalingrad, in the lower blue field, a gear and a sheaf of wheat, as symbols of advanced engineering and agriculture.
As an unofficial symbol of the city, the silhouettes of the sculptures "Motherland", "Stand to Death" and "Grieving Mother" are very often used. "Motherland" "Stand to the death" "Grieving mother".
Volgograd during the Great Patriotic War
During the Great Patriotic War (1941-1945), on the outskirts of the city and in the city itself from July 17, 1942 to February 2, 1943, one of the most important battles of the Second World War took place - Stalingrad, which became its turning point. The Battle of Stalingrad lasted 200 days. The fascist bloc lost in it killed, wounded, captured and missing about 1.5 million people - a quarter of all its forces operating on the Soviet-German front. For outstanding services to the Motherland, on May 1, 1945, Stalingrad was awarded the honorary title of Hero City, and on May 8, 1965, he was awarded the Order of Lenin and the Gold Star medal. Our glorious city was completely destroyed during the Second World War. But immediately after the war, he rose from the ashes like the legendary Phoenix bird. In 1961, the hero city was renamed Volgograd from Stalingrad.
city industry
Industry The first industrial zone on the territory of modern Volgograd was the German colony Sarepta, and the first plant was the mustard plant, which is still operating today, the Sarepta mustard and oil mill. German colony "Sarepta" Mustard and oil mill "Sarepta".
Until the 1860s, the food industry developed in Tsaritsyn, which was facilitated by the proximity of the Elton salt mines, the fish resources of the Volga and the Caspian Sea, and melon growing. For the whole of Russia, merchants brought mustard, nardek, salted and dried fish from Tsaritsyn. After the construction of the Volgodonsk and Gryazetsaritsynsk railways, Tsaritsyn turned into a major railway junction, causing a multiple increase in production in the food, textile, construction industries and laid the foundations for the metallurgical, energy and defense industries. During the tsarist and Soviet times, many industrial giants were built in the city, at present some of them are now in decline.
The city's attractions
Sights of the city The architecture of the city survived several waves of destruction. The oldest in the city are the houses of the German colony in Sarepta, now the Sarepta Museum. Kirkha (1772) - the oldest building in Volgograd. Unfortunately, Sarepta, which could be a "tourist pearl" of Volgograd, is in a very deplorable state. Only a few buildings have been restored, the rest are gradually moving from an emergency state to ruins. The oldest wooden huts of the 18th century, from the forest, who sailed here on the Volga Belyans, have been preserved. 1899 Kazan Cathedral
1950-1960s. Volgograd, revived from the ruins, is a post-war Stalinist Empire style. It was this architectural style that became the "calling card" of the city. 1954 Volgograd Railway Station House of Trade Unions Central Embankment Volgo-Don Canal
1970-1980. During these years, a lot of typical housing was built - Khrushchev and Brezhnevka, but there are almost no iconic buildings. Exceptions are the circular buildings of the Panorama, the River Station (the largest in Europe and Russia), the central checkpoints of the VGTZ.
Monuments and sculptures The oldest surviving monument to Gogol in 1910 in the Komsomol Garden After the war, numerous monuments of the Battle of Stalingrad were erected in key battlefields, the destroyed buildings were left as monuments. Monument "Motherland is calling!" on Mamayev Kurgan Sculpture "Stand to Death" Sculpture "Grieving Mother".
Project "Cities of Russia". Yekaterinburg
Yekaterinburg is one of the largest cities in Russia. The city is located on the eastern slope of the Middle Urals. The uniqueness of Yekaterinburg is that it is located on the border of Europe and Asia.
The city was founded on November 7, 1723. It is on the fourth line in terms of population (after Novosibirsk, St. Petersburg and Moscow). At the same time, despite the large population, Yekaterinburg is not at all a large city - it occupies only 20 km in one direction and 15 km in the other. For 67 years from 1924 to 1991, the city was called Sverdlovsk, and the region is now called Sverdlovsk.
The coat of arms of the city of Yekaterinburg has changed frequently over the years. Now it is very similar to the first coat of arms, approved in 1783 by Empress Catherine II. The modern coat of arms of the city depicts a shield held by a bear and a sable. Above the shield is a crown in the form of a fortress. On the shield - a smelting furnace and an ore mine.
