Creative research project on the topic “My small Motherland. “My country Russia is my Motherland”

Children project participants senior group.

Project passport:

Project type: creative and research.

Project duration: long-term.

Project participants children of the older group;

teacher Kostik Zhanna Vitalievna.

Educational areas:

• Socialization.
• Communication.
• Cognition.
• Work.
• Artistic creativity.

Objectives of educational areas:

Socialization

Development of children's play activities;

Formation of family affiliation, civic, patriotic feelings.

Communication

Develop free communication with adults and children;

Develop all components of children’s oral speech in various types activities.

Cognition

Create conditions for the implementation of project activities;

Continue to enrich children's knowledge about their native land.

Work

To form ideas about the work of adults in our city;

Foster a value-based attitude towards your own work.

Artistic creativity.

Develop children's productive activities

Introduce to the fine arts (using the example of local artists and lacemakers).

Project objectives:

• give children knowledge about their hometown: history, symbols, attractions, industrial facilities, their harm and benefits, environmental situation in the city;
• introduce the names of those who founded and glorified the city;
• introduce children to the Bystraya Sosna River and its location on the map;
• cultivate love for hometown, edge, the ability to see beauty, to be proud of it;
• to instill in children civic feelings, a sense of love for the Motherland, hometown;
• consolidate knowledge about familiar streets, where the house, kindergarten is located, routes from home to kindergarten;
• the formation of love for one’s hometown, interest in the past and present of Yelets;
• introducing children to geographical location cities, natural resources;
• introducing children to the traditions, work and life of city residents;
• cultivate a sense of pride in their fellow countrymen who have glorified their city;
• organizing socially useful activities for the child for the benefit of his family, his city;
• development of a caring and creative attitude towards the city (sights, culture, nature).

Objective of the project:

• education of a citizen and patriot of one’s country;
• developing in children a love for the Motherland, for their hometown and its history, a sense of responsibility for the fate of the city, a desire to work for its benefit, to protect and increase its wealth;
• nurturing love for the native land, the city, forming ideas about the sights of the city;
• fostering a sense of pride in the city in which we live;
• generalize and systematize knowledge about the native land;
• introduce the local history museum of Yelets, the museum of T.N. Khrennikov, Museum of Folk Crafts and Crafts;
• expanding children's horizons.

Relevance of the topic:

Fostering love and respect for one’s hometown is the most important component of morally patriotic education.

To raise patriots of your city, you need to know it.

Patriotism is love and affection for the Motherland, devotion to it, responsibility for it, the desire to work for its benefit, to protect and increase wealth.

The foundations of patriotism begin to form in preschool age. Patriotic education preschoolers includes the transfer of knowledge to them, the formation of attitudes based on it, and the organization of age-appropriate activities. The foundation of patriotism is rightfully considered to be the purposeful familiarization of children with their native land.

Love for the Fatherland begins with love for one’s small homeland - the place where a person was born. The basic stage of developing love for the Motherland in children is their accumulation of social experience of life in their city, assimilation of the norms of behavior and relationships accepted in it, and introduction to the world of its culture.

To successfully work with children to familiarize themselves with the city where they live, it is necessary to use the project method. Preschool childhood can be called a time of daily discoveries. Adults should give children the joy of these discoveries, filling them with ideological and educational content, which should contribute to the formation of moral foundations and a sense of patriotism.

Expected result:

Living in the city of Yelets, in the territory of unique places, we not only do not visit them, but also know little about them. During the project, children will gain knowledge about beautiful places. You should not expect children to show adult forms of love for their hometown, but if during the course of the project children acquire knowledge about the history of the city, symbols, attractions, know the names of those who founded and glorified the city, and begin to show interest in the events of city life and reflect their own impressions in productive activities, then we can assume that the goal and objectives of the project have been fulfilled.

Project implementation plan:

The first stage is preparatory

• Studying methodological literature
• Drawing up a long-term plan
• Creating a developmental environment
• Selection of games and equipment
• Create conditions for creative and productive activities

Stage two – project implementation

Thematic plan of work to familiarize children with their native land

Third stage – presentation of the project

• Album design about the city.
• Conducting an open general lesson “My small homeland”.
• Action plan for the project “My small homeland – Yelets”.
• A journey through photographs.
• Teacher's story (location, building features).
• Getting to know the sights of the city and region.
• Excursion to the local history museum.
• Drawing on the theme “The house where I live”, “My city”.
• Exhibition of children's works.
• Construction with large building material “The Street of Our City”.
• Looking at paintings, books and postcards about your hometown.
• Acquaintance with the history of the city based on materials from the local history museum.
• Collection of personal belongings, books, photographs, both ordinary citizens and famous people, participants in wars.

Project implementation:

The teacher selects local history material in accordance with the planned activity: enriches the educational environment with materials about Yelets (books, pictures, reproductions, didactic games, manuals, art objects, children's creativity products, etc.).

The project method involves integration (interpenetration of program sections) based on a single project. The teacher coordinates the topics of classes on getting to know the hometown with the topics of other classes and children’s games; creates conditions for independent and joint work with adults with local history material.

The successful development of preschoolers when getting to know their hometown becomes possible provided they actively interact with the world around them in an emotional and practical way, i.e. through different types activities characteristic of preschool age and close cooperation with parents. Children and adults (teachers, parents) develop excursion and tourist routes around the city and begin search and collection work.

Target walks:

• Along nearby streets
• In Solomentsev Square
• Excursion to the local history museum, museum named after. T.N. Khrennikova
• Conversations “Elets is my hometown”:

1. “M.M. Prishvin, I.A. Bunin are famous writers of our region.”

2. “Where our parents work.”

3. “The streets we walk on.”

Classes:

• Educational lesson “Our City”.
• Educational lesson “What do we know about the industry of the city of Yelets?”
• Cognitive lesson " Famous people my city."
• Meetings with interesting people.
• Meeting with a WWII veteran.
• Meeting with a lacemaker.
• The story of A. Baryshnikov’s parent about his profession.

Quiz:

“I know the city where I live.”

Holidays:

Day of the city.

Antonov apples.

City of masters.

Reading fiction:

V. Stepanov “What we call homeland.”

N. Zabila “Ways and roads”.

V. Stepanov “Our House”.

Yu. Shiryaev “About my city.”

Album design:

"Sights of the native city."

"The house I live in".

Independent artistic activities for children:

Drawing "Our street".

Making the model “Elets Yesterday and Today”.

Making a collage “Monuments of Yelets”.

Drawing “What did we see in the museum?”

Competitions, exhibitions:

Competition “Folk Craftsmen” (crafts).

Exhibition “My Family” (artistic activity).

Exhibition of children's works "Young artists about our city."

Competition for making a toy “Pity Doll”.

Dear Yelets! Old dace!

It’s worth writing poetry about this!

"About my city"

Along the fast waters the hills are steep,

Deer and spruce are in your coat of arms,

Not formidable, but a shield of Russia

To be installed for you.

When countless hordes

Flowed to take Rus' full,

On their way fearlessly, proudly

You stood up, my city, like a barrier.

Trampled, burned to ashes,

It seemed wiped off the face of the earth,

But he stood up again, unconquered,

He stood up among the ashes and ash.

Your son, full of courage,

He walked to the bitter end, -

And on the defeated Reichstag,

He wrote: “We are from Yelets!”

Hymn to Yelets.

In the depths of centuries,

Consecrated by Holy Russia,

You stand proudly

Like an undefeated hero,

You've burned to the ground more than once

And was reborn to life,

Temple domes

Your feat is crowned.

Chorus:

In a great and beautiful country

With a soul open to love,

To the joy of mother Russia,

Yelets land live!

You didn't put me to shame

In battles the name and gray hairs,

Our dear Yelets,

You and I have merged into one.

According to the behests of our ancestors

You were created with love

In thoughts and deeds

Above the Fast Pine.

Yelets spreads freely and widely along the banks of the Bystraya Sosna River. Its appearance is unique. The city center is striking in its unusualness. Here and there churches of ancient times rise, on the steep bank, visible from all sides, stands the Ascension Cathedral. It claims to be the second largest Orthodox church in Russia after St. Isaac's in St. Petersburg. The cathedral project was developed by the famous architect Konstantin Andreevich Ton (1794 - 1881) - the author of the Cathedral of Christ the Savior and the Grand Kremlin Palace. Approving the project, Tsar Nicholas I ordered that the architect be given royal favor for the beauty of the cathedral.

Our fellow countrymen, the residents of Yeltsin, contributed their share to the glorious feat of victory over Nazi Germany, along with the soldiers of the Soviet Army, partisans and home front workers. On December 9, 1941, the valiant troops of the Soviet army expelled the Nazi invaders from our region. After the final victory, Yelets begins to be reborn. New architectural and historical monuments are opening.

Dear Yelets! Old dace!

Glorified throughout the centuries, epic!

There are volumes of your history - monasteries, bridges, houses.

Do you remember: who builds them, when...

It’s worth writing poetry about this!

Founded presumably in 986 as the center of an appanage principality, the city was first mentioned in the Nikon Chronicle for 1146.

Ancient as Rus' itself, the city is a warrior, the city is a worker. Yelets wrote many glorious pages in its history.

It got its name from the Yelets River, now Elchik. The city was known as one of the most beautiful cities in Russia. The great Russian writer I.A. Bunin, in a distant foreign land in exile, recalled “... the ringing, hum of bells with the bells of the Archangel Michael, towers above everything in such grandeur, in such luxury that the Roman Church of St. Petersburg never dreamed of, and in such enormity that it is no longer possible The pyramid of Cheops could not have struck me subsequently.”

