There is a clear change of all seasons. Each of them is unique and has its own distinctive features. The brightest signs of autumn, winter, spring and summer are reflected in the work of great poets, writers, artists. In addition, observations of seasonal changes in nature played an important role in organizing human economic activities.

September

The first month of autumn is considered September. It is at this time that changes begins to occur related to life of living and inanimate nature. First of all, it concerns the decrease in air temperature, changes in the amount of precipitation, reducing clear days. It is not at all by chance that September in antiquity was called Hop or Chmur. Many signs of autumn are exactly what characterize it.

To this day, the statements reached the many centuries ago:

• cold September, yes full;
• thunder in September - to warm autumn;
• cranes are highly flying, loudly burned - to a good autumn.

At the first autumn month, it is time for women of summer. Many folk signs of autumn are associated with this period. So, for example, rainy weather established from mid-September to the end of the month, it will definitely be replaced by a continuous dry autumn. Clear "India Summer" indicates that winter will be frosty.

October

Dressing, Mesmannik, Wedding - all this names of the same month - October. In the ancient names reflected the main features of the second autumn month, as well as the general signs of autumn. In October, rains are rain, it is possible to fall out of snow, night frosts become regular. It was decided to play the wedding at this time, because it ended the time of severe agricultural work. In addition, after harvesting, it was not difficult to organize a festive feast.

In the people there were beliefs who needed strictly. To the cranes returned to the native edges, it was necessary to shout after the fortunate flock: "Wheel the road!" In the first half of October, honey should always be on the table. At the end of the month, it was recommended to raise all the clothes on the morning frost to get rid of evil spirits.

There are such signs of the autumn, which any modern person knows about. So, for example, the flying web in early October suggests that the cold will come no more. Day October 4 will indicate what the weather will be for another four weeks.

November

Jelly, semi-offshift, breast, leaf fall. So the ancestors called the last autumn month. Dark nights - his main feature. But after the first snow, which covers the Earth in November, it becomes lighter at night.

A large number of snow that fell in the last month of autumn allows you to hope for a good harvest next year. The appearance of mosquitoes in November indicates what the warm winter is expected. Frosts are delayed if the last leaves fall out slowly from the trees.

In November and nature, and people are preparing for the arrival of winter. Therefore, many signs of November indicate what will be the coming season. Knowledge of signs, the ability to use it helps people adapt to natural conditions, feel more protected. It is for this reason that acquaintance with the main signs relating to different times of the year should occur in childhood.

Signs of autumn for children of preschoolers

To see the distinctive features of each time of the year is a very important ability to master the child even before school visits. Acquaintance with the signs of one or another season occurs at a practical level during walks in the forest, park, square, in the reservoir. Even a simple observation of nature from the window of his room can give a child a lot.

Autumn - bright season. Her signs cannot be not seen by the child. Children usually begin to ask questions about the resulting color of the leaves on the trees, they are affected by dense fogs, farewell cries of birds. An adult is important to support the child in conversations, give him the opportunity to rob and provide it with new knowledge.

Walking in the park and watching the proteins, it is possible to mention that a large number of squirrel storerooms with rich reserves may indicate a harsh winter. This also says a good yield of Ryabina berries. On the leaves on birch, you can learn about the timing of cold approach. If they are yellowing from below - the frosts will not come for a long time. If Krona Berez began to turn on top - the approach of the pores is not far off.
Regular conversations with a child about the signs of autumn will lead to the fact that he gradually develops cognitive interest, he himself will easily notice the basic changes occurring in nature.

Phenologic observations

Systematic observations of changes in nature related to the change of seasons, children begin to lead during school training. This requires the requirements of the program for the "surrounding world" program, which is included in the list of mandatory disciplines.

As a result of the study of individuals, the children learn that the nature of the labor of the inhabitants of the countryside depends on the season. Signs of winter, spring, summer are listed by children without any difficulty, as well as the signs of autumn. Grade 2 - the learning stage, when students begin to conduct nature observation diaries. Folk signs, which were mentioned in the lessons, it is necessary to move and be convinced of the correctness of the conclusions made by the ancestors. Systematic work in this direction is not only interesting, but also useful to the child for further study of nature.

Pedagogical University "First September"

Vinogradova Natalia Fedorovna,
Rydze Oksana Anatolyevna

"The world around" as a training subject in elementary school: features, opportunities, methodical approaches

Lecture plan
Number of newspaper	Title lecture
	Lecture 1. Junior schoolboy and the world around: features of interaction. Does the youngest schoolboy perceive the world just like an adult? What is "integrity of perception"? Does the youngest schoolboy show interest in nature, history, culture of the native country? Does the identity of the child vary under the influence of the world around?
	Lecture 2. The development and education of the younger schoolboy is the purpose of the study of the subject "Enough Peace". Why was the subject "Environment" was replaced by the "surrounding world"? What is the contribution of the "surrounding world" to the development and raising of the younger schoolboy? What qualities are developing mainly in the lessons of the surrounding world?
	Lecture 3. What to teach: What knowledge of the world around the world is relevant for younger schoolboy. What does "relevant knowledge" mean? Why does the knowledge of the knowledge about the world should be integrated? Under what conditions do knowledge go to value relationships? Examination number 1.
	Lecture 4. Lesson's Lesson: Types and Structures. Why a combined lesson cannot be prioritized when studying the surrounding world? What types of lessons reflect the specifics of the surrounding world as an object of study? Why do the game, logical and creative tasks should be mandatory structural units of the lesson?
	Lecture 5. When the youngest schoolboy is active: activation methods cognitive activity In the lessons of the "surrounding world." Under what conditions are the organization of cognitive activity, the younger schoolboy is active, initiative, independent and works in the zone of the nearest development?
	Lecture 6. What is learning independence and how to develop it? What do household and study independence differ? What skills ensure the development of training independence? Examination number 2.
	Lecture 7. Junior schoolchildren work together: the use of various forms of organizing training in the lessons of the surrounding world. When does the teaching become teamwork? What did the doactic value of various forms of organization of joint activities?
	Lecture 8. Do I need to know the "surrounding world" to know? Is it possible to measure relations and feelings? How to evaluate knowledge about the world around? Final work.

Lecture 2.

The development and education of the younger schoolboy is the purpose of the study of the subject "Enough Peace"

Theme "Round Table". "Does the subject" surrounding world "need in elementary school?

Participants: Methodist UO, head teacher, teacher, parent.

Head. The subject "Enough Peace" the educational plan of primary school included recently, before this school studied the subject "Nature". And it seems to me that for the younger schoolboy he was very successful. Children loved this subject.

Teacher. I agree: how many years children successfully studied environmental education! The course "The surrounding world" is quite complicated, contains a significant amount of information from many areas (biology, geography, social studies, physics, and even chemistry). The child is so overloaded by knowledge in Russian and mathematics, and here such a load: read, conduct experiments, invent ... It is simply for children of this age. And how many sufferings this subject delivers teacher! To each lesson you need to prepare for a long time ...

Methodist UO. Let's remind dear colleaguesThat in the history of the development of primary education has always been an integrated subject, acquainting children with different parties to the surrounding world. The beginning of this was put in the XIX century K.D. Ushinsky in "Native Word", A.Ya. Herr in the "World of God" and later - in the course "Natural Science and Geography", which was studied in the 20s of the 20th century and included knowledge about the relationship of man and nature.

Parent.Must admit that the volume of knowledge today is really very large. But my youngest daughter, studying this subject, has a significantly more solid supply of knowledge about life in society than the eldest who studied environmental education. In my opinion, the subject "Surrounding World" the youngest schoolboy is essential, because it allows him to navigate the environment, to make the right decisions on how to behave in nature, follow own health, to know the rules of relationships and culture of the country.

Methodist UO. This is especially important today when we lost the values \u200b\u200bof the Soviet society, and the new ones have not yet purchased.

Teacher. But this course is much more complicated by environmental education. It is very multifaceted, requiring (first of all from the teacher!) Desires and ability to explore, open a new one. Although, I agree, the results of our work are more obvious.

Parent.You are talking about the rate is difficult, but the difficulties of the process of knowledge (available, of course) are more of interest than their absence. And yet: a lot of what is being studied, the child is already known. But for some reason, many teachers are still forced to learn everything that is written in the textbook. Didn't our children changed anything about 20-30 years old, as we and our parents should develop the ability to sharpen?

Methodist UO. I propose to discuss all these problems:

Why was the subject "Environment" was replaced by the "surrounding world"?

What is the contribution of the "surrounding world" to the development and raising of the younger schoolboy?

What qualities are developing mainly in the lessons of the surrounding world?

? Why was the object "Environment" was replaced by the subject "surrounding world"?

If we look into textbooks on the history of pedagogy and ask for curricula and nomenclature of objects that are in different historical times We studied the schoolchildren of primary classes, then we draw attention to the fact that for the first time a course similar to Nature, appeared in the second half of the 19th century. The author "Incursting the natural history published for popular schools of the Russian Empire ..." (1786) V.F. Zuev offered to acquaint students of junior classes with an inanimate nature ("fossil kingdom"), plants ("the" darling kingdom "), animals (" animal kingdom "). The authors of all courses of natural science, which were studied later, up to the 90s of the 19th century (A. Gerd, L. Sevrook, I. Polyansky, D. Kaigorodov, V. Goroshoshenko, A. Logov, Z.A. Klepinin, L. F. Melchakov, A.A. Pleshakov), focused on the expansion of knowledge gained by children. All new and new sections reflecting the region of natural science knowledge were gradually introduced: the soil, natural communities, the structure of the human body, ecology, etc. The score of the course the authors put the idea of \u200b\u200bthe diversity of nature kingdoms, the characteristics of their representatives.

It is interesting to note that from time to time the subject "Environmentalism" ("natural science") was filmed as an independent subject and was replaced by explanatory reading in the lessons of reading and native language. It was in times K.D. Ushinsky and his followers; It was for almost thirty years from 1937 to 1966. This exchange rate with the world could not, of course, solve all educational and educational tasks, but had one advantage - the world was studied integrity.

Studying history was also part of different historical times in the training programs of primary school students. Thus, the "Charter of Gymnasiums and Progimnasius" (1864) provided for studying in the 3-4-grades of an episodic course of history, an elementary exchange rate of Soclishment in the 20s of the 20th century was a mandatory subject of 2-3 grades of primary school, Then (in the 1930s) was introduced the course of the USSR. Unfortunately, afterwards, familiarization with the history, modern life of the Society remains within the framework of explanatory reading.

Perhaps the violation of the principle of the nature of education (children of younger school age will know the world holistic) and the subject of the "Environment" subject on the basis of the "Nature" has become the main cause of the subject "Environment".

No matter how interesting and useful is environmental education, it did not solve the tasks of the social development of the younger schoolboy. It is known that a person is a creature not only biological, but also social.

Moreover, a person is born as a biological creature, but develops as a social, as a member of a certain society that exists at certain times and in a certain space. A person cannot develop out of society, none of Mowgli in real life Could not become a full-fledged person.

The trinity of the surrounding world (nature-man is society) and has become the main conceptual idea when developing a new world for primary school. " At first it was implemented in the author's program "Surrounding World" N.F. The grape, and then reflected in the State Standard and curriculum, where from the beginning of the 90s it appeared the subject of the world world.

Taking into account the peculiarities of modern society and the social side of people's life, the problem of expanding knowledge about the world has become of particular importance. Today, the state and society set the most important task before the school: to educate the highest senses of the younger generation, to form ideas about the history of our state, to develop value relations and benchmarks.

? What is the contribution of the "surrounding world" to the development and raising of the younger schoolboy?

We draw attention to the fact that the availability of knowledge, the assimilation of any information is a significant development indicator, but not the most important.

Outstanding Children's Psychologist L.S. Vygotsky identified development of a child as a result of training that does not coincide with its contentthat is, as personal neoplasms that fundamentally distinguish the child at the end of training from him in the beginning. These are changes taking place in the psyche (in perception, attention, imagination, thinking, speech and memory), in personal development (in understanding itself, self-control and self-esteem, management of their feelings and deeds, etc.), in relation to the world and activities who is engaged in a child, and others.

What are the characteristics of the development, most important for the younger schoolchild, are formed when studying the subject "Enough Peace"?

