CLASS. Compiling stories and descriptions of migratory birds and comparing birds according to plan.
Target:- activate children’s vocabulary on the topic “Migratory Birds”;
- teach children to compose stories - descriptions of migratory birds, based on a diagram for describing and comparing birds;
- develop children's voluntary attention, visual and auditory memory, logical thinking
Equipment:
Schemes (according to the number of children), medium-sized soft ball.
Progress of the lesson.
1.Organizing moment
Speech therapist: Let's do gymnastics for the fingers and tongue and speech warm-up with a ball.
a) We collect matches (counting sticks) with the same fingers: two index fingers, two middle fingers, up to the little fingers (pads). For each poetic line - one movement (taking a match):
The beaks are longer
I haven't seen
What are stork beaks like?
And a crane.
b) Exercise for the muscles of the tongue “Who’s next”
I.p. Lips in a smile. The mouth is open, the tongue lies quietly at the lower incisors. On the count of “one”: stick your tongue out of your mouth as far as possible. On the count of “two” - return to IP.
c) Speech warm-up with a ball.
The game “What birds fly to hot countries?”
Do you remember which birds fly away in the fall? I'll start a sentence and throw the ball to one of you. The person with the ball must repeat the beginning, finish the sentence with the appropriate word and return the ball to me.
Game "Which bird?"
I will call the bird's location and throw the ball to one of you. The one with the ball must repeat my sentence about what kind of bird it is and return the ball to me. For example: “There is a sparrow sitting on a tree in the garden,” and I’ll throw the ball.
Whoever catches the ball will complete the task: “There is a sparrow sitting on a tree in the garden. Sparrow is a wintering bird"
Main part.
1) Introduction to the topic of the lesson.
Speech therapist. Today we will compose stories - descriptions of migratory birds.
2) Clarification and activation of children’s knowledge on the topic.
Speech therapist. Let's check what you remember about migratory birds. Answer my questions.
-Why are some birds called migratory?
-What migratory birds do you know?
-Which birds are called wintering birds?
-What do migratory birds eat? What about wintering?
-At what time of year do birds fly to hot countries?
-Why?
-Do birds fly away alone or gather together in flocks?
-Who flies ahead of the flock of birds?
-When do migratory birds return?
-What do they do when they arrive? Etc.
-Why do people make birdhouses for birds?
-How should we treat migratory birds? Why?
Speech therapist: well done, they answered all my questions correctly.
Physical education minute.
Attention game “Wintering or migrating?”
The speech therapist names wintering and migratory birds. Children determine which bird it is and perform the appropriate movements. For example, when they hear the word sparrow, children crouch down and wrap their arms around themselves, but when they hear the word starling, they stand still and smoothly flap their arms like wings.
Studying the scheme for describing and comparing birds.
Speech therapist: Take the diagrams and look at the pictures. Any story must have order. Let's look at a plan from diagrams-tables, according to which you will compose a story-description of any migratory bird.
(Children consider each point of the plan, the speech therapist helps to understand what they need to make sentences about using these diagrams and tables.
Speech therapist: Now look at and name the birds drawn in the pictures next to the diagram. Each of you must choose a bird and tell about it according to our plan.
(Children write descriptive stories, a speech therapist helps them in case of difficulties).
Lesson summary
The speech therapist sums up the lessons and thanks everyone for their efforts. Marks the most active storytellers and evaluates the work of children who worked according to diagrams and tables.
LESSON SUMMARY
AROUND THE WORLD
IN 1st CLASS
Lesson topic: “Who are birds?”
Lesson objectives:
1. Introduce birds and show their diversity.
2. Learn to identify the essential characteristics of birds.
3. Explore the structure of bird feathers.
Learning objectives aimed at achieving:
1. Subject results:
To introduce students to the characteristic features of birds, to develop the ability to distinguish birds from other animals;
Develop the ability to recognize and name studied birds from descriptions, drawings, photographs.
To develop the ability to compose a story about a bird according to the plan proposed by the teacher;
To develop the ability to analyze the structure of a bird, highlighting essential and non-essential features, to synthesize; in the process of participating in microstudies using laboratory equipment, compare bird feathers;
Develop the ability to search for the necessary information to complete educational tasks using printed and electronic textbooks;
To develop the ability to construct an oral statement on the topic of the lesson.