Yelets was repeatedly burned to the ground, and many of its inhabitants died in battles with enemies or were taken prisoner by them. So, from the first days of its existence, Yelets leads the heroic life of a city - a warrior, later covered in legends.

Literature:

1. Yelets is a warrior city. Historical and cultural center of the city of Yelets. M.D. Filimonov, RSF "MARCH" 2005

2. Yelets was built over centuries. V. Gorlov, A. Novoseltsev, NPO ORNUS, Lipetsk edition 1993

3. Formation of the cultural and educational environment of the Lipetsk region. (Elets region) 204, ed. Yerevan State University named after I.A.Bunina

We live in the age of modern communications, progressive development of science and technology. Undoubtedly, humanity benefits greatly from all this.

The bad side of the coin

But the environment suffers:

• the environment is polluted by inorganic industrial waste, which then decomposes in the soil, poisoning both the soil itself and the groundwater;
• the air we breathe is increasingly filled with harmful chemicals emitted by factories;
• is spent great resource groundwater for technical purposes;
• people artificially get rid of green spaces, building new buildings and structures in place of their growth;
• rivers and reservoirs are also polluted by industrial waste, as a result of which the underwater world is dying out.

If people do not protect the nature of their region, then all of humanity in the future will be on the verge of extinction!

What can we do today

I propose a project to protect environment called "for the good" native land».

As part of this project, any student can contribute to the development of ecology. Here, in fact, is the plan for the action in defense of nature:

• Cleaning the surrounding areas. Only by removing garbage and dirt after ourselves and others will we cleanse our Earth and create favorable conditions for its existence.
• Landscaping of adjacent areas: planting trees and shrubs. This helps clean the air.
• Start saving water today, both at home and at school! Never allow yourself or others to leave the tap open unnecessarily, even for a few seconds!
• An important condition is separate waste collection. Paper, glass, plastic, polyethylene, scrap metal must be placed in special bins. Or hand it over for recycling - after all, all of the above are secondary material raw materials. Recycling him, - people receive enormous benefits, and by throwing them into a common trash can with municipal waste, they irreversibly expose the layer of the Earth to pollution and extinction. Be sure to collect waste paper as a class at least twice a year!

Let's together improve the world around us, and it will definitely reciprocate our feelings!

If you have already completed the first part,

By tradition, we continue to publish a series of high-quality ready-made homework assignments for the Perspective program. This time, the solution book on the subject of the world around us for 4th grade will be in view. Answers to the 5th edition. The authors of the textbook and workbook are Pleshakov and Novitskaya. Workbook for 2017.

The world- this is a lesson where there is room for creativity, where the child needs to find a lot of material himself in books and other additional sources, and this, as a rule, takes a lot of time, and it takes the whole day to prepare for the lesson. That's why we prepared homework for you. Now it will be much easier to do your homework, because all the answers on our 7guru website are collected on one page and you don’t need to go through a bunch of sites to find the right answers to the assignments.

Our GDZs are tested and approved by primary school teachers.

Answers to tasks The world around us, grade 4, part 1

WE ARE CITIZENS OF A UNITED FATHERLAND

Page 3-5 SOCIETY IS US!

1. My first society is my family.

Our common goals: to live in peace and harmony, to be together, to be friendly, to love each other.

Our common activities and interests: cleaning the house, going out into nature, receiving guests, playing sports in the gym or at the stadium, working in the garden, walking together, traveling.

2. We are already in 4th grade!

Our common goals are to study well, gain knowledge, and be friends.

Our common affairs and interests: school lessons, sports competitions, participation in holidays, matinees, school olympiads, competitions, trips to the theater, cinema, trips to nature.

3. In the red circles, write down the names of the communities to which you are a member by birth and place of residence; in the green circles, write down the names of the communities you chose yourself.

In red circles: family, school.

In green circles: handicrafts club, sports section, School of Music, chess club, etc.

4. Read the list of words. Use a green pencil to underline the words whose meanings you understand. Write down the words you don't understand.

Artel is an association of people for collaboration(brigade).
Brotherhood is a union of people by faith.
Fellowship is a society of fellow countrymen who were born or lived in the same city or village.
A circle is a community of people with interests or hobbies, for example, a handicrafts group or a literary group.
A coalition is a union of countries for the sake of some common goals.
A league is usually an association of sports teams.
The world is humanity, the global community, or a gathering, a meeting of fellow villagers...
A party is an association of people based on political interests, a political party.
Advice - joint discussion people have some questions.
A meeting is the presence of people in one place to discuss certain topics, for example, a parent-teacher meeting.
A union is usually a community of states or organizations.
Pleiades is an association of outstanding people, for example, scientists.
A partnership is a society of friends or a form of enterprise.
Company - a group of friends, acquaintances.
Federation is a union of territories within a state.
A team is a group of people united by something.

Explain orally what the meanings of these words have in common. How are they different?

These are all communities. They differ in interests, size, and composition.

Page 6-9. RUSSIAN PEOPLE

1. Look at the photographs. Using a textbook, formulate and write down what unites all citizens of our country into a single people.

History, art, culture, patriotism, labor.

2. Using drawings or photographs with captions, write a story on the theme: “We are different, we are together!” In the captions to the illustrations, reflect what events are the common property of the peoples of your region, what is being created now by common labor for the benefit of all.

Here you can place photographs of the following events: city (or school) cleanup, May 9 parade, city day, tree planting on city streets, sports competitions.

Pictures for printing:

3. "My project is for the benefit of Russia." Come up with and describe your project for the benefit of your native country. Complete the description with drawings and diagrams.

Project name: Free Library.

Goal: To help the residents of my neighborhood or city fall in love with reading books. Instill in children a love of reading.

Resources: A few old bookshelves or cabinets, books, a few like-minded people, tools for setting up “free libraries.”

I love to read, we have a lot of books at home. My neighbors have a lot of books that they no longer need and are ready to give them to someone for free. I propose to install “free libraries” in several places in my city (district, park). They can be made from old bookcases that people throw away.

Each such library cabinet must be installed in a public place (in a park, on the street, on a playground). Post an announcement: “Dear residents of our city! There is a free library for you. You can borrow books for free and, after reading, return them to their place or leave them at home. Please also fill this locker. Do not throw away literature! Bring your books here, and they will find their readers!

I am sure that my project will be of interest to many residents of our city. And perhaps many children will love to read and will watch less TV and play on the tablet. This will serve for the benefit of Russia!

Pictures for the project:

CONSTITUTION OF RUSSIA, GDZ website to pp. 10-11

1. Read the articles of the Constitution Russian Federation. Think and tell us what significance these articles of the Constitution have for you, your family and friends.

The Constitution is the fundamental law of our country. It guarantees my rights and talks about my responsibilities. For example, I can receive free education at school or medical care. My parents must pay taxes and obey the laws of our state.

2. From the given articles of the Constitution, write down examples of the rights and duties of a person and a citizen.

Rights: Everyone has the right to life. Everyone has the right to speak their native language. Everyone has the right to rest. Everyone has the right to medical care. Everyone has the right to education.

Responsibilities: Everyone is obliged to protect historical and cultural monuments. Everyone is required to pay taxes and fees. Everyone has a responsibility to preserve nature.

Page 12-13. CHILD'S RIGHTS

1. Using the textbook text on p. 16-17, write down what rights of the child are illustrated by these photographs.

Right to life, family; right to education; right to health; right to rest.

2. In additional literature or on the Internet, get acquainted with the ten principles of the Declaration of the Rights of the Child. Write down 2-3 principles that you consider the most important. You can express their meaning in your own words.

Principle 1: Children everywhere have the following rights.
Principle 2: Every child has the right to grow and develop normally.
Principle 3: Every child has the right to a name and a nationality.
Principle 4: Every child has the right to housing (house), food, and medical care.
Principle 5: If a child has a physical disability (disabled), he has the right to special care and attention.
Principle 6: Every child has the right to parental care, and if he does not have a family, then he has the right to care from the state.
Principle 7: Every child has the right to study and receive an education.
Principle 8: Child protection and assistance must come first (child protection before adult protection).
Principle 9: Every child should be protected from violence and cruelty.
Principle 10: Every child has the right to grow up in an atmosphere of love and mutual understanding, the child must be protected from hatred and discrimination.

Page 14-15. STATE STRUCTURE OF RUSSIA

1. Copy from the text of the textbook words whose meaning you do not understand. Use a dictionary to write down the interpretations of words.

A democratic republic is a state where government is elected by the people.
A referendum is a popular vote on important issues.
Election is a procedure for electing someone through secret voting.

2. Find out from the photographs in the textbook and label these buildings. One of them is not presented in the textbook. Find out about it using other sources of information.

Imagine that you were elected President of our country. Describe your activities according to the points of the plan.

1. My goal: To make people in Russia live better, to revive State industry, to provide people with housing and to increase wages.

2. My first decree:

Add salaries to teachers and doctors at the expense of the salaries of deputies.
(or) Build a new school in our area
(or) Increase pensions for all pensioners so that they have enough to live on

3. My helpers: Friends and a team of people I can trust.

4. My responsibility: I will be responsible to the people for my activities as president.

5. Russia will not depend on other countries and will be able to provide all the needs of its people, and the people will live better.

Page 16-19. RUSSIAN UNION OF Equals

1. Using illustrations from the textbook, label the flags and coats of arms of some Russian republics.
2. Cut out the flags from the Appendix and paste them into the appropriate windows.
3. Using the text of the textbook, match the names of some republics of Russia and their capitals. Connect with lines.