The leading industrial branch of the city is metallurgy and the manufacture of metal products.
There is a unique temple in Yekaterinburg, which was built only 7 years ago, but it is of great importance for our country. The Church-on-the-Blood in the name of All Saints Who Resplendent in the Russian Land was erected on the site of the Ipatiev House, which was demolished in 1977. Nicholas II and his family were killed here. An interesting fact is that Yekaterinburg was founded by order of the first Russian emperor - Peter I, and our last emperor Nicholas II died here.
From the 40s. of the last century, the Sverdlovsk film studio operates in the city - the only one in the country, with the exception of Moscow and St. Petersburg, which, along with documentaries, shoots feature films.
Yekaterinburg has one of the largest Russian zoos, which contains over 700 animals.
Project "Cities of Russia". Novosibirsk
Novosibirsk is a huge city with a population of almost one million four hundred thousand people. It is the main city of the Siberian Federal District. Novosibirsk is located on the Priobsky plateau, adjacent to the Ob valley.
The city was founded on the site of a small village Novonikolaevsk, which in 1926 was renamed the city of Novosibirsk. Novosibirsk is a link between the European part of Russia with Siberia and the Far East.
The city of Novosibirsk is a large industrial center, where about 194 large and medium-sized industrial enterprises operate. Novosibirsk is known all over the world thanks to the Akademgorodok, founded in 1957, operating here. There are over 40 universities in the city.
A well-known landmark of the city is the Novosibirsk State Academic Opera and Ballet Theatre, which is the largest theater building in our country. Its opening took place on May 12, 1945.
The first building of the city, built of stone, has survived to our times - this is the Alexander Nevsky Cathedral.
One of the largest and most beautiful zoos in the country operates in Novosibirsk, with a total number of animals of about 11 thousand individuals (over 600 species).
The Central Siberian Botanical Garden, whose area is more than a thousand hectares, is popular with residents of the city and tourists.
Project "Cities of Russia". Rostov-on-Don
Rostov-on-Don is located in the southeastern part of the East European Plain, 1076 km from Moscow, on the bank of the Don. Since 2000, the city has been the administrative center of the Southern Federal District. The population of Rostov-on-Don reaches one million three hundred thousand people.
The city was founded in 1749 by the decree of Empress Elizabeth Petrovna. Rostov-on-Don is a major educational center - about 50 universities operate here. The city also serves as a major transport hub in the south of the Russian Federation - the Don federal highway passes through it, as well as important railways and air corridors.
Rostov-on-Don has a rich cultural heritage. On the territory of the city there are more than half a thousand architectural monuments and over fifty archaeological ones. The Rostov Cathedral of the Nativity of the Blessed Virgin Mary is very beautiful, which copies the Moscow Cathedral of Christ the Savior in a reduced form. Its construction dates back to the middle of the 19th century.
An interesting architectural monument is the Church of the Armenian monastery of Surb-Khach, which dates back to the end of the 18th century.
In memory of the defenders and liberators of the city during the Second World War, four memorials were erected here.
The streets of Rostov-on-Don are full of all sorts of monuments to literary and political figures.
The symbol of the city is the sculptural composition "Tachanka-Rostovchanka" installed at the entrance to it.
Project "Cities of Russia". Chelyabinsk
Chelyabinsk is located on the eastern slope of the Ural Mountains, on the Miass River. The city is washed from different sides by the Shershnevsky reservoir and three lakes: Smolin, First and Sineglazov.
The city was founded in 1736, when, on the orders of Colonel A.I. Tevkelev, the Chelyabinsk fortress began to be built here. Currently, about one million 100 thousand people live in the city.
The silver shield of the emblem of the city of Chelyabinsk symbolizes the purity of thoughts, protection and prudence. The shield depicts part of the wall of the Russian fortress Chelyaba. A golden loaded camel is located near the fortress wall. Gold is a symbol of strength, greatness, wealth, intelligence, generosity. The camel is placed on the coat of arms of Chelyabinsk as a sign that the city is rich in goods and its development depends on success in trade, this is also indicated by a green field, a symbol of hope and abundance.