3. Personal results:
Develop an orientation towards understanding the reasons for success in educational activities;
Develop educational and cognitive interest in new educational material and ways to solve a new particular problem;
Develop self-assessment abilities based on the criterion of success in educational activities.
Planned results:
1. Students will learn to name the main characteristic of birds.
2. Learn to recognize birds.
3. Learn to describe birds according to plan.
Equipment for the lesson.
Pleshakov A.A. “The world around us. 1st class." Textbook for general education institutions, part 2; Pleshakov A.A. “The world around us. 1st class." Workbook; various bird feathers; magnifying glasses; presentation for the lesson.
Lesson progress
I. Organizational moment.
II. Updating knowledge.
Now in the lessons of the surrounding world we are studying a large section “What and who?”. What groups of animals have we already met?(Insects and fish).
The first stop on our journey today is “The Kingdom of Insects”(Slide No. 1).
Who is the odd one out? (Caterpillar, spider) Why? What is the distinguishing feature of insects?(Six legs)
Next stop: Kingdom of Fishes(Slide No. 2).
What groups can these fish be divided into?(River and sea)Guess the riddles and name the group to which this fish belongs.
Riddles:
At the bottom, where it is quiet and dark,
A mustachioed log lies.(Som)
The tail wags,
Toothy, but doesn't bark.(Pike)
Alone at the bottom
The pancake is lying flat.(Flounder)
I live deeply.
I swim easily
Toothy, big,
I am a fish of the sea. (Shark)
What is the distinctive feature of fish?(Scales) Did everyone understand the topic covered? Can we continue studying this section further?
III. Fizminutka
We're walking, we're walking,
We raise our hands higher.
Suddenly we see: by the bush
The chick fell out of the nest.
Quietly we take the chick
And we put it back in the nest.
IV. Determining the topic, setting the goal of the lesson.
Guys, Question Ant doesn’t know who the birds are. Do you know?(Those who fly, who have wings)
So, Ant will also become a bird if he flies on a hang glider?(No)
What question will we answer today in class? What will we learn about and what will we learn?(Children's answers)
I will read it in the textbook on page 36, and you follow with your eyes.
V. New material.
In what kingdom will we stop now?(Kingdom of Birds) (Slide No. 3)
A) Getting to know the characteristic features of birds(Slide No. 4). Look at the drawings of four animals and name them. Which of these animals can fly? Are they birds? And the chicken? Can a chicken fly?(Can do it, but very poorly)
We know that there are birds that cannot fly at all. So can we say that everyone who flies is a bird? Or do birds have some other distinguishing feature?
To find out, let's take a good look at the structure of a bird in the textbook using the example of a pigeon.
Pay attention to the shape of the bird's body. What is she like?(The smooth, streamlined body shape helps the bird overcome air currents and fly quickly)People have long observed this feature of the body shape of birds from nature and created a machine in its image and likeness. Which one?(Slide No. 5) (airplane)
Work in pairs: look at the picture, show each other what parts the pigeon’s body consists of?(Head, neck, torso, tail, wings, legs, beak)
(Slide No. 6) What bird do you see on the slide? Does a swan have named body parts?
One student shows on the slide. The teacher comments during the demonstration:
The BEAK is a bird's nose and mouth at the same time. Birds have different beaks because their food is also different. Birds that feed on insects have thin and sharp beaks. Those who peck the grains are thick and dull. Birds use their beaks to pinch, grab, dig and chisel. Birds use their beaks to weave nests, clean feathers, and feed their chicks. The largest beak on earth is that of the pelican, and the smallest of the birds of our stripe is that of the swallow. A bird without a beak is like us without hands!
LEGS – a bird needs them not only to walk. Birds use their legs to grab, row, defend and attack, and hold on to a branch when sitting. Usually 4 toes are clearly visible on a bird's foot. The shape of the fingers and the length of the legs of birds are different. Waterfowl have membranes of skin between their toes that help them row with their paws, like oars.
WINGS - lift the bird into the air. The shape and length of the wings are different. In its structure, the wing resembles a hand - it also bends in two places. When a bird needs to fly, it jumps higher and quickly flaps its wings.