Republic of Adygea - Maykop
Republic of Khakassia - Abakan
Republic of Karelia - Petrozavodsk
Republic of Bashkortostan - Ufa
Republic of Sakha (Yakutia) - Yakutsk

4. Using additional literature and the Internet, identify and sign the flags and coats of arms of the constituent entities of the Russian Federation.

5. Project "Travel to one of the republics of the Russian Federation"
Find information and prepare a report about one of the republics of the Russian Federation (of your choice.)

Project "Travel to the Republic of Adygea"

1.) The capital of the republic is the city of Maykop with a population of 144 thousand people.

The coat of arms of the Republic of Adygea is a circle framed on top by a ribbon with the inscription “Republic of Adygea” in Adyghe and Russian. In the middle of the ribbon there is a large star, on the sides there are oak and maple leaves (on the left), golden ears of wheat, and ears of corn (on the right). In the circle there is an inscription “Russian Federation” in Russian and Adyghe languages. Below is the national table - ane with bread and salt. In the middle of the circle is the main character of the Nart epic Sauseryko on a fiery flying horse.

3.) Flag of Adygea.

The state flag of the Republic of Adygea is a rectangular green panel, which depicts twelve golden stars and three golden crossed arrows pointing upward. Twelve stars mean 12 Adyghe (Circassian) tribes, and 3 arrows mean 3 ancient Adyghe princely families. Three crossed arrows denote their unity. The green color of the cloth symbolizes the religion of Islam.

The national anthem of the Republic of Adygea is a musical and poetic work based on poems by I. Mashbash and music by U. Thabisimov.

Glory, live, Adygea,
A country dear to my heart.
Warmed our peoples
She kindly agrees.

Sunny land,
The Republic is our common home.
Take wings,
Republic, grow stronger by work,
Our bright dream.

The ancestors chose
A wonderful place for us
Courage, wisdom and strength
The Caucasus was given to us by our grandfathers.

Proudly with a free soul,
Go with Russia,
Your sun is above you,
The storms of adversity are behind us.

Native sky and fields
Will be forever in our hearts,
They will be for us while they are alive,
In our destiny and deeds.

5.) The state languages ​​are Russian and Adyghe.

6.) The territory of the republic is surrounded on all sides by the territory of the Krasnodar Territory.

7.) A significant part of the Caucasus State Nature Reserve is concentrated on the territory of the Republic, all the riches of which are included in the World Natural Heritage List. Adygea is home to famous thermal springs, the Caucasian State Biosphere Reserve, and the Mountain Adygea National Natural Park.

8.) Among the historical and cultural monuments, the Maikop mound “Oshad”, the monument to the cross to the executed Cossacks, and the memorial complex “Friendship Square” are known. In mountainous areas there are tombs of the Middle Bronze Age dolmen culture - dolmens. In the Maykop region, archaeologists find sites of ancient people.
The oldest cultural monument of the Adyghe ethnic group is the Nart epic, which is based on tales about the origin and adventures of heroic heroes (“Narts”).

9) Among the outstanding citizens of Adygea:
heroes Soviet Union(Andrukhaev Kh.B., Achmizov A.A., Bzhigakov K.B.) and heroes of Russia (Garmash A.V., Dolonin V.A., Klupov R.M., Gadagatl, Asker Magamudovich - Russian scientist-nartologist, People's poet of the Republic of Adygea.
People's Artist of the Russian Federation, Honored Artist of Adygea, member of the Union of Artists of Russia Teuchezh Kat and other citizens.

10.) Modern achievements of the Republic of Adygea.

The Republic of Adygea has its own food products, tourism, horse breeding, sports, Agriculture. In modern Adygea there are about 90 large and medium-sized enterprises representing 11 industries. Enterprises Food Industry They produce canned meat and fruit and vegetables, confectionery, pasta, wine and vodka products, beer and dairy products. Veliki forest resources Adygea, which are represented mainly by hard-leaved coniferous species.

Page 20-21. STATE BORDER OF RUSSIA. GDZ website

1. Copy from the lesson text words whose meanings you do not understand. Use a dictionary to write down the interpretation of these words.

A state border is a line that shows the boundaries of a country.
Sovereignty is independence.
A visa is a document that allows you to enter a foreign country.
Customs is a special government service that controls the entry and exit of citizens from the country.

2. Using the map on p. 21 determine which states Russia borders with. Write it down.

On land, Russia borders on the following countries: Norway, Finland, Estonia, Latvia, Lithuania, Poland, Belarus, Ukraine, Abkhazia, Georgia, South Ossetia, Azerbaijan, Kazakhstan, Mongolia, China, North Korea (Democratic People's Republic of Korea).

At sea, Russia borders with Japan and the USA.

Using a map, match the names of the countries and their capitals. Connect with lines.

Ukraine, Kyiv
China - Beijing
Kazakhstan, Astana
Finland - Helsinki
Belarus - Minsk

Answers website to pp. 22-23. TRAVEL ABROAD OF RUSSIA

1. Compare proverbs of different nations about good relations between neighbors. What do proverbs have in common? What's different about them? How do you explain the differences?

Choose one of the proverbs of the peoples of your region that are suitable in meaning. Write it down.

A close neighbor is better than distant relatives.
Living with neighbors means being in conversations.
As are the neighbors, so is the conversation.
Don't buy a yard, buy a neighbor.
The hostess didn’t provide lunch, so apparently they were pushing towards their neighbor.
There is no greater problem than bad neighbors.
It’s a bad life if you don’t make friends with your neighbors.
Let your neighbor into the house, and become a neighbor yourself.
Be friends with your neighbor, but hold on to your saber.
Be friends with your neighbor, but stay the city.
The neighbor doesn't want it, so the world won't.
Neighborhood is a mutual affair.
Then the neighbor is kind when the bag is full.
A good neighbor is the greatest relative.
It’s good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.
How can you annoy your neighbor more than with your tongue?
Thistles and thistles creep from neighbor to neighbor under the meadow.
Whatever you have at home, don’t go to your neighbor for.

Do you think these proverbs apply to relations between neighboring countries? Write down in your own words what relations between countries should be like.

These proverbs apply to relations between neighboring countries. Relations between countries should be friendly and respectful; countries should help each other in difficulties.

2. Read the description of the Belarusian game "Mayalka". Based on the description, make a diagram of it.

3. The Mongolians' favorite game is chess. Look at the photographs of Mongolian chess and determine what animals they depict. Write down the names of these animals.

Answer: from left to right: tiger (cat, or panther, or leopard), camel, dog, horse.

pp. 24-25. TREASURES OF RUSSIA AND THEIR KEEPERS

1. Using the model given in the textbook, fill out the table. Include natural features of your region. Use additional literature and the Internet.

Name - what language the name comes from, what it means according to the interpretations of some scientists.

Moscow region:

Oka River - translated from Gothic as “river”, in Old German as “water”, “river”.
Istra River - translated from Lithuanian as “stream”, “current”.
Volga river - Russian name Volga (Old Slavic Vlga) comes from the Proto-Slavic Vьlga, cf. volgly - vologa - moisture.
Moskva River - from the Finno-Ugric group of languages ​​means “wet, marshy place”, in the Old Russian language “moskv” - “viscous, marshy” or “swamp, dampness, moisture, liquid”.

Leningrad region:

Neva River - from the Finnish word "neva" - swamp (deep), from the Swedish word "nu" - new.
the Narva River - translated from the Vepsian language - “threshold”.
Lake Ladoga - Ladoga translated from Finnish means “wave”.
Luga Canyon - from the name of the Luga River, translated from Estonian laugas - depression, pit, puddle, hole, or to tear, scatter.

Krasnodar region:

Tsemes Bay (Black Sea, Novorossiysk) - from the Circassians. "tsemeez" - insects and forest, mosquito place.
Markhotsky ridge is a mountain range along the Black Sea coast. In the Adyghe language - “Ozhin’s ridge”. Ozhina (azhina) - blackberry, wild berry.
Gelendzhik Bay received its name from the city of Gelendzhik (a city on the Black Sea coast), “Gelendzhik” in Arabic means “poplar”, in the Adyghe language it means “small pasture”.
Anapa Bay - from the name of the city of Anapa. "Anapa" - translated from Adyghe means "round table" - the semicircular shape of the bay resembles the traditional round table of the Adygs. "Anapa" from ancient Greek means "high cape".
Abrau (lake) - translated from Circassian means “cliff”.

2. Read Chuvash proverbs. Match them with proverbs from the peoples of your region that are suitable in meaning.

In days of happiness, be pure in heart, in days of sorrow, be strong in heart.

In times of misfortune, do not be discouraged, but overcome sadness. (Russian)
Curls curl from joy, and split from sadness. (Russian)
Sadness is visible in the clear eyes, and sadness is visible in the white face. (Russian)
Moths eat clothes, grief eats people. (Ukr.)

The water of wisdom does not rest on the mountain peaks of pride.

I'm proud to be stupid. (Russian)
You can't jump higher than yourself. (Russian)
You can't jump above your head. (Russian)
You can't jump higher than yourself. (Russian)
Poverty humbles even the wise. (Russian)

If you have friends, you are as deep as the Volga; if you don’t, they are as shallow as a puddle.