The ability to apply the knowledge gained, choose a rational way to solve the learning task;

the desire to be independent and to be initiated when studying the surrounding reality, find methods for obtaining, systematization, summarizing information;

the ability to exercise academic cooperation, choose a partner on activities, expedient ways of collaboration;

the ability to evaluate its ignorance, find the reason for the error and the way to fix it, determine the need to obtain new knowledge.

One of the main tasks of the subject is the development of a common schoolchild culture. The activities of the primary school teacher are aimed at the formation of elements of environmental culture, the development of moral feelings, as well as culture of behavior in society.

Since the lessons are built on a concrete and close child's materials, they affect their feelings, allow you to compare your experience with purchased, have your point of view. For example, in the 2nd grade, children learn a rather difficult theme "Russia - your homeland". For work with a challenging textbook, two emotional supports are offered in the textbook. The first - the story "What Pope talks about" - draws an emotional situation, familiar to almost every child: Dad returns from a business trip and talks with children about how he missed the house. In the process of reading and discussing the text, children can answer the following questions: "Do such stories happen to you? When did you bored home? Do you remember your hometown, street, house when you are leaving for other places? Why does a person missed home? "

As a result of a collective discussion, schoolchildren come to the conclusion: a person gets used to his hometown, where he is always comfortable and good, where he is waiting and bored on him. Motherland is also a native home, so a person can not live long without his debris.

At the same time, the teacher offers another emotional support: schoolchildren consider the reproduction of the painting I.I. Levitan "Evening ringing". It is especially important to draw the attention of children to such words: "The poet conveys his love for his motherland with words, composer - melody, and paint artist." This will prepare students to analyze the meaning of the poem I. Sharun "Red Sunshine" (p. 52 in the textbook for the 2nd class) - The poet conveys his sense of love for his native land, nature, homeland.

Of course, a personal attitude to the event, the moral norm is formed from a younger student not easy. To do this, it is necessary to build a system of emotional "faces": give examples from the life of children, to revive their experience, use visual material, etc.

Let us give an example. In the 4th grade, the topic "from birth to old age" is studied. In one of the lessons, the guys are invited to paint on the topic "Why do you need your help?". As the first emotional support in discussing the topic, the teacher uses the life experience of the student. The quarter-grader compares the image of an elderly person, existing in his past experience, with the image presented in the text of the textbook. In this case, the emotional support is connected with meaningful: the experience of children is enriched with specific life situations.

The second emotional support is the reproduction of the picture of the wonderful Russian artist V.M. Vasnetsova "From the apartment on the apartment." Comparing its experience of communication with the elderly, looking at the picture, the student gets the opportunity to think about whether the attitude towards old people, which we often observe how you behave. Perhaps, discussed with classmates the importance and necessity of attention to older people, the student will pay a little time to his relatives, will tell the good word to the old people, will have an opportunity to help. The third emotional support is the student stories about how they help grandparents, and the discussion of the situation "Grandma came home".

Lessons of the surrounding world with their correct organization, it is possible to develop the most important intellectual qualities of the student: the ability to compare, classify, draw conclusions. For example, studying in the 2nd class "Your first acquaintance with the stars," the teacher proposes to consider two schemes and discuss such a problem: "In the distant times, people drawing the universe were placed in the center - about the same way as painted in the first scheme, - And thought the sun revolves around the Earth. Compare schemes. Which one seems to you correct from the point of view of modern astronomy? " (The second scheme displays a modern view of the building Solar system.)

As a result of the discussion, children come to the following conclusion: in antiquity, people had the wrong idea of \u200b\u200bthe role of the Sun in the solar system. This star is the center of the Solar System, and the Earth rotates around the Sun. Thus, the comparison of two different points of view becomes the basis of the correct understanding of links in the environment.

Among the objectives of the surrounding world, one of the most important is the development of socially significant qualities of personality, value ideas about nature, people, society. It is directed to the course of its achievement , so all the components of the methodology for familiarization with nature, society, people, etc. Especially important for the formation of a positive attitude to peace and his knowledge of the problematic situations.

For example, during the discussion in the 4th grade of problematic issues: "Why did Russian warriors always burn the bridges behind them?", "Why said:" To retreat nowhere. For us Moscow! "?", "What the words A.S. mean Pushkin, said about Kutuzov: "When folk faith voice..." (see tutorial)? "," Why the words of the song "Get up, the country is huge ..." inspired people to feats? " etc. - Children are born by higher moral feelings - patriotism, pride for the heroic history of the native country, worship before the exploits of our ancestors.

The value positions of the younger student are manifested in his activities - first in the training situations, then in everyday life. The younger schoolboy in his statements, comments to its drawings and illustrations of the textbook, in writings, stories-etudes reflects their own understanding of the events of the country, learns to compare their emotional states with relations that are expressed in their works the authors of artistic canvases, literary works, sculptural compositions et al. For example, a number of posters dedicated to the Great Patriotic War are selected in the textbook for the 4th grade. Considering them, the fourth-graders pay attention to the visual means, which artists enjoy, on how they depict our warriors and fascist enemies. So, the poster "What Hitler wants and what he will get" means of visual art actually calls a number of reasons why Hitler untied the war with the Soviet Union: "Hitler wants bread from peasants to take away; wants to give the plants to give; He wants the earth to be lit by coffins; Wants to make slaves free. "

Of course, in the younger school age, the development of the child's reflection is only begins. In order for the schoolboy to study the results of his activities, in order to successfully formed his self-esteem and self-control, already in the 1st grade, a special exercise is introduced: "Evaluate how you fulfilled the task." The student reads carefully for itself (or listens to the teacher) all the options for answering an assessment of the task is:

- quickly, right, independently;
- right, but slowly;
- right, but with the help of others;
- Quickly, but wrong.

Then the student chooses one of the answers, which, from its point of view, corresponds to the process of its activity and the result obtained. Since the schoolboy can choose only one answer out of four, it makes it first analyze all the proposed answers. The experience of using this and similar exercises shows that by the end of the first year of study, children are quite objectively assessing their activities, which allows you to introduce more differentiated assessments in the following classes.

The process of studying the surrounding world is more than all other educational disciplines of primary school, contributes to the development of children's erudition.

When studying the student, students are mastered quite a large amount of knowledge from various educational areas - natural science, geography, social studies, anatomy, etc. This means that the subject "surrounding world" is a cultural, forming culture and erudition of the child. The study of nature, society and humans contributes to the moral formation of the personality, the formation of a humane attitude towards the whole living. The child absorbs the rules of behavior, learns to interact with other people, to understand himself, manage their behavior.

For example, in the 2nd grade in the lessons on the topic "Who lives next to you", children learn the rules of culture of behavior and attitudes towards people. To get away from edification, the formal memorization of the rules, it is necessary to pay more attention to the emotional side of human actions. The conclusion that students will do: "No Rules can exist. Rules helps people live without trouble. Compliance with the rules allows you to organize life. " ( Let us give an example from a class textbook 2. P. 42-43.)

An important side of the person's growing child is to upbringing environmental culture. Children will know the alphabet of the laws of the life of nature, learn about the interaction of plant and animal organisms, the need for careful, mastic and reasonable attitude towards natural environment. In the process of learning, the experience of assessing human behavior in nature is formed, the skills and skills of animal care, plants, to provide them with the necessary assistance both in artificial and in a natural habitat. The basis of the aesthetic education of younger students is the figurative, emotional perception of objects created by nature and man. A variety, brightness, the dynamic of the objects of the surrounding world affect the stability of emotional impressions, and the relationship between emotional and cognitive becomes a condition for the development of aesthetic feelings.

Constantly observing the phenomena of the surrounding world and being in cooperation with its objects and objects, the youngest schoolboy acquires not only a big sensual experience. It develops the ability to analyze, establish communication and dependencies, classify, compare, generalize the observed, draw conclusions - that is, he learns to be a student.

In the process of familiarization with the outside world, it is fairly easy to create situations of surprise, the question, assumptions, foresight, which become the basis for the emergence of the motive of knowledge gains, are of particular importance in the development of logical thinking and connected speech (speech-reasoning).

Imagine now the objective objects in the form of a scheme.

Leading goals of the subject "Enough Peace"

Objectives caused by the natural content of the subject:

formation of systematized knowledge about the variety of nature and conditions of its life;

the development of a positive attitude towards nature, elements of an environmental culture;

formation of careful, creative attitude towards nature.

Objectives due to social science content:

education began the highest moral feelings (relations to the homeland, its culture and history), tolerance, etc.;

upbringing culture of behavior and relationships;

development ability to empathize, show attention, provide assistance and others.

Objectives caused by the integrated course of the course content:

the formation of a common culture and erudition of schoolchildren;

development of value relations to the world, moral and aesthetic feelings;

awareness of itself as part of nature and a member of society.

? What qualities are developing mainly in the lessons of the surrounding world?

If we proceed from the position adopted in the didactic that the intended learning goals are the planned result of the didactic process, the implementation of the above-mentioned leading goals of the younger schoolboy will lead to the appearance of "neoplasms" (L.S. Vygotsky) of his personality.

These new qualities of the child's personality will help him interact with the world and himself will become elements of its readiness for such interaction.

We highlight the main components of the readiness of the younger schoolboy to interact with the outside world.

1. Intellectual readiness - the ability to work with information different types, the ability to apply knowledge in non-standard situations, determine the method of building a learning task; To own (at the age level) techniques for independent mining of new knowledge. Intellectual readiness includes the necessary level of development of cognitive interests, the ability of the student to work in search conditions, the ability to put forward and discuss assumptions, carry out minor research.

2. Personal readiness - desire and ability to show independence, initiative, purposefulness, volitional effort when overcoming difficulties; The ability to plan and organize your activities, own elementary rules educational cooperation.

3. Communicative readiness - The ability to use language and speech tools to receive and transmit information, the ability to participate in the educational dialogue, build monologic statements of different types.

4. Reflective readiness - the ability to monitor and evaluate its activities, to anticipate the possible consequences of their actions, find and eliminate the cause of emerging difficulties; Consciousness of their own dignity, the ability to objectively assess their academic achievements and strive for their improvement.

5. Business (activity) Readiness - the ability to translate the practical task in the study, designing its activities from the purpose of the target before obtaining the result; the ability to apply the actions algorithm; The ability to work in a choice.

6. Creative readiness - the ability to solve the learning task creatively; a wish
And the ability to abandon the sample, to achieve originality and novelty of the solution.

7. Emotional readiness - A system of educational and educational motives (reasonable desire to learn), an adequate emotional response to various training situations, the ability to use and acquire sensual experience.

From the above, it follows that the characteristic of the readiness of the younger student is indifferent to the content of training, that is, the quality of the student can be formed at any lesson.

Questions for self-test

1. Prove the special importance of the world for the social development of the child.

2. What is the relationship of parents of your class's students to the subject "surrounding world"?

3. Describe one of the objectives of the subject.

4. How do you understand the readiness of the younger schoolboy to life in the modern environment?

5. Express your opinion on the question: "Do I need to adjust the learning process in connection with changes in the modern public situation?"

1. Vinogradova N.F.. The conceptual foundations of building an educational and methodological set "Primary School of the XXI Century". - M.: Ventana Graf, 2005.

2. Vinogradova N.F.. Strategy of the Russian Federation in the field of education for the period up to 2008: priorities of education as an contribution to the socio-economic development of the country // Primary education. – 2005. – № 5.

3. Vinogradova N.F.. How to implement personal-oriented education in elementary school? // Primary School. - 2001. - № 9.

4. Vinogradova N.F.. Training should be developing // primary education. - 2004. - № 2.

5. Vinogradova N.F.How to develop reflective abilities. Primary education. - 2005. - № 4.

6. Zhurova L.E., Vinogradova N.F. Training activities: Program for elementary school // in Sat. "Programs for a four-year-old elementary school." - M.: Ventana Graf, 2005.

(for four-year elementary school)

A.A. Vakhrushev, D.D. Danilov, A.S. Rautian, S.V. Tyrin

I. Explanatory note

The most important tasks of education in elementary school ( formation of subject and universal action methodsensuring the possibility of continuing education in the main school; education of the ability to learn - ability to self-organization in order to solve educational tasks; individual progress In the main spheres of personal development - emotional, cognitive, self-regulation) are implemented in the process of learning to all subjects. However, each of them has its own specifics.