What part of the body is not visible? Why?(You can't see your legs, they're underwater)
What else do the dove and the swan have in common? Pay attention to what the birds' bodies are covered with.(Feathers) The presence of feathers is a characteristic feature of birds. No animals have feathers. Birds' entire body is covered with feathers. They save birds from bruises, from cold and heat, and camouflage them from enemies. Feathers are the clothing of birds.
Birds fly, catch prey in the air, escape from enemies... But the ability to fly is not a distinctive feature of birds. Give examples of birds that do not fly.
(Slide No. 7) OSTRICH is the largest bird in the world. It is too heavy for flight, and the feathers on the wings are short. An ostrich cannot fly away from its enemies. But he has long legs with strong muscles that help him run faster than his enemies. The ostrich is a tall bird and sees its enemy from afar. If he does not run away, but meets an enemy, then with his strong beak he can break the enemy’s skull. And on his thumb he has a dangerous claw with which he can beat an attacker to death.
(Slide No. 8) PENGUIN - uses its wings as flippers to swim in and under water. The penguin uses its wings to maintain balance. Wings and beak are the penguin's weapons in a fight.
Result: Tell me, on what basis will we distinguish birds from other animals?(Body covered with feathers)(Slide No. 9)
Let's see if we were right, what the Wise Turtle will tell us(in the textbook).
b) Physical exercise.
Swans fly, their wings make noise.(children walk, wave their arms)
They bend over the water and shake their heads.(lean forward, nod their head in different directions)
They know how to stand straight and proud(straighten up, stand straight)
And they land on the water very silently.(sit down at their desks)
V) Introduction to the structure of a feather. Practical work.
We found out the main distinguishing feature of birds - the presence of feathers. The feathers covering the bird's body are different. Let's look at them carefully. How are they different?(Shape, color, size)Find these small and fluffy ones. This coverts feathers They cover the bird’s body and at the same time retain the heat of the lowest layer – downy feathers And birds fly with the help flight or flywheel feathers These are hard and elastic feathers. Even though feathers are different from each other, they share common features. Let's conduct a scientific study.
1 group (5 people) - will conduct observation independently according to the instructions:
Card
Pour tap water into a glass.
Dip the feather into the water.
Take the pen out and see if it has changed? Is the pen wet? What happens to water droplets?
Try to conclude: what do feathers protect a bird from?
2nd group - all the other guys - will participate in the micro-study. Take any feather and examine it through a magnifying glass - a magnifying glass. All feathers have a shaft and grooves. Try to separate the grooves. Notice how firmly they are connected.
What will happen if the wind blows now?(Feathers will fly. They are light)
What do you think is inside the feathers?(Nothing. It’s empty inside, so they are very light)
Now let's listen to the performance of group 1.
So, why do birds need feathers?(Fly, keep warm, decorate)
You can often see very beautiful birds. In most birds, only the males are brightly colored. They use their coloration to attract females. The females of these birds most often have a uniform color, which helps them hide from enemies when they hatch eggs.
Draw in your notebook on page 25 No. 1 the feather of the bird that you examined.
G) Description of the bird according to plan. Work in pairs.
Look at the pictures in the textbook on page 37 and name some of the birds in our area.
In pairs, describe one of these birds according to the plan:(Slide number 10)
Story plan
Name
Sizes (large, medium, small)
Plumage color
Features of body parts (for example: beak, eyes, tail)
Performances of 2-3 pairs are heard.
VI. Summing up. Reflection on educational activities.
What was the goal of the lesson? Have we achieved the lesson objectives? Why? What group of animals did we meet? Name the distinctive features of birds.
Rate yourself with the tutorial's emoticons. Who thinks that they have a good understanding of the material they have studied? Who is not yet confident in their knowledge and wants to consolidate it at home? Who had a very difficult time in class today and didn’t remember anything?(Slide No. 11)
VII. Homework.
VIII. Organizational moment
Preview:
To use presentation previews, create a Google account and sign in:
Topic: " Who are the birds?»
according to the textbook by A.A. Pleshakov “The World Around us”, 1st class.