Don't have a hundred rubles, but have a hundred friends. (Russian)
A tree is held together by its roots, and a person is held together by its friends. (Russian)
If you don't have a friend, look for him, but if you find him, take care of him. (Russian)
A good horse is not without a rider, and an honest man is not without a friend. (Russian)
Holding on to each other means not being afraid of anything. (Russian)

3. Find out in additional sources who was the first to create the alphabet for your native language. Write down information about this person. If possible, include his portrait.

How the Slavic and Russian alphabet was created.

In the 9th century in Byzantium, in the city of Thessaloniki (now the city of Thessaloniki in Greece), two brothers lived - Constantine and Methodius. Constantine, having become a monk, received a new name - Cyril. The brothers were wise and very educated people. The Greek king Michael sent these brothers to the Slavs in response to the request of the Slavic prince Rostislav.

Cyril and Methodius took the Greek alphabet and adapted it to the sounds of the Slavic language. Thus, the Slavic alphabet was created, called the “Cyrillic alphabet” - after the name of one of the brothers. Subsequently, the Slavic alphabet served as the basis for the Russian alphabet.

pp. 26-27. CREATIVE UNION

1. Compare the description of frosty weather in the poem by K.L. Khetagurova and in an excerpt from the prose of Yu.S. Rytkheu on page 46 of the textbook. Draw an illustration for one of these texts.

Oral response: Both authors describe the harsh winter of their homeland. If in Khetagurov’s poem we read about the nature of the Caucasus Mountains, then the Chukotka writer Rytkheu recalls the nature of Chukotka. In the Caucasus mountains a wild sheep rises on a cliff, while in Chukotka a local boy surveys the sky to understand what the weather will be like today.

You can draw the following illustrations: a mountain sheep on the slope of a steep mountain or a boy standing by a yuranga.

2. Draw an illustration for one of the works of writers from your region (optional), where beauty is glorified native nature. You can paste photos.

You can draw the following pictures:

to Prishvin's story "Golden Meadow"
to Bianchi's story "Forest Houses"
to Turgenev's story "Bezhin Meadow"

3. Yu.S. compared it to a magic mountain. Rytkheu Russian culture, which he knew well and with which he sought to introduce his people. Try to briefly explain the meaning of this comparison. Write down your thought.

Russian culture seemed to the Chukchi writer like a mountain, because it is just as huge, great, maybe even incomprehensible. The mountain can be seen from afar; you cannot pass by and not notice the mountain, just as you cannot pass by Russian culture. The Magic Mountain is fraught with many riches and mysteries, just like Russian culture. That's why Y.S. Rytkheu compared Russian culture to a magic mountain.

P. 28. IN THE NATIVE SPACE

Pages 28-31. MAP - OUR TOUR GUIDE

1. In front of you is an outline map of Russia. Compare it with the map in the textbook. What are the similarities and differences?

The map in the workbook is newer and more modern. On it, the Crimean peninsula is designated as part of Russian territory. In the figure, the Crimea peninsula is highlighted in red.
There are no city names on the outline map, settlements, regions and territories.
The contour map does not have territories coloured; only land and sea can be seen on it.

2. Using the map in the textbook, circle the state border of Russia on the contour map. Write the name of the capital of Russia.

3. Write the name of your city...

4. Redraw the symbols.

5. From the textbook text (p. 52), write out the digital data characterizing the territory of Russia.

Russia occupies more than 1/9 of the Earth's landmass. The length of Russian territory from north to south is over 4 thousand kilometers. The length of Russian territory from west to east is about 9 thousand kilometers.

6. If you have visited any parts of Russia, place your photographs or make drawings here.

If you are so lazy that you are too lazy to draw where you have personally visited or print and paste a personal photo, even on the Black Sea, photos of places can be taken from us in the State House of Culture on tab 68-72.

pp. 32-33. IN THE PLAINS AND MOUNTAINS

1. For signatures, see pages 28-31.

2. Label the hill and mountain on the diagram. Finish drawing up the diagram: indicate with arrows the parts of the hill and mountain.

On the left is a hill, on the right is a mountain. At the very bottom is the foot, the very peak is the top, and between them is the slope.

3. Using the textbook map, fill in the table.

Name of the mountain - height of the mountain

Elbrus - 5642
Klyuchevskaya Sopka 4688
Belukha 4506
People's 1895

4. Make drawings showing the shapes of the earth's surface of your region, or place a photograph.

If you live on a plain, draw a plain with grass, small hills and holes. If in the mountains, draw mountains. If there are hills around you, draw hills and springs. Each edge has its own pattern.
An example of a drawing with hills and mountains:

5. Using additional literature and the Internet, prepare a report about any plains or mountains in Russia or your region. Write down the basic information for your message. Please indicate the source of information.

The Caucasus Mountains are a mountain system between the Black, Azov and Caspian seas. It is divided into two mountain systems: the Greater Caucasus and the Lesser Caucasus. The Greater Caucasus extends over more than 1,100 km. The most famous peaks - Mount Elbrus (5642 m) and Mount Kazbek (5033 m) are covered with eternal snow and glaciers. The mountains near Sochi - Aishkho, Aibga, Chigush, Pseashkho - hosted participants in the 2014 Winter Olympics.

The Altai Mountains are a complex system of the highest ridges in Siberia, separated by deep river valleys and vast intramountain and intermountain basins. Altai is located where the borders of Russia, Mongolia, China and Kazakhstan meet. The highest peak in Altai is Mount Belukha (4506 m).

The West Siberian Plain is a plain in northern Asia, occupies the entire western part of Siberia from the Ural Mountains in the west to the Central Siberian Plateau in the east. In the north it is limited by the coast of the Kara Sea, in the south it extends to the Kazakh small hills, in the southeast the West Siberian Plain, gradually rising, gives way to the foothills of Altai, Salair, Kuznetsk Alatau and Mountain Shoria. The plain has the shape of a trapezoid tapering to the north: the distance from its southern border to the northern reaches almost 2500 km, the width is from 800 to 1900 km, and the area is only slightly less than 3 million km².

pp. 34-35. IN SEARCH OF UNDERGROUND STORAGE

Practical work "Study of minerals".

1. Examine a sample of a mineral. Using the illustrations in the textbook or the identification atlas, find out its name.

Write down: coal.

2. Establish the properties of the mineral. Write down:

Coal- a solid mineral, color - black, opaque, dense, has a shine and a slight odor. Coal is a combustible mineral.

3. Using your textbook, fill out the table.

Comparison of oil and natural gas

Features for comparison - Oil - Natural gas

Origin - Formed from the remains of plants and animals - Formed from the remains of plants and animals

Properties - Thick, oily, liquid, dark in color, with a pungent odor - Colorless, light, flammable, odorless.

Application - Fuel, oils, plastics, fibers for textiles - Fuel, plastics, fibers of valuable materials

Extraction methods - Drilling wells - Wells

Transportation methods - Oil pipeline, railway tanks, oil tankers - Gas pipeline, gas tankers

Careful attitude - Oil spills must not be allowed during production and transportation - Gas must be saved, leaks must not be allowed in everyday life.

pp. 36-37. OUR RIVERS

3. Using the map and text from the textbook, connect the names of rivers and the cities that are built on them with lilies.

Volga - Kazan
Kama - Perm
Oka - Kolomna
Moscow River - Moscow
Neva - St. Petersburg
Don - Rostov-on-Don
Ob - Novosibirsk
Yenisei - Krasnoyarsk
Lena - Yakutsk
Amur - Khabarovsk

5. Using additional literature, prepare a report about any river in Russia, in your region (optional). Write down the basic information for your message. Please indicate the source of information.

The Volga is a river in the European part of Russia. It is one of the largest rivers on Earth and the longest in Europe. The part of Russian territory adjacent to the Volga is called the Volga region. The length of the river is 3530 km, and the area of ​​its drainage basin is 1.361 million km². There are four millionaire cities on the Volga: Nizhny Novgorod, Kazan, Samara, Volgograd. 8 hydroelectric power stations were built on the Volga. The Volga flows into the Caspian Sea.

Kuban is a river in Russia in the North Caucasus, originating in the mountains of the Karachay-Cherkess Republic (Elbrus). The name of the river, translated from the Karachay-Balkar language, means “rising, overflowing river” or “stream”. Length 870 km, basin area 58 thousand km². It flows through the territory of Karachay-Cherkessia, Stavropol Territory, Krasnodar Territory and Adygea. Kuban flows into the Sea of ​​Azov.

Yenisei is a river in Siberia, one of the greatest rivers in the world and Russia. It flows into the Kara Sea of ​​the Arctic Ocean. Length - 3487 km. The Yenisei is a natural border between Western and Eastern Siberia. From the Sayan Mountains to the Arctic Ocean, the Yenisei passes through all the climatic zones of Siberia. Camels live in its upper reaches, and polar bears live in its lower reaches. The name comes from the Evenk “Yoandesi” - big water.

Page 38-39. LAKES - THE BEAUTY OF THE EARTH

2. What lakes are we talking about?

The largest lake in our country is the Caspian Sea.
The deepest lake in Russia and the whole world is Lake Baikal.
The largest lake in the European part of Russia and all of Europe is Lake Ladoga.
The second largest lake in the European part of Russia is Lake Onega.
One of the most beautiful lakes of the East European Plain is Lake Seliger.
One of the most beautiful lakes in Altai is Lake Teletskoye.

3. On what lakes are these attractions located?

Valaam Monastery - on Lake Ladoga.
Wooden churches of Kizhi Island - on Lake Onega.

pp. 40-41. BY THE SEA

3. Using information from the textbook text, fill out the table.

Features of the White and Black Seas

Features of the seas - White Sea - Black Sea

Depth - 350 m - 2210 m

Water temperature in summer - from + 6 to + 15 - above +25

Sea conditions in winter - Covered with ice - Does not freeze

4. Look at the photo at the Solovetsky Monastery - one of the shrines of Russia. Write the name of the sea on which it is located.