Reading, Russian and mathematics create a foundation for the development of all other objects at a minimum that they teach children reading, writing and score. The core of rational comprehension of the world has always been the science system, the study of which is the basis school programs In the main and high school both by the number of objects and by the number of hours. The subject "Arrible World" on the basis of the skills obtained in the lessons of reading, Russian language and mathematics, teaches children to a holistic integral rational (breathtaking) comprehension of the world, prepares them for mastering the basics of knowledge in the basic school, and in relation to the development of the personality, its upbringing It plays no less, if not a big role compared to the rest of the subjects.

The subject "The World War" is the foundations of natural and social Sciences. The goal of the course of the surrounding world in elementary school is to understand the personal experience and the teaching children to the rational comprehension of the world.

Unisematic fragmentary knowledge can be used only for the purpose for which they are intended. In a modern rapidly changing world, a lot of unexpected, new tasks, to whom it is impossible to prepare in advance. In an unexpected situation can be useful holistic knowledge system, More than more - the formed ability to constantly systematize the acquired information and detect new connections and relationships. Science is an exemplary example of a knowledge system built on a rational basis.

Acquaintance with the beginning of science gives a disciple key (method) to understanding personal experience, allowing you to make the phenomena of the surrounding world by understandable, familiar and predictable. The subject "The World War" creates the foundation of a significant part of the subjects of the main school: physics, chemistry, biology, geography, social science, history. This is the first and only subject in school, drawing a wide palette of natural and public phenomena. In the future, this material will be studied on various subjects. Therefore, it is within the framework of this subject it is possible to solve problems, such as environmental education and upbringing.

The specifics of understanding the experience with a modern child is that his experience is unusually wide, but largely virtual, that is, not a direct communication with the outside world, and indirectly through funds mass media And first of all, television. The role of virtual experience will only increase due to the wide range of computer, the Internet.

Television is not focused on systematic children's education, although it becomes the main "window" into the world around. Therefore, without being able to confront the negative impacts of virtual experience, the school should, if possible, use it for educational purposes and organize the development of the virtual world to schoolchildren. Therefore, the role of the "surrounding world" of the object is very large and there is a need to expand its content, since this item must give answers to a variety of requests for child experience, including virtual.

The understanding of personal experience is also important because it introduces a student to the world a value scale, without which the formation of any target plants is impossible. The subject "The World War" also helps the student in the formation of personal perception, an emotional, appraisal attitude to this world.

II. General characteristics of the educational subject

Acquaintance with the holistic picture of the world and the formation of an appraisal, emotional attitude to the world is the most important lines of the development of the student's personnel of the course of the surrounding world. Modern schoolchildren differ from the peers of fifteen-twenty years ago for curiousness and greater awareness. Unfortunately, these knowledge of children, as a rule, are not systematized and fragmented. The reason is that more objects and phenomena are included in the circle of our communication with which we communicate indirectly. If at the same time small man 5-9 years old knew only those objects and phenomena, which was directly surrounded in the family, in the courtyard, at school, now the situation has radically changed. Thanks to TV, movies, computer and books, the guys may know about diverse phenomena and facts in the distance from their home significantly more than about the surrounding items.

As a result, various schoolchildren have different knowledge and have different questions about the world around. Before the teacher there is a difficult task to build a lesson in such a way that, on the one hand, answer for all questions, guys and satisfy the curiosity of students, and on the other - to ensure the assimilation of the necessary knowledge.

How to learn to achieve both goals. It turns out that there is one way out for this. Actor education and education of the primary schoolchildren is familiarity with the holistic elementary scientific picture Mira. The meaning of the picture of the picture of the world - with a minimum of reported knowledge to make a person a conscious participant in life. It is very important from the very first steps of the child at school to teach him a holistic look at the world. Then the answer to any question arising from the schoolboy can be easily found, since the guys from the very first steps of the study of the surrounding world are taught to seek the place of each phenomenon of nature and human farms in it.

Himselfing the goal to build a course in which each schoolboy can find answers to the questions that arise from him, we cannot not be aware of the fact that the volume of textbooks are limited. What should be the way out of this position?

To solve the task, a textbook is not suitable, which includes only such specially selected issues that can be accessible and outlined without popularization are presented to younger schoolchildren. After all, with this approach, most of the questions that arise from the guys cannot be answered. As a result, the guys will not be integrated ideas about the world around. This in turn will not allow them to easily perceive new information, as it is difficult to associate with a small number of prevailing ideas and concepts. So, most of their representations will be the result of children's myth-making. These ideas received by the guys in childhood may remain with them for life.

Another situation will develop when using the course to which the integrated course of the surrounding world in the framework of the school 2100 applies to your attention. Schoolchildren introduce wide ideas about the world that form a system covering the whole world. At the same time, the most important concepts ("islands of knowledge") explain only a small part of the world around them, but the closest development zones are made around them allow to respond to most of the questions that arise from the guys. The presentation of a relatively complete picture of the world will make it possible to give the creative research nature to the process of studying the subject, forcing students to ask new and new questions specifying and helping to comprehend their experience.

How to form a holistic picture of the world from a child? It is meaningless to start trying to tell him strangers for him. He may be interested, but will not be able to combine these new knowledge with his experience (knowledge will remain "islets without bridges"). The only way - daily and hourly help the guys to comprehend their experience. A person must learn to understand the world around and understand the price and the meaning of his actions and actions of others. And let the person will not always act in accordance with his knowledge, but to give him the opportunity to live wisely and meaninglessly we must. Regularly explaining his experience, a person tends to understand the world around him. At the same time, it is constantly beginning to arise questions (caused by ignorance "), which require clarification. All this contributes to the emergence of habit (skill) explanations and understanding of their experience. In this case, he can learn how to make any new thing, his own mastering him.

At the same time, it is fundamentally important not to stop at the cold rational analysis of the world. A person is inseparable from those experiences (emotions, feelings, assessments), which he is experiencing in relation to everything that happens around him. Thus, another our goal is to help the student in the formation of personal perception, emotional, appraisal attitude to this world. It was within the framework of this line of development that the objectives of humanistic, environmental, civil and patriotic education are solved. It is the independent definition of a student of his position in the end, it will help him find an answer to the question: "How do we build your life?" In the relationship "Man - Nature", "Man - Society". In the view of the authors, the only human survival strategy in relations with nature is the transition to an environmental economy that will not destroy natural ecosystems, but to embed it in them. In the relationship between people, the main priority is the formation of a civil identity of the tolerant personality - a person who can independently determine its position, is interested and tolerable to treat the positions and interests of other people. Upon reaching these goals, we will be able to hope that our student will be able to take advantage of the picture of the world.

The activity approach is the main way to get knowledge. The inclusion of a holistic picture of the world, accompanied by an explicit expansion of the content, requires significant changes in the didactics of natural science in elementary school.

Traditionally, the basis of learning is the learning of knowledge. Therefore, the main goal of education is to "invest in the head of children." In this case, the content of the course of natural science rate in elementary school is too voluminous. Of course, the whole, even elementary, the picture of the world in elementary school can not be learned, as this is the task of the entire basic school. But we do not apply such a goal. We want to introduce the guys from the picture of the world and teach them to use it to comprehend the peace and ordering their experience. Therefore, the learning process, according to our deep conviction, should be reduced to developing the skill of interpretation of his experience. This is achieved by the fact that the guys in the learning process learn to use the knowledge gained during the fulfillment of specific tasks imitating life situations. The solution of problematic creative productive tasks is the main way of understanding the world. At the same time, various knowledge that schoolchildren can remember and understand, are not the sole purpose of training, and serve only one of its results. After all, sooner or later, these knowledge will be studied in high school. But to get acquainted with a holistic (taking into account the age) the picture of the world later the guys will not be able, as they will study the world separately in class on various subjects.

In this case, we use traditional for schools "schools 2100" the principle of minimax. According to this principle, textbooks contain redundant knowledge that the guys may assign and redundant tasks that students can perform. At the same time, the most important concepts and connections that are ministed in the minimum of content (standard) and the components of a relatively small part of the course must learn all students. Thus, textbooks differ significantly in terms of the material that students may and must be learned.

Within the framework of the historical and social science course, the activity approach is most difficult, since this approach is largely contrary to the tradition of teaching history in school. Often, the discussion from the point of view of science questions either were avoided, or unequivocally interpreted. Attempts to put these issues as problems inevitably encountered the fact that students have a catastrophic lacked school course. As a result, the study of history was reduced to the description of events and phenomena, supplemented by an indication of a rigid causal relationship, which suggested during the discussion only a unambiguous issue of the issue (in accordance with the version dominating at that time in science). All these circumstances are extremely hampered by the formation of the ability to use historical experience in modern life. But this is exactly what the implementation of activity-oriented principles is required.

We propose not to avoid issues of problems on Russian history and modernity. These questions you can not finally resolve, in the framework of the school in general, and especially in 3-4 grams. A person who constantly expanding his horizons during his life, comes to solving these problems. Course's task - put In front of the disciples, these questions, since without them a holistic picture of history does not exist. When trying to solve these problems in elementary school, the teacher should pay the attention of children to the fact that to achieve the goal requires a permanent expansion of their knowledge! The purpose of the historical and social science of the environment of the surrounding world is that the student thinks over the problematic issues, so that he is constantly returned to the attempts of their permission.

Thus, in general, students should develop ability to understand and know the world around. Signifyingly apply the knowledge gained to solve educational and vital tasks.

Algorithm of teacher training for lesson. When conducting lessons at our course, teachers are very often faced with the problem of lack of time. The topic of the topic is so extensive that it is not possible to "open" completely together with schoolchildren using the technology of a problem dialogue. There is already a call, and the teacher has not yet explained to the guys all the material. As a result, no time remains self-use Knowledge, nor for summing up. The basis of this problem is the desire of a teacher "Open" with students all knowledge. On the contrary, some complex provisions are easier to explain to the teacher himself, leaving lighter "discoveries" for students. It is important that at every lesson at least part of the knowledge of the children "opened" themselves.

The second and main reason for the lack of time is the inability to use the minimax principle. According to this principle, schoolchildren at the lesson can learn a lot of new (maximum), but they must learn only the most important knowledge (minimum).

1st step. At the first stage of preparation for the lesson should be allocated in the contents of the textbook minimum. To do this, it is necessary to open a program and find in the requirements for knowledge and skills by the end of this year of study those related to the topic studied (the list of requirements is also placed in diaries and at the beginning of each section of the textbook). This is the minimum that must learn all students and which will be checked in verification workah at the end of a quarter. The assimilation of these knowledge and skills is ensured not so much at this lesson as in the subsequent lessons in the process of their update. In some lessons, there may not be knowledge and skills relating to a minimum.

Starting from the 2nd class, at the end of the lesson there is a list of concepts that schoolchildren must learn. Some of these concepts dedicated to the font belong to the program minimumThat all schoolchildren should know. It can be indicated by the expression "I need to remember." But the other part of the concepts, facts (it is not highlighted) is not minimal. It can be indicated by the expression "Enough to meet". It includes frequently found surrounded by a child's child, which nevertheless not necessarily know. It is necessary to achieve their understanding in the lesson by all students, but in further lessons it is not necessary to apply them at the stage of actualization. To whom they will seem important, remember them, the rest can forget. But in independent work carried out at the end of the topic (once in 3-4 lessons), they are included and at the lesson on this topic should be present.

Finally, to the third category of concepts and facts - maximum - These are those in the text of the textbook, but are not placed at the end of the lesson, they are all no longer reflected in the software requirements. They are not only not necessarily to know, but also not necessarily include in the lesson material.

2nd step. At the second stage of preparation for the lesson, revealing the concept of a minimum and maximum, the teacher thinks a problematic situation, the main question of the lesson and a small set the most important issueswhich you need to find the answer to answer the main question. These basic dialogue issues The teacher includes in its abstract, while simultaneously thinking about the possible answers to children. The developed plan should be told to observe, distracted by the lesson only to the difficulties arising from students when studying the most important knowledge. If the schoolchildren immediately express their versions of the problem (encouraging dialogue), the teacher will not ask all the prepared issues, but will go to the lesson to discuss versions. In general, in our methodology, you need to be pre-ready for the fact that the guys will easily pass the teacher with a thoughtful rut. It is in order for the lesson that the lesson does not lose logic, the teacher writes in his abstract system of the most important issues and tries to follow it.