Learning objectives aimed at achieving
- subject results:
- introduce students to the characteristic features of birds, develop the ability to distinguish birds from other animals;
- develop the ability to recognize and name studied birds from descriptions, drawings, photographs;
- meta-subject results:
- develop the ability to compose a story about a bird according to the plan proposed by the teacher;
- develop the ability to analyze the structure of a bird, highlighting essential and non-essential features, and synthesize; in the process of participating in microstudies using laboratory equipment, compare bird feathers;
- develop the ability to search for the necessary information to complete educational tasks using printed and electronic textbooks;
- to develop the ability to construct an oral statement on the topic of the lesson.
- personal results:
- develop an orientation towards understanding the reasons for success in educational activities;
- develop educational and cognitive interest in new educational material and ways to solve a new particular problem;
- develop self-assessment abilities based on the criterion of success in educational activities.
Predicted educational results: first-graders will become familiar with the distinctive features of birds, learn to identify birds among other animals, and describe them.
Educational materials and equipment for teachers and students: Pleshakov A.A. “The world around us. 1st class." Textbook for general education institutions with an application on electronic media. At 2 o'clock - M.: Education, 2011, part 2; Pleshakov A.A. “From Earth to Sky: Atlas-determinant for early learners. kl.”\ M.: Prosveshchenie, 2007, Pleshakov A.A. “The world around us. 1st class." Workbook for general education students. institutions. At 2 hours - M.: Prosveshchenie, 2011, illustrations of birds, various bird feathers, magnifying glasses.
Lesson progress:
- Organizational moment.
- Updating knowledge.
Teacher's activities: updates children's knowledge on the topics studied in the section “What and who?” during front-line work while checking homework, including using an electronic application.
Student activities:
- educational: remember the characteristic features of the studied groups of animals, show each other completed homework in a notebook, show how they completed the task in an electronic application;
- communicative: interact with the teacher during the survey, with each other while checking homework;
- regulatory: listen to the questions posed and answer them, control the correctness of the students’ answers, supplement and clarify.
Now in the lessons of the surrounding world we are studying a large section “What and who?”. What groups of animals have we already met? Name the distinctive features of insects. Who are these fish?
- What homework did you do for today's lesson? Show each other what kind of fish you got in your notebooks.
- Who will show how they completed the task at home in the electronic application?
2 students answer the questions on the disk: What is the body of most fish covered with? Distribute the fish into two groups: river and sea. The rest are checked and adjusted if necessary.
Result:- Who thinks that they understand this topic and can continue studying the section?
- Determining the topic, setting the goal of the lesson. Motivation for learning activities.
Teacher's activities: invites you to listen to the dialogue between the Wise Turtle and the Questioner ant and find out what question is important to answer in the lesson, what you can learn by answering this question;
Student activities:
- educational: listen to the dialogue between the Wise Turtle and the Questioner ant, find out what question they will be looking for the answer to during the lesson, and together with the teacher get acquainted with the lesson objectives set in the textbook;
- communicative: interact with the teacher during a conversation;
- regulatory: accept and save the learning task.
And today the ant Question is thinking again. I wonder what?
A boy and a girl act out a dialogue between the Questioner ant and the Wise Turtle:
Ant. Turtle, you're wise, aren't you? How many groups can animals be divided into?
Turtle. To begin with, you just need to get acquainted with four large groups of animals.
Ant. I already know two groups - insects and fish. Who else is left?
Turtle. There are still birds and animals left.
Ant. Who are the birds? How are they different from other animals?
Turtle. Go see the kids at school. There you will be given an answer to this question.
Guys, can we help the ant? What question will we answer in class today? What will we learn about and what will we learn? I'll read it in the textbook on page 36, and you'll follow along.
- Familiarity with the characteristic features of birds.
Teacher's activities: using a series of textbook tasks, creates a problem situation and introduces students to a characteristic feature of birds;
Student activities:
- educational: using illustrations in the textbook, analyze the body structure of a pigeon, highlighting essential and non-essential features; compare the bodies of different birds, highlight their characteristic features; build reasoning and make generalizations;
- communicative: interact with the teacher during a frontal conversation, in pairs; allow for the possibility that people have different points of view, including those that do not coincide with their own; focus on the partner’s position in communication and interaction;
- regulatory: accept and maintain the learning task; using a textbook, they check the correctness of their neighbor’s answers; complement and clarify the opinions expressed on the merits of the assigned task; control themselves using a textbook and an electronic application.