Answer: White Sea.

Tell us what you know about this monastery.

Solovetsky Monastery - Russian monastery Orthodox Church, located on the Solovetsky Islands in the White Sea. It arose in 1429–1430, built from St. stone. Philip (Kolychev). At Soviet power The country's first special purpose camp (prison) operated on the territory of the monastery. Monastic life was resumed in 1990. In 1992, the complex of monuments of the Solovetsky Museum-Reserve was included in the UNESCO World Heritage List.

pp. 42-45. FROM NORTH TO SOUTH

1. Here is a contour map of the natural zones of Russia. Compare it with the map of natural areas in the textbook. What are the similarities and differences?

Similarities: the border of Russia is marked, the names of rivers, lakes, and seas are indicated.
Differences: on the outline map of Russia, the Crimea Peninsula is already Russian territory, on the map in the textbook - no.
On the map in the textbook, natural areas are indicated in different colors. The names of cities are shown on the map in the textbook.

4. Using the map in the textbook, fill in the rectangles according to the color designation on the map of natural areas...

See textbook, pp. 74-75.

5. Number the main natural zones in the order of their change from north to south:

1 arctic desert
2 tundra
3 taiga
4 mixed and deciduous forests
5 steppes
6 deserts
7 subtropics

7. 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.

Are there animals in the Arctic desert?
Is there summer in the Arctic desert? Does the snow ever melt there?
What plants grow in the tundra?
Why do the Northern Lights only happen in the North?
What grows in the desert?
What do animals eat in the desert? Where do they find water?

pp. 46-47. IN THE ICY DESERT

2. Read the textbook text on pp. 78-79. Write down the supporting words and use them to talk about the Arctic desert zone.

Answer: Ice zone, Arctic islands, polar night, polar day, aurora, snow, ice, wind, low temperature(up to 60)

3. Do you know the fauna of the Arctic deserts? Cut out the pictures from the application and arrange them correctly. After checking, paste the pictures.

4. Imagine that you are in the Arctic desert zone on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of Arctic deserts.

Algae-crustaceans-fish-birds
Fish-seals-polar bears

For those who are interested in this topic, we have prepared a report (presentation) about the polar bear >>

pp. 48-49. IN THE COLD TUNDRA

2. Read the text of the textbook on pp. 82-83. Write down the supporting words and use them to talk about the tundra zone.

Key words: cold treeless plain, long winter, polar night, polar day, cold winds, permafrost, swamps, lakes.

4. Do you know the living world of the tundra? Cut out the pictures and arrange them correctly.

5. Draw a diagram of the food chain characteristic of the tundra.

Plants-lemmings-owls and arctic foxes.
Moss reindeer-wolf.

6. In additional literature, on the Internet, find information about any plant or animal of the tundra, prepare a message. Write down basic information. Indicate the source of information

Lemmings are rodents that live in the tundra. They are very similar to mice, but slightly larger (10-15 cm). Lemmings have a dense build, short legs and a tail. The color is one-color, grayish-brown or variegated. Lemmings change their fur coat in winter to a light, white one, and the claws on their front paws grow, taking on the shape of hoof-flippers. Lemmings make their nests right on the ground. They feed on shrubs and mosses, eating twice their body weight in a day.

The reindeer living in the tundra is exactly the deer from the fairy tale" The Snow Queen", which carried Gerda to the North Pole. Reindeer is a cloven-hoofed mammal. Constantly migrates, feeds mainly on lichens. The main one is moss. Nine months of the year it quenches its thirst with snow. Reindeer is domesticated and is an important source of food and materials for many polar peoples .

pp. 50-51. AMONG THE FORESTS

2. Look at the picture. Mark taiga trees in green (fill in the circle), deciduous forest trees in yellow.

3. Come up with and draw diagrams showing the differences between taiga, mixed and broad-leaved forests. Draw trees in diagrams as conventional silhouettes.

4. Create a nutrition plan typical for the taiga.

Elk and brown bear deer plants.
Plants - vole, chipmunk, birds, hares - lynx

5. In the book "Green Pages" read about some plant or animal of the forest zones. Write down 1-2 interesting facts.

Squirrel. The squirrel lives in a hollow or builds a nest from branches and moss. The walls of the nest are thick - up to 50 cm. When the frost is 10 degrees, the temperature inside the nest can be more than 10 degrees. The squirrel's main food is the seeds of coniferous trees. In winter, this animal can empty 300 pine cones in a day.

Fox. Although the fox is considered the hare's main enemy, its main food is mice and voles. A fox can hear the squeak of a mouse 100 meters away. Fox hunting for rodents is called mouse hunting.

pp. 52-53. IN THE WIDE STEPPE

2. Read the text of the textbook on p. 90-91. write down the supporting words and use them to talk about the steppe zone.

Answer: steppe, dry summer, dry hot winds, dust storms, heavy rains, black soil, plowed fields.

3. Do you know the living world of the steppes? Cut out the pictures from the application and arrange them correctly.

4. The guys were tasked with giving examples of steppe animals. Which of the guys answered without errors?

Answer: Taras.

5. Make a nutrition plan typical for the steppe.

plant seeds - hamster - kestrel

pp. 54-55. IN THE HOT DESERT

2. Read the text of the textbook on p. 94-95. Write down the supporting words and use them to talk about the desert zone.

Answer: hot sun, few plants, bare earth, desert, sandy and clayey deserts, dunes, takyr, poor soil, lack of water, little precipitation.

4. Imagine that you are in the desert on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of the desert.

camel thorn - camel - scarab beetle - eared hedgehog

pp. 56-57. BY THE WARM SEA

2. Read the text of the textbook on p. 98-99. Find in the text an explanation of the reasons for warm winters on the Black Sea coast of the Caucasus and the southern coast of Crimea. Write this explanation in your own words.

Answer: The Black Sea heats up in summer and releases heat in winter. And high mountains protect from cold winds, so winters here are warm.

3. Using the textbook, start filling out the table.

Animals of the Black Sea and its coast
Inhabitants of the land: Roe deer Cicada Caucasian lizard Podaryr butterfly Mediterranean turtle.
Land dwellers that forage for food in the sea: Seagull Cormorant Diving duck Petrel Sea crab.
Sea inhabitants: Dolphin Jellyfish Mussel Fish: mullet, horse mackerel, sea bass, goby, sea ruffe, oleander hawk moth.

4. Make a nutrition plan typical for Black Sea coast Caucasus, Southern coast of Crimea.

Butterflies, cicadas-mantis-lizard
Cormorant fish and seagulls.

5. Find it on the Internet Additional information about plants or animals of the Black Sea coast. Write down 2-3 interesting facts.

Black Sea bottlenose dolphin

Dolphins are not fish, but mammals! There are 3 species of dolphins in the Black Sea, the largest are bottlenose dolphins, they are also the most common inhabitants of dolphinariums.
Scientists have been studying dolphins for a long time, some believe that they have intelligence. Experiments and observations show that dolphins have their own language; they call each other by name.
The bottlenose dolphin lives up to 30 years, the weight of the animal reaches 300 kilograms. Body length is up to two and a half meters.
Dolphins feed mainly on fish and also shellfish. They dive to a depth of 200 meters.
The body temperature of the Black Sea dolphin is 36.6 degrees, like that of a human.

pp. 58-59. WE ARE CHILDREN OF THE NATIVE LAND

1. Based on the description of the Karelian game “Gurizekh” (“Batters”), draw its diagram.

2. Read the proverbs of the Komi and Udmurts. Match them with proverbs of the peoples of your region that are suitable in meaning. Write them down.

Help yourself first, and then accept help from a friend.

Russians
Get lost yourself, and help your comrade.
To save a friend is to save yourself.
Rely on your friend and help him out yourself.
He who has his face to everyone, does not have his back to good people.
He who helps each other overcomes the enemy.

Personal benefit is like dew on the grass, brotherly benefit is like the sky high.

Proverbs that fit the meaning:
The happiness of the Motherland is more valuable than life.
If friendship is great, the Motherland will be strong.
Unity and brotherhood are great strength. (ukr)

In a beautiful forest the pine trees are beautiful

Proverbs that fit the meaning:
It is not the place that makes the person, but the person that makes the place.
The place is famous for its people. (Azerb.)
Every pine tree makes noise in its own forest.
Where the pine tree is mature, there it is red.
There are many different lands, but the native one is the most distant.

What do these proverbs teach?

Proverbs teach to love people, to help them, to put common interests first and then your own, to love your homeland.

3. Write down on a separate sheet of paper a fairy tale about animals, plants or a folk legend about the origin of the name of a natural object.

Are they needed here or just folk tales about animals and plants (turnip, tower, crane and heron, etc.), or better yet, legends that explain the origin of the name of a plant, animal or place in your area.

For example, where did the name daisy flower come from? There lived a girl in the world and she had a loved one - Roman. He made gifts for her with his own hands, turning every day of the girl’s life into a holiday! Once in a dream, Roman dreamed of a simple but very delicate flower - a yellow center and white rays radiating to the sides from it. When he woke up, he made such a flower and gave it to his girlfriend. And the girl wanted the flower to be alive, real. Roman went in search of this flower and found it in the land of Eternal Dreams. But the king of this country did not give the flower away just like that. The ruler told Roman that people would receive a whole field of chamomile if the young man remained in his country. The girl waited for her beloved for a very long time, but one morning she woke up and saw a huge white and yellow field outside the window. Then the girl realized that her Roman would not return and named the flower in honor of her beloved - Chamomile! Now girls tell fortunes using a daisy - “Loves - doesn’t love!”

pp. 60-61. IN COMMUNITY WITH NATURE

1. Read the description of the game of the Siberian peoples “Deer”. Play this game with your friends.

Draw an illustration for the game or download a photo of the game, print and stick it.