3rd step. Only in the third stage of preparation for the lesson, the teacher begins to choose and include in the summary of the lesson, those knowledge from the maximum who will be interested in schoolchildren. In the 3-4th grade, you can pre-discuss with the guys, what they want to know. This material is the reserve that the teacher may donate with a shortage of time.

Control of educational results. Any didactics involves control over the learning of knowledge, subject skills and universal training actions. Without knowledge gained by schoolchildren, learning efficiency will be zero. Once again we repeat the knowledge requirements for the classroom on the environment.

First, in our opinion, only those knowledge of students they can enjoy in practice are important. Therefore, first of all, knowledge gained by schoolchildren should allow to describe their observations and explain to the guys their own experience, help respond to questions that arise from them. In fact, the skills of using knowledge are needed, and not the knowledge itself.

Secondly, strong knowledge is important and needed, and the material that has not learned to this lesson. In this regard, we propose to evaluate students in the following two ways:

1. Assembly assessment of knowledge and skills is carried out through the execution of productive tasks in textbooks and workbooks, in independent and final work (1-2 cl.), In verification and testing (3-4 cl.). Productive tasks require not so much to find a ready-made response in the text, how much to apply the knowledge gained to a specific situation for its explanation. This kind of knowledge of knowledge leads to the construction of a person's adequate reality of a holistic picture of the world understandable for him. Schoolboy who fully fulfilled independently all the necessary tasks in the textbook and working notebook, all the necessary knowledge of the knowledge. At the same time, it will not so much to remember the definition of concepts and the wording of laws, how much will be able to apply them in life. Naturally, such a task may come up with a multitude and add a teacher. But they must meet all the above criteria (first of all, to require creatively applying knowledge) and it is desirable to be associated with any practical activity (write, draw, connect, sculpt, and the like). It is very important that the amount of tasks the teacher determines from the level of knowledge of his students. In any case, there is no need to fulfill all tasks in textbooks and workbooks (minimax principle).
2. Assembly assessment of knowledge and skills is carried out through the constant repetition of the most important concepts, laws and rules. At the stage of actualization of knowledge before the start of studying a new material, we offer the teacher to conduct a blitzoprosis of the most important concepts of the course and their relationships that need to be remembered for the correct understanding of the new topic. Especially useful if the guys themselves formulate a list of knowledge necessary to solve the problem. In all textbooks, starting from the 2nd class, at the beginning of each lesson there are questions for actualization of knowledge.

The advantages of such a test of knowledge and skills are that the teacher is constantly aware of those knowledge that children possess. In the case when none of the students can give an answer to the question, schoolchildren under the guidance of the teacher turn to the dictionary. This once again teaches working with him and shows how to do a person if he wants to know anything.

An important role in conducting controls have notebooks for independent and final works (1-2 cl.) and notebooks for verification and test work (3-4 cl.). The level of tasks in textbooks and workbooks is distinguished by its complexity in independent (verification) and final (control) work. Tasks in the textbook and workbook are the most difficult. They include, in accordance with the minimal principle, not only a mandatory minimum (program requirements), which must learn all students, but also the maximum that schoolchildren can learn. At the same time, the tasks of different levels of difficulty are not marked. In contrast to independent (verification) and final (control) works, starting from the 2nd class, the level of complexity (necessary, software or maximum) is marked, which can independently choose students. At the same time, the emphasis of independent (verification) works is made at a mandatory minimum and the most important provisions of the maximum (minimax). And the material of the final (control) works is entirely oriented on the mandatory minimum of knowledge.

Thus, each student must learn each topic by performing a certain amount of tasks in the textbook and the working notebook, coping with the tasks of independent (verification), final (control) works. Positive assessments And the marks for the tasks of independent (verification), the final (control) works are a kind of test on the topic studied. Each theme for each student must be credited, but the term of receipt of the testing should not be rigidly limited (for example, students should pass all themes until the end of the quarter). It teaches schoolchildren to plan their actions. But schoolchildren must see the results of their work, this role can play:

1. table of requirements for the subject in the "Schoolboy Diary". In it, the student (with the help of a teacher) puts his marks for different tasks, demonstrating the development of the relevant skills. For example (2 cl.), Mark for the task: "What substance gives hardness and elasticity to these subjects? (Drawn the ball, inflatable circle, inflatable mattress) "put in the graph of the ability to" explain the differences of solid, liquid and gaseous substances ";
2. 2) The student's achievement portfolio is a folder in which originals or copies (paper, digital) performed by a student of tasks are placed, works containing not only the mark (score), but also an assessment (verbal characteristic of its success and advice on improving, eliminating possible flaws) .

The accumulation of these marks and estimates shows the results of promotion in the assimilation of new knowledge and skills by each student, the development of his skills to act.

III. Description of the place of the educational subject in the curriculum

In accordance with the federal basis curriculum, the course "The surrounding world" is studied from 1 to grade 4 to two hours a week. The total learning time is 270 hours. Excursions and practical work occupy a special place. Their required minimum is defined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, independent creation of simple models.

IV. Description of the value orientation of the content of the educational subject

Value of life - recognition of the human life and the existence of living in nature as a whole as the greatest value, as the basis for genuine environmental consciousness.

Nature value It is based on the universal value of life, in a realization of itself as part of the natural world - part of a living and inanimate nature. Love for nature means first of all the careful attitude towards it as a human habitat and survival, as well as the experience of the feeling of beauty, harmony, its perfection, the preservation and increase in its wealth.

Value of man as a reasonable being aspiring to good and self-improvement, the importance and necessity of observance healthy image Life in the unity of its components: physical, mental and socio-moral health.

Value of good - The direction of a person on the development and preservation of life, through compassion and mercy as a manifestation of the highest human ability - love.

Value of truth - This is the value of scientific knowledge as part of the culture of mankind, reason, understanding the essence of being, the universe.

Value of family As the first and most significant for the development of the child of the social and educational environment, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.

Labor and creativity value As a natural human life, the state of normal human existence.

Value of freedom As freedoms of choosing a person of their thoughts and actions, but freedom, naturally limited by the rules, the rules of society, the member of which is always throughout the social essence is a person.

The value of social solidarity As recognition of human rights and freedoms, the possession of the feelings of justice, mercy, honor, dignity towards themselves and to other people.

Value of citizenship - awareness of a person himself like a member of society, the people, a representative of the country and the state.

Value of patriotism - One of the manifestations of the spiritual maturity of a man, expressed in love for Russia, the people, small Motherland, in a conscious desire to serve the Fatherland.

Value of mankind - awareness of a person himself as part of the world community, for the existence and progress of which the world needs, cooperation of peoples and respect for the diversity of their cultures.

V. Personal, metapredemless and subject results of the learning subject

All results (objectives) of the development of the teaching course form a holistic system together with subject means. Their relationship can be seen in the diagram.

1st grade

Personal results Studying the World Mir Course in the 1st grade is the formation of the following skills:

• Evaluate Life situations (actions of people) from the point of view of generally accepted norms and values: in the proposed situations to celebrate concrete actions that can be assessed as good or bad.
• Explain From the position of universal moral values, why specific deeds can be assessed as good or bad.
• Alone define and express
• to make a choicewhich act to make.

The means of achieving these results is the training material and the tasks of the textbook, providing the 2nd Development Line - the ability to define their attitude to the world.

MetaPronsMet results The study of the "Arrible World" course in the 1st grade is the formation of the following universal educational actions (Wood).

Regulatory Wood:

• Define and formulate The purpose of the activity in the lesson with the help of a teacher.
• Try The sequence of actions in the lesson.
• To study express Your assumption (version) based on working with a textbook illustration.
• To study work According to the proposed teacher plan.

• To study differ The task is true of incorrect.
• Learn together with the teacher and other students to give emotional evaluation class activity in class.

Cognitive Wood:

• differ New from the already known with the help of a teacher.
• Do preliminary selection of sources of information: navigate In the textbook (on the reversal, in the table of contents, in the dictionary).
• Make new knowledge: find answers Issues using a textbook, your own life experience and information obtained in the lesson.
• draw out As a result collaboration Total class.
• Recycle the information obtained: compare and group Items and their images.
• detail retell Small texts, call their topic.

The means of forming these actions is the training material and the tasks of the textbook, providing the 1st Development Line - the ability to explain the world.

Communicative Wood:

• register His idea in oral and written speech (at the level of supply or small text).
• Listen and understand Speech of others.
• Expressively to read and retell text.

The median of the formation of these actions is the technology of a problem dialogue (encouraging and loving dialogue).

Subject results Studying the World Course in the 1st grade is the formation of the following skills.

• call surrounding objects and their relationships;
• explain how people help each other to live;
• call live and non-residential natural wealth and their role in human life;
• call the main features of each year of the year.

• evaluate the correctness of behavior in everyday life (communication rules, rules of the Obzh, traffic).

2nd class

Personal results Studying the World Miring Course in the 2nd grade is the formation of the following skills:

• Evaluate Life situations (actions of people) from the point of view of generally accepted norms and values: in the proposed situations to celebrate concrete actions that can estimate Like good or bad.
• Explain
• Alone define and express The simplest common rules for all people (the foundations of universal moral values).
• In the proposed situations, relying on common to all simple rules behavior to make a choicewhich act to make.

MetaPronsMet results Studying the "Arrible World" course in the 2nd grade is the formation of the following universal training actions.

Regulatory Wood:

• Define The purpose of the activity in the lesson with the help of a teacher and independently.
• Learn together with the teacher to detect and formulate training Together with the teacher (for this, a number of lessons are specifically provided in the textbook).
• To study to plan learning activities in the lesson.
• Express His version, try to offer the way it is verified (based on productive tasks in the textbook).
• Working on the proposed plan, use Required means (textbook, simplest devices and tools).

The means of forming these actions is the technology of a problem dialogue at the stage of studying a new material.

• Define The success of the fulfillment of your task in the dialogue with the teacher.

The means of forming these actions is the technology of assessing educational achievements (learning success).

Cognitive Wood:

• Navigate in your knowledge system: understandWhat is needed for more information (knowledge) to solve the learning task one step.
• Do preliminary selection Sources of information to solve the learning task.
• Make new knowledge: find The necessary information both in the textbook and in the dictionaries proposed by the teacher and encyclopedias (in the 2nd class textbook for this, a special "encyclopedia within the textbook" is provided).
• Extract new knowledge: to extract information presented in different forms (text, table, circuit, illustration, etc.).
• Recycle the information obtained: observe and make independent conclusions.

Communicative Wood:

• Convey your position to others: register His idea in oral and written speech (at the level of one sentence or small text).
• Listen and understand Speech of others.
• Expressively to read and retell text.
• Join In a conversation in class and in life.

The means of the formation of these actions is the technology of problem dialogue (encouraging and liner dialogue) and productive reading technology.

• Together to negotiate about the rules of communication and behavior at school and follow them.
• Learn to perform various roles in the group (leader, artist, criticism).

The means of forming these actions is the work in small groups (in the methodological recommendations there is such an option for lessons).

Subject results Studying the World Course in the 2nd grade is the formation of the following skills.

The 1st line of development is to be able to explain the world:

• explain the differences in solid, liquid and gaseous substances;
• explain the effect of attraction of land;
• associate events on earth with the location and movement of the Sun and the Earth;
• watch the weather and describe it;
• be able to determine the sides of the light through the Sun and the compass;
• use the globe and cards, find and show parts of light, mainland and oceans on them;
• call the main natural zones and their features.

2nd Development Line - to be able to determine your attitude to the world:

• evaluate the correct behavior of people in nature;
• respectively refer to other peoples living on Earth.

3-4th grades

Personal results Studying the World Miring Course in the 3-4th grade is the formation of the following skills:

• Evaluate Life situations (actions of people) from the point of view of generally accepted norms and values: to learn from separating actions from the person himself.
• Explain From the position of universal moral values, why concrete simple actions can be assessed as good or bad.
• Alone define and express The simplest common rules for all people (the foundations of universal moral values).
• In the proposed situations, relying on the common rules for all to make a choicewhich act to make.

