What can be cooked from squid: fast and tasty

We continue to study the world around us according to the workbook, the author of which is Pleshakov A.A. in this third academic year. As usual and usual, the tasks in the workbook follow the topics of the textbook, the teacher suggests doing them as homework. Since last year, Pleshakov has been teaching children to reason, look for data in additional sources of information, and fill in tables according to their observations. We have summarized all the material needed in the first half of the third grade on the subject of the world around us and collected it on this page, made the GDZ for you.

In the third grade, in the first part of the workbook of the EMC "School of Russia" we will work on the topics "How the world works", "This amazing nature", "We and our health". Students will learn what ecology is and why protect nature, they will understand the objects of animate and inanimate nature and learn to distinguish them, get to know some plants, animals, get to know themselves.

There is space in the notebook for three projects: “Wealth given to people”, “Diversity of the nature of the native land”, “School of culinary specialists”.

FOR WHOM THE TASKS DO NOT COIN, AND THE COVER IS THE SAME, YOU HAVE AN OLD NOTEBOOK.

Answers to part 1 of the workbook for grade 3, Pleshakov:

GDZ to the section of the notebook "How the world works"

Page 5-8. Answers to the lesson Nature

1 . Think and tell what nature means to you. What do you love most about nature? Write.

Trees, animals, seas and rivers, forests and fields - all this is important for a person to live. Most of all, I love to see how flowers bloom, delicious fruits ripen.

2 . Read the first paragraph of the text on this page. Emphasize with one line that which relates to inanimate nature; two traits that relates to living nature.

Diversity of nature
The majestic, radiant Sun (1 feat) and motley butterflies (2 feats) fluttering over the flowers (2 feats); thousands of mysterious stars (1 trait) in the night sky (1 trait) and green grass (2 traits) on a hillside (1 trait); a huge, boundless ocean (1 trait) and a small lizard (2 traits) on a hot rock (1 trait)… It's all nature!

Please note that flowers and grass are wildlife!

Living beings, unlike objects of inanimate nature, breathe, eat, grow, develop, bear offspring, die.

3 . Read the second paragraph of the text on p. 6. Serezha and Nadia's dad depicted the signs of living beings with the help of funny drawings. Guess what signs he meant and write them under the corresponding numbers.

Living beings (organisms)

1. Breathe
2. Eat
3. Grow
4. Develop
5. Bring offspring
6. Die

4 . Determine the names of the kingdoms from the symbolic drawings and write them in the diagram.

5 . Using the atlas-determinant "From Earth to Heaven" give examples of representatives of the kingdoms (at least three in each paragraph).

a) Plants: rose, poplar, lilac.
b) Animals: dog, giraffe, bear.
c) Mushrooms: white mushroom, chanterelle, boletus.

6 . Decipher the diagram (number the sentences).

The value of nature for people

2 delights us with its beauty.
3 gives us heat, light, air, water and food.
1 protects our health.
5 gives us the joy of discovery.
6 teaches us kindness.
4 gives us different materials for the household.

7 . The wise turtle offers you a task. Number the leaves from smallest to largest. It will turn out a word that we often pronounce when we communicate with nature. Write it in the boxes.

8. List ways of studying nature. Tell (verbally) about each of them.

1) observation
2) experiment
3) measurement

With the help of observation, a person accumulates information about the world around him, brings it into the system and looks for some patterns in this information.
Experiments (or experiments) are carried out by scientists in the laboratory. In the course of this kind of research, the experimenter himself reproduces various conditions or natural phenomena.
The main difference between observation and experiment is that the first method describes the phenomenon, and the second explains it.

9 . What device (tool) is required for each case? Point with arrows.

Length measurement - ruler (right)
Time measurement - hours (left)
Temperature measurement - thermometer (right)
Mass measurement - scales (left)

Page 9

1 . Draw an amazing world that was created on Earth thanks to the human mind. Explain your drawing (orally). Look what the other guys have drawn. Discuss your work.

2 . Read the list of words below carefully. Emphasize only what belongs to the inner world of a person.

Knowledge, hands, character, dreams, age, experiences, eyes, hairstyle, mood, height and weight, thoughts.

3 . The question ant is very interested in what people attribute to the best human qualities. Using the textbook, enter the necessary words in the cells and explain to the Ant how you understand them.

KINDNESS, HONESTY, RESPONSIBILITY, RESPONSIBILITY.

Kindness - responsiveness, sincere disposition to people, the desire to do good to others.
Honesty is the ability of a person to always tell the truth.
Responsibility - the ability to be responsible for one's actions, deeds.
Responsiveness - the desire to help others, not to refuse the request.

Page 10-12. Answers to the topic of the workbook Society

1 . When asked what society is, the guys gave different answers.

Igor said: "Society is a company of people who celebrate someone's birthday or other holiday together."

Olya said: “A society is an organization created for some purpose, for example, the Society for the Protection of Nature.

Vitya said: "Society is all of us, people."

Mark the correct answer (Vitya)

Task 2. Please read the list below carefully. Underline with lines of different colors according to the conditions:

Red - what refers to the characteristics of the family;
Green - what refers to the characteristics of the people;
Blue - that refers to the characteristics of the country.

Capital (in blue)
National dress(in green)
joint farm(in red)
State borders(blue)
Life under one roof(in red)
Official language(blue)
Caring for each other(in red)
Territory (in blue)
Mother tongue (in green)
National dances(in green)

Ask a student sitting next to you to check on you.

3 . Write the names (names and patronymics) of your family members.

Fill in with your information! Example:

Ivan Alekseevich - father
Maria Sergeevna - mother
Dmitry Ivanovich - me

4 . Cut out from the Application and paste on this page images of the coat of arms and the flag of Russia. Sign these state symbols.

flag coat of arms

5 . Using the book "Encyclopedia of travel. Countries of the world" fill in the table (according to the model given in the first line).

Country Capital Head of State State. language

Hungary Budapest President Hungarian
Russia Moscow President
Germany Berlin President German
Japan Tokyo Emperor Japanese
Monaco Monaco Prince French

6 . And this task is offered to you by the Wise Turtle - a lover of travel. Fill in the table using the political map of the world.

Name of the country What continent is located on Why I want to visit this country

1. Brazil South America Watch coffee grow
2. Madagascar Africa See wild animals
3. Australia Australia See kangaroos and relic trees
4. Mexico North America Go to a bullfight
5. Italy Eurasia Attend an Italian pizza cooking class

7 . Using the book "Encyclopedia of Travel. Countries of the World" prepare a message about the population and culture of one of the countries. Make notes in your notebook.

Message subject: Japan and the Japanese
Message plan: 1. Diligence 2. Smile 3. Connoisseurs of beauty
Important information: The original inhabitants of Japan are the Japanese. Their main features are diligence and goodwill, love for beauty.

Message:

The indigenous people of Japan are the Japanese. The main feature of the Japanese is diligence. A resident of Japan can work 18 hours in a row, with almost no rest. Industriousness encourages the Japanese even to give up vacations.
The Japanese from early childhood learn from their parents to smile under different circumstances of life. Even if something unpleasant happened, they try to endure difficulties with a smile on their face.
The people of Japan value beauty. They sing of the grace of nature, lotuses for them are sacred flowers.

Page 13-14. GDZ to the topic Russian Federation

1 . Using the map on p. 18-19 of the textbook give examples of the subjects of the Russian Federation (1-2 in each paragraph)

1) Republics: Crimea, Sakha.

2) Territories: Krasnodar, Krasnoyarsk.

3) Regions: Moscow, Vladimir.

4) Cities of federal significance: St. Petersburg, Sevastopol, Moscow.

5) Autonomous region: Jewish.

6) Autonomous Okrugs: Chukotsky, Nenets.

2 . Sign the coats of arms of federal cities.

St. Petersburg, Sevastopol, Moscow

3 . Learn the coats of arms of the constituent entities of the Russian Federation. Connect the coats of arms and the names of the regions with lines.

4 . Enter in the table the names of the subject of the Russian Federation in which you live, its capital (administrative center), your city (village).

Fill in the table yourself. The subject of the Russian Federation is your republic, territory, region, city of federal significance, autonomous district.

That's where I live
The subject of the Russian Federation Krasnodar region
Capital (administrative center of the region) Krasnodar
My city (village) Hot key

Answers to page 15. What the plan will tell you

1

A local plan is an accurate drawing of a locality, made with the help of conventional signs.

2 . On your own or with the help of a textbook, sign the symbols of the plan.

town; Orchard; meadow and trail; dirt road.

3 . Consider a fragment of the plan of Moscow in the textbook. What sights are depicted on it.

Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.

4. Look at the plan of the zoo in your textbook. Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.

Page 16-17. What is ecology

1 . Use your textbook to complete the definitions.

a) The environment is everything that surrounds a living being and with what it is connected.
b) Ecology is the science of the relationships between living beings and the environment.

2 . Ant Question, which lives on the edge of a spruce forest, was very interested in the topic of the lesson. "What makes up the spruce environment?" - he asked. Underline the necessary words in the list and answer (orally) the Ant's question.

Sun, heron, air, water lily, soil, swallow, giraffe, crossbill, woodpecker, penguin, squirrel, wood mouse, ants.

3 . Seryozha and Nadya's dad was preparing drawings for our lesson, but didn't have time to finish them. Who lives in this environment? Cut out the pictures from the Application and arrange them correctly.

Ask a student sitting next to you to check on you. After checking the sticker pictures.

4 . Complete the task of the textbook and make notes in your notebook.

Books on ecology (underline the title of the book you read):

"The Giant in the Glade, or the First Lessons of Ecological Ethics", "Young ecologist", "Plants and animals", "Ecology: we observe, we study."

Message subject: Why shouldn't you tear water lilies?

Message plan:
1. Moisture-loving plants
2. Wither quickly

All moisture-loving plants do not tolerate drought. Water lilies are moisture-loving marsh plants with long stems and weak roots.
Plucked water lilies wither very quickly and will not please the eye in a vase. But in nature, the water lily will bloom for a long time.

Source: Encyclopedia "Plants and Animals"

5 . Seryozha and Nadya's mother was on a scientific expedition in one of the reserves. Here is the task she has prepared for you.

Not far from Moscow there is a wonderful place - the Prioksko-Terrasny Nature Reserve. Having solved the crossword puzzle, you will find out what plants and animals are found there.

Page 18-19. Project "Wealth given to people"

Objective of the project: Find out what nature gives people.
in pairs.

Stages of work:

1) Find out what the ocean gives people (sea, river, lake)
2) What gives people the forest.
3) What mountains give people.
4) Conclusion

My project responsibilities: I have to find out what the forest gives people, find suitable pictures and interesting material.
Working hours: a week.
Ways of designing the results (story-portrait, story-biography, album, book, stand, etc.): Biography story

Plan of my speech at the presentation.

The work was difficult, but we did it perfectly. I couldn't have done it without help, but my mom and dad helped me. Our report came out very interesting and exciting.

Thank you very much to my parents and friends for their help.

Page 20

Complete the tasks in the textbook on p. 154-159. Complete the table as you complete the assignment. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

GDZ on the topic This amazing nature

Page 21-22 Starry Sky - The Great Book of Nature

1 . When asked what constellations are, the guys gave different answers.

What do you think, which of the guys expressed the ideas of ancient astronomers, and who - the point of view of modern scientists? Answer verbally.

Petya expressed the ideas of ancient astronomers, Inna - the point of view of modern scientists.

2 . Using the illustrations in the textbook, connect the stars so that we get figures by which we recognize the constellations.

Ursa Minor Big Dog

Find and sign in these constellations the North Star and Sirius.

3. As instructed by the textbook (p. 43), observe the starry sky. Use the note on p. 40 textbook. Here you can write down the names of the constellations and stars that you managed to see.

Ursa Minor, Ursa Major, Polaris.

4 . The question ant loves to watch the stars, he wants to know how many constellations are in the sky? Help the Ant: find the correct answer and circle it with a blue pencil.

10 55 77 88 93 100 150

5 . And this task is offered to you by the Wise Turtle - a lover of astronomy. With the help of the atlas-determinant "From earth to sky" fill in the table.

Five constellations that I would like to see

constellation name:

1. Swan
2. Dove
3. Aries
4. Hercules
5. Leo

When is the best time to see this constellation?

1. Summer
2. Winter
3. Winter
4. Autumn
5. Winter

Why I want to see this constellation:

1. Cygnus - a large constellation
2. Dove - a little-known constellation
3. Aries is one of the most famous
4. Hercules - see him as a hero of mythology
5. The lion is a majestic figure

Page 23-24. Bodies, substances, particles

1 . Determine which row shows only natural bodies. Color the circle green. Which row shows only artificial bodies? Color the circle blue. And what bodies are depicted in the remaining row? Think about how best to paint the circle near this row (blue-green). Do it. Explain your decision.

2 . Give examples (at least three in each paragraph). Do not repeat what was shown in the pictures in task number 1.

a) Natural bodies: water, grass, tree, fire, star, deer, flower, butterfly.
b) Artificial bodies: brick, pen, eraser, TV, computer, ruler, carpet, knife.

What examples did the other guys give? Add one example from their responses to each item.

3 . Write out examples of substances from the text of the textbook.

Sugar, aluminum, water, starch, air.

4 . The Question Ant is interested in which of the above are bodies and which are substances. Point with arrows.

Bodies: nail, wire, spoon.
Substances: iron, copper, aluminum.

5 . Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, gaseous. Do this first with a simple pencil.

Substance Solid Liquid Gaseous

Salt +
Natural gas +
Sugar +
Water +
Aluminum +
Iron +
Alcohol +
carbon dioxide +

Ask a student sitting next to you to check your work. After checking, put down the “+” signs with a pen or colored pencils (of your choice).

Page 25-26. Variety of substances

1 . Our inquisitive Parrot made a crossword puzzle for you. Solve it, and you will be convinced that you know not so little about substances.

Horizontally: 1. The substance that makes up lakes, rivers, seas. 2. A substance found in sweets and chocolates. 3. Substances that taste sour. 4. Grape sugar.

Vertically: 1. A substance that can be used to wash dishes, gargle; it is added to the dough. 2. A substance from which wire and some items of utensils are made. 3. The substance of which the nail is composed. 4. A substance that is abundant in potatoes and jelly. 5. A substance that we always see on the dinner table, but never add to tea.

Crossword Answers:

Horizontally: 1. Water. 2. Sugar. 3. Acids. 4. Glucose.
Vertical: 1. Soda. 2. Aluminum. 3. Iron. 4. Starch. 5. Salt.

2 . Practical work "We examine products for starch content."

The purpose of the work: to determine whether there is starch in the studied products.

Equipment: products issued by the teacher; diluted tincture of iodine, pipette.

Progress:

1) Conduct experiments: using a pipette, apply a drop of tincture of iodine to each of the products under study.
2) As you work, fill in the table.

Testing products for starch content

Product name Is starch detected
Potato +
Radish -
Bread +
Carrot -

.

Page 27-29. Air and its protection

1 . On your own or with the help of a textbook, sign on the diagram which gaseous substances are part of the air.

Oxygen (absorb)
carbon dioxide (excreted)
Nitrogen

Mark with pencils of different colors (of your choice) which gas living creatures absorb and emit when breathing.
Decipher the conventions you used.

2 . Fill in the table according to the results of the research.

Air properties

What are we studying? Conclusion
1) Is air transparent or opaque? transparent
2) Does air have color? Colorless
3) Does the air smell? Without smell
4) What happens to air when heated? Expanding
5) What happens to air when it cools? shrinks

3 . Use a schematic drawing to depict how air particles are arranged during heating and cooling. (Indicate air particles with circles.)

4 . Read the story of the Wise Turtle and complete her tasks.

Air is the protector of the living

Herbaceous plants wintering under the snow do not freeze because there is a lot of air in it. Thanks to the air, cold snow serves as a warm “blanket” for plants.
By winter, the fur of animals becomes thicker, and that of birds - feathers. Between thick hairs, feathers linger more air, and the animal is warmer in winter.

1) These facts are explained by another property of the air, which we have not talked about yet. Think about what this property is.
2) Give an example proving that this property of air is important not only for plants and animals, but also for humans.

1) The property of air is poor thermal conductivity.
2) Due to the fact that air does not conduct heat well, our clothes keep us warm.

Test yourself.

1) Air is a poor conductor of heat.
2) There is air between the body and clothing of a person and in the clothing itself. Therefore, clothes keep our body warm.

5 . Think up and draw on a separate sheet a poster "Take care of the air!".
Look what your friends have drawn. If you have ideas how you can help protect the air, discuss them and do it.

Task 6. On the instructions of the textbook, find out and write down what is being done in your city to protect the air.