3. Fishing is a traditional occupation of many peoples of Siberia and Far East. Using the identification atlas, find out the names of these fish and sign them. What does chum salmon look like?

The pictures show pink salmon and taimen. And here is the chum salmon:

GDZ website to pages 62-63. HOW TO SAVE THE NATURE OF RUSSIA

1. 1. Think and write down what ecological problems, which arose in the Arctic deserts and tundra, are expressed by these signs.

Pollution of seas and islands with harmful substances from passing ships (fuel oil, various garbage). Solution to the problem: Compliance with special rules by ship crews and tourists.

Pollution of tundra soil with oil during its extraction. Solution to the problem: apply environmentally friendly methods of oil production.

Damage and destruction of soil and vegetation cover of heavy tundra transport equipment. Solution to the problem: use of vehicles on special ultra-low pressure tires.

2. Think and write down what environmental problems that have arisen in forests, steppes and deserts are expressed by these signs.

Excessive deforestation, littering of forests after deforestation. Solution to the problem: Treat forests with care and plant new trees where they are cut down. Using waste paper instead of wood.

Overgrazing of livestock in the steppe zone leads to the disappearance of plants and soil destruction, leading to desertification. Solution to the problem: follow the rules of grazing livestock, do not graze livestock for a long time in one place.

Due to the disappearance of plants in the steppe, the soil is destroyed, and there is more shifting sand, which covers houses and roads. Solution to the problem: prevent overgrazing of livestock and the disappearance of plants.

3. Think and write down what environmental problems that have arisen in the subtropical zone are expressed by these signs.

Pollution of the sea and shores wastewater and debris from passing ships. Solution to the problem: construction of treatment facilities, compliance sanitary rules ship crews.

Illegal deforestation of mountain forests, destruction of trees by tourists. Solution to the problem: a ban on deforestation, authorities must strictly enforce laws on forest protection.

Destruction of flora and fauna by vacationers. Solution to the problem: All people should treat nature with care: do not catch insects, do not write on tree trunks, do not break branches, do not pick flowers.

Page 64-67. THROUGH THE PAGES OF THE RED BOOK

1. 1. Label the drawings of animals of the Arctic deserts and tundra listed in the Red Book of Russia. If necessary, consult your textbook for help.

2. Sign the drawings of plants and animals of forest zones listed in the Red Book of Russia. If necessary, consult your textbook for help.

3. Label the drawings of plants and animals of the steppes and the Black Sea coast of the Caucasus, included in the Red Book of Russia. If necessary, consult your textbook for help.

2. Discussion based on the textbook.

3. Project "Red Book of our region". Get acquainted with the Red Book of your region. Write down basic information about her.

We fill out pages 66-67 ourselves, depending on the region of residence; everyone will have their own answers.

Name of the red book: for example, “Red Book of the Amur Region” (or Red Book of the Krasnodar Territory, etc.)

How many types of organisms different groups included in the Red Book of your region.

We rewrite the names of species from your Red Book and count.

Draw and paste illustrations. Sign them.

We draw animals or plants from the Red Book of your region.

Write down the names of plants and animals from the Red Book of your region that you have encountered in nature.

We write based on our observations.

Page 68-72. BY RESERVES AND NATIONAL PARKS

1. Using the textbook, fill out the table.

Reserves and national parks of Russia

Natural areas - Examples of nature reserves and national parks

Arctic desert zone - Wrangel Island Nature Reserve, Great Arctic Nature Reserve

Tundra zone - Taimyr Nature Reserve, Kandalaksha Nature Reserve

Forest zones - Prioksko-Terrasny Reserve, Oksky Reserve, Losiny Ostrov National Park, Meshchera National Park

Steppe zone - Rostov Nature Reserve, Orenburg Nature Reserve, Daursky Nature Reserve

Semi-deserts and deserts - Astrakhan Nature Reserve, Black Lands Nature Reserve

Subtropical zone - Sochi National Park, Caucasus State Natural Biosphere Reserve

2. Write down a summary of your report on the assignments on p. 119 textbook.

Nature reserves and national parks are specially protected natural areas. In our country, they have been created in every natural area in order to preserve rare plants and animals.

In the Arctic zone there is the Wrangel Island nature reserve. Its inhabitants: polar bears, walruses, musk oxen.

In the tundra there is the Taimyr Nature Reserve. Its inhabitants: wild reindeer, musk oxen.

Many reserves are located in the forest zone (see table above). Rare animals of this zone: bison, moose, wild boars, beavers and other animals and birds.

In the zone of steppes and forest-steppes there are nature reserves: Central Black Earth, Rostov, Orenburg, Daur.

In the zone of semi-deserts and deserts there are nature reserves: "Black Lands", "Astrakhan Reserve". Rare animals and birds: saiga, belladonna, bustard.

In the subtropical zone there is the Sochi National Park and the Caucasus State Natural Biosphere Reserve.

3. If possible, take a virtual trip through the reserve (national park) using the Internet. Prepare a message about him. Write down the basic information for your message.

Barguzinsky Reserve

Barguzinsky State Natural Biosphere Reserve is located in Buryatia, on the territory of the North-Baikal region. It is the oldest nature reserve in Russia. It was created in 1917 as a sable reserve to preserve and increase the number of sables. This is the country's only state reserve established before the October Revolution of 1917.

Located on the western slopes of the Barguzinsky ridge (2840 m), including the northeastern coast and part of the waters of Lake Baikal. The area of ​​the reserve is 374,322 hectares, including 15,000 hectares of the protected water area of ​​Lake Baikal.

The reserve preserves all natural complexes where elk, musk deer, mountain hare, brown bear, shrews, black-capped marmot live - a total of 41 species of mammals. Baikal omul, whitefish, sturgeon, grayling, taimen, lenok and other species of fish are found in the waters of the reserve.

Zaineeva R.A.educator

MBDOU "Kindergarten "Rainbow"

Aksubaevsky district, RT

Project "My native land"

View project . By dominant activity: informative.

By time : for one academic year.

Project participants : senior preschoolers, parents, teachers.

Relevance: It is very important that children understand as early as possible that Russia is their big Motherland. The Motherland is obliged to take care of its children, shower them with benefits, become an authoritative, powerful power, such that each of us wants to love it. But the question arises: who will shower us with benefits, and is it possible to determine the amount of benefits sufficient for a person to begin to love his Motherland? If we don’t teach a child to love his country, who will need it? Who will rejoice at her achievements and suffer from her sorrows? The fate of the Motherland is in the hands of man, and waiting for the moment when it will be worthy of his love, at least, is not reasonable. The homeland is what we make it ourselves. Children, starting from preschool age, experience a lack of knowledge about their native village (city), country, and the characteristics of national traditions. The system of working with families of pupils on the issue of moral and patriotic education is not sufficiently formed.

Objective of the project: Raising a citizen and patriot of one's country. To lay in every child the foundations of a spiritual and moral personality capable of self-improvement and harmonious interaction with other people.

Objectives of project activities: Form spiritual and moral relationships and feelings of belonging to home, family, kindergarten, city, village, to the nature of their native land, to the cultural heritage of their city.

Contribute general development children based on love and interest in the present and past of their people.

To cultivate moral and patriotic qualities: humanism, pride, the desire to preserve and increase the wealth of their native land and country.

Introduce children to the traditions and customs of their people.

Orient parents of students to patriotic education

children in the family.

Equipment: layout of the central square of the village, illustrations, photographs, drawings, selection of literature, selection of visual material, preparation of visual material for productive activities, didactic games.

Project methods Cognitive and play activities, targeted walks, excursions, observations, conversations.

Expected result

Children’s acquisition of accessible knowledge about the history of their native Fatherland; about the capital of our Motherland - Moscow, about the republic, about the village in which they live; about the nature of Tatarstan and Russia. Formation of a patriotic-oriented personality of a preschooler who loves the culture of his native people and tolerance towards the culture of the peoples of his immediate national environment.

The final result is a diagnosis, during which the level of knowledge of children is determined and the personal component is established. This takes into account the active participation of children in various activities and competitions.

Project presentation “Aksubaevo is our native land.”

Project Implementation Plan

2. Lesson

« Flag. Coat of arms. Russian anthem"

3. Lesson

"Journey

by cities of Tatarstan"

4.Lesson: "Aksubaevo - a particle of Tatarstan"

5.Reading poems about the Motherland, proverbs, sayings.

Bring children to understand that the Motherland is not only the country in which we live, but also the place where we were born.

Introduce the main symbols (hymn, flag, coat of arms).

Expand children's understanding of the state symbols of the Russian state and their historical origin. Instill in children respect for the power of the state and its independence. To cultivate love for the Motherland, a sense of pride in one’s country.

Learn to distinguish between the concepts of “country”, “republic”, “city”. Fix with the children the names of the main cities of Tatarstan, the capital of Russia and the Republic of Tatarstan. Develop the ability to navigate city streets; know some street names. Expand your understanding of the sights of some cities. To cultivate love for one’s homeland, one’s native village, and respect for fellow citizens.