The means of achieving these results serves the training material and the tasks of the textbook, aimed at the 2nd Development Line - the ability to define their attitude to the world.

MetaPronsMet results Studying the World Course in the 3rd grade is the formation of the following universal training actions:

Regulatory Wood:

• Self formulate the objectives of the lesson after prior discussion.
• Together with the teacher, to detect and formulate a learning problem.
• To make a plan to solve the problem (tasks) together with the teacher.
• Working according to plan, to check its actions with the goal and, if necessary, correct errors with the help of a teacher.

The means of forming these actions is the technology of a problem dialogue at the stage of studying a new material.

• In the dialogue with the teacher, develop the evaluation criteria and determine the degree of success of the fulfillment of its work and the work of all, based on the existing criteria.

The means of forming these actions is the technology of assessing educational achievements (learning success).

Cognitive Wood:

• Navigate in your knowledge system: independently supposeWhat information is needed to solve the learning task one step.
• Take away Sources of information among the dictionaries proposed by the teacher, encyclopedia, reference books necessary for solving the learning task.
• Make new knowledge: extract Information presented in different forms (text, table, circuit, illustration, etc.).
• Recycle the information obtained: compare and group Facts and phenomena; Determine the reasons for phenomena, events.
• Recycle the information obtained: draw out Based on summarizing knowledge.
• Convert information from one form to another: make up plain plan educational and scientific text.
• Convert information from one form to another: present information In the form of text, tables, schemes.

The means of forming these actions is the training material and tasks of the textbook, aimed at the 1st Development Line - the ability to explain the world.

Communicative Wood:

• To convey your position to others: register Its thoughts in oral and written speech taking into account their educational and life speech situations.
• To convey your position to others: express your point of view and try her justify, leading arguments.
• Listen to others, try to take another point of view, be ready to change your point of view.

The means of the formation of these actions is the technology of a problem dialogue (encouraging and loving dialogue).

• Read out loud to yourself textbooks and at the same time: to conduct "dialogue with the author" (predict the future reading; put questions for the text and search for answers; check yourself); separating new ones; allocate to make plan.

The means of forming these actions is the technology of productive reading.

• Contract people: performing various roles in the group, cooperate in a joint solution (tasks).
• Learn respect to the position of the other, try to negotiate.

The means of forming these actions is the work in small groups.

Subject results Studying the World Miring Course in 3rd grade is the formation of the following skills.

Part 1. Inhabitants of the Earth

The 1st Development Line is to be able to explain the world.

• give examples of bodies and substances, solid bodies, liquids and gases, energy actions;
• give examples of relationships between alive and inanimate nature;
• explain the value of the cycle of substances in the nature and life of a person;
• give examples of living organisms of different "professions";
• list the features of coniferous and flowering plants;
• animals (insects, spiders, fish, amphibians, reptiles, birds, animals), mushrooms.

2nd Development Line - to be able to determine your attitude to the world:

• prove the need for a careful relationship of people to living organisms.

Part 2. My Fatherland

The 1st line of development is to be able to explain the world:

• learn about the lives of people from historical text, cards and draw conclusions;
• distinguishing objects and orders created by people (culture), from what is created by nature;
• explain what society is, the state, history, democracy;
• by year to determine the age, place of events in the past;
• distinguish from each other times of ancient Russia, the Moscow state, the Russian Empire, Soviet Russia and the USSR, modern Russia. Recognize modern coat of arms, flag, anthem of Russia, show the border and capital on the map.

2nd Development Line - to be able to determine your attitude to the world:

• learn to explain your attitude towards relatives and friends, to the past and true native country.

Subject results Studying the "Arrible World" course in the 4th grade is the formation of the following skills.

Part 1. Man and Nature

The 1st line of development is to be able to explain the world:

• explain the role of the main organs and systems of organs in the human body;
• apply knowledge about your body in life (for the preparation of the time mode, rules of behavior, etc.);
• call the main properties of air as gas, water as fluids and minerals as solid bodies;
• explain how a person uses the properties of air, water, essential minerals;
• explain what is the main difference of person from animals;
• finding contradictions between nature and human economy, to propose ways to eliminate them.

2nd Development Line - to be able to determine your attitude to the world:

• evaluate what is useful for health, and what is harmful;
• prove the need for a careful attitude towards living organisms.

Part 2. Man and humanity

The 1st line of development is to be able to explain the world:

• according to the behavior of people, find out what they have Emotions (experiences), what they have character traits;
• distinguish from each other different epochs (times) in the history of mankind;
• explain the differences between people of modern humanity: to distinguish citizens of different states; nationality of man from his race; believers different religions and atheists.

2nd Development Line - to be able to determine your attitude to the world:

• explain what interests unite you with your relatives, friends, fellow countrymen, citizens of your country, which unites all people on earth in one mankind;
• notice and explain what actions of people contradict human conscience, rules of behavior (morality and law), human rights and the rights of the child. Offer that you yourself can do to correct visible violations.

1st grade. "I and the world around" (66 h)

As we understand each other (9 h) Schoolboy, his duties. School. Hand and index finger - the simplest way to communicate. Hand. Index finger, its role in the showing of items. Speech is the main way to communicate people. Use the word for the name of the subject, the feature, actions. Items that can not show your finger (distant, fabulous, objects in the future).

Use of sharing knowledge between people. Transfer and accumulation of life experience - the basis of people's welfare. Source of life experience: own experience, knowledge of other people, books.

The concepts of "right", "left", "in the middle", "for", "before", "front", "back", "forward", "back", "left", "right", "above", " Below "," top "," bottom ". "Earlier" and "later."

How we learn that in front of us (4 hours) Objects and their signs. Signs common with other objects and peculiar. Discernment of items on features. Comparison of the signs of this subject with others. Properties of objects, their parts and actions with them allow you to distinguish between objects. Combine objects. Signs of combinations: subjects as signs; Objects with specific features.

How do you recognize the world (4 h) Man's senses. Eyes - organ of view, ears - organ of hearing, nose - body sentence, language - body of taste, leather - organ of touch. Memory is a repository of experience. Mind. Help parents and teachers to children in recognizing the world. The book keeps the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual assistance in the family. The role in the family of each of its member, "profession" family members. Your family help. What qualities should family have.

Rules of safe behavior in the house. Dangerous and poisonous substances. How to behave in the kitchen, in the bath. Terms of use of electrical appliances. Rules of fire safety. Caution with relationships with other people's unfamiliar people.

Friend and friends. Communication as the interaction of people, exchange of thoughts, knowledge, feelings, impact on each other. The value of communication in a person's life. Ability to communicate. The role of polite words in communication. Smile and her role. Expression of greetings and farewell, gratitude, requests, apologies, refusal, disagreement. How to listen to the interlocutor. Miracles of communication (hearing, conversation, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarity.

What surrounds us (10 hours) City and its features. Residential area: houses, streets, parks. Urban transport. The mutual assistance of people of different professions is the basis of the life of the city. Traveling around the city: residential areas, factories and factories, business and science Center Cities, recreation area. Village, his features. Life of people in villages and villages. Growing plants in vegetables, gardens and fields, dilution of pets. Rules of safe behavior on the street. Traffic light. Road signs.

The relationship of people of different professions in the process of bread production. Fabulous hero Kolobok and his journey. Human farm. The role of natural wealth. Mining from underground storerooms. Production of things at factories and factories. Agricultural plants and animals, their help person. Agriculture: crop production and animal husbandry. Service sector. Transport.

The dependence of a person by nature. Live natural wealth: animals and plants. Non-resident natural wealth: air, soil, water, stocks of underground pantry. Nature Forces - Wind, sunlight, River flow. The role of natural wealth in human farm. Careful attitude towards natural wealth. Solid, liquid and gaseous bodies, their display in Russian. Three water states: solid (ice, snow), liquid (water), gaseous (pairs).

Excursion "Safe Run to School."

Live inhabitants of the planet (9 hours) Plants, mushrooms, animals, people - living organisms. Growth, breathing, nutrition, reproduction - properties of living organisms. Mortality of living organisms. Careful attitude towards living inhabitants of the Earth.

Plant and animal similarity: breathing, food, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate air oxygen. Plants - "Kormaltsy". Animals are more often moving, looking for prey, eat food. Their "Profession" - "Etheries". The protection of living organisms in nature is the most important concern for a person. Pysticity of plants (flowering and non-flowered plants). Mushrooms. Animal manifold. The connection of the living organisms of different "professions" with each other. Their fitness for their place of life.

Cultural plants and domestic animals - our friends. Man's care about them. Dogs - man's helpers. Origin and breed dogs. Indoor plants - aliens from different countries. Plant care (regular watering, light). Country house And its inhabitants are animals, their use by man. Caring for domestic animals. Cultural plants. Garden, garden and field plants are human breadwinners. Fruits and vegetables. Edible parts of plants.

Man, like an animal: breathes, feeds and gives birth to cubs. The similarity of man with animals. Acquaintance with the appointment of various parts of the human body. Man is a reasonable creature. Production of things. Acts peculiar to a reasonable creature. Caring for nature.

Ecology is a science on how to live in a world with nature, without violating its laws. Rules of behavior in nature. Question of students to sponder: what can and what can not be done in nature. Careful attitude towards the environment.

Why and why (2 h) Sequence of events and its causes. Cause and investigation.

Seasons (12 hours) Fall. Signs of autumn: cooling, short day, leaf fall, ice on puddles. Coloring leaves. Preparation of animals by winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice-frequency, melting of snow, breaking leaves, arrive of birds, beginning of flowering plants, nesting birds. Flowers - primroses. Birds and their nests.

Summer. Signs of summer: long day, short night, bright sun, thunderstorm (thunder, lightning). Folk signs. All living brings offspring, ripening fruits. Mushrooms. Traveling water. Rules of behavior in a thunderstorm. Near and logo animals.

Excursion to the park "Autumn Nature".

Excursion to the park "Winter Nature".

Excursion to the park "Spring Nature".

The watch at the discretion of the teacher is 4 h.

2nd class. "Our Planet Earth" (68 h)

Introduction (4 hours) Common words - concepts. Live and non-fat nature. Things. Substance. Solid bodies, liquids and gases, their properties. Air - a mixture of gases. Water - liquid. Loda is a solid body. Change of states of substances.

Earth and Sun (16 hours) Determining the day and year time on the Sun and the Moon. Determination of directions on the sun and the polar star. The main sides of the horizon: East - the direction at the sunrise, the West - the direction for the sunset, the north - the direction to the polar star, the south - direction in the sun at noon. Compass and use to them. Practical work with a compass. Moon phases change. Production of sunshine.

Form of the Earth. Skyline. Proof of the shag-shaped form of the Earth: expansion of the horizon with a rise in height, round-the-world travel, lunar eclipse, flight into space.

Practical work With a globe. Globe - model of the Earth. Movement of globe and land. Equator, pole, hemisphere. Meridians and parallels.

Universe or space. Planets and stars - celestial bodies. Stars - Self-dried celestial bodies. Constellations. Planets shine reflected light. Planet Earth. Sun - Star. Planets of the solar system. Movement of planets in orbits around the sun. The Moon is the Earth's satellite. Solar eclipse. Air color.

Force of gravity. All items are attracted to each other, large massive objects attract to themselves stronger - the law of global gravity. Influence earth attraction to our life. Weightlessness.

The change of night and day. The main source of light on the ground is the sun. Rotation of the Earth around its axis - the reason for changing the day and night. The commensuity of the rhythm of human life by day. Daily regime. Practical work with a globe.

Change of seasons. Nature life varies by season. Sun height over the horizon in different seasons of the year. Change the angle of inclination of sunlight during the year. The appeal of the Earth around the Sun is the reason for changing the seasons of the year. The axis of the Earth is directed to the polar star. Thanks to the inclination of the axis, the Earth turns to the Sun, then its northern hemispheres (summer of the northern hemisphere), then the southern (winter of the northern hemisphere). The land retains heat solar rays.

Cold, moderate and hot light belts and their location on earth and relative to sunlight. Polar circle, tropic. Cold Belt - Long Winter and Short Summer, Moderate Belt - Winter and Summer Alternation, Hot Belt - "Eternal Summer".