They put filters on pipes, build road junctions to eliminate traffic jams, water the roads, plant trees, flowers, shrubs.

Page 29-32. Water

1 . Draw fruits and vegetables that contain especially a lot of juice.

You can draw a watermelon, tomato, cucumber, orange, apple, grapes.

Check the box next to the fruit or vegetable whose juice you enjoy the most.

2 . Calculate and write down how much water is in the human body if its mass is:

a) 60: 3 * 2 = 40 kg b) 90: 3 * 2 = 60 kg
60 kg - 36 kg; 90 kg - 54 kg

How much water is in your body? 30: 3 * 2 = 20kg

3 . These paintings began to paint the father of Seryozha and Nadia. Help them finish. Cut out the drawings from the Appendix and place each animal in its natural home. Don't paste the pictures right away. Ask a student sitting next to you to check your work. After checking, paste the drawings.

Based on the received application pictures, tell us about life in fresh and salt water.

4 . Practical work "Exploring the properties of water."

The purpose of the work: to determine the properties of water.
Equipment. For students: three laboratory glasses (two of them - with water); spoon, salt, crushed chalk, funnel, filter paper, scissors. At the teacher: a flask with a tube filled with tinted water; a plate of hot water, a plate of ice.

Water properties

What we do Conclusion

Experience 1. We lower a spoon into a glass of water. The spoon is visible. The water is transparent.
Experience 2. Compare the color of the water. Water is like a transparent strip. She has no color.
Experience 3. Determine the smell. Water has no smell.
Experience 4. Salt and chalk in water. Salt and chalk dissolve in water. The chalk colors it.
Experience 5. We pass dirty water through the filter. Water is purified.
Experience 6. We heat the water. When heated, water particles expand.
Experience 7. We cool the water. As water particles cool, they shrink.

Evaluation of the work performed (whether the goal was achieved): 5. goal achieved

Presentation: report to the class about the results of your work, listen and evaluate other messages.

5 . Use a schematic drawing to depict how water particles are arranged when heated and cooled. (Water particles are indicated by circles.)

6. Use experiments to determine whether these substances dissolve in water. Mark with a "+" sign (dissolves) or a "-" sign (does not dissolve).

Does the substance dissolve in water?
Sugar +
Clay -
Baking soda +
Starch -

7 . Ask your family members to take part in a small study (this is best done on a Sunday when the whole family is at home). Its goal is to prove the great importance of water in our lives.

Water and drinks that contain it (for example, tea, juice, fruit drink, compote) are an essential part of our daily diet.
Have research participants mark (fill in the box) during the day each glass of water they drink, cup of tea, etc. At the end of the day, count the number of filled boxes and write down the resulting number.

Page 33-34. GDZ to the topic Transformations and the water cycle

1. Our tireless Parrot made a crossword puzzle again. All the words in it are water. How she loves mysterious transformations! Can you guess all her "masks"?

Steam
Ice
Rain
Cloud
A drop
Snowflake
Fog
Cloud

2 . Complete the table on your own or with the help of a textbook.

Three states of water
Examples Water condition
Water in the river, liquid dew
Ice, snow
Water vapor Gaseous

3 . Draw a diagram of the evaporation of water. (Water particles are indicated by circles.)
See what the other guys have drawn. Compare drawings. Are they all true? What is the most successful? Describe how water evaporates using a diagram.

4 . Draw a diagram of the water cycle in nature. First, draw with a simple pencil. Check yourself in the textbook. After checking, you can color the diagram. Tell us about the water cycle in nature.

5 . The wise turtle invites you to a mini-exam. Are these statements true? Circle "Yes" or "No".

Check your answers in class. Who passed the exam with excellent marks? Who made mistakes?
Correct the errors in the statements (cross out and write correctly).

1) Water occurs in nature in three states: liquid, solid and gaseous - Yes.
2) Water turns into ice at a temperature of + 10 degrees. - Not.
3) Ice and snow - solid water. - Yes.
4) When it turns into ice, water contracts. - Yes.
5) Water vapor - water in a gaseous state. - Yes.

Page 35-36. Save water!

1 . Using the textbook, enter the numbers in the text.

A person needs 20-50 liters of water per day for various household needs. It takes 1500 tons of water to produce one ton of wheat. And for the production of one ton of chicken meat, from 3500 to 5700 tons of water is required.

Use these data when talking about the importance of water for humans.

2 . Cut out the details from the Appendix and assemble the appliqué model. Check each other's work. After checking, stick the details of the model. Tell us about the sources of water pollution.

3 . Think up and draw on a separate sheet a poster "Save water!".

Look at the pictures of other guys. If you have ideas on how you can help conserve water, discuss them and do it.

4. On the instructions of the textbook, find out and write down how water is protected from pollution in your city (village).

They build treatment facilities, clean water bodies, and prohibit swimming in protected areas.

Page 36-38. What is soil

1 . Use your textbook to complete the definition.

Soil is the top fertile layer of the earth. Fertility is the main property of the soil.

2 . Among the acquaintances of the Question Ant there are many animals that live in the soil. In the underground galleries of his house - an anthill - he hung portraits of friends. Sign them (on your own or with the help of a textbook).

1) Forest mouse
2) Medvedka
3) Earthworm
4) Mole

3. Practical work "Investigating the composition of the soil."

The purpose of the work: to determine what is included in the composition of the soil.
Equipment. For students: dry soil, two beakers of water, a spoon or glass rod. At the teacher: fresh soil, a tripod, a spirit lamp, a plate (cup) for heating the soil, a glass, a holder, a beaker, a filter, a pipette.

Progress of work: according to the tasks of the textbook (experiments with heating are carried out by the teacher). Fill in as you go

Soil composition
What we do Conclusion

Experience 1. We throw a dry lump of soil into the water. The soil contains air.

Experience 2. We heat fresh soil. There is water in the soil.

Experience 3. We heat the soil more strongly. The soil contains humus.

Experience 4. We put the calcined soil into the water. The soil contains clay and sand.

Experience 5. Evaporate a drop of water with soil. The soil contains mineral salts.

Presentation: report to the class about the results of your work, listen and evaluate other messages.

4. What constituent parts of the soil can be detected using these experiments? Point with arrows.

5. Using the diagram in the textbook, complete the model-application. To do this, cut out the signs from the Application and place them in the appropriate boxes (do not stick!).

Arrange a mini-exam for your desk mate. Arrange the signs so that there are 1-2 mistakes. Let the neighbor find them and fix them (place the signs correctly).

Page 39-41. plant diversity

1. In each of these drawings, Seryozha and Nadia's father depicted representatives of one of the plant groups. Number the pictures according to the list.
1. Algae. 2. Mosses. 3. Ferns. 4. Conifers. 5. Flowering.

Describe the variety of plants in the pictures.

2. Complete the tasks for group work in the textbook and workbook.

1) Write down a plant classification task for your classmates.

Algae, mosses, ferns, flower plants, conifers.

2) Count the plants in the textbook drawing (p. 72) and write down the results.

Dandelion officinalis - 2
Plantain large - 2
Red clover - 3
Total plants - 7
Total plant species - 3

3) Using the information from the text of the textbook, complete the table.

plant diversity

Plant groups Number of species
Algae 100000
Mosses 27000
Ferns 10000
Coniferous 600
Flower 250000

Review the completed table. Which group of plants is the richest in species? Which group has the fewest species? List the groups of plants: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the plants you have identified:

a) in the class - aloe. violet, pink vinca (syn.), pink catharanthus.
b) in other premises of the school - Gardenia Augusta (syn.), Jasmine gardenia, rough zamia
c) near the school - spruce, pine, fir.

Use the Green Pages book to give examples of other types of plants. Write down at least three names.

Kiliya, lotus, chamomile, willow, birch, bamboo, flax.

3 . Seryozha and Nadya's mother took photographs of different types of plants in the botanical garden. Try to recognize the plants from the photographs. Sign the names. You can use owls for reference.

Siberian blueberry, cornflower, May rosehip

European spindle tree, Kaempfer larch, narrow-leaved fireweed

4 . According to the instructions of the textbook, determine the names of several plants of the native land. Write down their names.

Indoor plants in my house: aloe, violet, dracaena, euphorbia.
Plants in my yard: cherry, lilac, poplar, asters.

Page 42-44. Sun, plants and you and me

1 . Using the diagrams in the textbook, complete the application model. To do this, cut out the signs from the Application and place them in the appropriate boxes (do not stick!).

How plants breathe and eat

And now try to build a model without the help of a textbook (shuffle the plates and lay them out again).
Arrange a mini-exam for your desk mate. Arrange the signs so that there are 2-3 mistakes. Let the neighbor find them and fix them (place the signs correctly).
Ask your desk mate to arrange the same exam for you.
When you are confident in your knowledge, stick the tablets in your notebook.

2 . Summarize the information obtained about the respiration and nutrition of plants. Write the names of the gases in the text.

During respiration, the plant absorbs oxygen, but highlights carbon dioxide. When feeding, the plant absorbs water, carbon dioxide, but highlights oxygen.

3 . Our Parrot - a lover of secrets and riddles - offers you a task. Connect the leaves so that you get the names of the substances that are formed in the green "kitchen" of the plant.

SUGAR STARCH

4 . Make a diagram according to the instructions of the textbook (p. 79).

What do plants give to animals and humans?

Explain your diagram. Compare it with the diagrams that other guys made. Discuss your work and evaluate it.

5 . And here, on behalf of your family, write a letter of thanks to plants for their contribution to maintaining life on Earth.

Thank you, dear plants, for oxygenating our planet so that we can live. Without you, life on Earth would be impossible.

Page 45-46. Reproduction and development of plants

1. Ant Question asked for a lesson assistants - hardworking bees. Make a word from the letters that the bees brought. Write it down in the boxes. And you will find out where the development of the plant begins!

2 . Make an explanatory dictionary on the topic "Pollination". To do this, indicate the explanations for the words with arrows. In case of difficulty, use the text of the textbook.

3 . Practical work "Studying ways to distribute fruits."

The purpose of the work: to establish a connection between the structure of fruits and the ways of their distribution.
Equipment: fruits of different plants given by the teacher; magnifier.

Progress of work: according to the tasks of the textbook. Complete the table as you work.

Write the names of the plants in the table. Draw their fruits. Fill in the circles according to the method of distribution: blue - by wind; red - animals and man.

The structure of fruits and methods of their distribution

Name of the plant Fruit structure Method of fruit distribution

Dandelion Fluffy Windblown (blue circle)
Apple tree Apples Animals and man (red)
Pine Cones Animals (red)
Plantain Seeds on the stalk Wind (blue)

Evaluation of the work performed (whether the goal was achieved): yes, the goal was achieved

Page 47-49. plant protection

1 . Tell verbally what plants mean to you. Do you have favorite plants? Write what.

Daisies, forget-me-nots, lilies of the valley, snowdrops.

2 . Number the examples of the negative impact of man on the plant world, expressed by these signs.

1. Deforestation. 2 Collection of bouquets. 3. Trampling. 4. Immoderate collection of medicinal plants.

Use these signs to tell why many wild plant species are becoming rare.

3 . Seryozha and Nadya's mother asks if you know the plants listed in the Red Book of Russia. Cut out the drawings from the Appendix and arrange them in the appropriate boxes. Check yourself in the textbook. After checking, paste the drawings.

4. Use the drawings in the textbook (pp. 84-85) to number and color the protected plants.

1. Water lily. 2. Bathing suit. 3. Wolf's bast. 4. Bell.5. Lily of the valley.

5 . Write down the rules that are "encrypted" by these conventional signs. (Give brief statements.)

While in nature, do not pick plants for bouquets. Make bouquets of those plants that are grown by man.

Collect medicinal plants only in places where there are a lot of them. Some of the plants must be left untouched.

In the forest, walk along the paths so that the plants do not die from trampling.

6 . Serezha and Nadia's dad offers you a task. Design and draw a poster "Protect the plants!"

Look what your friends have drawn. If you have ideas how you can help the plants, discuss them and do it.

Page 50-54. Animal diversity

1 . In these drawings, Seryozha and Nadia's father depicted representatives of different groups of animals. Number the pictures according to the list.

2. Ant Question gave examples of animals of different groups, but made mistakes. Cross out the extra name in each row.
Explain to the Ant what his mistakes are.

a) Starfish, sea urchin, sea lily, sea cucumber, octopus.
b) Beetle, butterfly, spider, dragonfly, bee, fly.
c) Frog, lizard, snake, turtle, crocodile.
d) Crayfish, crab, shrimp, leech.

a) Octopus. All but him are echinoderms, and the octopus is a mollusk.
b) a spider. Everything except him is an insect, and a spider is an arachnid)
c) a frog. She is from the group of Amphibians (Amphibians), while other animals are reptiles.
d) a leech. All other animals are crustaceans and arthropods. The leech is a ringed worm.

3 . Complete the tasks for group work in the textbook and workbook.

1) Write down an animal classification task for your classmates.

What group of animals do snakes and crocodile belong to? Write a few more animals of this group.

2) Count the birds in the textbook drawing (p. 92) and write down the results.

Big tit - 3
Common nuthatch - 2
House Sparrow - 4
Total birds - 9
Total bird species - 3

3) Using the information from the text of the textbook, complete the table.

Animal diversity

Animal groups Number of species

Worms 120000
Shellfish 100000
Echinoderms 6000
Shellfish 30000
Arachnids 40000
Insects 1000000
Pisces 20000
Amphibians 4700
Reptiles 8000
Birds 9000
Beasts 5000

Review the completed table. Which animal group has the most species? (Insects) Which group has the fewest species? (Amphibians) List the groups of animals: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the animals you have identified:

a) fish - perch, shark, ruff, pike, trout, carp.
b) amphibians - newt, toad, frog.
c) reptiles - snake, lizard, crocodile.
d) birds - crow, sparrow, tit, ostrich, penguin.
e) animals - hedgehog, hare, cat, bear, mole, badger.

Use the Green Pages book to give examples of other types of animals. Write down at least three names.

Echinoderms - sea urchin, crustaceans - shrimp, insects - ant.

4 . Using the Green Pages book, prepare a report about one of the animal species (of any group). Take notes as you prepare your message.

Animal type: Squirrel
Group to which the species belongs: Animals (rodents)
Brief information about the animal: Squirrels are peaceful animals. They live in coniferous forests. They live in hollows, but more often they make a nest for themselves, built of branches and lined inside with wool, moss and feathers.

5 . These are different types of tits. Identify them with the help of the atlas-determinant "From Earth to Sky". Draw arrows from the names to the corresponding pictures.

Compare different types of tits. Identify the similarities and differences. Think and explain what signs these birds are most easily recognizable in nature.

Page 55-57. Who eats what

1. Analyze information about the nutrition of various animals. To which nutritional group would you classify them? Fill the circle with the appropriate color: green - herbivores; blue - insectivores; red - predatory; yellow - omnivores.

Animal nutrition

2 . On your own or with the help of the atlas-determinant "From Earth to Heaven" give examples of herbivorous and predatory animals. Write at least three names for each paragraph.

a) Herbivorous animals: cow, deer, kangaroo, roe deer, squirrel, rabbit.
b) Predatory animals: tiger, lion, eagle, falcon, wolf, snake.

3 . Complete the application model. Cut out the drawings from the Appendix and arrange them correctly. Ask a student sitting next to you to check on you. After checking, paste the drawings.

Tell the model about these food chains.

4 . Make power circuit diagrams.

a) Write in the correct order: wolf, oak, boar.

OAK -> BOAR -> WOLF

b) Write in the correct order: pine, woodpecker, bark beetle. Draw arrows.

PINE -> BARKEET BEETLE -> WOODPECKER

c) Give your example of a food chain.

FIR -> MOUSE -> EAGLE

5 . Methods of defense in plants and animals are very diverse. Here's what Seryozha and Nadia's dad drew. Complete his tasks.

Some plants defend themselves with sharp thorns (1); burning hairs (2); bitter taste (3). Find these plants in the picture and label them with the corresponding numbers.

How are animals protected? Look at the pictures and try to explain on your own who defends how.

Wasps and bees defend themselves by stinging the enemy. Snail and turtle - shell. Kulik and moths have a protective coloration.

Page 58-60. Reproduction and development of animals

1. Dog Ryzhik gathered friends for his birthday. Friends reminisced about their childhood. Who remembered what? Connect with lines.

2. Summarize the information received about animal reproduction.

a) Mark with a "+" sign in the appropriate column.

Groups eggs caviar cubs
Insects +
Pisces +
Amphibians +
Reptiles +
Birds +
Beasts +

b) Fill in the missing words.

In insects, eggs hatch into larvae, and in birds, chicks. In fish, fry are hatched from eggs, and in frogs and toads, tadpoles. Animals give birth to cubs and feed them with milk.