How many of you know how to distinguish birds from other animals? (They can fly)
- Look at the top picture in the textbook on page 36. Here are drawings of four animals. Name them. Which of these animals can fly? (bat, flying squirrel, butterfly)
-Are they birds? And the chicken? Can a chicken fly? (Can do it, but very poorly)
- We know that there are birds that cannot fly at all. So can we say that everyone who flies is a bird? Or do birds have some other distinguishing feature?
- To find out this, let's take a good look at the structure of a bird in the textbook using the example of a pigeon.
- Pay attention to the shape of the bird's body. What is she like? (Smooth, streamlined. The shape of the body helps the bird overcome air currents and fly quickly) People have long observed this feature of the body shape of birds from nature and created a machine in its image and likeness. Which one? (Airplane)
- Work in pairs: look at the picture, show each other what parts the pigeon’s body consists of?
(head, neck, torso, tail, wings, legs, beak)
- What bird do you see on the board? Does a swan have named body parts?
1 student shows in the picture.
The teacher comments during the demonstration:
The BEAK is a bird's nose and mouth at the same time. Birds have different beaks because their food is also different. Birds that feed on insects have thin and sharp beaks. Those who peck the grains are thick and dull. Birds use their beaks to pinch, grab, dig and chisel. Birds use their beaks to weave nests, clean feathers, and feed their chicks. The largest beak on earth is that of the pelican, and the smallest of the birds of our stripe is that of the swallow. A bird without a beak is like us without hands!
LEGS - a bird needs them not only to walk. Birds use their legs to grab, row, defend and attack, and hold on to a branch when sitting. Usually 4 toes are clearly visible on a bird's foot. The shape of the fingers and the length of the legs of birds are different. Waterfowl have membranes of skin between their toes that help them row with their paws, like oars.
WINGS - lift the bird into the air. The shape and length of the wings are different. In its structure, the wing resembles a hand - it also bends in two places. When a bird needs to fly, it jumps higher and quickly flaps its wings.
What part of the body is not visible? Why? (Legs are not visible. The goose has tucked them under itself)
- What else do the dove and the goose have in common? Pay attention to what the birds' bodies are covered with.
- The presence of feathers is a characteristic feature of birds. No animals have feathers. Birds' entire body is covered with feathers. They save birds from bruises, from cold and heat, and camouflage them from enemies. Feathers are the clothing of birds.
- Birds fly, catch prey in the air, escape from enemies... But the ability to fly is not a distinctive feature of birds. Give examples of birds that do not fly.
OSTRICH is the largest bird in the world. It is too heavy for flight, and the feathers on the wings are short. An ostrich cannot fly away from its enemies. But he has long legs with strong muscles that help him run faster than his enemies. The ostrich is a tall bird and sees its enemy from afar. If he does not run away, but meets an enemy, then with his strong beak he can break the enemy’s skull. And on his thumb he has a dangerous claw with which he can beat an attacker to death.
PENGUIN - uses its wings as flippers to swim in and under water. With the help of its wings, the penguin maintains its balance. Wings and beak are the penguin's weapons in a fight.
Result:- Tell me, on what basis will we distinguish birds from other animals?
- Let's see if we were right, what the Wise Turtle will tell us.
View via electronic application different types of birds and general output.
- Physical exercise.
Swans fly, their wings make noise. (Children walk and wave their arms)
They bend over the water and shake their heads. (Lean forward, nod their heads in different directions)
They know how to stand straight and proud (they straighten up, stand straight)
And they land on the water very silently. (sit down at their desks)
- Introduction to the structure of feathers. Practical work.
Teacher's activities: organizes micro-research in groups; During practical work, he introduces students to the structure of a bird’s feather and the varieties of feathers.
Student activities:
- educational: participate in micro-research, get acquainted with the characteristic features of bird feathers, with varieties of feathers; build reasoning, make assumptions and make generalizations;
- communicative: interact with the teacher during a conversation, with each other when working in groups; construct understandable statements, expressing their thoughts clearly and clearly;
- regulatory:
We found out the main distinguishing feature of birds - the presence of feathers.