To form an idea of ​​the small Motherland based on familiarization with the immediate environment (house, yard, kindergarten) and the sights of the village. Introduce the history of the village. Show the location of the village on the territory of Tatarstan. The relationship between the life and activities of village residents from geographical location and natural resources. Introduce the coat of arms of the Aksubaevsky district, explain the symbolic meaning of the images on the coat of arms. Develop imagination, coherent speech, thinking in the process of d/i. Cultivate love for your native village.

September

Joint registration album "Native Village".

Watching a program together

Quiz: "Love and know your native land"

Offer parents a list of literature,

for reading

6. Lesson: “Sights of our village.”

7. Excursions, targeted walks along the streets of the village, to monuments; replenishment of the album "Streets of our village".

Expanding children's knowledge about the sights of our village, that the village is famous for its history, traditions, the best people.

Drawing competition: "The village that is dear to the heart."

Excursions by bus or car around the village.

Family reading.

8. Excursion to

local history museum Lesson: "The legend of deep antiquity."

Acquaintance with the life of the Russian people, enrichment of vocabulary.

Expanding children's knowledge about the life of their ancestors.

“Grandma’s Chest” (telling children about family heirlooms).

Take part in replenishing exhibits for the kindergarten mini-museum.

9. Lesson:

"How our ancestors grew

Give children an idea of ​​how bread was grown in the old days. Introduce the sequence of labor actions, tools, and folk traditions. To convey to children that bread is the result of the work of many people. To consolidate knowledge about the sequence of plant growth (wheat) and the necessary weather conditions (sun, rain, heat). Develop thinking and the ability to establish logical connections. Activate your vocabulary: adjectives - lush, fragrant, rye, wheat; nouns - sickle, flail; bakery products. To cultivate a caring attitude towards bread, respect for people’s work, and the traditions of the Russian people

10. Travel game “From the family - by” home country".

Continue to introduce children to their native village; to reinforce children’s knowledge that our village is big and beautiful. Introduce children to Aksubaev; give an idea of ​​what is part of Tatarstan

Excursions by bus or car

memorable places of the village.

Conversation with children.

11. Lesson: " Animal world native forest."

Continue to get acquainted with the animals and birds that live in our forests and their diversity.

Fostering a caring attitude towards living nature.

Family reading of stories about animals of our region.

Table lotto about animals.

12.Lesson: "Nature of the native hinterland."

Acquaintance with the flora of your native land, with plants listed in the Red Book. Fostering a caring attitude towards nature, the ability to see and feel the beauty of the native land.

Reading books about nature, adding to a photo album

"Our land."

13 "Literary heritage". Targeted Museum Walk - Library Tour

Expanding children's knowledge about the life and work of writers and poets. Cultivating a love of poetry.

Family reading of works

our fellow countrymen poets and writers

14. Lesson

"Defenders of the Fatherland"

"Aksubayevites are veterans of the Great Patriotic War."

Excursion to the eternal flame.

Making holiday cards.

Expand and clarify children's knowledge about the defenders of the Fatherland, famous monuments and memorable places native village; develop intelligence, ingenuity, logical thinking, and the ability to solve a crossword puzzle; develop monologue speech; cultivate respect for the defenders of the Fatherland. Bring children to understand that we won because we love our country.

Collect information about those members

families who were

participants

Great Patriotic War

Round table. Meeting with a WWII veteran (great-grandfather of one of the children in the group).

Family drawing competition: "We are for peace."

Watching films on military topics.

16. Presentation of the project “Aksubaevo – our native land”

Generalization and systematization of knowledge about the native village.

Pin general ideas about the village to cultivate respect for people of different nationalities and their traditions.

Invite

parents

presentation

Educational lesson “Aksubaevo – a piece of Tatarstan”

Target: formation of children's knowledge about their native village.

Tasks :

To form an idea of ​​the small Motherland based on familiarization with the immediate environment (house, yard, kindergarten) and the sights of the village.

Introduce the history of the village. Show the location of the village on the territory of Tatarstan. The relationship between the life and activities of village residents from geographical location and natural resources. Introduce the coat of arms of the Aksubaevsky district, explain the symbolic meaning of the images on the coat of arms.

Develop imagination, coherent speech, thinking in the process of d/i.

Cultivate love for your native village.

Preliminary work : excursions around the native village, memorizing poems and proverbs.

Material : map of Tatarstan, coat of arms of Aksubaevo, photographs of Aksubaevo sights.

Progress of the lesson

A child reads a poem:

In the wide open space
before dawn,
scarlet dawns have risen
over my native country.
Every year it gets more beautiful
dear lands...
Better than our Motherland,

no friends in the world.
(Prokofiev)

What, guys, is the poem talking about?(about the Motherland)

Every person on earth has a homeland. What do you think the Motherland is?

(Homeland is the place where a person was born, grew up, studied.
- His mother, father, home, river, birch tree, sun - all this is our Motherland.)

That's right, children, our native land is near and dear to the hearts of each of us. Childhood and often life are spent here. Knowing the history of your native land means loving the present, every day making your contribution to building a new life.

What is the name of our native land?(Aksubaevo)

Our native village of Aksubaevo is a part of Tatarstan, and our great Motherland - Russia. Look at the map, where is our village located on the territory of Tatarstan?(children's answers) .

What colors on the map indicate the territory of the Aksubaevsky district?(green) .

What do these colors mean?(forest)

That's right, children, our village is located in one of the most beautiful places in Tatarstan.

Guys, do you know why our village is called “Aksubaevo”?

- “Aksubaevo” is one of the mysterious names.

– Guys, what has our village become? (Showing a picture).(Beautiful, big, many wide streets, beautiful buildings) .

What are the attractions of Aksubaevo?(House of culture, music school, library, creamery, bakery, art school, beautiful train station, main square - Lenin; where there is a memorial plaque for fallen soldiers and an eternal flame) .

Didactic game" Where I am?"

I distribute photographs with views of their native village to the children and suggest that they talk about what is depicted there, without naming the place itself. The rest of the children must guess what place in their native village they are being told about. Guys, you know that every city and town has its own symbols: a flag, a coat of arms. Our village also has a coat of arms (illustration of a coat of arms). What is depicted on the coat of arms of the village of Aksubaevo?

Guys, you know a lot of proverbs. What proverbs about the Motherland do you know?

“Wormwood cannot grow without roots.”

“There is nothing more beautiful than our Motherland.”

“To live is to serve the Motherland.”

“Our hero is the one who fights hard for his homeland.”

“Everyone has his own side.”

“Love your Motherland like your own mother.”

"Needed where was born"

Educator. Green forests, vast fields. Every person loves his homeland. You and I also love our Motherland and are proud of it.

Travel game "From the family - through the native country."

Program content:

Continue to introduce children to their native village; to reinforce children’s knowledge that our village is big and beautiful.

Introduce children to Aksubaev; give an idea of ​​what is part of Tatarstan

Introduce children to the geographical location of Tatarstan and Aksubaevo using a map

Continue to teach children independently, consistently compose descriptive stories about the village, using accumulated knowledge.

Strengthen the ability to use a diagram when composing a story.

Expand your understanding of coats of arms, introduce the concept of family coat of arms

To instill patriotism in children, to develop an interest in learning about their region.

Material : photographs of the family, route plan, images of coats of arms, photographs, map of Tatarstan, diagram for compiling descriptive stories.

Vocabulary work : coat of arms, Tatarstan.

Previous work:

looking at illustrations about urban settlements Aksubaevo,

targeted excursions along the streets of the village,

examination of coats of arms,

reading works of fiction,

looking at family photographs.

Progress of the lesson

Educator meets the children, offers to go on a trip, but first consider the route plan.

Stop No. 1

Educator:

This stop is calledfamily (draws children's attention to family photos)

How can you use one word to describe everyone we see in one photograph? (family)

What other words can you use to describe members of the same family? (relatives, relatives, relatives)

Do you think there are many families living in our village? (Yes)

What can you call a person who was born and lives in Aksubaevo? (Aksubaevites)

What if we lived in Kazan? Naberezhnye Chelny? Moscow? What are the people of these cities called?

People who were born and live in any city love it, it is native to them.

Stop No. 2

Our second stop is called “Signs and Symbols”

Pay attention to these signs, they all have the same shape. Who knows what this is? (coat of arms)

These are the coats of arms of different cities, the coat of arms is a symbol of each city and country. They tried to depict something very important for the city on it (shows the coat of arms of Tatarstan, Aksubaevo)

Show me the coat of arms of Aksubaevo, why is there a bird depicted here?

Everyone is familiar with the coat of arms of our village. But not only countries and cities have coats of arms. A family can also have a coat of arms. A family is also a small, friendly state that has its own interests, traditions, and activities.

Think about depicting on your family coat of arms what your family likes to do most, what your hobbies and interests are.(offers to draw a family coat of arms)

Stop No. 3

I spend physical education with the children using auxiliary symbols.

Stop No. 4

The next stop is called “Tell me about your village”

Look carefully at the views of the village, do you recognize this village? (urban settlement Aksubaevo)

Tell me, how old is our village?

What can you say about our village, what age is it?

What else can you say about Aksubaevo? (big, beautiful, clean)

What streets do you know? Name the main street of the village. Name your favorite corners of the village that you visit with your parents.