Check your work with your partner.

3. Complete the application model. Cut out the drawings from the Application and arrange them correctly.

Now give each other a mini-exam. Arrange the drawings so that there are 2-3 mistakes. Let the desk mate find them and fix them (put the drawings correctly).

When you are confident in your knowledge, paste the drawings into your notebook.
Tell the model about the development of animals of different groups.

4. As instructed by the textbook, observe how domestic animals take care of their offspring. Here you can draw or paste a photo.

Tell the class about your observations. Listen to other guys' stories. Which of their observations particularly interested or surprised you?

Page 61-64. Animal protection

1. Tell verbally what animals mean to you. Do you have favorite animals? Write what.

Cats, dogs, bears, cheetahs, wolf, horse, hedgehog.

2. Number the examples of the negative impact of man on the animal world, expressed by these signs.

1. Deforestation. 2 Pollution of water bodies. 3. Excessive hunting. 4. Excessive fishing. 5. Catching insects. 6. Noise and other disturbances.

Use these signs to tell why many species of wild animals are becoming rare.

Page 64

3. Serezha and Nadya's mother asks if you know the animals listed in the Red Book of Russia. Cut out the drawings from the Appendix and arrange them in the appropriate boxes. Check yourself in the textbook. After checking, paste the drawings.

4. Our sociable Parrot has many bird friends. He offers you a drawing-riddle. What is the name of this amazing bird? Where she lives? What is interesting? If you do not know, look for the answer in additional literature, the Internet.

Write the name of the bird and color the picture.

Mandarin bird. Lives in the Far East. This duck is bred in parks as an ornamental bird.

Page 65

5. Write down the rules that are "encrypted" by these conventional signs. (Give brief statements.)

1) Do not destroy bird nests.
2) Protect nests from animals.
3) Do not touch forest animals with your hands.

6. With the help of additional literature, the Internet, prepare a message about one of the animal species listed in the Red Book of Russia. Use the outline of the story about a rare plant or animal that you made in 2nd grade. Write down the basic information for your message, point by point. Specify the source(s) of information.

Message example:

The snow leopard is an interesting predator of the cat family. The snow leopard is one of the highest mountain animals. The snow leopard is mainly active at dusk, but sometimes during the day. The snow leopard makes its lair in caves and crevices of rocks, among rocky heaps, often under an overhanging slab and in other similar places where it hides during the day. Males are usually larger, more massive, stronger than their compatriots.

Find out which animals other guys have prepared messages about. Listen and evaluate their performances.

7. Think up and draw on a separate sheet a poster "Take care of the animals!".

Look what your friends have drawn. If you have ideas how you can help animals, discuss them and do it.

Page 65-67. In the mushroom kingdom

1. Draw a diagram of the structure of the fungus and label its parts.

Check yourself in the textbook.

2. Using the textbook drawing, color the mushrooms from the Red Book of Russia.

3. Give examples of edible and inedible mushrooms on your own or with the help of the identification atlas “From Earth to Heaven”. Write at least three names for each paragraph.

a) Edible mushrooms: mushrooms, boletus, white mushroom
b) Inedible mushrooms: gall fungus, pale grebe, fly agaric.

4. Look at the photos. Learn the mushrooms and write their names.

5. How much joy a mushroom picker brings a full basket! Draw the mushrooms that you had to collect, or paste a photo.

6. In the book "Green Pages" read the story "His Majesty Boletus". Make up questions for your classmates about this story.

What is this story about?
Why is white mushroom called white?
What mushrooms are called black?
What is the popular name for white fungus?
What kind of porcini mushroom is called boletus?

Ask the guys your questions. Rate their answers.

?Great cycle of life

1. Papa Seryozha and Nadia drew three groups of organisms that make up the main links in the circulation of substances. Number the pictures according to the list.

1. Manufacturers. 2. Consumers. 3. Destroyers.

2. Draw the arrows so that you get a diagram of the circulation of substances.

3. The wise turtle offers you a difficult task. According to the diagrams in a textbook or workbook, compare the water cycle in nature and the cycle of substances. What do they have in common, and what is the difference? Tell us about the significance of these processes for life on Earth.

The scheme of the circulation of substances in nature - nothing arises from nowhere and does not disappear into nowhere. Everything has its beginning, end and transitional forms. These are the basic rules of life.

The cycle of substances may look something like this:
the plant takes minerals and nutrients from the earth and energy from the sun and grows;
a herbivore eats this plant and transforms the resulting substances;
the carnivore eats the herbivore and transforms the resulting substances;
the apex predator eats the carnivore and again transforms the resulting substances;
microorganisms, such as bacteria, fungi, and others, decompose the remains after the death of the highest predator into simple elements: nutrients, minerals, etc.;
plants absorb simple elements and the cycle continues.

What is common between the water cycle and the cycle of substances is that both water and substances return to their original state after passing the circle.
The difference between these processes is that water changes only its state (liquid, solid, gaseous), but always remains water, and with the circulation of substances, not only the state, but also the type of substances changes.

Page 68-69. Project "Diversity of the nature of the native land"

The purpose of the project: Find out what animals and plants are in the Krasnoyarsk Territory.
Form of work (individually, in pairs, groups, as a whole class): in pairs

Stages of work:

1) Find out what animals live in the Krasnoyarsk Territory
2) Find out what plants grow in the Krasnoyarsk Territory.
3) Make a conclusion about the diversity of nature in the native land.

My responsibilities for the project: Find pictures or photographs of animals in the Krasnoyarsk Territory and write about them
Terms of work: a week

The method of registration of the results: "The book of nature of the native land."

1) Animals
2) Animal types
3) Plants
4) Plant species

The plan of my speech at the presentation (conference, holiday).

1) Tell and show pictures of animals of the Krasnoyarsk Territory
2) Together with a friend, draw a conclusion and thank for your attention.

Materials for the project (write, stick, draw what you think is necessary).

STICK A PHOTO

How do I evaluate my work on the project (whether the work was interesting, easy or difficult, was it completely independent or did it require the help of adults, how was the cooperation with classmates, was the work successful).

I think our project came out good and interesting. It was quite difficult, but everything turned out well thanks to the help of parents and a friend.

Thanks for your help and cooperation.

Without help, I would not have coped, but my parents and a friend helped me. Thank them for this.

Page 70

Complete the tasks in the textbook on p. 160-165. Complete the table as you complete the assignment. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

We look at the answers on the pages for self-examination in the textbook.

Answers site to the section We and our health

Page 71-72. Human organism

1. What would you like to know about the human body and health care? Write down your questions and try to find answers to them while studying the section “We and our health”.

What is the name of the science that studies the structure of the human body?
What organ allows us to breathe?

2. Sign the indicated human organs.

3. Using the textbook, complete the definition and fill in the table on p. 72.

An organ system is an organ that performs a common task.

4. Practical work "We measure our height and body weight."

Purpose of work: Measure your height and body weight.
Equipment: Centimeter, scales, pencil.

Progress:
1) Stand up to the wall and ask to mark the height with a pencil.
2) Take a centimeter and measure your height.
3) Get on the scale and check your weight.

Evaluation of the work performed (whether the goal was achieved): 5. The goal was achieved

Page 73-74. GDZ to the topic Sensory organs

1. Draw symbols for the rules of hygiene of the sense organs.
When working in a group, come up with and draw signs related to the sense organ that you are studying.

Based on the results of the work of the groups, draw the signs proposed by other children.

2. Summarize the acquired knowledge about the senses.

1) Connect the words in the right and left columns with lines.

Organ of vision - Eyes
Organ of hearing - Ears
Olfactory organ - Nose
Organ of taste - Tongue
Organ of touch - Skin

2) On your own or with the help of a textbook, complete the definitions.

a) Smell is the ability to sense smells.
b) Touch is the ability to sense objects by touching them.

Check your work with your partner.

3. Tell us what rules of hygiene of the sense organs are “encoded” in these drawings. Show with arrows which sense organs they belong to.

Mark (fill the circle) which of these rules you follow.

Page 75-76. Answers to the topic Reliable protection of the body

1. Our incredulous Parrot, having learned about the topic of the lesson, was very surprised: “Can human skin be a reliable defense of the body? Look at my dense feathers, at the thick coat of Ginger, at the hard shell of the Turtle. Here's a real defense! But a man has nothing of the sort. How can the skin protect him?

what do you think about it? Express your assumptions (orally), and at the end of the lesson draw a conclusion about whether they were correct.

2. Practical work "Exploring our skin."

The purpose of the work: to learn about the properties of human skin.
Equipment: glass, magnifying glass.
Progress of work: according to the tasks of the textbook.

Compare your observations and conclusions with the statements below. Circle "Yes" or "No".

1) The skin is soft and supple to the touch. Yes.
2) There is a stain of grease on the glass. This means that the skin releases fat. Yes.
3) Hairs and pores are visible on the surface of the skin. Oil and sweat are released through the pores. Yes.

Evaluation of the work performed (whether the goal was achieved): Yes
Presentation: report to the class about the results of your work, listen and evaluate other messages.

3. Write down what skin care products you use.

Soap, shower gel, sun cream, hand cream, lotion, mosquito repellent.

4. Using the textbook, fill in the table (give brief formulations).

First aid for skin lesions

Type of damage First aid

Injury Apply something cold.

Cut Wash with water. Lubricate with greenery.

Burn Apply cold.

Freezing Apply heat.

Page 76-77. Answers to the lesson Body support and movement

1. Sign the parts of the human musculoskeletal system shown in the figure.

Skeleton Muscles

2. Using the information from the textbook, write the numbers into the text.

Skeleton and muscles

The musculoskeletal system consists of the skeleton and muscles. In the human skeleton 200 bones. The number of different muscles in the human body is even greater: 650 . Used while walking 200 muscles. In order to wrinkle the forehead, we need 43 muscles, and in order to smile, - 17 muscles.

3. Seryozha and Nadia's dad drew these symbols for you. Tell them how to develop the correct posture with their help.

You need to sit at the table, keeping your back straight. The backpack must be the correct shape and size. If you have to carry something heavy, you need to distribute the load evenly between 2 hands. You need to play sports and do gymnastics. The bed should be even, the mattress and pillow not too soft.

Mark (fill in the circle) what rules you follow.

4. Using additional literature, the Internet, pick up and write down interesting information about athletes and other people who have especially developed strength, agility, endurance.

Alexander Zass (Khamsoy)
- he carried us on his back the piano together with the pianist.
- they shot at him from a cannon from a distance of 8 meters, and he caught this core.
- he was lying on a large piece of wood, from which a bunch of nails protruded, while there was a 500 kg stone on top of it, and the audience could hit it with their fists.

China's Song Mingming is the tallest basketball player in the world. His height is 236 centimeters.
Usain Bolt from Jamaica is the fastest man. In 2009, he set world records: he ran the 100m in 9.58 seconds and the 200m in 19.19 seconds.
- More than one injury out of twenty footballers receive when they congratulate each other on a scored goal on the playing field.

Tell me, would you like to take an example from one of these people.

Page 78-79. GDZ to the topic Our food

1. Fill in the table using the textbook.

Nutrients

Names in-in Significance for the body What products contain

Proteins Building material Cottage cheese, eggs, meat, cheese, fish

Fats Energy and builds. material Butter, sour cream, margarine

Carbohydrates Energy Bread, sugar, potatoes, pasta

Vitamins Health Preservation Vegetables and Fruits

2. Practical work "We study the composition of products."

The purpose of the work: to find out what nutrients and in what quantity are contained in different products.
Equipment: packages of various products.
Progress of work: according to the tasks of the textbook. Complete the table as you work.

Review the completed table. Which of these products contains the highest content of: a) proteins; b) fats; c) carbohydrates? Circle the appropriate number.

Evaluation of the work performed (whether the goal was achieved): 5. The goal was achieved
Presentation: report to the class about the results of your work, listen and evaluate other messages.

3. Point out the parts of the digestive system with arrows.

Check yourself in the textbook.

4. In what sequence does food pass through the digestive organs? Number.

3 Esophagus
2 sips
5 Intestines
1 Mouth
4 Stomach

Page 80-81. Respiration and circulation

1. Sign the names of the organ systems shown in the diagrams. Indicate the organs on each diagram with arrows.

Check with your roommate

2. Using the diagram of the respiratory system, determine in what order the air passes through the respiratory organs when inhaling. Number with red pencil. And how does it move when exhaling? Number with blue pencil.

2 3 Trachea 4 1 Lungs
1 4 Nasal cavity 3 2 Bronchi

3. Practical work "Learning to measure the pulse."

The purpose of the work: to learn how to measure the pulse of oneself and another person.
Equipment: a watch with a second hand or a stopwatch.
Progress of work: according to the tasks of the textbook. Fill in the tables as you work.

Table #1

a) 100 beats per minute
b) 130 beats per minute

Table #1

a) 90 beats per minute
b) 140 beats per minute

Compare the data in tables No. 1 and 2. Draw conclusions (orally).

Evaluation of the work performed (whether the goal was achieved): The goal was achieved
Presentation: Tell the class about the results of your work, listen and evaluate other messages.

4. Nadia wants to know which picture correctly shows how to find the pulse. Fill in the circle with the number of this picture.

5. As instructed by the textbook, measure the pulse of your family members. Write the data in table number 3

The pulse of an adult at rest is approximately 60-80 beats per minute, in a child 90-120 beats per minute.

Page 82-83. GDZ for the lesson Know how to prevent diseases

1. Using the textbook, make a memo.

hardening rules

1. Hardening by air.

The air will harden the body if you do exercises with the window open, sleep in the warm season with the window open, play more often in the fresh air, skate and ski.

2. Hardening with water.

It is better to start hardening with a cool shower, lower the water temperature gradually. After water procedures, you need to rub the skin with a dry towel. In summer, bathing in a clean open pond tempers. The water temperature should not be lower than +20 C. You can stay in the water for no more than 10 minutes and always under the supervision of adults.

3. Hardening by the sun.

You need to sunbathe early in the morning or in the evening. Gradually increase the time to 30-40 minutes.

Compare the wording of the rules proposed by different groups. Choose the most successful ones. Formulate the general rules (principles) of hardening.

Test yourself. General rules (principles) of hardening: 1) gradualness; 2) persistence.

2. Seryozha wants to know what diseases are called infectious. Choose the correct answer and mark it with a tick. ...

Infections with pathogenic bacteria or viruses.

3. Using these pictures, tell us how to protect yourself and other people from infectious diseases.

You need to wash your hands with soap, wash vegetables and fruits before eating. When sneezing, cover your nose and mouth with a tissue so as not to infect others.

Mark (fill the circle) what you never forget to do.

4. Using the textbook, complete the definition.

An allergy is a particular sensitivity to certain substances.

Page 84-85. GDZ for the lesson Healthy lifestyle

1. Connect the words in the left and right columns with lines to get the rules for a healthy lifestyle.

Combine work and rest!
Eat right!
Keep it clean!
Move more!
Don't get into bad habits!

2. Look at the photos. What healthy lifestyle rules do children follow? Sign the rule under each photo.

Keep clean Do sports

3. The wise Tortoise and the Ant Question asked * a thought for you "traffic light of health." "Light it up" on p. 87 like this:

Page 86-87 Project. Culinary School

Project "School of Culinary Arts"

Objective of the project: Learn how to properly balance your diet to improve your health.
Form of work (individually, in pairs, groups, as a whole class): in pairs

Stages of work:

1. Learn about tasty and healthy food
2. Learn about junk food.
3. Write my salad recipe
4. Draw a conclusion

My project responsibilities:

1. Learn about tasty and healthy food.
2. Write a recipe for my salad.

Working hours: a week

Results format: "Book of Healthy Eating".

The outline of the book can be written here:

1. Tasty and healthy food.
2. Junk food.
3 Recipe for my salad "Health".
4. Conclusion. Proper nutrition is essential.

Recipe for my performance at the "Cooking Competition".

cucumber salad
1. Cut a fresh cucumber into slices.
2. We cut the dill.
3. Salt.
4. Add sour cream, mix.
5. The salad is ready.

How do I evaluate my work on the project (whether the work was interesting, easy or difficult, was it completely independent or did it require the help of adults, how was the cooperation with classmates, was the work successful).

The work was interesting and exciting. It was difficult, but they helped me and everything turned out well.

Thanks for your help and cooperation.

I want to thank my parents for their help.

Page 88 Let's test ourselves and evaluate our achievements

Complete the tasks in the textbook on p. 166 - 170. When completing tasks, fill in the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages".

Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

We look at the answers on the pages for self-examination in the textbook.