- The feathers covering the bird’s body are different. Let's look at them carefully. How are they different?
(Shape, color, size) Find ones that are small and fluffy. This coverts feathers They cover the bird’s body and at the same time retain the heat of the lowest layer - downy feathers And birds fly with the help flight or flight feathers feathers These are hard and elastic feathers.
- Even though feathers are different from each other, they have common features. Let's conduct a scientific study.
1 group(3 people) - will conduct observation independently according to the instructions:
- Pour tap water into a glass.
- Dip the feather into the water.
- Take the pen out and see if it has changed? Is the pen wet? What happens to water droplets?
- Try to conclude: what do feathers protect a bird from?
2nd group- all the other guys - will participate in the micro-study. Take any feather and examine it through a magnifying glass - a magnifying glass. All feathers have a shaft and grooves. Try to separate the grooves. Notice how firmly they are connected.
- What will happen if the wind blows now? (Feathers will fly. They are light.)
- What do you think is inside the feathers? (Nothing. It’s empty inside, so they are very light)
- Now let's listen to the performance of group 1.
- So, why does a bird need feathers? (Fly, keep warm, decorate)
- Look how the Wise Turtle decorated herself with feathers. Whose feathers are these? (Peacock)
- You can often meet very beautiful birds. In most birds, only the males are brightly colored. They use their coloration to attract females. The females of these birds most often have a uniform color, which helps them hide from enemies when they hatch eggs.
- At home, you will sketch in your notebook on page 25 No. 1 the feather of the bird that you examined.
- Description of the bird according to plan.
Teacher's activities: using textbook illustrations, introduces students to some birds of the Vladimir region; offers each pair a plan to describe any bird;
Student activities:
- educational: talk about any bird according to a plan proposed by the teacher, based on an analysis of the textbook illustration and based on life experience;
- communicative: interact with the teacher during a conversation, with each other when working in pairs; construct understandable statements, expressing their thoughts clearly and clearly;
- regulatory: plan their actions in accordance with the task; control the correctness of students' answers.
Look at the pictures in the textbook on page 37 and name some of the birds in our area.
- What do you know about these birds? Where did you meet them?
- In pairs, describe one of these birds according to the plan:
- Name
- Sizes (large, medium, small)
- Plumage color
- Features of body parts (eg beak, eyes, tail)
Performances of 2-3 pairs are heard.
- Summing up the lesson. Reflection on educational activities.
Teacher's activities: finds out whether the lesson objectives have been achieved; together with students in a frontal conversation, summarizes the material studied;
Student activities:
- educational: voice new knowledge, figuring out whether the goals of the lesson have been achieved;
- communicative: interact with the teacher during a survey carried out in frontal mode;
- regulatory: control the correctness of classmates’ answers; independently evaluate their work in class and the degree of assimilation of new knowledge.
– Have we achieved the objectives of the lesson? Why?
- What group of animals did we meet? Name the distinctive features of birds.
- Rate yourself using the tutorial emoticons. Who thinks that they have a good understanding of the material they have studied? Who is not yet confident in their knowledge and wants to consolidate it at home? Who had a very difficult time in class today and didn’t remember anything?
CHILDREN SHOULD KNOW THE NOUNS: rook, starling, swallow, swift, cuckoo, crane, geese, swans, lark, thrush, nest, birdhouse, male, female, chicks, eggs, singer, insects, larvae, plumage, flock, countries, legs , neck, wing, eyes, tail, beak, head, stork, heron.
VERBS: fly, fly away, arrive, return, build, clean, set aside, howl, hatch, hatch, feed, grow up, get stronger, squeak, sing, curl, leave, say goodbye, gather, eat, peck, destroy, twist, pinch, glue, blind.
ADJECTIVES: big, small, singing, black, warm (edges), white, striped, caring, busy, spring, strangers, fluffy, ringing, field, distant, beautiful, long-legged, waterfowl, agile, vociferous.
LET'S TELL ABOUT BIRDS.
Migratory birds are birds that fly from us in the fall to warmer regions.
These birds are insectivores (eat insects) and feed on insects.
In autumn, insects hide, birds have nothing to eat, so they fly away.
Ducks, geese and swans fly away in a line - a string.