Atmosphere - air shell Earth. Weather and its signs. Temperature, its measurement. Thermometer. Practical work with a thermometer. Cloudy. Sedips: rain, snow, hail. Wind and cause of its formation. The climate is a naturally repeated weather state during the year. The diary of the weather observation. Signs of good and bad weather.

What is depicted on the globe and map. Globe and map (8 hours) Plan and map - image of the earth on the plane. View of scale. Conditional signs.

Globe is a reduced earth model. Card hemispheres.

Conditional designations for the map and the globe. Height and depth on land map and globe. Practical work with a map.

Mainland is a large land of sushi, surrounded by water. Eurasia, Africa, Australia, North America, South America and Antarctica - continents. Europe, Asia, Africa, Australia, America and Antarctica - parts of the world. Northern Arctic, Atlantic, Quiet and Indian Oceans.

Forms ground surface (7 h) Rivers - a permanent water flow from precipitation, dropped on the surface of the sushi. Source, river, mouth (Delta). Left and right bank. Water collection. Circulation of water in nature. Why does the water in the river ends? Why in the river so much water? Why do rivers flow not only during rain? How do rivers and streams change the earth's surface? River valley. The most important rivers of the world and their location on the map. Mountain and plain rivers. Lakes are natural reservoirs with standing water. Flowing and faceless lakes. Large lakes. The deepest lake is Baikal. The Caspian Sea is the biggest lake.

Plains - smooth or weak-headed sushi sections. Plains and lowlands. Swamps. Mountains - raising the earth's surface. Nature of Plains and Mountains. Rocks. Minerals. The most important plains, mountains and vertices and their location on the map. How mountains were formed: underground force raises the mountains, and the weathered destroys. How the mountains turn into plains. Weathering. Mountains and volcanoes. Volcanoes and eruptions. Earthquakes - the result of the displacement of the Earth's layers.

Peninsula - Sushi sections, outstanding in the ocean. The most important peninsula and their location on the map. Islands - small areas of sushi separated by seas and oceans from the mainland. The most important islands of the globe and their location on the map. The seas are large reservoirs with salty water, located along the edges of the oceans and ishing sushi. Properties of the seas: All seats are connected to each other, the water level in all seas is the same, the water in the seas is salty. The most important seas of the world and their location on the map. The inhabitants of the seas. Coral reefs and inhabiting their organisms.

Excursion "Forms of the earth's surface" (in spring).

Earth - Our Common House (11 h) The habitat of living organisms. Food links. Ecosystem - joint living organisms and that section of the land on which they live. Plants - "Kormaltsy". Animals - "Etheries". Mushrooms, microbes, rainworms are "garbers." Consumers and garbers give nutrients to plants. The relationship of all living beings in the ecosystem. Their mutual fitness. Createness of substances.

Natural zones - land areas with similar natural conditions that receive a similar amount of solar heat and light and replacing in a certain order from the pole to the equator.

Natural zones of cold belt. Ice deserts and their inhabitants. Tundra. Stern climate: long polar night and a short summer day. Eternal Frost. Landscape tundras. Animal and vegetable world. The location of the tundra on the globe. Red Book.

Temperate zone. The woods. Change seasons. Evergreen coniferous and deciduous trees. Leaf Fall and its role in the seasonal climate. Animal and vegetable world. Location of forests on the globe. How forests replace each other.

Steppe. Dry climate steppes. Open landscape. Animal and vegetable world. Location on the globe. Desert. Hot dry climate. Desert landscape. Animal and vegetable world. Device of living organisms to the dry climate of the desert. The location of the desert on the globe.

The fragile nature of steppes and deserts, the need to save it. Arid zones of hot belt. Tropical desert zone and its inhabitants. Oasis. Steppe of hot belt - Savannah. Evergreen forest. Hot wet climate of rainforest. Animal and vegetable world. The location of evergreed forests on the globe.

The mountains. Cooking with the rise in the mountains: the sun heats no air, but the ground. Elementary ideas about high-altitude lower. Mountain plants and animals. Natural disasters in the mountains.

Adaptation of people to life in various natural conditions. Human races. Elementary human needs: food and clothing. Collecting food (fruits, berries, mushrooms, roots) and wildlife hunt - the most ancient human classes. Farming and cattle breeding. Agriculture - the occupation of the residents of plains and lowlands. Cattle breeding is the occupation of the inhabitants of the desert and the mountains. Cities - place of residence of many people employed in industry. Countries and inhabiting their peoples. Map of countries and cities - political map. Large countries and cities of the world and their location.

Excursion "Acquaintance with the nature of its natural zone." Safe travel rules.

Parts of Light (10 h) Europe. Countries and cities of Europe (United Kingdom, France, Italy, Germany, Ukraine, Denmark, Sweden). Alps - Mountains of Europe. Objects around us and their homeland. Heroes of children's fairy tales from European countries.

Asia. The largest part of the world. Natural conditions of Asia. Asian countries and peoples (Japan, China, India). Asia is the birthplace of more than half of humanity. Objects around us and their homeland.

Africa. Natural conditions of Africa: hot climate. Peoples of Africa: Negros and Arabs. African countries: Egypt. Sahara Desert. Natural areas of Africa. Objects around us and their homeland. African animals. How to protect yourself from sunlight.

America. Indians are indigenous residents of America. Moderate and hot climate. Natural zones of North America. North America is the second homeland industry. Countries (USA, Canada) and cities. Objects around us and their homeland. Natural zones of South America and their inhabitants. South America is the birthplace of the smallest birds, the biggest snakes, butterflies and beetles, the hardest and the easiest tree. The opening of America by Vikings and Columbus.

Australia. Climate and Natural Areas of Australia. Australia is the birthplace of Kangaroo and other animals with a bag. Antarctica is the coldest mainland on Earth. The lowest temperatures. Glaciers. Life in Antarctica exists only along the edge of the coast. The development of the southern pole. The largest cycle of water. Why in Antarctica is colder than in the Arctic.

Russia. SAMI big country in the world. Nature of our country. The main rivers, lakes, plains, mountains, islands, peninsula and the sea of \u200b\u200bRussia. Natural wealth of our country. People are the main wealth of our country. Ancient masters - the pride of Russia. Architectural monuments our country. Nature and sights of their edge.

Our little planet Earth (3 hours) The growth of the effect of modern man in nature: accumulation of garbage, climate change, creation of artificial lakes and deserts. The need for protection and careful attitude towards nature. Rules of behavior in the apartment, allowing to maintain nature.

The watch at the discretion of the teacher - 5 h.

3rd grade. Section 1: "Earth Residents" (34 h)

Substance and energy (4 hours) Natural and artificial bodies. The substance is what all objects and bodies consist in nature. The substance consists of particles. Molecules - the smallest particles of the substance. Clean substances, mixtures. Three states of matter: solid bodies, liquids and gases, the location of particles in them. Transformation of substances. Why plasticine is soft, and glass is solid. Why ice is lighter than water.

Energy is a source of movement. Mature manifestation of energy. Electricity, sunlight, falling water - phenomena due to energy. Turning energy on the example of life of people. Fuses of energy. Transformation of energy and heat isolating.

The shell of the planet, covered by life (5 hours) Air, water and stone shell. The spread of living organisms. Live sheath of land - biosphere. Life is common in the field of mutual penetration of the atmosphere, hydrosphere and lithosphere.

The most important condition for people's life is the order of the world. The stability of conditions is a consequence of the cycle of substances in nature. Life is a member of the cycle of substances.

Participants of the cycle of substances. Plants - manufacturers, their role in providing food and oxygen. Animals - consumers, their role in limiting the number of plants. Mushrooms and bacteria are destroyers, their role in converting dead organisms into mineral nutrients for plants.

The flow of a substance going through a living organism (nutrition, breathing). Metabolism. The use of absorbed substances for life, growth, self-renewal, reproduction. Burning and breathing.

The role of the sun as a source of energy. Sun energy stock by living organisms.

Environmental system (9 h) A large cycle in the biosphere connects all ecosystems among themselves. The ecosystem is the unity of the living and inanimate nature, in which the community of living organisms of different "professions" can jointly maintain the cycle of substances. Community. Live and non-residential components of the ecosystem. Power chains. Soil is the unity of the living and non-living. Soil fertility. How is the soil formed?

Lake ecosystem. Small single-celled and large algae. Daphnia and cyclops - favorite food of aquarium fish. Large and river fish. Bacteria and their role in waste recycling. Gradual lake overgrowth.

Swamp - overgrown lake. Swamp plants. Sphagnum and its role in absorption of excess water. Bolden berries and consumers. Animals swamp. Not fully closed savage swamp. Peat and accumulation of deadly organic. The gradual self-suping of the swamp.

Ecosystem meadows. Meadow plants: cereals and dissemination. Dernovina and its role in preserving and creating relief. Animals meadows. Rain Worms and bacteria, their role in soil fertility. Meadow ingrowth forest.

Forest ecosystem. Trees are the main forest plants. Wood. Trees are powerful pumps (movement of water with mineral salts in the trunk). Forest shrubs. Forest herbs. The value of forest animals. Animals not only participate in the cycle of substances, but also regulate it. The spread of plant seeds (birch, oak, raspberry, etc.). Forest mushrooms and bacteria and their role in closing the substance cycle.

The role of water and wind in the destruction of mountains, soil flushing. The role of life in preserving a living shell. Changing ecosystems and restoration of a closed cycle of substances. Life cures the wounds of the biosphere. Unestation of the fire, abandoned field (deposits). How to help nature cure her wounds?

Field - artificial ecological system. Cultural plants, plantal on the fields. The dependence of the cycle of substances on the fields from human activity. Plowing fields. Field fertilizer. The inability of cultural plants to protection - mass reproduction of weeds and pests. Animal fields. Present and future struggle with weeds and pests.

Aquarium is a small artificial ecosystem. Non-fat (sand, stones, water) and live components of the aquarium. Algae, wraps and fish, bacteria. The relationship of all living and non-living components in the aquarium. Possible errors of a beginner aquarist.

Excursion "Inhabitants of the lake, meadow, forests."

Live participants cycle of substances (10 hours) Plants and their role on Earth. Stem, leaf, root - the main organs of flowering plants. Flower - breeding organ. Seed and his role. Fetus. Variety of plants: coniferous, flowering, mosses, horships, planes, ferns, algae. Plants consist of individual cells. Chlorophyll and his role.

Animals and their role on Earth. Simple animals. Separation of labor between different parts of a multicellular organism. Worms. The role of muscles with active movement. The occurrence of the head and tail, back and bug. Mollusks. Mollusc shells as a house and muscle support.

The appearance of solid covers - protection against predators. The outer skeleton of arthropods - the "lats" of the knight. Insects and varieties. Insect development. Cracks, spiders and their features.

The emergence of the spine - the inner skeleton. Fish - vertebral animals adapted to life in water. Fish manifold. Animal output on land. Life on the border of water and sushi and the structure of amphibians: Lightweight - respiratory organs, naked skin and the development of tadpoles in water. Reptiles - land animals with non-permanent body temperature. Beasts and birds are animals with a constant body temperature. Birds and their fixtures to flight. Pen. Departure and sedentary birds. Beasts. Wool. Caring for the offspring in animals and birds. Brain and senses.

Careful handling of wild animals. Pet behaviors.

Mushrooms are wood destroyers. Mycelium. Yeast and their role in the manufacture of bread. Edible and poisonous, spongy and lamellar mushrooms. Commonwealth of mushroom and tree. Lichens.

Bacteria - Universal Destroyers of Substances. Bacteria are the simplest, ancient and smallest living beings. Difficulties of observation of bacteria. Traces of life bacteria are visible everywhere. Bacteria -Freight participants of all cycles.

Using people cycle for their needs. The destruction of the cycle of substances and the threat of the well-being of people. Nature does not have time to restore stocks. Nature does not have time to recycle garbage. Examples of environmental disorders in the biosphere. Life in harmony with nature is the only strategy for humanity. Reserves and national parks.

Excursion In the zoo or the Botanical Garden, the local history museum, the theme of the "variety of plants and animals".

The repetition of the material passed is 4 h.

Watch at the choice of teacher - 2.

3rd grade. Section 2: "My Fatherland" (34 hours).