GDZ to the second part of the workbook World around 3rd grade >>

Answers to tasks in the workbook on the subject of the world around for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, program Perspective. The guide will help you with your homework. The workbook is organized in the same style as for the previous grades 1 and 2 (the answers to them are also on our website), but the tasks, which is logical, are more complex, and it is becoming increasingly difficult to find answers to them. Our ready-made homework assignments will help you navigate the world around you and do your homework easily and for 5 plus!

If you have already finished working with the first part of the workbook, go to the second: GDZ to the second part of the workbook World around 3rd grade >>

Answers to tasks around the world Grade 3 Part 1

Scroll through the pages to see the answers to them.

GDZ to the topic Joy of knowledge

Page 3-5. Light of Knowledge

1. Pick up the proverbs of the peoples of your region about the power of the mind, knowledge, skillful hands. Write them down.

As is the mind, so are the speeches.
Growth from you, and mind from the body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With a prayer in your mouth, with work in your hands.
You can't even pull a fish out of a pond without difficulty.
There is no rest for the feet behind a bad head.
Knowledge is a crown on the head.

2. ...Compose and write down questions about what you would like to learn in the classroom at school.

Why does the wind blow?
Why does a bear hibernate in winter?
How is the solar system organized?

Pseudotsuga Menzies

3. Consider the corner of nature in the photo above. Tell her what you already know about this plant.

This is the Pseudo-Tsuga of Menzies. The second name of the plant is Douglas fir. It is an evergreen coniferous tree. It grows along the entire Pacific coast from British Columbia to California, Montana, Colorado, Texas and New Mexico.

Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.

What are the red flowers on the branches? Red flowers are young cones.
How tall can this tree grow? It can grow over 50 meters in height.

4. Tell about the photo on p. 5, what do you already know about Red Square in Moscow.

Red Square is located in the very center of Moscow. On it are located: St. Basil's Cathedral, a monument to Minin and Pozharsky, Lenin's Mausoleum, the Moscow Kremlin.

Compose and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.

What is the height of the Spasskaya Tower? 71 m
What year was built St. Basil's Cathedral? The cathedral was built in 1555-1561 by order of Ivan the Terrible in memory of the capture of Kazan and the victory over the Kazan Khanate, which happened on the day of the Intercession of the Most Holy Theotokos - in early October 1552.

Page 6-11. Answers to the lesson How to study the world around

1. What ways of studying the world do these students use?

From left to right: Definition of natural objects, observation, experience, modeling, measurement.

2. Practical work "Observation"

Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps and take notes.

1. The purpose of the observation: to find out which food the fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, observe the fish, which food they will eat first.
3. Observation results: We saw that the fish first ate the live food. They showed great interest in him.
4 Conclusions: Fish love live food more than dry food.

3. Practical work "Experience"

Experiment with a magnet. Think through the steps and take notes.

1. The purpose of the experiment: to find out which items in the kitchen are made of iron.
2. Plan for the experiment: attach a magnet to objects, see if it sticks to them.
3. Results of the experiment: the magnet stuck to several objects.
4. Conclusions: with the help of a magnet, we found out that there are iron objects in the kitchen: a refrigerator, a battery, spoons, knives, forks, a sink.

5. Practical work "Measurement of mass".

Add.

A scale is a device for measuring weight.

6. Practical work "Measurement of length".

Add.

A ruler and tape measure is a tool for measuring length.

Page 12-13. GDZ from 7 gurus to the lesson The book is a source of knowledge

1. Write down information about a popular science book that you especially liked:

Title: Hot Ice Facts

3. Read statements about the importance of books and native language in a person's life.

Mark Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.

Konstantin Grigorievich Paustovsky is a Russian Soviet writer who wrote in the genre of romanticism, best known as the author of short stories and novels for children. Information taken from the Internet, Wikipedia.

4. Make up your own statement about the benefits of books and reading. Write it down.

By reading books, we learn a lot of new and informative things, as well as develop our speech.

5. In what reference publications can you find out what the ancient Greek city of Troy is famous for? Write it down.

In encyclopedia, dictionary, guidebook, atlas.

Page 14-17. Answers site on the topic Let's go on a tour

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Hermitage.

Museum-apartment, house-museum, museum-estate: Chukovsky's house-museum, L.N. Tolstoy.

Reserves, national parks: Caucasian Biosphere Reserve, Sochi National Park, Losiny Ostrov (in Moscow).

4. On your own or with the help of additional literature, on the Internet, determine which museums are shown in the photographs in the Appendix. Cut and paste them into the appropriate boxes.

Page 18-21. GDZ What the plan will tell

A local plan is an accurate drawing of a locality, made with the help of conventional signs.

2. On your own or with the help of a textbook, sign the symbols of the plan.

town; Orchard; meadow and trail; dirt road.

3. Cut out the symbols of the plan from the Appendix and stick them in the appropriate boxes.

5. At the lesson, the teacher asked: "What does the scale of the plan depicted in the textbook mean?" ... Who answered correctly? Mark with a tick.

Answer: Ira is right.

6. Practical work "Tourist plans"

1. Review the plan of the zoo in the textbook. Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the northern part

b) lions - in the southern part

c) bullfinches and other birds - in the Western part

d) camels - in the Eastern part.

2. Consider a fragment of the plan of Moscow in the textbook. What sights are depicted on it.

Answer: Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.

3. Consider the plan of the central part of St. Petersburg. Determine how to get from the Moscow railway station to the Winter Palace. Write what you can see on this route.

Answer: You need to go along Nevsky Prospekt to Palace Square. On the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.

Page 22-23. Answers to the topic Planet on a sheet of paper

1. Using the textbook, complete the definition.

A map is a reduced image of the earth's surface on a plane using conventional signs.

3. Color as indicated on the map:

water - blue, land: plains - green and yellow, mountains - brown.

4. Using the textbook, complete the definitions.

The mainland is a huge tract of land, surrounded on all sides by water.

Part of the world is the mainland or part of the mainland with islands located nearby.

5. Write in the table the names of all the continents and parts of the world.

Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.

Parts of the world: Europe, Asia, Africa, America, Australia, Antarctica.

6. Use the textbook map to give examples.

Seas: Black, Yellow, Okhotsk, Laptev, Barents, Red.

Rivers: Ob, Lena, Yenisei, Volga, Mississippi, Amazon, Ganges.

Islands: Madagascar, Sri Lanka, Crete, Tasmania, Wrangel.

Page 24-25. GDZ on the topic Countries and peoples on the political map of the world

1. Rome is the capital of Italy. Neighbors (neighboring states) - Switzerland, France, Austria, Slovenia.

3. Consider representatives of different nations in traditional costumes. Write down the names of their countries and capitals.

Belarusians. Country - Belarus (Belarus), capital - Minsk.

Mexicans. Country - Mexico, capital - Mexico City.

Turks. Country - Turkey, capital - Ankara.

Chinese. Country - China, capital - Beijing.

Page 26-27. Traveling, discovering the world

Make a travel plan for your city.

If you are in Moscow, write about the local history museum "House on the Embankment", in St. Petersburg - about the state museum of local history "Nevskaya Zastava". There is a local history museum in every city.

Purpose of travel: to learn more about the history of the native land.
Place of travel: Regional Museum of Local Lore.
Sources of information about the place of travel: the Internet.
Reference literature: official site of the museum.
Maps, diagrams, plans, guides: city map to get to the museum.
Equipment: pen and notebook.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion (companions): parents.

The museum has a lot of interesting antiques, the guide told us in detail about the history of our city and region.

3. On the farm "On the Edge" of the Belgorod region, we will learn the skill of a beekeeper. Cut out the drawings from the Application. Complete the photo story with them, observing the order in the work of working bees and in the worries of the beekeeper.

Page 28-31. Answers to the topic Transport

1. Draw an old vehicle for the peoples of your region or paste a photo.

3. Project "Inquisitive Passenger"

Project name: bus - aquarium.

Name of means of transport: bus.

Drawings, photos and texts for decoration inside:

Texts: names of fish and their brief description (where they live, what they eat)

Page 32-33. Means of information and communication

1. Come up with symbols to convey information. Draw them on the flags.

You can assign a fictitious symbol to each letter of the alphabet and write words with these symbols.

2. Letter to a friend..

Enter your details! Design example:

From whom Ivanova Ivana
Where Moscow, Nekrasov street 67-98

Departure index 105120

To Smirnov Sasha
Where Moscow, Nekrasova st. 67-99

Destination index 105120

3. Frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, about the people of your region.

If you don't have a newspaper or magazine, find some interesting news on your city's news site and print it out.

4. Write down from memory the names of the media and communications.

Answer: Television, radio, newspapers, magazines. internet media.

Telephone, telegraph, mail - means of communication.

GDZ to the section of the workbook World as a home

Page 34-35. The world of nature in folk art

1. The word "ekos" (oikos) in Greek means "house", "dwelling".

The word "logos" in Greek means "knowledge", "word".

The ancient Greeks called the word "oecumene" the land inhabited and mastered by man.

2. A fragment of an old spinning wheel. Determine how many tiers of the universe it depicts.

This fragment of an old spinning wheel shows two tiers. The upper one is the realm of light and sun, as well as the middle tier - the tier where animals and people live.

In the ancient traditions of many peoples of the Earth, a single world consists of three tiers. Here is one of the legends.
The lower tier is the abode of the serpent, the ruler of the underworld and water. The fairy-tale serpent swallows the sun in the evening when it goes to the west, and releases it in the morning - in the east.
The upper tier is the sky, the realm of light, the sun, heavenly life-giving waters. From here, the mighty luminary governs order in the universe.
Animals and people live in the middle tier. This tier is the meeting place of man with the vast Universe, with all nature around. Man is inside, in the center of the world. Man is the middle part of a larger whole.

3. Make a chain of questions and answers on the model of the song "Where, Thomas, are you going?".

- "Where, Masha, are you going?" - "To the store." - "Why go to the store?" - "For products." - "Why do you need food?" - "Dinner to cook." - "Why do you want lunch?" - "Family to feed." - "Why do you need a family?" - "Pick apples." - "Why do you need apples?" - "Pie oven." - "Why do you want a pie?" - "Set the table, roll up the feast!"

Page 36-39. What is everything made of

1. Find an extra photo in each row. Explain your choice.

Answer: in the top row - a mug, since this is a human product, and everything else is natural objects. In the bottom row is a titmouse, since it is a natural object, and everything else is objects created by man.

2. Give examples of natural objects:

Objects of inanimate nature: stone, sand, water, air, cloud.

Wildlife objects: bird, fish, cat, spider, cactus, jellyfish.

3. Fill in the table using the text and illustrations of the textbook.

Solids, liquids and gases.

Solids: stone, pencil, bed, watch, glass.

Liquids: water, milk, sunflower oil, juice, kerosene.

Gases: oxygen, hydrogen, carbon dioxide.

4. Find out by the description of the substance and write their names in the boxes.

This substance is part of any living organism. The human body is 2/3 of this substance. - WATER

This substance is found in the form of a stone underground, and also dissolved in the water of the seas and oceans. It can be found in every home in the kitchen. SALT.

This substance is added to many products - sweets, pastries, cakes. In nature, it is found in plants. SUGAR.

This substance is our helper in the kitchen, because it burns well. But in the event of a leak, it can spread throughout the apartment, and this is very dangerous. NATURAL GAS.

These substances are artificially created. They are used to make household items, window frames, toys and many other products. PLASTICS.

5. Underline the names of solids with a blue pencil, and the names of substances with green.

Solids (in blue pencil): nail, horseshoe, wire, gas can, icicle, ice floe, candy, salt shaker.

Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.

Page 40-41. Answers 7gurus to the lesson The world of celestial bodies

1. Using the textbook information, write the numbers into the text.

Sun diameter in 109 times the diameter of the earth. The mass of the sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers. The temperature on the surface of the sun reaches 6 thousand degrees Celsius, and at the center of the sun 15 million degrees Celsius.

2. Fill in the table.

The difference between stars by color.

White: Regulus, Deneb.

Blue: Sirius, Vega.

Yellow: Sun, Capella.

Red: Aldebaran, Cepheus.

3. Build a model of the solar system...

Take a sheet of black or blue cardboard and stick colored plasticine circles on it in accordance with the diagram of the solar system:

4. Solve the crossword.

2. A planet with rings clearly visible in a telescope - SATURN.

5. The planet we live on is EARTH.

6. Planet - a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.

7. Planet - a neighbor of the Earth, located farther from the Sun than the Earth - MARS.

8. The planet located between Saturn and Neptune is URANUS.

5. Using various sources of information, prepare reports about a star, constellation, or planet that you would like to learn more about.

Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two moons - Phobos and Deimos. Scientists have been studying Mars for a long time. Mars rovers are currently operating on the surface of the planet. Source - Wikipedia, Internet.

Page 42-43. GDZ from the site Invisible treasure

1. In the text of the textbook, find the paragraph that explains the occurrence of wind. Read it carefully. Imagine and draw a diagram of the occurrence of wind.

2. Sign in the diagram the names of the gases that are part of the air. Check yourself in the textbook.

3. Study the properties of air and write down your findings.

1. Is air transparent or opaque? - transparent.

2. Does air have color? No

3. Does the air have an odor? no4. What happens to air when it is heated and cooled?

This experience indicates that when heated, the air expands.
This experience indicates that when air is cooled, it compresses.

5. How does air conduct heat? Answer: Air is a poor conductor of heat.

4. What is the name of the equipment used in these experiments?

Page 44-45. The most important substance

Practical work "Investigation of the properties of water".

Experience 1. Dip a glass rod into a glass of water. Is she visible? What property of water is this talking about?

The wand is visible. This means that the water is transparent.

Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does it say?

Water has no color, it is colorless.

Experience 3. Smell the clean water. What property of water can be established in this way?

Pure water does not smell, which means it has no smell.

Experience 4.

Immerse a flask with a tube filled with colored water in hot water. What are you watching? What does this indicate?

Conclusion: The water began to rise up the tube. This means that water expands when heated.

Experience 5. Place the same flask on ice. What are you watching? What does this indicate?

Conclusion: The water level drops, which means that the water contracts when it cools.

General conclusion: water is transparent, colorless, odorless, expands when heated, contracts when cooled.

Page 46-47. Answers to the topic of the workbook Natural elements in folk art

1. Cut out photos from the application. Stick them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine arts of the peoples of your region.

Images of fire, water and air in the art of the peoples of your region.

2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region.

Riddles about fire, water and air in the work of the Russian people:

Feed - live, give drink - die. (the fire)

The red cow ate all the straw. (the fire)

With a tongue, but not barking, without teeth, but biting. (the fire)

Droplets fly to the bottom, invisible to the top. (water)

No arms, no legs, but destroys the mountain. (water)

What can’t be rolled up the mountain, what can’t be carried away in a sieve, what can’t be held in your hands? (water)

Flows, flows - does not flow out, runs, runs - does not run out. (river)

Peas scattered along a hundred roads, no one will collect it: neither the king, nor the queen, nor the fair maiden, nor the white fish. (air)

Peas scattered on seventy roads; no one can collect - neither the priests, nor the clerks, nor us fools. (air)

3. Consider patterns of folk embroidery. Define the images of fire, water and air.

The image of water is the waves below, the image of air is a bird. The image of fire is usually depicted as a wheel or the sun. In the middle of the picture there is a sun - this is the image of fire.

Page 48-49. GDZ Storage lands

1. Complete the definitions on your own or with the help of a textbook.

Minerals are natural substances.

Rocks are natural compounds of minerals.

2. Practical work "Composition of granite"

Fill in the diagram based on the results of the study.

composition of granite. Granite: feldspar, mica, quartz.

3. Do you know what is stored in the pantries of the Earth? Cut out photos from the application and paste them into the appropriate boxes.

4. Write down the names of minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar Territory).

Page 50-51. GDZ to the lesson the world around The miracle underfoot

Practical work "Study of soil composition"

Experience 1. Throw a lump of dry soil into the water. What are you watching? What does it say?

Conclusion: The soil settles to the bottom, but not all. There is air in the soil.

Experience 2. Heat some fresh soil over a fire. Hold a cold glass over the soil. What are you watching? What does it say?

Conclusion: The glass is fogged up. This indicates that there is water in the soil.

Experience 3. Keep heating the soil. Wait for smoke and bad smell to appear.

Conclusion: The soil contains humus.

Experience 4. Pour the calcined soil in which the humus has burned down into a glass of water and stir. Watch what settles to the bottom first, and what after a while. What does this experience say?

Conclusion: First, sand settled to the bottom, then clay. This means that the composition of the soil includes sand and clay.

Experience 5. Place a few drops of water on the glass, in which the soil has been for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?

Conclusion: The water evaporated, a residue remained on the glass. This indicates that the soil contains mineral salts.

General conclusion: the composition of the soil includes air, water, humus, sand, clay, mineral salts.