Swallows and starlings fly away in a flock.
Cranes fly away in a wedge - an angle.
And the cuckoos fly away one by one.
In spring, migratory birds return to us.
Birds have a head with a beak, a body with two wings, two legs with claws, a tail and plumage.
CHILDREN SHOULD BE ABLE TO IDENTIFY EXCESS AND EXPLAIN: WHY?
Magpie, crow, tit, swallow (swallow is a migratory bird, the rest are wintering).
Lark, sparrow, rook, starling.
Crow, duck, dove, sparrow.
Rook, tit, swallow, cuckoo.
Magpie, sparrow, woodpecker, swift.
Dove, swan, heron, crane.
Beetle, butterfly, chick, mosquito
(the chick is a bird, the rest are insects).
TO NAME CHICKS CORRECTLY:
Cranes are baby cranes.
Rooks - rooks.
Geese are goslings.
Starlings are starlings.
Ducks - ... .
Cuckoos - ... .
Swifts - ... .
CORRECTLY ANSWER THE QUESTIONS: WHOSE? WHOSE? WHOSE? WHOSE?
Whose beak?
The crane has a crane-like appearance.
The goose has goose.
The duck has... .
The cuckoo has... .
The rook has... .
ONE IS MANY.
Cuckoo - cuckoos.
Crane - cranes.
Starling - starlings.
Nightingale - nightingales.
Lark - larks.
Swan - swans.
Rook - rooks.
Duck - ducks.
Swallow - swallows.
Rook - rooks.
Stork - storks.
Gosling - goslings.
DESCRIBE AND COMPARE BIRDS ACCORDING TO PLAN:
Wintering or migratory bird?
Why are they called that?
Appearance (tail, head, wings, body, beak, feathers, colors...)
What does it eat?
Where he lives - a hollow, a birdhouse, a nest...
COMPILATION OF A DESCRIPTIVE STORY.
The rook is a black bird with a white beak. The rook has a head, body, wings, tail, and paws. The bird's entire body is covered with feathers. In the spring, rooks fly from warm countries, build nests and hatch chicks - rooks. Rooks feed on insects, worms and plant seeds. In the fall, when it gets cold, rooks gather in flocks and fly away to warm countries until spring. Rooks help humans; they destroy insects and caterpillars - pests of fields and vegetable gardens.
The grass is green, the sun is shining,
A swallow flies towards us with spring in the canopy.
With her the sun is more beautiful and spring is sweeter...
Shout out hello to us from the road quickly.
I'll give you grains, and you sing a song,
What she brought with her from distant countries.
(A. Pleshcheev)
SAY A WORD.
There is a palace on the pole, in the palace there is a singer, and his name is ... (starling).
CALL IT AFTERLY:
Nightingale - nightingale.
Crane - crane.
Swan - swan... .
WHO has WHO?
The cuckoo has a cuckoo, cuckoo.
The crane has a baby crane, crane babies.
The starling has a little starling, starlings.
The swan has a baby, swans.
The rook has a rook, rooks.
The duck has a duckling, ducklings.
The stork has a baby stork, baby storks.
The goose has a gosling, goslings.
END THE SENTENCE WITH "LONG-LEGGED CRANE":
In the field I saw... (a long-legged crane). I watched for a long time... (long-legged crane). I really liked this beautiful and slender... (long-legged crane). I wanted to approach... (long-legged crane). But he got scared and flew away. He flew beautifully, spreading his wings and circling in the sky... (long-legged crane). I told my mother about... (long-legged crane). Mom said that you shouldn’t come up and scare... (the long-legged crane). I promised my mother not to approach... (the long-legged crane) anymore. Now I will only watch from afar... (long-legged crane).
CHOOSE THE PREPOSITION RIGHT BY MEANING (FROM, IN, TO, OVER, ON, ON):
The rook flew out... the nest. The rook has arrived... the nest. The rook flew up... to the nest. The rook is circling... with his nest. The rook sat down... on a branch. The rook walks... in the arable land.
WE IMPROVE THE ABILITY TO RELL.
RETELL THE STORY BY QUESTIONS:
The rooks have arrived.
The rooks arrive first. There is still snow all around, but they are already here. The rooks will rest and begin to build nests. Rooks build nests on the top of a tall tree. Rooks hatch their chicks earlier than other birds.