Your relatives and your homeland in the stream of time (4 hours) Pedigree person. Generation ancestors. Pedigree tree. Surname, name and patronymic - communication times.

The idea of \u200b\u200bthe "River of Time". Historical account of time. Century (century) and era - time reference point. Adopted in the modern Church of the Christian Era. Primary ideas about Christianity - one of the most common religions in the world.

Our homeland (house, city or village, native land, country). Society in which we live. The image of the state. Government. Laws are mandatory for all rules of behavior established by the state. My homeland, My Fatherland - Russia!

The story of my homeland. History - science about the past of mankind. Historical sources. The image of the centuries-old history of Russia.

The times of ancient Russia. IX - XIII century (5 h) Ancient residents of Russian expanses. The life of Slavic tribes.

Creating an ancient Russian state. Kiev is the capital of the great princes of ancient Russia. The adoption of Christianity at Prince Vladimir Svyatoslavich.

"Ancient Rus is a country of cities." Cities - Centers of Culture Ancient Russia. The idea of \u200b\u200bculture as all the achievements of humanity. Cultural wealth of ancient Russia. Temple in the life of the ancient Russian city. Monasteries. Chronicles and handwritten books. Slavic ABC - Cyrillic.

Protecting Russian Earth. Raids steppes-nomads. Bogatyr outposts. The fragmentation of Russian lands. Fighting European knights. "Battle on the Ice". Alexander Nevskiy.

The ruin and death of ancient Russia. Mongolian invasion. State Golden Horde. Primary ideas about Islamic religion. Russian land under the rule of the Golden Horde.

The times of the Moscow state. XIV - XVII century (4 h) The time of creating a Moscow state is the time of the struggle of cruelty and mercy. Kulikovsky battle. Dmitry Donskaya. Sergius of Radonezh. "Trinity" Andrei Rublev. Exemption from oRDENSKY IGA. Association of Russian principalities in the Russian state.

Great Sovereign Ivan III. State coat of arms of Russia - double-headed eagle. Moscow State is the heir of ancient Russia. Earth and people of the Moscow state. Classes and life of rural residents - peasants. Boyars and nobles. City of the Moscow state. Capital state - Moscow.

Moscow Kremlin is a monument of the Moscow state, the "Heart of Moscow and all Russia". Cathedrals of the Moscow Kremlin. The image of the king of Ivan the Terrible. St. Basil's Cathedral. Troubled time - the threat of collapse of the Moscow state. People's militia of Kuzma Minin and Dmitry Pozharsky. The liberation of Moscow and the salvation of the Fatherland.

The times of the Russian Empire. XVIII - early XX century (5 hours) Transformation of Russia by Peter Great - the first Russian emperor. Victory in a difficult war with Sweden. The exit of Russia to the sea. New capital - St. Petersburg. Commission of Russia to European culture. New Empire Symbols: state flag (White-blue-red), Naval Andreevsky flag.

Power and people of the Russian Empire. The image of Catherine II. Great Russian commander A.V. Suvorov. The power of the emperor and officials. Representation of serfdom.

The Patriotic War of 1812 is a threat to the existence of Russia. Borodino battle. The unity of the people in the face of the enemy. M.I. Kutuzov.

Achievements of Russian culture at the time of the Empire. Mikhailo Lomonosov - "Our First University". Alexander Sergeevich Pushkin is the creator of the Russian literary language. The best works of Russian architecture and painting.

The Board of Alexander II is the time of change in the Russian Empire. Abolition of serfdom. The rapid development of the updated empire.

The times of Soviet Russia and the USSR. 1917 - 1991 (4 h) The life of workers and peasants at the beginning of the 20th century. People and power. Nicholas II. Revolution 1917 V.I. Lenin and Bolsheviks. Civil War in Russia. Disintegration of the Empire and Education Soviet Union.

The purpose of the Soviet state is the construction of a fair society. Symbols of the USSR: Red flag, coat of arms. The power of the Soviets and the Communist Party. Attempt to build a fair society. Board I.V. Stalin.

The Second World and Great Patriotic War. Victory over fascism. Heroes of the Great Patriotic War.

Development of the Soviet Union after World War II. Achievements of science and technology in the USSR, the development of space. Changes in the life of people. The need for change in the country.

Modern Russia (8 h) Transformation of the USSR in the CIS. The largest state of the CIS - Russia. Modern Russia is the heiress of the ancient Russia, the Moscow state, the Russian Empire and the Soviet Union. Restoring government symbols. The concept of citizenship. The constitution is the main law of the state. Rights and obligations of citizens.

What is democracy? Presentations on the electoral system.

State power in Russia. The idea of \u200b\u200bthe power of the legislative and executive. The President is the head of state, which is elected by the people. Government. State Duma is a meeting of the representatives elected people, which creates laws.

Russia is the common house of many nations. Languages \u200b\u200band customs of the peoples of Russia. Unity and equality of all nations of Russia.

The Russian Federation is a state created by the Union of Territories. Council of the Federation. Russians are all citizens of the Russian Federation.

The property of Russian culture - library, museums, theaters. Our most important task is to preserve and multiply the cultural wealth of Russia. State holidays of modern Russia (the origin and tradition of the celebration).

4th grade. Section 1: "Man and Nature" (34 h)

Man and its structure (14 hours) Human device. The main systems of human body organs and their role in the life of the body.

Leather. The structure of the skin. The skin and its role in protection against cold and heat, external influences, microbes (bacteria). The impermanence of conditions in the external environment and the constancy of the conditions inside the body. Potting and its role in maintaining body temperature. Hygiene rules. Tan and sunlight protection. Corn - protection against abrasion of the skin. The skin is the sense organ. Sensitivity of the fingers. Patterns on the palms and fingers.

Movement of man. Inner skeleton, its advantages and disadvantages. Continuous growth of bones. Bones and their strength. Joints. Mobility in the spine and shoulder joint. Fractures, dislocations. How to give first aid? Muscles - body drivers and his skeleton. Muscles and joint. Muscle functions: reduction and relaxation. Physical fatigue of a person.

Digestion. Digestive organs. Teeth and chewing. Roth and language. Harness, esophagus, stomach, intestines, liver. Rules of healthy nutrition. Digestion and its role in transforming food into a universal source of energy and building material, common to all living beings: proteins, carbohydrates and fats.

Options and their role in the removal of harmful substances and excess water from cells. Kidney, bladder. What is urine?

Respiratory organs: nasal cavity, throat, trachea, bronchi, lungs. Hygiene breathing. How do we breathe? How do we speak? Sneeze and cough. Tracheit, bronchitis, inflammation of lungs.

Circle circles. Heart - pump. Arteries, veins and capillaries. Arterial and venous blood. Pulse. Blood pressure.

Blood and its transport function inside the body. Transfer of nutrients and oxygen to all body cells. Blood and its red color. Why doesn't all blood flow from a person? Fearless defenders in human blood.

Brain - control body. Nervous system: brain and nerves. The function of the nervous system is fast and accurate transmission of control signals from the brain to organs and informative information about the state of the organs to the brain. Head and spinal cord. Nerves - "Wires" of the nervous system. Control of breathing, heartbeat, food digestion. Hemisphere is the main part of the human brain. Our feelings. Thinking. The glands of the internal secretion and the production of hormones, diverted blood throughout the body. Humor of fear and danger and its action.

Sense organs. Eyes - organs of vision. Crystal. Retina. Perception in light and in the dark. Perception through the eyes of movement. Protection of vision. The nose is the sense of smell. Ear - an organ of hearing. Language - body of taste. Leather is the touch body. Equilibrium body. Pain - a danger signal. The specificity of sensitive cells and the absence of the specifics of the signal on the nerves.

Reproduction is the property of living organisms. Embryo - Mother's Organ. Embryo nutrition and breathing. Birth. The dependence of the child from the mother. A person will not be born, but become.

Injuries. Microbes are causative agents. Bacteria and viruses. What causes flu and how is it transmitted? What is a cold? Why core, windmill and scarletina are sick once? Protection of the body. High temperature, its causes. Blood cells - germ eaters. Vaccinations and their role in saving us from diseases. Medicine wins terrible ailments. Diseases of modern society. Physical culture is a necessary element of the culture of a civilized person.

Origin of man (2 h) Man's ancestors - man-like monkeys and their features. Well-developed hand, eyesight and complex brain. B2-like movement, vertical body formulation, exemption of hands from movement functions and highly planted head. Long period of childhood and training. The basis of the survival of our ancestors is to predict the behavior of enemies and food objects in space and time and collective action. Man and his mind. Speech.

Primitive herd as a prototype of human society. Monkeysoids - ancient people Our planet. Manufacturing tools of labor. Storage of guns and the manufacture of their future - the main background of the progress of technology. Use of fire and breeding fire. Collective hunting for large animals. Division of labor. Long learning children and later their mature. Origin of family. The appearance of a man is reasonable.

Man-made nature (10 hours) Taming and dilution of domestic animals, breeding cultivated plants. Breed and varieties. Artificial selection. Livestock and crop production, their role in human farm. Plowing, crop rotation, fertilizer, watering, the use of greenhouses and pesticides allow you to increase the harvest.

The invention of the lever and its use for the manufacture of tools. Inclined plane and wheel and their use by man. Wedge, block, gate.

Water, its properties (takes the shape of a vessel, pushing force, fluidity, incompressible, the ability to dissolve). Change the properties of water when heated and cooling. Reporting vessels - water supply device. Filtration. The device of the simplest steam engine, hydraulic press and jack.

The air, its composition and properties (expanding when heated, does not conduct heat, low density, elasticity). Balloon. Does the air pushing force?

Mountain breeds and minerals, their use by man. Properties of rocks and minerals (constant shape, strength, hardness). Production of bricks, cement, concrete, glass. Precious and diverse stones.

Metals, their properties (hardness, plasticity are expanded when heated, heat and electricity), mining and use. Bronze, iron and its alloys. Metal processing methods. The use of various metals.

Peat, stone coal, oil and natural gas - fossil fuel, its origin. Steam engine. Internal combustion engine, rocket engine.

Electricity in nature. Use of electricity by man. Magnets, their features.

Sound, its properties (height of sound and its connection with vibration). Communication and musical instruments. Light, its properties (distribution in a straight line, refraction, absorption).

Modern technologies in the service of a person. Production of synthetic materials. Artificial satellite and flight into space. The invention of computers, robots and laser and their role in the life of a modern person.

Assigning the farm of our ancestors. Producing economy. Creating an artificial ecosystem. Violation of the cycle of substances in the biosphere: accumulation of production and livelihood waste, pollution ambient. Our land becomes more and more unexpected and stranger. Ecological economy of the future person.

The repetition of the material passed is 5 hours.

Hours of choosing teacher - 3 h

4th grade. Section 2: "Man and humanity" (34 hours)

Man and his inner world (9 h) Man - Child of Nature and Society. "Mowgli" - a man outside human communication. Training and education in the development of man.

The main qualities of the personality. Character. Character features as sustainable personality manifestations.

Emotions. Expression of emotions. Emotional states. Mood. Anxiety. Self-esteem - or what you see yourself. Self-esteem and estimation: you are about yourself, you about others, others about you.

Relationships with others and to others: sympathy and antipathy. Communication and its types (speech and neust). Mimica - "facial expressions" and pantomime - "Language of movements". Moral standards.

Man and Society (4 h) Society as interconnection of people. Conflict. Causes and types of conflicts. Methods for resolving conflicts.

The rules for the behavior of people in society. Conscience. Morality and right.

Circles of communication and social groups. Humanity is the greatest social group.

Human rights in society. Crimes against personality. Rights of the child. Protection of the rights of the child.

Picture world History mankind (6 hours) The World History of Humanity is the emergence and change of human society from the appearance of the first people to the present day. The picture of the world history of mankind is a change of several epochs - "times." The image of the development of society as an image of changes in the technique, the forms of society, the rules of morality.

The primitive world (1 million years - 5 thousand years ago) - the time of the emergence of a person and its settlement on the planet. Ancient world (3 thousand BC - V century of a new era) - the time of the first civilizations - new types of societies. The Middle Ages (V-XV century) is the time of changing some civilizations by others and the distribution of the area of \u200b\u200bcivilizations on the planet. New Time (XV-XIX century) - the era of the rapid development of European civilization, harsh changes in the life of people. The newest time (XX century) is the era of heavy tests for humanity and creating the foundations of the World Human (Universal) civilization.