Page 52-55. plant world

1. Find out the groups of plants according to the descriptions. Write the names of the groups in the boxes.

These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLOWER

These plants do not have roots, stems, leaves, flowers or fruits. Their body is called the thallus. SEAWEED.

Plants of this group have stems and leaves, but no roots, flowers, or fruits with seeds. MHI.

These plants have all parts except flowers and fruits. Their seeds ripen in cones. CONIFEROUS.

Plants of this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, seeds. FERN.

2. In class, the teacher asked for examples of flowering plants. The children answered like this ... Which of the guys answered correctly? Who made mistakes?

Nadia has the correct answer, Seryozha has one mistake (the wrong answer is pine), Ira has two mistakes (seaweed, spruce), Vitya has three mistakes (thuja, larch, fern).

3. Identify these plants. Write the names of the plants and the groups they belong to.

Answer: In the top row from left to right: fuchsia (flowering), salvia (flowering), toadflax (flowering), chicory (flowering). In the bottom row from left to right: bracken (fern), funaria (mosses), fir (coniferous), cedar pine (coniferous).

4. Using the book "Green Pages", prepare a report about one of the plant species of any group. Write down the name of the species, group and brief information for your message.

Cedar pine is a coniferous plant (tree) that grows in Siberia and the North-East of the European part of Russia. In the people it is often called the Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Tasty seeds ripen in large cones - pine nuts.

Page 56-57. GDZ Fertile land and plants in folk art

1. We color the pattern as we want. Second towel:

2. Draw an illustration for the fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.

Fairy tales in which plants are involved: The fairy tale "The Golden Scallop Cockerel and the Miracle Melenka" (a bean or acorn seed sprouted in the house and grew to the sky), "Turnip", "Rejuvenating apples", "Wild swans" (the girl wove shirts from nettles).

Illustration for the fairy tale "Turnip"

3. Pick up and write down the riddles and proverbs of the peoples of your region about the land-nurse and plants.

Proverbs: The land is black, and white bread will give birth. Earth is a plate: whatever you put in, you take out.

Riddles about the earth: The rain pours - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs along her legs.

Page 58-61. Answers to the lesson Animal World

1. Write the names of the groups of animals listed.

Frog, toad, newt is amphibians.
An earthworm, a leech is worms.
Snail, slug, octopus, squid is shellfish.
Crayfish, crab, shrimp is crustaceans.
Starfish, sea urchin, sea lily is echinoderms.
Spider, scorpion, haymaker - this is arachnids.
Lizard, snake, crocodile, turtle is reptiles.

2. Identify the animals. Write the names of the animals and the groups they belong to.

On page 58 from left to right: amber snail (mollusk), goldfinch (birds), haymaker spider (arachnids).
On page 59 from left to right in the top row: otter (animals), king crab (crustaceans), rhinoceros beetle (insects).
On page 59 from left to right in the bottom row: burbot (fish), tree frog (amphibians), grass snake (reptiles).

3. Compare a frog and a toad in appearance. Tell (orally) what are their similarities and what are their differences.

First, about the differences. Toads are usually larger than frogs. Toads have a thick, broad body and shorter legs. Frogs do not have the large parotid glands found in toads at the back of their heads. The skin of frogs is tender and moist, while that of toads is dry and covered with tubercles. The eggs of frogs are round, while those of toads look like long cords.
Similarities: Both the toad and the frog are amphibians. They have bulging eyes. The hind legs are longer than the front. They move by jumping. They live more often near water bodies. They feed on insects.

4. Cut out the details from the application and build development models.

Models of development of fish, frogs, birds.

5. Think up and write down 2-3 questions for the quiz "In the animal world".

How many days will it take for a chick to hatch from an egg?
How is a frog different from a toad?
Does a hare feed her babies?

6. Using the Green Pages book, prepare a report about one of the animal species of any group.

Pink salmon. Pink salmon is a fish that usually lives in the sea but spawns in rivers. The length of pink salmon reaches 50 cm. Pink salmon feeds on small fish and crustaceans. During spawning, pink salmon change color, and males grow a large hump on their backs. Hence the name of the fish. Pink salmon is a valuable fish that needs protection and protection.

Page 62-63. GDZ to the topic Our journey into the world of animals

Page 64-65. Images of animals in folk art

1. Complete the carving ornament...

You can stick photos of a towel with embroidered roosters, a photo with a Dymkovo toy in the form of a turkey, horses, wooden decorations for the garden and at home in the form of animals.

3. Briefly write down the plot of the fairy tale of the peoples of your land, where magical animals help people.

Recall the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Tiny-havroshechka", "Turnip", "Magic Ring", "Goby - a tar barrel".

Ivan Tsarevich and the Grey Wolf.

The king had three sons. He had an apple tree in his garden with golden apples, and every night the apples began to disappear. The king sent his sons to trace who was stealing the apples. Two sons fell asleep, but Ivan did not sleep, he saw that the Firebird was eating apples. The king ordered his sons to get the firebird. They each went their own way. Ivan arrived at a fork on which stood a pillar with an inscription. Whoever goes straight will be cold and hungry all the way. Whoever goes to the left will die, but his horse will live. And whoever goes to the right will remain alive, but the horse will die. Ivan went to the right. The Gray Wolf ran out of the forest, ate the horse, and then began to serve Ivan faithfully. That wolf helped Ivan and get the firebird, and the bride, and stay alive.

The Little Humpbacked Horse

The peasant had three sons. Their father sent them to guard the wheat. Two sons overslept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped a friend find a firebird, a ring and a beauty for the king. The king wanted to marry, but he had to bathe in boiling water. The king called Ivan first to bathe. Horse helped Ivan and he became handsome. And the king got screwed. Ivan and the Tsar Maiden played a wedding. (Written by Maxim Egorov)

Page 66-67. GDZ from 7 gurus to the lesson Invisible threads in wildlife

1. Read the text carefully. Underline the names of animals of different groups in different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.

Summer is a generous season for a wide variety of animals. We often see swallows in the sky. They catch numerous flying insects in the air. Near the water, the frog hunts for mosquitoes. In the forest they find their prey - small rodents - fox and owl. A rich table is laid here for the hare and moose- these are different branches, leaves, bark. And for a crow and a wild boar, any food will do - both vegetable and animal.

notebook "fresher"

Fourth grade, already the fourth, the very last grade of elementary school. This means that things will not be as easy as before. The tasks are quite complex, making you think, look for information. This is us about the lessons on the subject "The World Around" the authors of textbooks and notebooks Pleshakov, Kryuchkova, in the fourth grade. In the first part of the workbook, we will write messages about nature, about animals and plants, about everything in the world. But this does not mean that you will be very tired. We have already written interesting reports and messages for you, it remains only to choose from ready-made GDZs in our guidebook on the world around us.

We are considering the 2nd edition, that is, the notebook published from 2013 to 2018 inclusive. Who needs a "fresher" notebook, we also have it, look for grade 4 in the GDZ.

Do not forget to follow the links in the finished homework assignments in order to study the workbook topic you like in more detail and write all the most interesting and correct in it. Our GDZ with answers only to fives! Answers checked by primary school teachers.

GDZ to 1 part of the workbook the world around, Pleshakov, Kryuchkova

Earth and humanity

Page 6-7. The world through the eyes of an astronomer

1. Are you interested in learning about the stars and planets? If yes, why? Write.

Because we see stars and planets from the Earth as small dots. They make up our solar system. Learning about space is always interesting.

2. Using the textbook, write down the definitions.

Astronomy is the science of celestial or cosmic bodies.
The universe is the solar system and the whole world.
The solar system is the sun and the celestial bodies moving around it.

3. Using the textbook diagram, sign the planets of the solar system.

4. The wise Turtle offers you a task to train your memory and attention. Number the planets in order of their distance from the Sun (in blue squares); in the order of their approach to the Sun (in red squares). Check yourself according to the diagram in the textbook.

5. Using the textbook, enter digital data instead of gaps. Use this data when talking about the Sun.

Sun diameter in 109 times the diameter of the earth. The mass of the sun is about 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million km. The temperature on the surface of the sun reaches 6 thousand degrees, and in the center of the Sun presumably 15-20 million degrees.

6. Here you can make notes for your message on the task of the textbook (p. 8).

Report on Halley's comet.

Message subject: Halley's Comet.

Message plan:

1. Halley's comet is the most famous comet in the history of civilization.
2. How often does Halley's comet pass near Earth?
3. Where did it get its name from.
4. The first mention of Halley's comet.

Halley's comet passes near our planet every 75.5 years. Named after the British astronomer Edmund Halley. The first mention of this celestial body is found in Chinese ancient texts.

Page 8-11. Planets of the solar system

1. Our inquisitive Parrot has come up with a task for you. Among these letters are the names of the planets of the solar system. Find them and paint over each name with your own color.

2. Using the textbook, write the numbers into the text. Use them when talking about the planets.

The Earth's diameter is 124740 km. The largest planet in the solar system is Jupiter. Its diameter is 11 times the diameter of the Earth, and its mass is 318 times the mass of our planet. The smallest planet in the solar system Mercury. Its diameter is 4880 km.

3. The father of Seryozha and Nadia drew the ancient gods, after whom the planets of the solar system were named. Match these drawings and images of the planets (connect with lines).

4. Learn to recognize planets from photographs. Look at the photographs in the textbook, highlight the characteristic features of the planets by which they are easy to recognize. Cut out the photos from the Application and place them in the appropriate boxes.

5. Look at the illustrations and determine which fragments of the diagrams are shown. Draw and sign the diagrams. Do it yourself, and in case of difficulty - with the help of a textbook.

6. Here you can make notes for your message according to the task of the textbook (p. 15).

Planets of the solar system

Message subject: A new planet in the solar system.

Message plan:

1. Planet Makemake is one of the most remote.
2. Where does the planet live?
3. How long does it take to go around the sun.
4. How Makemake discovered.

Important information to report:

The dwarf planet Makemake is one of the five most distant worlds from Earth orbiting the Sun. This miniature celestial body "lives" in the Kuiper belt, from which the Sun is "only" 6.5 billion kilometers.

Makemake is so far from the heavenly body that it takes 310 years to make a complete revolution around it.

It was possible to discover Makemake thanks to a rare cosmic phenomenon, during which the planet eclipsed the light of a distant star.

Page 11-13. Starry Sky - The Great Book of Nature

2. Question Ant loved to watch the stars. He wants to know how many constellations are in the sky. Help the Ant: find the correct answer and circle it with a blue pencil - (88 constellations in total).

3. Using the illustrations in the textbook, connect the stars so that we get figures by which we recognize the constellations.

Find and sign the stars in these constellations: Polaris, Sirius, Aldebaran.

4. As instructed by the textbook (p. 21), observe the starry sky. Use the note on p. 17 textbook. Here you can write down the names of the constellations and stars that you managed to see.

Ursa Minor, Ursa Major, Polaris

5. And this task is offered to you by the Wise Turtle - a lover of astronomy. With the help of the atlas-determinant "From earth to sky" fill in the table.

Five constellations that I would like to see

constellation name:

1. Swan
2. Dove
3. Aries
4. Hercules
5. Leo

When is the best time to see this constellation?

1. Summer
2. Winter
3. Winter
4. Autumn
5. Winter

Why I want to see this constellation:

1. Cygnus - a large constellation
2. Dove - a little-known constellation
3. Aries is one of the most famous
4. Hercules - see him as a hero of mythology
5. The lion is a majestic figure

Page 14-16. The world through the eyes of a geographer

1. Do you like traveling (imaginary or real)? If yes, why? Write.

Because travel is always an adventure, learning something new, a lot of surprises and later pleasant memories.

2. Using the textbook, formulate and write down the definition.

Geography is the science that studies the earth.

3. Complete tasks for working in pairs.

1) Find out geographical maps by fragments. Cut out fragments of maps from the Application and place them in the appropriate boxes.

2) Sign the symbols of geographical maps.

4. Complete the task of the textbook (p. 27) and make notes in the notebook on p. 15-16

"Records" of the Earth

1) Type of "record": The deepest lake

Geographical feature name: Baikal

Area: 31,722 km² Maximum depth: 1,642 m

2) Type of "record": The longest river

Geographic feature name: Amazon

Basic information about a geographical object:

River in South America, length: 6437 km

3) Type of "record": The coldest place on Earth

Geographical name: Antarctica

Basic information about a geographical object:

A continent located in the very south of the Earth, the center of Antarctica roughly coincides with the geographic south pole.

4) Type of "record": The largest volcano

Geographic feature name: Yellowstone

Basic information about a geographical object:

Located in the USA, the height of the volcano is 3142 meters above sea level, and the area of ​​​​the volcano is 4000 square kilometers.

5) Type of "record": The driest place in the world

Geographical feature name: Atacama Desert

Basic information about a geographical object:

Located in Chile, it rains there once every 100 years.

Message about a geographical object from the "Earth Records".

Post subject: Atacama Desert

Message plan:

1. The driest place on earth.
2. Who settled in the Atacama.
3. Why did people live there?
4. Wildlife of the Atacama.

Important information to report:

The Atacama Desert is the driest place on the planet. Rain in these parts can hardly be called even a rare phenomenon. It is estimated that it falls on the Atacama lands on average once every 100 years.

Settlers in the rare habitable parts of northern Chile were the Atacamenos Indians. Settled there to be alone.

The wildlife of the Atacama is mainly insects, small rodents and reptiles, including many species of snakes. In rare lagoons along the edges of salt lakes, waterfowl coots and flamingos can be found.

Source of information: Site "7 Guru".

Page 16-18. The world through the eyes of a historian

1. Are you interested in the past of your native country, of all mankind? If yes, why? Write.

Because by studying history we learn about who our ancestors were, how they lived, where our roots came from.

2. Using the textbook, formulate and write down the definitions.

History is a story about the past.
A historical source is everything that can tell about the past of mankind.
Archeology is a science that learns about the past by studying ancient objects and structures.

3. Read the sentences. Which of them refer to historical sources? Check out these suggestions.

Noted offers:

While helping his grandmother dig the ground for planting potatoes, ten-year-old Timur found an old coin.
At the end of the 18th century, a beautiful building appeared in Moscow - the Pashkov House. Now the Russian State Library is located here.
In the library of her grandfather, Nadya found a book of recipes published in the 19th century.
In the museum of local lore, schoolchildren looked with interest at ancient household items: porcelain dishes, furniture, clothes.

4. Give your examples of historical sources. (At least three examples.)

The church was built at the beginning of the 18th century, services are held in it to this day.
The grandmother's vase in the sideboard is inherited from the mother to the eldest daughter, she is over 150 years old.
During the construction of the new route, burials of ancient Scythians were discovered.

5. Consider a picture painted on a historical plot. To find out what is shown in the picture, you can seek the help of a historian. What questions will you ask him? Write down these questions. (M. I. Avilov. Duel on the Kulikovo field)

Why are only two warriors fighting when everyone else is watching?
Where is Kulikovo Field located?
Who won the battle on the Kulikovo field?
What year was the battle?

Page 19-20. When and where?

1. Replace Arabic numerals with Roman ones. If necessary, refer to the textbook for help.

1-I
2-II
3-III
4-IV
5-V
6-VI
7-VII
8- VIII
9-IX
10-X
11-XI
12-XII
13-XIII
14-XIV
15-XV
16-XVI
17-XVII
18- XVIII
19- XIX
20-XX

2. With the help of the "time tape" placed in the textbook, or independently, determine in which century these events occurred. Label the centuries with Roman numerals.

1) Construction of the Church of the Intercession on the Nerl: 1165, XII century.

2) Creation by Andrey Chokhov of the Tsar Cannon: 1586, 16th century.

3) Opening of Moscow University: 1755, XVI century.

4) Foundation of the Tretyakov Gallery: 1856, XIX century.

5) Your birth: 2005, XXI century.

3. Fill in the blanks on the timeline.

Years: 301-400
Century: IV

Years: 601-700
Century: VII

Years: 801-900
Century: IX

Years: 1301-1400
Century: XIV

Years: 1701-1800
Century: XVIII

Years: 1901-2000
Century: XX

Page 21-22. The world through the eyes of an ecologist

1. Do you care about the state of the environment in your region, in the country, on the whole planet? If yes, why? Write.

Because technological progress has brought mankind and the planet not only good, but also harm. The development of plants, factories, an abundance of various goods, a large number of cars leads to air pollution with harmful substances, clogging the environment with waste.

2. Serezha and Nadia's dad offers a task. Create symbolic drawings for each of the environmental issues you have studied.

3. What other environmental problems of the planet do you know? Write.

Plants and factories with their smoking chimneys.
Exhaust gases of cars.
Poaching is the illegal destruction of wildlife for profit.