Which birds arrive first in spring?
What do the rooks immediately begin to do?
Where do they build their nests?
When do they hatch their chicks?
Harbingers of spring.
The cold winter has passed. Spring is coming. The sun is rising higher. It heats up more. The rooks have arrived. The children saw them and shouted: “The rooks have arrived! The rooks have arrived!”
What was the winter like?
What comes after winter?
How does the sun warm in spring?
Who arrived?
Who did the children see?
What did they shout?
RELL THE STORY IN THE FIRST PERSON:
Sasha decided to make a birdhouse. He took boards, a saw, and sawed the planks. From them he put together a birdhouse. The birdhouse was hung on a tree. May the starlings have a good home.
COMPLETE THE SENTENCE:
There is a nest in the tree, and in the trees... (nests).
There are branches on the branch, and on the branches... .
There is a chick in the nest, and in the nests - ....
There is a tree in the yard, and in the forest - ....
GUESS THE RIDDLES:
Without hands, without an ax
A hut has been built.
(Nest.)
He appeared in a yellow fur coat,
Goodbye, two shells.
(Chick.)
There's a palace on a pole,
There is a singer in the yard,
And his name is...
(Starling.)
White-billed, black-eyed,
He walks importantly behind the plow,
Finds worms and beetles.
Faithful watchman, friend of the fields.
The first harbinger of warm days.
(Rook.)
READ THE POEMS ABOUT BIRDS, LEARN ONE OF THEM BY MORE.
Starlings.
We even got up at night
Looking out into the garden from the window:
Well when, oh when
Will our guests arrive?
And today we looked -
A starling sits on an alder tree.
They arrived, they arrived,
We've finally arrived!
A) Work from the textbook. Work in groups. Bird body structure
– To answer these questions, we must identify common characteristics related to birds.
– Let’s begin our research by getting to know the body structure of birds. Consider the body structure of a bird using the example of a pigeon. (Individual work)
Game “You - for me, I - for you”»
– You have bird body parts on your desks. Collect the picture.
– Determine the name of the bird. Think about the names of her body parts. If you have any difficulties, open the textbooks on p. 36. Consult in groups, help each other.
B) Check: frontal survey.
– I name the body parts of birds, and you show this part of the body to me. Let's see if you know the body parts of birds.
– How many legs do birds have? Can a wise turtle be called a bird? Why?
- That's right, a turtle has 4 legs, and birds have two. The body structure is different.
Conclusion: The body structure of birds is basically the same. Unlike other animals, birds have only two legs. Birds use their legs to grab, row, defend and attack, and hold on to a branch when sitting. The ostrich and the penguin also have 2 legs, 2 wings, and a beak, which means they can be classified as birds. Although the kangaroo jumps well on two legs.
Evaluate your work. If you correctly named the body parts of birds, then glue them next to the tree crane
Conclusion: The body structure of birds is basically the same.
C) Familiarity with the distinctive features of birds.
– Open the textbook “The World Around Us” on p. 24. Ant Question asks us what animals he met in flight. Which one of them flies? Who's the bird? Do chickens fly? (They fly, but very poorly).
- Why did you classify the chicken as a bird? What is the body of a flying squirrel or bat covered with?
– What is the chicken’s body covered with? Ostrich?
– Are there any other animals whose bodies are covered with feathers?
– So what conclusion can we draw?
Conclusion: Birds are the only animals in the world whose bodies are covered with feathers. That's why they are also called feathered, i.e. covered with feathers. We answered the main question of our lesson. Who are the birds? Birds are animals whose bodies are covered with feathers..
Is a penguin a bird? Reading an excerpt from a text about penguins.
Penguins- seabirds. They dive and swim well, get their own food - fish, crabs, crustaceans. Their body is covered with thick, waterproof feathers. Penguins cannot fly, because instead of wings they have paws - flippers, which help them swim.
D) Look at the illustrations in the textbook and name these birds. Find out birds unknown to you with the help of an identification atlas. Test yourself with. 90
Well done! You know how to work with additional literature and learn the names of birds.
Evaluate your work. If you understand who the birds are and correctly named the birds, then glue them to your tree nuthatch.