Man and Multidious Humanity (5 h) One humanity consists of different races and different nations of the Earth. Races of mankind. Peoples, their main differences. Nationality of man. Human rights to develop their folk culture, equality of representatives of different races and peoples.

One humanity consists of citizens of different states. The diversity of the states of the planet. Monarchies and republics. Democratic and non-democratic states. Human rights to participate in government management, freedom of speech.

One humanity consists of believers, adherents of various religions and atheists. Faith (idea of \u200b\u200bthe gods) and atheism (disbelief in God). Human right to freedom of conscience (choose any religion or be an atheist).

The religions of the world - religion that spread to many peoples of the world and became part of the global universal culture.

Man and one humanity (4 hours) The image of the "world economy" uniting all of humanity. Labor activity man. Property, income, wages. Exchange and money. The relationship of states and peoples of the planet in the field of production and trade.

Modern humanity unite the common tasks of the development of culture and sports. Universal cultural achievements and values, the problem of their conservation and development. Modern Olympic movement, value for modern humanity. Almost all states of the planet are included in the United Nations. UN objects, principles of construction, practical work for the benefit of all mankind. One of the main documents of the UN is the Declaration of Human Rights.

All of humanity unites global (universal) problems of modernity, which threaten the very existence of humanity.

Summarizing repetition - 2 h.

The path of mankind in the XXI century. The future depends on each of us!

The clock on the selection of the teacher is 4 h.

VII. Thematic planning and main activities of students

VIII. Material and technical support of the educational process

Primary education is significantly different from all subsequent stages of education, during which systematic courses are being studied. In this regard, the equipment educational process At this educational stage, it has its own characteristics, determined by both the specifics of learning and education of younger students in general and the specifics of the "surrounding world" in particular.

In primary school, the foundations are laid for the subsequent study of systematic courses of physics, chemistry, biology, geography, history and social studies. The course "The World War" contains elementary, accessible to the perception of students of younger school age information about living and inanimate nature; man, his biological nature and social essence; society, his history and culture. The main task of the "surrounding world" course in elementary school is the formation of a holistic picture of the natural and social world with all the diversity of its phenomena, the formation of the presentation of the place and role of man in him, the development of an emotional-value attitude towards him. Therefore, the principle of clarity is one of the leading principles of training in elementary school, since it is obvious that it is the basis of the formation of ideas about the objects of nature and the culture of human society.

In this regard, the main role is played by learning tools. visual aids:

1. natural living benefits - houseplants; Animals contained in aquarium or corner of wildlife;
2. herbarium; insect collections; wet preparations; Stuffed and skeletons of representatives of various systematic groups; microsperats;
3. collections of rocks, minerals, minerals;
4. fine visual benefits - tables; Moilazzi human torso and individual organs, etc.;
5. geographical and historical cards;
6. itemsrepresenting the life of a traditional and modern family, its farms, everyday, holiday life and much more from the life of society.

Another means of clarity is the equipment for multimedia demonstrations (a computer, media projector, DVD projector, video recorder and others) and fighters of the surrounding world (photo and video camera). It is due to the Internet and a single collection of digital educational resources (for example, http://school-collection.edu.ru/) allows you to provide a visual image to the overwhelming majority of the course "Environment".

The use of a variety of learning tools in their combination allows you to form the correct ideas about the objects under study - their size, form, color; On the meaning of the phenomena and events of the historical and cultural life of the country and the world, etc.

Along with the principle of clarity in the study of the "Enough Mir" course in elementary school, the principle of objectivity plays an important role, according to which students exercise various actions with the objects studied. In the course of such activities, schoolchildren form practical skills and skills, a conscious absorption of the material being studied is ensured.

The "Arrive Mir" course provides for a significant number of laboratory and practical work that model the phenomena of the natural and social world. Based on this, the second important requirement for the equipment of the educational process in elementary school when studying the world around the world is that among the training facilities must be presented instruments, dishes, tools for practical work, as well as diverse distribution material.

Handout For practical and laboratory work, it should include herbariums, seeds and fruits of plants, a collection of minerals and minerals, bones, scales of fish, bird feathers, diverse artifacts of the world of culture, etc.

In the course of studying the "Around World" course, younger students are mastered at the level accessible to them methods of knowledge of nature and society, including observation, measurement, experiment. For this, the educational process should be equipped with the necessary measuring instruments: weights, thermometers, centimeter rules, mins.

In primary school, students begin to form cognitive interests, cognitive motivation. At this age, most schoolchildren are expressed in the study of nature, their own organism, human relationships, therefore the study of the "surrounding world" course, saturated with information about the living and inanimate nature, human body, its inner world, various sides of public life, should stimulate the formation of sustainable Cognitive interest, his further development. This is largely promoted by the activity, practical oriented nature of the content of the "Arrive Mir" course, as well as the use of a variety of learning tools during its study. These include primarily set of encyclopedias for younger studentsthat allows you to organize the search for children interested in children. Moreover, important role belongs to excursions provided for by the program "The Outline World" course, therefore the equipment of the educational process should be included sightseeing equipment, including folding loupes, compasses, binoculars, garden scoops, roulettes etc. For excursions in the classroom it is useful to have a set of popular illustrated identifies of objects of nature (minerals, plants, animals, etc.). To visit local lore, artistic, ethnographic, memorial museums, it is important to have special guidebooksdesigned for interactive excursions for one or another exposure.

IX. Obzh in the course "Enough Peace"

As part of the 2004 basic plan, the material on the OBZH is included in other items, in particular to the world around (mainly). Since it is minimized, then it is automatically studied in the framework of the "surrounding world". Nevertheless, local attempts are made in different regions. From point of view Federal Center This is not required, but the region has the right to independence. As a result, for example, in new methodological recommendations for preschoolers, we made double thematic planning: on OM and OBZH.

The study of the surrounding world has a beneficial effect on the development of different side The identity of the child and, above all, on his mental development. In the process of knowledge of nature, the social world, there is an improvement of sensory processes, thinking, speech, curiosity develops. The world around the world is a source of feelings. Permanently observing the phenomena of the surrounding world and being in collaboration with its objects and objects, the youngest schoolboy acquires not only rich sensual experience, but also develops the ability to analyze, establish connections and addiction, generalize the observed and draw conclusions - in general, everything that makes the child smarter , Currently, curious. At the same time, the logic of thought is brought up, logically correct speech and imagination develop.
In the process of familiarization with the outside world, it is fairly easy to create situations of surprise, the question, assumptions, foresis, which become the basis for the emergence of the motive of obtaining knowledge, are of particular importance in the development of logical thinking and connected speech (speech-reasoning). The truth of the word itself, the logical exercise of thought - these are the elements of development that, according to K.D. Ushinsky, born in the process of knowledge of the world, for example, the world of nature. "Everything that is in the speech of the logical," wrote a great teacher, "stems from observations of a person over nature", and the logic itself "is nothing more than reflected in our own communication of the objects and phenomena of nature."
The activities that children are engaged in the lessons of the surrounding world contributesdevelopment of educational and educational skills: Schoolchildren put and solve problem tasks, apply logical operations, compare, classification, find causal dependencies, etc.
With the development of thinking closely connected and formationcommunicative skills: Participation in the dialogue, in joint discussion of the problem, building a connected story, etc.
It is necessary to pay attention to another essential result, to which the process of studying the surrounding world is leading - the development of children's erudition. In elementary school, children receive a fairly large amount of knowledge from different educational areas - natural science, geography, history, social studies, anatomy, etc., that is, the subject "The Overview World" is a course of cultural, forming a common culture and erudition of the child.
"If the soul is healthy, if she is calm, power and abstained, then the mind will be clear and sober ..." - these words of philosopher L. Seneki confirm the relationship of mental and moral education.
The process of studying the surrounding world affects not only the area mental DevelopmentBut also contributes to the moral formation of the personality, the formation of a humane attitude towards the whole living. The child absorbs the rules of behavior in nature, in society, learns to interact with other people, to understand himself and manage their behavior. The study of our society, the history of the state, his culture, customs, civil wars creates the conditions for the education of higher moral feelings - patriotism, humanism, internationalism
Of course, not all children have initiative, independent morally valuable behavior. Many schoolchildren prevail the utilitarian, contemplative, and sometimes selfish attitude towards objects and people.Task teacher - To educate the child the desire to correctly apply the knowledge gained, objectively assess your behavior in a social and natural environment, compare it with exemplary. It is classes on the subject of "surrounding world" allow you to translate knowledge into independent activities: work in nature, help peer, manifestation of attention to adult, etc.
Importantaspect of moral development Children are upbringing ecological culture. Children will know the afflicted truths of science on the interaction of plant and animal organisms, about the relationship of a person with nature, about the need for a careful, mastic and reasonable relation to it. IN last years There was an environmentalization of all natural scientific knowledge that are offered to younger schoolchildren. Within the framework of the "Arrible World" item, children get acquainted with the most important environmental relations in nature, and their knowledge becomes the foundation for education of environmentally competent attitude towards the habitat. The experience of emotional assessments of human behavior in nature is enriched, the skills and skills of animal care and plants develop, providing them with the necessary assistance in both the artificially created and natural environment of their habitat.
Based onaesthetic education Junior schoolchildren, which is carried out in the lessons of the surrounding world, lies with a figurative, emotional perception of objects created by nature and man. The emerging situations of surprise determine the emotional and positive attitude towards the object under consideration. In this case, emotions perform an orientation and regulatory role. A variety, brightness, the dynamic of the objects of the surrounding world affect the stability of emotional impressions, and the relationship between emotional cognitive becomes a condition for the development of aesthetic feelings. The task of lessons is precisely to maintain the born emotional state, use it to acquire knowledge and the development of cognitive interest.
Based on the psychological features of the interaction of a child of younger school age with the outside world, the first conceptual position of the course building is determined - it is advisable to be integrated. Many scientists noted the importance of integrated study of the surrounding world. Yet great philosopher G. Hegel pointed out that the knowledge of individual aspects of reality outside their relationship creates "a wandering disease from one subject to another and intellectual stupidity."
The integrated construction of the subject "The World War" provides such opportunities:
- sets closer ties between the knowledge of nature and social Life; understands interdependence in the system "Man - Nature - Society";
- aware of the need to fulfill the rules of behavior, the essence of moral and ethical installations; Gets initial ecological culture skills;
- Suitable for understanding itself as individuality, its abilities and opportunities, aware of the opportunity to change itself, understands the importance of a healthy lifestyle;
- prepared for the study of basic items in the main school.
The subject "Environment" is characteristic of the followingfunctions.
Educational function It is to form a variety of ideas about nature, man and society, elementary orientation in the available natural-scientific, social science, historical and psychological concepts, the development of the holistic perception of the surrounding world.
Developing function Provides: Awareness of individual (available for understanding) relations in the natural and social world, mental and personal development Schoolchildren, formation of prerequisites for scientific worldview. The formation of common technological skills is ensured - to allocate significant and insignificant signs of the object, compare, summarize, classify, understand the main idea of \u200b\u200bscientific text, to realize that any event occurs in time and in space, fix the results of observations and others. The development of the object is also involved Child, his common culture.
Railing function Includes the solution of the problems of the socialization of the child, the adoption of humanistic standards of existence in the habitat, the education of an emotional and positive look at the world, the formation of moral and aesthetic feelings.
Cultural function Provides conditions for the development of general representations of schoolchildren on the culture of human society, about the achievements that appeared in the process of its development. The content that helps to implement this feature includes a variety of knowledge about the main sides of the culture (education, history of book publishing, art, science, technology, etc.), which contributes to the development of the culture and erudition of the child himself.
Propedeutic function Provides the preparation of the younger schoolboy to the assimilation of a wide variety of information from both natural science disciplines (biology, physics, chemistry, etc.) and humanitarian (literature, social science, history, etc.) in the middle of the link.
Thus, we looked at the notion of general Development The identity of the younger schoolboy, got acquainted with the psychological-pedagogical features of the children of this age, studied the meaning of the "surrounding world" subject in the overall development of children of younger school age.