The main attraction of the city is Kirovka Street, a kind of local Arbat. This is the largest pedestrian street in the city, which received its interesting name only in 2004.
While in Chelyabinsk, you can look into the Chelyabinsk Regional Museum of Local Lore and the Museum of Decorative and Applied Arts of the Urals. The Chelyabinsk Regional Art Gallery and the Chelyabinsk Regional Geological Museum are also located here. On the streets and squares of the city there are several sculptures, for example, "To the Fallen in Afghanistan", "Law", "Lefty" and others. Of the monuments, one can note the Monument to the Tank Heroes and the Monument "The Tale of the Urals", which is the hallmark of the city.
Municipal budgetary educational institution - secondary school No. 34 named after. Hero of the Soviet Union N.D. Zakharova
Project around the world
"Professions"
2nd grade student
Shklyaeva Danila
Objective of the project:- development of cognitive activity and outlook; - awakening of interest in the professional activity of a person; - formation of moral values.
Project objectives:
- get to know different professions and their features;
- to give knowledge about the qualities that a person who wants to get a particular profession must have.
So many professions, and all are good: Everyone is able to find for the soul.
The confectioner cooks cakes and muffins,
The driver brings the cargo by car.
A brave firefighter will put out the fire,
The artist will dance on the stage to the accordion.
The fisherman catches pike perch and cod,
Clowns in the circus will disperse melancholy.
And the sellers sell it to us.
In the workshop, tailors will sew clothes,
Each case is valuable in its own way,
And it will always come in handy!
Can you understand now
Who do you want to be after?
Where to work, who to work,
Whom to go to study?
Yes, the questions are hard.
But there is a solution guys!
You have to try, dream
Go to different circles
To understand who you want to be!
Being useful to society is the main goal of every person. And for this you need to work. Choosing a profession is a difficult and important stage in life. But it depends on this choice whether you can succeed in your business. You need to love your profession, and then the work will not be difficult.
All professions are needed, all professions are important!
Project around the world with a presentation for younger students "Plants in Winter", Grade 2
Matveeva Kristina, 8 years old, student of the 2nd class of the Municipal Autonomous General Educational Institution Multidisciplinary Lyceum No. 20 in Ulyanovsk.Supervisor: Matveeva Svetlana Nikolaevna, primary school teacher, teacher of the highest category.
Description of work: We bring to your attention a project on the surrounding world. This material will be useful to students, teachers, and, of course, parents. The material can be used both in educational and educational work with children, including in country and school camps, as well as in class hours and in extracurricular activities.
Target: organize and conduct observations of plants in the winter season.
Tasks:
- introduce three types of plants;
- continue to form knowledge about deciduous and coniferous trees, shrubs, herbs;
- develop horizons, imagination, thinking, erudition.
Project progress
Winter came!!! We go to a nearby park.
There are three types of plants: trees, shrubs and herbs.
Trees are divided into coniferous and deciduous.
Conifers- this is spruce, pine, larch, etc.
All of them, except larch, are evergreen. But larch sheds its needles in winter. In winter, coniferous plants ripen seeds - cones.
deciduous trees- birch, poplar, oak, etc.
In winter, the bark protects the plant from frost.
shrubs- this is lilac, cotoneaster, etc. In winter, the bushes are bare.
Herbs- this is wormwood, ears of corn, etc. Some grasses die in winter. And others continue to grow under the snow. These are strawberries, cranberries, etc. Snow, like a blanket, covers and does not allow them to freeze.
Scientists have proven that the air temperature under the snow is 15 degrees higher!!!
Conclusion and Conclusions:
What beautiful plants in winter in our park! Under them lie deep and clean snowdrifts. Trees, bushes and grasses seemed to fall asleep in a fabulous dream...
Poems about plants in winter
Silver, lights and sequins -
A whole world of silver!
Birches burn in pearls,
Black and naked yesterday.
This is the realm of someone's dream
It's ghosts and dreams!
All items of old prose
Illuminated by magic.
Crews, pedestrians,
White smoke on the sky.
The life of people and the life of nature
Full of new and holy things.
The embodiment of dreams
Life with a dream is a game
This world of charms
This world of silver!
V. Ya. Bryusov
Thank you for attention!
Presentation on the topic: Plants in winter