4. Using the textbook, give examples (1-2 in each paragraph).

a) International agreements on environmental protection - Convention on the restriction of trade in rare and endangered species of wild animals and plants.

b) International environmental organizations - World Wildlife Fund.

5. As instructed by the textbook (p. 47), prepare a report on the work of international environmental organizations in Russia.

Subject matter: European Environment Agency

Message plan:

1. Beginning of work.
2. What does the organization do.
3. Which countries are in the organization.

Important information to report:

The agency started functioning in 1994.

The European Environment Agency monitors the environment.

The agency includes all EU countries. Other states, having concluded an agreement with the union, may enter the agency.

Treasures of the Earth under the protection of mankind

Page 23-25. world heritage

World Heritage is the most outstanding sights of nature and culture.

2. Serezha and Nadya suggest that you complete the diagram using the tablets from the Appendix. Cut out the signs and arrange them correctly.

3. Using the World Heritage map in the textbook (pp. 50-51), complete the tables.

Table 1.

World Heritage Sites in Russia

Objects of nature:

Lake Baikal
Golden Mountains of Altai
Wrangel Island
Volcanoes of Kamchatka

Man's Creations:

Pogost Kizhi
Historic center of St. Petersburg
Moscow Kremlin and Red Square

Table 2.

World Heritage Sites Abroad

Objects of nature:

Grand Canyon National Park
Victoria Falls
Serengeti National Park
Great Barrier Reef
Iguazu Falls

Man's Creations:

Mausoleum Taj Mahal
Statue of Liberty
the great Wall of China
Abu Simbel
Venice
Athens Acropolis

4. What other World Heritage sites located in Russia do you know? Write.

Natural Park Lena Pillars;
Historical and cultural complex of the Solovetsky Islands;
Western Caucasus;
Historical center of Yaroslavl.

5. Get to know World Heritage Sites from photos. Cut out photos from the Application and arrange them in the appropriate boxes.

6. With the help of an encyclopedia or other additional literature, the Internet, prepare a report on one of the World Heritage sites (of your choice).

Message subject: Historical center of Yaroslavl

Message plan:

1. When and where was it founded.
2. What is famous.
3. Which contains important World Heritage Sites.

Important information to report:

Yaroslavl was founded at the beginning of the 11th century in the Central region of Russia, about 280 km northeast of Moscow.

In the 17th century, rich merchants and artisans built many very beautiful churches in Yaroslavl. At the beginning of the XVIII century Yaroslavl remained one of the leading political, economic, cultural and religious centers of Russia.

In Yaroslavl, such unique cultural institutions as the Demidov Lyceum and the first stationary theater of Volkov arose and operated. Architectural monuments on the territory of the historical center of Yaroslavl represent all the artistic styles that have existed in Russia over the past five centuries. On 110 hectares there are 140 architectural monuments included in the lists of state protection, and approximately the same number - additionally identified and awaiting acceptance under protection.

An important place in the cultural heritage of the historical center of the city is occupied by architectural ensembles: the Volzhskaya Embankment, the Arsenalnaya Tower, the ensemble of the Governor's House of the 1820s-1860s. other.

Source: UNESCO site

Page 26-27. International Red Book

1. Using the textbook, formulate and write down the definition.

The International Red Book is a book that lists rare species of plants and animals from different countries.

2. Serezha and Nadia's dad painted several species of animals from the international Red Book. Do you know their names? Sign.

Orytoptera Alexandra butterfly, Hercules beetle, combed crocodile, giant panda, orangutan, green sea turtle.

3. Our resourceful Parrot has come up with a task for you. Color in the fragments with dots, and you will see one of the representatives of the international Red Book.

4. With the help of an encyclopedia or other additional literature, the Internet, prepare a report about one of the animals of the international Red Book (of your choice).

Post subject: Florida cougar.

Message plan:

1. Why is it listed in the international Red Book.
2. Where does he live.
3. Reason for extinction.
4. What it looks like, what it eats.

Important information to report:

The rarest subspecies of the cougar. Its number in nature in 2011 was a little over 160 individuals.

It lives in the forests and swamps of southern Florida (USA).

The reason for its extinction was, mainly, the drainage of swamps, sport hunting, and poisoning.

The Florida cougar is distinguished by its relatively small size and high paws. Her coat color is dark, reddish. Its main prey is deer. It feeds on coyotes, armadillos, porcupines, prairie dogs, hares, mice, small birds, bird eggs, and even American alligators.

Page 28

Nature of Russia

Page 29-33. Plains and mountains of Russia

1. Using the map in the textbook (p. 58-59), sign on the contour map (p. 30-31) the largest plains and mountains of our country. Note that the outline map has dotted lines for labels.

Using the map in the textbook (p. 58-59), on the outline map (p. 30-31), label the largest plains and mountains of our country. Note that the outline map has dotted lines for labels.

2. Question Ant wants to know the names of these geographical features. Point with arrows.

3. Learn to recognize plains and mountains from photographs. Cut out photos from the App. Think about how you can recognize these geographical features. Place your photos in the appropriate boxes.

4. The Wise Turtle invites you to use the map as a source of information and get important information about the mountains of Russia. Use the map in the textbook to complete the table.

The height of some mountains of Russia

Name of the mountain Height of the mountain

Elbrus 5642 m

Beluga whale 4506 m

Volcano Klyuchevskaya Sopka 4688 m

Folk 1895 m

5. According to the instructions of the textbook (p. 64), prepare a message about one of the geographical objects (of your choice)

Post subject: Mount Elbrus

Message plan:

1. Height.
2. Where is.
3. What role does it play in nature?
4. What is the mountain famous for?

Important information to report:

5642 meters above sea level - the highest mountain peak in Russia and Europe.

Located in the Caucasus.

Glaciers flowing down from its slopes feed the largest rivers of the Caucasus and the Stavropol Territory, the Kuban, Malka and Baksan.

Elbrus and the surrounding areas are very popular in terms of sports, tourism and climbing. On the saddle of Elbrus is the highest mountain shelter in Europe.

Source: site 7 gurus

Page 33-35. Seas, lakes and rivers of Russia

1. Using the map in the textbook, label on the outline map (pp. 30-31):

Option 1 - Russian seas;

Option 2 - lakes and rivers of Russia.

2. Using the map in your textbook, determine which oceans the seas listed below belong to.

Seas of the Arctic Ocean: Chukchi, East Siberian, Laptev Sea, Kara, Barents, White.

Seas of the Pacific: Japanese, Okhotsk, Bering.

Seas of the Atlantic Ocean: Black, Azov, Baltic.

3. Our inquisitive Parrot considers himself the best geography expert in the world. Here are some of his statements. Are they true? Circle "Yes" or "No". If not, write the correct answer.

a) The largest lake in the world is the Caspian Sea. - Yes.

b) The deepest lake in the world is Ladoga. - Not. The deepest is Lake Baikal.

c) The largest lake in Europe is Onega. No. The largest is Ladoga.

d) Onega and Ladoga lakes are connected by the Svir river. - Yes.

e) The Neva River flows out of Lake Ladoga, on which St. Petersburg stands. - Yes.

4. Here is the task Serezha and Nadya offer you. Among these letters are the names of the largest rivers in Russia. Find them and paint over with pencils of different colors.

5. Using the map in the textbook, determine which rivers these cities stand on. Connect the names of cities and rivers with lines.

Rostov-on-Don – Don
Astrakhan – Volga
Perm – Kama
Novosibirsk - Ob
Krasnoyarsk - Yenisei
Khabarovsk – Amur

6. Cross out the extra geographical name in each listing.

a) Extra: Caspian Sea
b) Extra: Baikal
c) Extra: Svir

Page 36-38. Natural areas of Russia

1. Using the map in the textbook (p. 72-73), find the natural areas of Russia on the contour map. Please note that the boundaries of natural areas on the contour map are indicated by dotted lines.

2. Using the map in the textbook, find the areas of altitudinal zonation on the contour map. Outline them and fill them with the appropriate color.

We circle and paint over what is brownish on the map.

3. The wise turtle offers a task to train memory and attention. Number the main natural zones of Russia in their order from north to south (in blue squares) and from south to north (in red squares).

3 5 Taiga
2 6 Tundra
6 2 Deserts
5 3 Steppes
1 7 Arctic deserts
7 1 Subtropics
4 4 Mixed and broad-leaved forests

4. Cut out the details from the Appendix and assemble the appliqué model. Check yourself in the textbook. Stick on the details.

Scheme of heating the Earth's surface by solar rays

5. Think about what you would like to know about the natural areas of Russia. Write down your questions. As you explore natural areas, try to find answers to these questions.

What trees grow in the taiga?
How many animals live in the arctic deserts?
Is it warm in the summer in the taiga?

Page 39-42. Arctic desert zone

2. Wise Turtle invites you to a mini-exam: do you know the living world of the Arctic deserts? Cut out the pictures from the Application and arrange them correctly. Check yourself on the picture in the textbook. Stick pictures.

3. Draw a diagram of a food chain typical of the Arctic desert. Compare it with the diagram proposed by your desk mate. Use these diagrams to tell about ecological connections in the Arctic desert zone.

Algae - crustaceans - polar cod - auk - polar bear.

4. Think about what environmental problems that have arisen in the Arctic desert zone are expressed by these signs. Write it down.

Water pollution.

Fishing.

Poaching.

5. Papa Serezha and Nadia drew a poster "The Red Book of Russia" (at the end of the notebook). It shows rare plants and animals from different natural areas. Find the animals of the arctic desert zone and write their names.

7. Here you can make notes for your message on the assignment of the textbook (p. 82)

Post subject: Polar bear

Message plan:

1. Appearance
2. Where does it live
3. Lifestyle and nutrition

Important information to report:

The polar bear is one of the largest terrestrial mammals of the order of carnivores. Its length reaches 3 m, weight up to 1 ton. Usually males weigh 400-450 kg, body length 200-250 cm, height at the withers up to 130-150 cm. Females are noticeably smaller (200-300 kg).

It lives in the subpolar regions in the northern hemisphere of the Earth.

It lives on drifting and fast sea ice, where it hunts its main prey: ringed seal, bearded seal, walrus and other marine animals.

Source of information: site 7 gurus.

Page 42-46. Tundra

2. Do you know the living world of the tundra? Cut out the pictures from the Application and arrange them correctly. Check yourself on the picture in the textbook.

4. Make a diagram of the food chain characteristic of the tundra.

Cloudberry - white partridge - snowy owl.

5. Think about what environmental problems in the tundra zone are expressed by these signs.

Soil damage by all-terrain vehicles and tractors.

Oil pollution.

Reindeer pastures are dying.

Poaching.

6. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find rare animals of the tundra on the poster and write their names.

8. As instructed by the textbook (p. 93), prepare a report about one of the plants or animals of the tundra.

Post subject: Reindeer

Message plan:

1. Where does it live, what does it eat
2. reindeer species
3. Deer horns

Important information to report:

Lives in the northern part of Eurasia and North America. It eats not only grass and lichens, but also small mammals and birds. In Eurasia, the reindeer is domesticated and is an important source of food and materials for many polar peoples.

90% of their food is lichens, so they smell reindeer moss (the main food) even under a layer of snow.

Species: wild, forest, Svalbard, Novaya Zemlya, arctic.

Deer antlers (unossified antlers) are known in folk medicine for their medicinal properties. The extract isolated from them is used in pharmacology as a general tonic and adaptogenic drug.

Source: site 7 gurus

Page 46-50. Forests of Russia

2. Complete the tasks for group work.

1) Learn coniferous trees by twigs and cones. Number.

2) Identify deciduous trees by their leaves and fruits. Number.

3) There are 7 taiga animals hiding in this picture. Find them and name them. Make a list of the animals that you managed to find in the picture.

Brown bear
- Lynx
- flying squirrel
- Chipmunk
- Kedrovka
- Sable
- Capercaillie

3. In the atlas-determinant "From Earth to Heaven" read about coniferous trees. Pay attention to the differences in their needles. Draw the needles, showing the features of their shape and location on the branches.

4. In the book "Green Pages" read about any plant or animal of the forest zones (of your choice). Write down 1-2 interesting facts.

A squirrel will not break even if it falls from the 50th floor. The squirrel's tail serves as both a parachute and a rudder.

In the summer heat, ears help hares to escape from overheating. They actively remove heat from the body.

5. Make a diagram of the food chain characteristic of the taiga.

Vole - sable - lynx

6. According to the instructions of the textbook, draw how you imagine different forests.

taiga mixed forest deciduous forest

7. Here you can make notes for your message on the assignment of the textbook.

Post subject: flying squirrel

Message plan:

1. Who is this flying squirrel?
2. Appearance.
3. Lifestyle and nutrition.

Important information to report:

Common flying squirrel, or flying squirrel, or flying squirrel, or flying squirrel, is a small rodent of the squirrel family. The only representative of the flying squirrel subfamily living in Russia.

The flying squirrel looks like a small short-eared squirrel, but between the front and hind legs it has a wide skin fold covered with hair - a flying membrane that plays the role of a parachute and partially carries the surface when jumping.

The flying squirrel is active all year round. Most of the time the flying squirrel spends in search of food.

Like an ordinary squirrel, the flying squirrel spends most of its life on trees, but descends to the ground much less frequently.

The basis of the diet of the flying squirrel is formed by the buds of various hardwoods, the tops of the shoots, young needles, seeds of conifers (pines, larches), in summer - also mushrooms and berries. Sometimes it gnaws at the thin young bark of willow, aspen, birch, maple. Her main food is alder and birch catkins.

Source: site 7 gurus

Page 50-52. Forest and man

1. Think and write down what role the forest plays in your life.

Trees give off oxygen, so it is useful to walk in the forest. People gather various mushrooms and berries in the forest. Old trees are used as firewood for heating houses. Wood is needed for the manufacture of furniture, paper, for construction.

2. Draw a diagram based on the diagram in the textbook, replacing the text with symbol drawings.

The role of the forest in nature and human life

3. Think about what environmental problems of forest areas are expressed by these signs.

Deforestation.

Poaching.

Forest fires.

Deforestation along rivers.

4. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster the plants and animals of the forest zones and sign their names.

5. Come up with and draw symbols for the rules in the textbook. Using these signs as a guide, explain the rules for making a fire.

6. Here you can make notes for your message about one of the forest plants or animals listed in the Red Book of Russia.

Post subject: Ginseng

Message plan:

1. What is ginseng.
2. Where is the plant used?
3. How useful.

Important information to report:

Perennial herbaceous plant.

Well known medicinal plant.

In Korea and China, ginseng root is also used in cooking. Traditional Chinese medicine claims that ginseng preparations prolong life and youth. Ginseng stimulates the central nervous system, reducing general weakness, increased fatigue and drowsiness, increases blood pressure, mental and physical performance.

Information source: site 7 gurus

Page 53-56. steppe zone

2. Our inquisitive Parrot knows something about the steppes. Here are some of his statements. Are they true? Circle "Yes" or "No". If not, correct the mistakes.

a) The steppe zone is located south of the forest zones. - Yes.

b) The steppe zone has a cold, rainy summer. - Not.

c) The soils in the steppe zone are very fertile. - Yes.

d) Tulips bloom in the steppe at the height of summer. - Not.

e) In the steppe there is a bustard - one of the smallest birds in our country. - Yes.

3. Serezha and Nadya's mother asks if you know steppe plants. Cut out the drawings from the Appendix and place them in the appropriate boxes. Check yourself in the textbook. After self-testing, stick the drawings.

4. And this task was prepared for you by Serezha and Nadia's dad. Learn steppe animals by fragments. Write the names of the animals. Ask a student sitting next to you to check on you.

5. Make a diagram of the food chain characteristic of the steppe zone. Compare it with the diagram proposed by your desk mate. With the help of these diagrams, tell about the ecological connections in the steppe zone.

Grasshopper - gray partridge - steppe eagle.

6. Think about what environmental problems of the steppe zone are expressed by these signs. Formulate and write down.

Steppe plowing
- Grazing
- Hunting

7. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster a plant and animals of the steppe zone and sign their names.

8. According to the instructions of the textbook, draw the steppe.

9. On the instructions of the textbook, prepare a message about the plants and animals of the steppe that are of particular interest to you.

Post subject: Steppe Eagle

Message plan:

1. Appearance of the steppe eagle.
2. Appearance of different ages.
3. habitation

Important information to report:

A large eagle with wide and long wings and a short rounded tail. The coloration of adult birds is monochromatic dark brown.

Downy attire of chicks is white. During the life of the steppe eagle, it replaces three different age outfits, the color of which varies from monochromatic moderately brown (1 year old) to light brown, reddish brown or dark fawn (2–5 years old), to dark brown (6 years old and older). ).

The steppe eagle is an inhabitant of open steppe and semi-desert areas. It can nest on the ground among the flat steppe, on rocks, on various artificial structures.

Source of information: site 7 gurus.

Page 57-60. desert

2. Using the textbook, write the numbers into the text. Use this data when talking about the nature of deserts.

In summer, in the desert, the surface of the earth heats up to 70 degrees, and the air temperature rises above 40 degrees. Camel thorn roots penetrate to a depth of almost 20 meters and extract water from there. Jerboas can jump up to 3 meters, which is 20 times the length of the animal's body. Saigas can run at speeds up to 80 km. at one o'clock.

3. Our erudite Parrot is in a hurry to talk about the desert. Is everything true in his story? Find and correct errors in the text (cross out and write correctly).

Desert wonders

Valuable plants of the desert are (korsak - wrong) grate and dzhuzgun. Their roots fix the sands well. In the empty ones there is a small fox - (saiga - incorrectly) corsac. Of the larger animals, saigas are remarkable (eared hedgehogs - incorrectly). They live in herds, wandering in search of food and water.

4. Father Serezha and Nadia, as in the previous lesson, prepared a task. Recognize the animals of the desert by fragments. Write the names of the animals. Ask a student sitting next to you to check on you.

5. Draw a diagram of a desert food chain. Compare it with the diagram proposed by your desk mate. Use these diagrams to describe the ecological connections in the desert zone.

Dark beetle - round-headed lizard - sandy boa.

6. Think about what environmental problems of semi-deserts and deserts are expressed by these signs. Formulate and write down.

Immoderate irrigation

overgrazing

Poaching

7. Here you can draw a desert as instructed by the textbook.

8. And here you can write down the story of your imaginary expedition to the desert.

My expedition to the desert

We arrived at the foot of the mountain, beyond which the desert begins. Our car could not go any further, and we changed to camels. Many call these animals ships of the desert, because they are able to carry a person across the sands.

As we walked through the desert, a slight wind picked up and we saw how interesting plants, the tumbleweed, were moving around. They, like soccer balls, flew from everywhere.

From above, from the back of the camel, it was clearly visible how small gerbils were digging, corsac cubs were playing, and even how a herd of saigas was grazing in the distance.

Page 60-63. By the Black Sea

2. Serezha and Nadia's mother asks if you know the plants of the Black Sea coast of the Caucasus and the southern coast of Crimea. Cut out the drawings from the Appendix and place them in the appropriate boxes. Ask a classmate or teacher to check you out. After checking, paste the drawings.

3. Fill in the table using the textbook.

Animals of the Black Sea and its shores

Sushi dwellers:

cicadas
mantis
ground beetle Caucasian
firefly beetles
oleander hawk hawk
roe

Land dwellers who forage for food in the sea:

seagulls
cormorants

Sea dwellers:

dolphins
Sea Horses
marine needles
crabs
jellyfish

4. Make a diagram of the food chain characteristic of the Black Sea coast of the Caucasus and the southern coast of Crimea. Compare it with the diagram proposed by your desk mate. With the help of these diagrams, tell about the ecological connections that have developed here.

Cicada - praying mantis - seagulls.

5. Think about what ecological problems of the Black Sea and its shores are expressed by these signs. Formulate and write down.

Sewage and garbage
- Catching rare insects
- Disposal of garbage in the wrong places
- Damage and felling of trees, plucking of branches.
- Collection and destruction of plants of rare species.

6. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster plants and animals of the Black Sea and its shores. Sign their names.

7. The wise turtle offers you a task. Using the text of the textbook (p. 131), make a memo that will help make your vacation by the sea safe. If you are going to rest by the sea, be sure to follow these rules.

1. Swim only under adult supervision.
2. Do not swim behind the buoys.
3. Don't swim in a storm.
4. To be in the sun in a headdress.
5. Sunbathe gradually.
6. Use sunscreen.
7. Go to the sea in the morning and evening when it's not so hot.

8. As instructed by the textbook (p. 134), draw the Black Sea and its shores.

9. Here you can write down your questions to other guys (on the instructions of the textbook, p. 134)

1. What is the weather like on the Black Sea?
2. What is the usual water temperature?
3. Which coast, sandy or pebble?
4. What marine life have you seen?

Page 64. Check yourself and evaluate your achievements

We fill in according to our results.

Homeland is part of a big country

Page 65-66. Our region

1. Think about what your native land means in your life. Write.

Homeland is the place where I was born. Here my childhood passes, here are my relatives and friends, my home.

2. Write where you live (subject of the Russian Federation, district, city or village). When completing the task, use the political and administrative map of Russia placed in the textbook (pp. 136-137).

I live in Russia, in the city of Krasnodar.

3. With the help of local history literature or information materials proposed by the teacher, write down the basic information about your region. Use them when characterizing the edge.

Our region is located in the south of Russia. On its territory are the Black and Azov Seas. The region was formed on September 13, 1937. The Krasnodar Territory ranks third in terms of population in Russia.

4. Here you can draw coats of arms or paste their images.

5. Think about what you would like to know about your native land. Write down your questions. As you study the section, try to find the answers to them.

What animals are the rarest in our region?
What famous people were born in our region?
What rare vegetables and fruits are grown in our region?

Page 67. The surface of our region

1. Write down basic information about the surface of your edge.

Northern plains and southern mountainous.

2. Use your textbook to write definitions.

A ravine is a deep long depression with steep slopes on the surface of the earth.

A beam is a depression with gentle slopes overgrown with plants.

3. Seryozha and Nadia invite you to decipher the symbols on the topic of the lesson. Explain their meaning (orally). Mark in the boxes with a “-” sign what is bad, and with a “+” sign what is good.

Page 68-70. Water wealth of our region

1. Complete tasks for group work.

1) Make a list of water bodies in your area.

The Kuban River, the Sea of ​​Azov, the Black Sea, the Krasnodar Reservoir, the Belaya River, the Laba River.

2) Fill in the tables.

Table 1. Description of the river

Description plan - Basic information

Name - Kuban River
Where is the source of the river - On Mount Elbrus.
What kind of flow: fast or slow - fast.
Tributaries - Laba, Pshish, Belaya, Psekups, Teberda, etc.
Where the river flows - the Temryuk Bay of the Sea of ​​\u200b\u200bAzov.
How the river changes at different times of the year - in summer, during drought, there is less water, in rainy times from autumn to spring, it is full-flowing.
Plants and animals of the river - 400 species of zooplankton, 70 species of fish. Reeds, sedges, reeds grow.
Use of the river by man - Transportation of goods and passengers, watering fields.
How people affect the river - Pollute it.
What people do to protect the river - Fight offenders, clean up the river.

Table 2. Description of the Kuban River

1. Floods - 6-7 floods per year.

2. Power sources - Atmospheric precipitation, glaciers, groundwater.

3. How many glaciers in the river basin - 408.

4. How much inflow - 14000.

5. The length of the river is 870 km.

6. History of the river - Previously, the river flowed into the Black Sea.

7. River delta - Located in the lower reaches, not far from the Sea of ​​\u200b\u200bAzov.

8. The area of ​​the delta is 4300 square kilometers.

2. Using the textbook, draw up a diagram.

The importance of water resources in nature and human life

3. Think about what environmental problems are expressed by these signs. Formulate and write down.

Water pollution.

Disposal of garbage into water bodies.

Water poisoning.

Washing cars on the river.

4. The Question Ant and the Wise Turtle ask you to write a letter to your peers from other cities and villages, urging you to take care of water resources. In your letter, try to prove that water resources in any corner of the country need to be protected.

The Question Ant and the Wise Turtle ask you to write a letter to your peers from other cities and villages, urging you to take care of water resources. In your letter, try to prove that water resources in any corner of the country need to be protected.

"Dear friends! I don't know what city you live in, what rivers, lakes and seas surround you, but I really want to remind you one important rule: save water! Fight for the cleanliness of the water bodies of your region. Do not throw garbage into them, ask adults wash their cars not in rivers, but in other, more suitable places. When you see garbage, remove it. Ecological cleanliness is important not only for animals and plants that live in water bodies, but also for us, people, in the first place."

Page 71-73. Our underground riches

1. Using the textbook map (pp. 58-59), label these signs.

2. Nadya and Seryozha came up with a task. Learn how to draw symbols of minerals correctly. Use the drawings from task number 1 for a sample. Do one of the options in class, and the other at home.

3. Practical work "We study the minerals of our region."

The purpose of the work: to make a description of the minerals of your region.

Equipment: samples of minerals, magnifying glass, atlas-determinant.

Progress of work: according to the tasks of the textbook.

Examine a sample of a mineral with the naked eye and with a magnifying glass. Set the properties of the mineral and fill in table 1.

Table 1. Properties of gold

State (solid, liquid) - Solid.

Dense, loose or free-flowing - Dense.

Yellow color.

Transparency - Opaque.

Glitter - Glitter.

Flammability - Does not burn.

Other Properties - In its pure form, a very soft metal.

Summarize the collected information and complete table 2.

Table 2. Description of the mineral

Description plan - Basic information

1. Name - Gold.
2. Symbol on the map -
3. Main properties - Yellow metal.
4. Application - Jewelry making.
5. Places and methods of extraction in our region - Previously, they were mined in the Sochi region.

4. On the instructions of the textbook (p. 159), visit the museum of local lore and get acquainted with the section on minerals. Here you can write down what new things you learned about minerals in the museum.

Obsidian - volcanic glass - is so hard that it was used in ancient times for surgical operations. The most popular mineral among people is salt. In Russia, gemstones are mined mainly in the Urals.

Page 74-75. The earth is the provider

1. What is the soil like in each of these places? With the help of illustrations and the text of the textbook, complete the model-application. To do this, cut out the drawings from the Appendix and arrange them correctly.

2. As instructed by the textbook (p. 161), write down the basic information about the soils of your region.

In the steppes of the Krasnodar Territory, mainly chernozem soils are common. In forests and mountains - gray and brown forest soils. In the fields - mountain-meadow soils. In the deltas - meadow-marsh, and near the Sea of ​​\u200b\u200bAzov - solonchak soils.

3. Using the textbook, write the digital data into the text. Use them to prove the need for soil conservation.

Soil formation is a very slow process. One centimeter of soil is formed in nature in 250-300 years. Twenty centimeters of soil is formed in 5-6 thousand years.

4. Father Serezha and Nadia drew symbols on the topic of the lesson. Decipher them (verbally). Indicate with arrows what consequences for the soil the actions of a person expressed by these signs lead to.

Page 76-77. forest life

1. Write down the names of forest plants that you managed to determine when working with a herbarium. Tick ​​the names of those plants that you have seen in nature.

Oak
Dogwood
horsetail
Bell
Chestnut

2. Serezha and Nadya's mother wants to see if you can identify plants. Complete her task. With the help of the atlas-determinant "From the earth to the sky" find out and sign these plants of the forest.

3. Do you know mushrooms? Cut out the pictures from the Application and place them in the appropriate boxes.

4. Make a diagram of the food chain characteristic of the forest community in your area. Compare it with the diagram proposed by your desk mate. Use these diagrams to tell about the ecological connections in the forest community.

Pine - bark beetle - woodpecker.

Page 78-81. meadow life

1. Write down the names of the meadow plants that you managed to identify when working with the herbarium. Tick ​​the names of those plants that you have seen in nature.

Clover
Plantain
Chicory
chamomile
Bell

2. Serezha and Nadya's mother asks if you know the plants of the meadow. Cut out the pictures from the Application and place them in the appropriate boxes. Check yourself in the textbook. After self-checking, stick pictures.

3. Using the atlas-determinant "From Earth to Sky", find out the names of these meadow plants, sign. Mark the plants that you have seen in nature.

4. Question Ant wants to introduce you to his insect friends. Guess who is in the pictures. Connect pictures and names with arrows.

5. Our observant Parrot is also in a hurry to give you a task. After all, someone who, and he is the best connoisseur of birds in the world. Recognize the birds by their characteristic behaviors and write the names. Find these birds in the drawings, number them.

1) Constantly shaking its tail: Wagtail
2) Makes a creaky cry "derg-derg": Corncrake
3) Gives out his presence with the song "drink-weed": Quail

6. Make a diagram of the food chain characteristic of the meadow community in your area. Compare it with the diagram proposed by your desk mate.

Grass - grasshopper - lizard.

7. On the instructions of the textbook (p. 177), make a memo, think up and draw symbols.

How to behave in the meadow

Page 82-85. Life in fresh water

1. Write down the names of fresh water plants that you managed to identify when working with a herbarium.

reeds
Cane
Duckweed
water lilies
Elodea
cattail

2. What plants are shown in the pictures? Connect pictures and names with arrows.

3. Using the identification atlas “From Earth to Sky”, find out the names of these plants of fresh water and wet places, sign. Mark the plants that you have seen in nature.

amazing lake

How beautiful and interesting is our lake! Bright (yellow) white water lilies are visible from afar. Attract the attention of plants with leaves that look like arrows. This (duckweed) arrowhead. On the surface of the water, water strider bugs (floating beetles) are rapidly running. And on aquatic plants (predatory mollusks) herbivorous snails slowly crawl - pond snails and coils.

5. These drawings were prepared for you by Seryozha and Nadia's dad. Recognize animals by fragments. Write the names of the animals.

6. Draw a food chain diagram for a freshwater community in your area.

Mosquito - frog - heron.

7. Formulate and write down the rules of behavior near the water corresponding to these signs. Add another rule.

Rules of conduct near the water

8. As instructed by the textbook (p. 185), prepare a message about beavers.

Subject: Why the beaver is called "the king of the rodents".

Message plan:

1. What does a beaver look like?
2. What stands out from other rodents.
3. What helps the beaver to be a better builder.

Important information to report:

Compared to other rodents: hamsters, gophers, mice, the beaver looks majestic, like a king. The length of his body reaches 70 cm and another 30 cm falls on the tail. And the mass of this beast is up to 30 kg.

Among rodents, beavers stand out not only for their impressive appearance, they are also the best builders. No buildings of other animals can be compared with the complexity of the buildings of the "king of rodents".

Due to the special structure of body parts, beavers can undermine and knock down large trees. They have powerful incisor teeth, two in each jaw, they are used as a saw. Also, the lips of beavers are positioned so that it is easier for these animals to do construction work: they close their mouths behind their teeth, so neither wood chips nor water (if they work in water) get into their mouths.

If you are already studying the second, go here >>

On this page are the answers to the first part of the notebook. If you are already studying the second, go here >>

Ready-made answers of the solver on the subject "The world around us" for grade 2 will help parents navigate and help the child prepare homework. Here is a solution for part 1 of the workbook for the Perspective program. All answers to the assignments were written by a 2nd grade student Maxim Egorov with the help of his parents, checked and approved by the primary school teacher. Tasks that may cause difficulties, we will explain to you. As answers, we also provide extended information on relevant topics, which can be read in the articles of our encyclopedia and used if the teacher asks to prepare a report or presentation at home.

GDZ to 1 part of the workbook the world around us Grade 2

Photos for the story:

Following the link, you can choose other signs: all the signs of animate and inanimate nature about the weather >>

Photos for photo story:

Page 36

autumn months.

1. In the first column, read aloud the names of the autumn months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names of the autumn months. Write down the Russian names in the second column. Orally make a conclusion about their origin.

In the 2nd column we write from top to bottom: September October November

Find out from the elders and write down in the third column the names of the autumn months in the languages ​​of the people of your land.

In the 3rd column we write from top to bottom: the howler is a dirty leafy

2. Write down the names of the autumn months in the language of the peoples of your region, which are related:

a) with the phenomena of inanimate nature: rain bell, dawn, dirty, gloomy, howler.

b) with the phenomena of wildlife: leafy, leaf fall.

c) with the labor of people: a baker, a wedding man, a skit, a leaf scythe.

3. Russia is great. Therefore, they see off summer and meet autumn at different times and more than once. Write down the dates of the arrival of autumn according to the ancient calendars of the peoples of your region.

Answer: summer in Russia comes on September 1 (the modern date of the arrival of autumn), September 14 (the arrival of autumn according to the old style), September 23 (the day of the autumn equinox in the Moscow State was considered the day of the onset of autumn).

4. Signatures for the picture to choose from: golden autumn; a dull time - eyes charm; autumn in the village; autumn Moscow; waiting for winter.

pp. 38-39. Autumn in inanimate nature.

1. Mark the diagram showing the position of the sun in autumn. Explain (verbally) your choice.

Let's take a look at the second diagram. It has signs of autumn (rain, leaf fall, the sun is low above the ground).

For understanding: the Earth revolves around the Sun, while the Earth's axis is always tilted the same way. When the axis is tilted in the direction of the sun, it seems high relative to the earth, is "directly overhead", its rays fall "vertically", this time of year is called summer. When the Earth rotates around the Sun, the axis shifts relative to it and the Sun seems to descend relative to the Earth. Its rays fall on the Earth obliquely. Autumn is coming.

2. Make a list of autumn phenomena in inanimate nature using the text of the textbook.

Answer: frost, frost, rain, fog, autumn equinox, freezing.

3. Write down the date.

pp. 40-41. Folk holidays at the time of the autumn equinox.

The traditional costumes of the Nanai hunters of the Amur region are a combination of brown, red, pink and blue colors in patterns. The dishes are golden, painted.

Reindeer herders in Kamchatka dress in clothes and shoes made of reindeer skins, usually in all shades of brown or gray, with light fur.

S.42-43. Starry sky in autumn.

1. Using the illustrations of the textbook, connect the stars so that you get the figures of a bear and a swan. In the left figure, select the bucket of the Big Dipper.

See the picture for the answer.

2. Draw a picture for your fairytale story about how a big bear appeared in the starry sky.

A fairy tale story: Somehow a bear cub wanted to feast on a honey and climbed a tree - to destroy the hive. And the forest bees are evil, they attacked the bear cub, began to sting. The little bear began to climb higher and higher up the tree. The mother bear saw this, rushed to save the bear cub, also climbed a tree, and followed him to the very top of the tree. She covers her son with herself, and the bees sting more and more. I had to climb even higher, to the very sky, so that the bees would not get it. They are still there: Ursa Major and Ursa Minor.

Or make up a story about how bears hid in a tree from a hunter, and then climbed into the sky and left the chase.

We draw bears climbing into the sky from the top of a tree.

3. Watch the starry sky. Find familiar and new constellations and stars. Pay attention to the location of the big dipper bucket. Write down the names of the constellations and stars that you managed to see:

Constellations: Ursa Major, Ursa Minor, Pisces, Aries, Andromeda.

Stars: Venus, Sirius, Polaris.

4. Write a story about one of the constellations in the autumn sky. Use for this information from the atlas-determinant, other books, the Internet (at your discretion).

Story: Bootes or the Shepherd is a constellation in the sky of the northern hemisphere. It is observed both in summer and autumn. It looks like a man guarding a herd. The imagination of ancient people drew him with a staff and two dogs. There are several myths about this constellation, but the most interesting one says that the first plowman on earth was turned into this constellation, who taught people to work the land. The constellation Bootes includes the very bright star Arcturus next to Ursa Major, and it itself resembles a fan.

If you want, invent a fairy tale about the constellations of the autumn sky. Write it down on a separate sheet and arrange it beautifully.

First you need to find out which constellations are visible in the sky of the northern hemisphere in autumn. They are depicted and signed in the figure:

About any of them or about all at once we come up with a fairy tale.

Fairy tale: People lived in the same city. They were kind and honest, they achieved everything with their work. Among them was a shepherd who grazed cattle, a charioteer, twin children, an Aquarius who carried water from a well, beautiful maidens and Cassiopeia and many others. They also had domestic animals: a calf, a ram, a horse, hounds. And when the boy Perseus began to play the flute, all the animals from the nearby forest came to listen to him: a cunning fox, and a lynx, and a lion, and a she-bear with a cub. Fish swam to the shore, a whale and a dolphin. Even the fabulous unicorn and dragon listened to the gentle melody. But one autumn, a volcanic eruption began near the town. He burned forests and fields, dropped houses and was ready to burn the city and all its inhabitants. But the huge dragon said to the people: you have never harmed anyone, you are all very good and I will save you. He gathered on his back everyone who could fit in and carried him to heaven. So they shine from the sky to this day and the constellation Perseus, and the dragon, there was a place for everyone in the night autumn sky.

Page 44-45. Grass at our house.

1. Cut out the drawings from the Appendix and place each plant in its own box.

3. Consider herbaceous plants near your home. Use the identification atlas to find out the names of several herbs, write them down.

Answer: clover, bluegrass, foxtail, yarrow, knotweed (bird's buckwheat), plantain, dandelion, mint, burdock.

4. Write a story about one of the herbs growing near your house. Use information from the Green Pages book or other sources (at your discretion).

Mint.
Mint grows near our house. This plant has a very pleasant smell. We often pick mint, dry its green leaves and add it to tea. I love drinking mint tea. There are several types of mint, among them there is also medicinal.

Plantain.
Plantain grows along the roads, from there it got its name. It has wide leaves and a long stem, on which small flowers bloom and seeds ripen. This plant is medicinal. If you cut yourself, apply plantain, and the wound will heal faster.

Photos for pasting:

pp. 46-47. Old women's work.

1. Find flax among these plants.

Answer: second from the left.

3. You are in the museum of flax and birch bark in the city of Kostroma. View photographs of tools for processing flax, making linen threads and fabrics. Write the numbers of their names in circles. 1. Spinning wheel. 2. Weaving mill. 3. Self-spinning wheel. 4. Rattled. 5. Mortar with pestle. 6. Flax mill.

The answer is in the picture.

It will be very useful to show the child a training video on flax processing >> So the student will clearly see the whole process and better remember the purpose of the items for processing flax.

Page 48-49. Trees and shrubs in autumn.

1. Recognize the trees and shrubs by their leaves and write the numbers of their names in circles.

The answer is in the picture. Leaves of linden, birch and hazel turn yellow in autumn. Euonymus in autumn can be both yellow and purple. Oak leaves turn orange. Rowan, maple and aspen - yellow-red. The leaves of viburnum in autumn are green or yellow at the stalk and red at the edges.

A story about trees and shrubs in autumn with photos will help with tasks from this topic >>

2. Find a shrub among these plants and underline its name.

Answer: juniper.

Find a tree whose needles turn yellow and fall off in autumn.

Answer: larch.

3. Visit the forest, park or square. Admire the trees and shrubs in their autumn attire. Use the identification atlas to find out the names of several trees and shrubs. Write them down.

Answer: Birch, poplar, thuja, maple, mountain ash, linden, spruce, pine, aspen.

4. Observe and write down when the leaf fall ends: near birches - in October; at lindens - in September; at maples - in September; at the poplar - in November; at the aspen - in September; at viburnum - in October.

pp. 50-51. Wonderful flower gardens in autumn

3. Identify a few autumn flower garden plants. Write down their names.

Answer: chrysanthemums, asters, dahlias, rudbeckia, gelenium, ornamental cabbage.

Photo for pasting:

4. Write a story about one of the plants in the autumn flower garden.

Dahlia

1. The legend tells how the dahlia flower appeared on earth. Dahlia appeared at the site of the last fire, which died out during the onset of the ice age. This flower was the first to sprout from the earth after the arrival of heat on the earth and with its flowering marked the victory of life over death, heat over cold.

2. In ancient times, the dahlia was not as common as it is now. Then it was only the property of the royal gardens. No one had the right to carry or take the dahlia out of the palace garden. A young gardener named George worked in that garden. And he had a beloved, whom he once gave a beautiful flower - a dahlia. He secretly brought a dahlia sprout from the royal palace and planted it in the spring at the house of his bride. This could not remain a secret, and rumors reached the king that a flower from his garden was now growing outside his palace. The king's anger knew no bounds. By his decree, the gardener George was captured by the guards and put in prison, from where he was never destined to leave. And the dahlia has since become the property of everyone who liked this flower. In honor of the gardener, this flower was named - dahlia.

pp. 52-53. Mushrooms

2. Draw a diagram of the structure of the fungus and label its parts. Check yourself according to the diagram in the textbook.

The main parts of the mushroom: mycelium, leg, cap.

4. Give other examples of edible and inedible mushrooms using the identification atlas From earth to sky (Pleshakov) >>.

Edible mushrooms: butterdish, boletus, mushroom, camelina, russula.

Inedible mushrooms: fly agaric, galerina, pig.

Page 54-55. Six-legged and eight-legged.

1. What are these insects called? Write in the circles the numbers of their names.

2. Cut out the pictures from the application and make diagrams of the transformation of insects. Finish the signatures.

Diagram of insect transformation.

Eggs - larva - dragonfly. Eggs - caterpillar - chrysalis - butterfly.

3. Find an extra pattern in this row and circle it. Explain (verbally) your decision.

Answer: An extra spider. He has 8 legs and he belongs to the arachnids, and the rest in the picture have 6 legs, these are insects.

4. Write a story about insects that interest you or about spiders. Use the information from the atlas-identifier, the book "Green Pages! or" The Giant in the Clearing "(of your choice).

Near our dacha, in the forest, there are several large anthills. Ants work all day, collecting seeds and dead animals. Also, ants feed on aphids. They slap the aphids on the back, and they exude a drop of sweet liquid. This liquid attracts ants. They love sweets.

Page 56-57. bird secrets

1. What are these birds called? Write in the circles the numbers of their names.

Migratory birds: swallow, swift, starling, duck, heron, rook.

Wintering birds: jay, woodpecker, nuthatch, titmouse, crow, sparrow.

2. Give other examples of migratory and wintering birds. You can use the information from the book "Green Pages".

Migratory birds: crane, redstart, sandpiper, thrush, wagtail, wild geese.

Wintering birds: jackdaw, dove, bullfinch, magpie.

3. Watch the birds in your city (village). Use the identification atlas to find out their names. Pay attention to the behavior of birds. Does each bird have its own personality? Write your story based on your observation. Make a drawing and stick a photo.

The jay is a forest bird, but recently it can be increasingly seen in the city: parks and squares. This is a very beautiful bird. She has multi-colored feathers on her wings, with a blue tint. Jay screams sharply, piercingly. This forest beauty loves to eat acorns, picks up leftover food, sometimes destroys bird nests and even attacks small birds.

Page 58-59. How different animals prepare for winter.

1. Recognize animals by description. Write the names.

frog
toad
lizard
snake

2. Color the squirrel and the hare in summer and winter outfit. Draw each animal its natural environment. Explain (orally) why these animals change coat color.

The hare is gray in summer, slightly reddish, and by winter changes its skin to white.

Squirrels come in different colors, from light red to black. In autumn, they also shed, change their fur coat to a thicker and warmer one, but their color does not change significantly.

3. Sign who made these supplies for the winter.

Answer: 1. Squirrel. 2. Mouse.

4. Write in the text the names of the animals.

On the ground in a hole, the hedgehog makes a small nest of dry leaves, grass, and moss. In it, he lies in hibernation until spring. And the bear in late autumn arranges a lair for himself under a fallen tree and sleeps in it all winter.

pp. 60-61. Invisible threads in the autumn forest.

1. How are oak and forest animals related? Cut out the drawings from the Appendix and paste them into the boxes of diagram No. 1, and write the names of animals in diagram No. 2.

Answer: squirrel, jay, mouse. They feed on oak fruits and live here.

2. Cut out the drawings from the application and paste them into the diagram boxes. Within the framework, make diagrams with names.

Answer: Squirrels and mice feed on nuts. Rowan - thrush.

3. Give your example of invisible threads in the autumn forest and draw it in the form of a diagram.

Example: a squirrel feeds on a pine tree (eats cone seeds) and a woodpecker (eats insects that live in the bark, thereby healing the tree).

4. Look at the photos. Tell (verbally) what invisible threads in the autumn forest they remind you of.

Nuts are reminiscent of squirrels and mice. Acorns - squirrel, jay, mouse. Rowan - thrush.

pp. 62-63. Autumn work.

1. List what people do in the fall in the house, garden, orchard.

In the house: windows are insulated, firewood and coal are stored for the winter, stoves and heating boilers are prepared, seaming is done for the winter.

In the garden: harvest from trees, protect tree trunks from rodents and frost, fallen leaves are burned

In the garden: vegetables are harvested, sent to the cellar for storage, the beds are dug up.

2. Pick up and paste a photo of autumn activities in your family.

Photo for pasting:

Think and write down what qualities are needed to perform such a job.

Answer: love for the earth, diligence, ability to work with a shovel, chopper, rake, patience, strength.

Page 64-65. Be healthy.

1. Draw what games you like to play in summer and autumn. Photographs can be used instead of drawings.

Summer and autumn games: catch-up, tag, hide-and-seek, football, dodgeball, condals, badminton, for girls - rubber band, hopscotch.

2. Think and write down what qualities the games you like to play in summer and autumn develop.

Answer: dexterity, strength, ingenuity, courage, attentiveness, perseverance.

3. Ask the elders in the family to talk about one of the backgammon games in your area. Describe the game together. Give her a name...

GAME "High Oak"

This game was played in Russia by our grandparents, its name has been preserved since the 50s of the last century. One ball is needed to play. Play from 4 to 30 (or more) children.

Everyone becomes in a circle. Inside the circle is one person with a ball. He tosses the ball high above him and calls out the name of one of the players, for example: "Lyuba!". All children (including the one who tossed the ball) scatter in all directions. Lyuba should pick up the ball and throw it at one of the guys. Whoever is hit is the next to toss the ball.

They play until they get bored.

What qualities does this game develop: reaction speed, accuracy, running speed, dexterity.

pp. 66-69. Nature conservation in autumn.

3. We met these plants and animals from the Red Book of Russia in the 1st grade. Remember their names. Write the numbers in the circles.

4. And here are a few more representatives of the Red Book of Russia. Use the textbook to color them and sign the names.

Mushroom ram, water chestnut, tangerine.

5. Write a story about one of the representatives of the Red Book of Russia, who lives in your region.

Example: Atlantic walrus. The habitat of this rare species is the Barents and Kara Seas. An adult walrus can reach a length of 4 meters, and an Atlantic walrus can weigh about one and a half tons. This walrus species has been almost completely exterminated. To date, thanks to the efforts of specialists, a small increase in the population is recorded, although it is not yet possible to determine their exact number, since without special equipment it is extremely difficult to get to the haulout of these animals.

Or we take the story from the page: Reports on animals of the Red Book >>

Page 70. Autumn walk.

Photo for pasting:

• In elementary school, the study of the "World Around" is completed, which gives basic ideas in the subjects of secondary school. For example, biology, geography, etc. At this stage, schoolchildren are offered to systematize the acquired skills, knowledge and tasks to stimulate interest in the further study of nature and its phenomena and features. An effective and rational teaching aid, UMK, will create a good foundation.

  Optimal to Pleshakov's textbook (theory) is considered workbook around the world for grade 4, in two parts. The authors of the workshop are the compiler of the textbook A. A. Pleshakov and E. A. Kryuchkova, who is a co-author. The manual contains various elements of obtaining and controlling knowledge of the studied sections:
  - practical tasks;
  - creative tasks (including drawings, photos, etc.);
  - fixing the results of observations of changing natural phenomena.

• To assess how competently the tasks proposed in the collection are performed, you need control from the side of the teacher or a solution book that allows you to evaluate the correctness on your own. Effective GDZ to the manual - an excellent solution for those who master the program on their own. Or - studies additionally (for example, to participate in a subject Olympiad).

The world around us in 4th grade - workbooks for effective preparation for high school

• In the 4th grade, the material on the discipline of the surrounding world becomes more and more complicated, close to those sciences that will be studied in high school, and for which this course was preparing. These are history, society, geography, biology and a number of other social and natural science subjects. In order to thoroughly study the basics and approach the middle school with sufficient knowledge, fourth-graders will need the responsibility and desire to master the discipline, quality teaching materials and solutions to them.
• To select a teaching materials for classes in the world around and GDZ to it is not an easy task for elementary school students themselves. Subject teachers, tutors or parents can help them solve it. Regardless of which program and set of books they have chosen, they should conduct classes using a collection of ready-made homework assignments:
  - systematically, based on the basic level of knowledge, outlook and interest of the fourth-grader;
  - regularly monitoring the process and its results, analyzing the dynamics, monitoring and eliminating problems in a timely manner;
  - allocating enough time for self-preparation and self-control;
  - remembering the order of writing the correct answers. This advice is especially relevant for those fourth-graders who plan to participate in Olympiads in the future. An unfortunate loss of points and a prize often occurs due to the fact that students incorrectly record even the correct result. Constantly observing the correct record in the collections of finished tasks, remembering it, such a problem can be avoided.
• When choosing literature for training, it is advisable to focus on the basic teaching materials, according to which students study in the subject at school. And use manuals-workshops to it. For example, in the Pleshakov system popular in schools, many experts advise paying attention to the workbook on the world around us for grade 4, compiled by Pleshakov A. A. The first part of the collection discusses the discipline course for the first half of the year. It included tasks such as:
  - compilation and analysis of tables;
  - Crosswords;
  - logical tasks to determine true / false statements on topics;
  - description of paintings, analysis of historical references and other sources;
  - schemes and their analysis;
  - cartographic material and other similar.