Guys, can you tell us about your village? When composing a story, you can use a diagram(3-4 children write a descriptive story)

Stop No. 5

And now the stop where we will find the address of our village(brings the children to the map)

Guys, what is this, who knows? (map)

Do you know where we live? (In the Republic of Tatarstan)

That's right, our village of Aksubaevo is part of the Republic of Tatarstan. This map shows the territory of Tatarstan. On the map it takes up little space, but in fact the territory of Tatarstan is huge, there are many cities, towns, and villages.

Let's find the place on the map where we are now. Let's remember how cities are marked on the map (with a dot). There are many points on the map - cities.

What do the thin blue lines mean? (rivers)

What rivers of Tatarstan do you know? (Kama, Volga)

And now you will go to your places and on small maps you will find and mark the place where we are, mark the urban settlement. Aksubaevo.(children complete the task)

Guys, think and tell me why a person needs a map? (children's answers)

You and I will often work with the map and learn a lot about Tatarstan and our urban settlement Aksubayevo.

Stop No. 6

Now I invite you to play a little and answer the quiz questions

Questions:

What is the name of the mountain village? the type we live in?

On what street is our kindergarten located?

What is a coat of arms?

What do people who live in urban areas call? Aksubaevo?

How old is our village?

What are the major rivers of Tatarstan?

I give out prizes and say goodbye to the children to those who answer the quiz questions correctly. Children look at the map of Tatarstan, which remained in the group.

Lesson “Travel to the cities of Tatarstan”

Target:

Learn to distinguish between the concepts of “country”, “republic”, “city”.

Fix with the children the names of the main cities of Tatarstan, the capital of Russia and the Republic of Tatarstan.

Develop the ability to navigate city streets; know some street names.

Expand your understanding of the sights of some cities.

Cultivate love for your homeland, hometown, respect for fellow citizens.

Preliminary work: making cameras, reading a book

“ City of Happy Fate”, “On high place”, examination of ancient national clothing, examination of illustrations “ Aviation plant”, “Syuyumbike Tower”, “Kremlin”. Tour of the village.

Game equipment: black glasses, map of Tatarstan, object pictures, computer model, chest, toy house, hoops, cameras.

Progress of the lesson:

The lesson takes the form of a journey in the music room. At the very beginning there is a tape recording. “The Voice” invites children to attend a virtual recording in an Internet cafe. Children put on black glasses and are mentally transported.

In the hall there are models of computers with moving pictures of objects. There is a map of Tatarstan hanging on the wall. I suggest a trip to different cities of the republic, I ask riddles, and the children look for answers on the “computer” - pictures.

A bird flies - a fable,
and people are sitting inside

talking to each other (airplane)

After the children have found the picture “airplane,” I begin to talk about the city of Kazan.

Well done guys, you found the answer correctly. Do you know that in Tatarstan, airplanes are built in Kazan, our capital. This is the most Big city of our republic. The Kremlin is located here - it is a very old building. There are many factories, factories, schools in Kazan, there are beautiful buildings and houses. There's a big one running through the city Railway. And there is also a lake with an interesting name - Kaban and the Volga River flows through it. On the Volga there is a River Port, where various steamships are built that transport people and goods to different cities of Russia. Let's mark this city with an asterisk on our map.

Educator: I draw the children’s attention to the map of Tatarstan, on which images of the answers are pasted.

Educator: Let's find a picture of an airplane on the map and close it, i.e. Let's stick a star on it. This is how we will mark each subsequent city when solving riddles.

The child takes a star and marks the first city - Kazan.

Educator: now listen to another riddle:

We don't sleep during the day
We don't sleep at night
Day and night we knock, we knock (the clock)

Children find the corresponding picture. Next, mark with an asterisk.

Educator: Now we will talk about the city of Chistopol. In this city there is a watch factory “Vostok”. He produces watches. Many countries around the world use them. In general, Chistopol is an ancient city. The Kama River flows there.

(Children celebrate the city of Chistopol)

Mystery:

On four legs
put on boots
before putting on
began to inflate shoes (tires)

In Tatarstan there is a city of Nizhnekamsk. This is a big, beautiful city. And in this city they produce tires for cars. These tires are used for various cars (we note the city)

Mystery:

Doesn't fly, doesn't buzz,
a beetle is running down the street,
and they burn in the eyes of the beetle,
two shiny lights. (Car)

Do you know such an Oka car? It is very small and these cars are assembled on the banks of the Kama River. This city has beautiful monuments. The House-Museum of the great artist I.I. is located here. Shishkina.

We have opened another city in Tatarstan.

Mystery:

Put it on your feet quickly
your new ones... (boots)

After the children found the answer

Guys, in Tatarstan our national boots are called ichigi. These boots are made in the small town of Arsk. There is a shoe factory there that makes modern shoes, which can be found in stores in various cities.

I'm standing on the edge
top – steel crown.
Wherever they order, I stand there,
I serve oil workers ( oil derrick)

Oil is produced in many cities of Tatarstan; it is also called “black gold”. One of these cities is Almetyevsk.

From a hot well
cocoa is pouring over the edge (mug)

Now let's talk about the city - Bugulma. Which factory makes our dishes? (at a porcelain factory).

Well done!

After you have marked the cities, please note that on our map the “stars” - the cities - light up. Children name these cities.

A character, a “computer mouse,” comes in to the music. She brought a “melophone” with her to energize the children.

Hello guys! I am a computer mouse. Do you know why the computer needs me? (to find necessary information). You're tired of studying, let's play with the melophone. It is magical, energizing and invigorating. Let's stand in a circle and pass it to each other. You will feel how warm it is. But at the same time it is necessary to name one city in Tatarstan.

Children stand in a circle and name the cities: Kazan, Bugulma, Almetyevsk, Leninogorsk, Chistopol, Nizhnekamsk, Yelabuga, Arsk, Naberezhnye Chelny, Zainsk, Buinsk and others. The mouse thanks the children and leaves.

The children sit in a semicircle on the carpet, and at this time a “computer mouse” comes in with a “magic chest” and says: “Guys, your journey is coming to an end and I have a surprise for you - this “chest”, but it is closed, and you are the key You will find it only when you create a model of the address of your kindergarten. Wish you luck! Goodbye! But new meetings!

Educator: First, let's remember what country we live in? (Russia). Who is the President of Russia? (V.V. Putin). What republic do we live in? (Tatarstan). Who is the president? (M.Sh. Shaimiev). What village do we live in? (Aksubaevo). Well done! Now let's create a model of our kindergarten together.

Let's imagine that this house is our kindergarten (shows a toy house). We need to determine in which country, republic, city, street it is located. I have hoops of different sizes and colors in my hands. A large hoop will represent a country, a smaller hoop will represent a republic, etc. (Children place hoops around the house). Now let's all touch the hoops together and say that we succeeded. In chorus, the children say the address of the kindergarten:

Russia. Republic of Tatarstan, urban settlement Aksubaevo, Romanova Street 20.

Now the model is ready. And here in the house is the key to the “magic chest”. Let's open it. (Open it, there is a surprise - small cameras). We will need cameras for further travels around our republic. At the end of the lesson, a voice sounds on the tape: “Well done, guys. Welcome to the real world. See you in our Internet cafe.”

CLASS

Subject."Flag. Coat of arms. Russian anthem"

Program content:

Introduce the main symbols (hymn, flag, coat of arms).

Expand children's understanding of the state symbols of the Russian state and their historical origin.

Instill in children respect for the power of the state and its independence. To cultivate love for the Motherland, a sense of pride in one’s country.

Material:reproductions of the coat of arms, flag; photo of the President of Russia; audio recording of the Russian anthem; photographs, reproductions of State Duma meetings, award ceremonies, oath of soldiers; children's encyclopedia "Russian State Symbols" V.V. Vaskin, 2002

Preliminary work: excursion to the symbolism corner, viewing exhibits, talking with children, sharing impressions.

Vocabulary work: National anthem, flag, symbols, state, power, heraldic shield, double-headed eagle, scepter, orb, etc.

PROGRESS OF THE CLASS

Educator:

One evening Vanya and Marina and their mother were playing the board game “Loto” while Dad was watching a news program on TV. A meeting of the State Duma was shown on the screen. The President of the Russian Federation spoke (pay attention to the photograph of the President of the Russian Federation).
And suddenly the music started playing and everyone stood up. Vanya and Marina asked dad in one voice:
- Why did everyone stand up?
- Because the anthem is playing. - Dad answered.
– What is the anthem and why do they listen to it while standing?
The anthem is not just music - it is a solemn musical and poetic work. This is the symbol of our state. Dad began his story.
Each state has its own anthem. The national anthem is performed and listened to while standing, and men remove their hats. They listen to the anthem in silence, or sing along. Such behavior during the performance of the anthem is considered worthy. It sounds on holidays, especially ceremonial events. It shows the greatness, honor, strength, power of our state. By the sound of the anthem, you can determine which country the guests came from. Here's the story.
- Guys. Do you want to hear the anthem of our state?
You and I love and are proud of our country, which means we should be proud of its symbols. Let's express our respect for the Russian anthem and listen to it properly, standing. (Hearing the anthem, audio recording)

The Russian anthem was written by composer A.V. Aleksandrov and poet S.V. Mikhalkov.
During the singing of the anthem, everyone turns their head towards the National Flag. (Show illustrations, photographs).

To the music and words of the anthem, under the unfurled State Flag, scientists, famous cultural figures, and athletes are presented with awards. Young warriors Russian army take the oath of allegiance to their fatherland. (Showing photographs, illustrations)

– Tell me, guys, what does the Russian flag look like? (Children's answers).

(Showing the Flag).

– That's right, this is a rectangular panel consisting of three stripes of three colors: the top - white, the middle - blue and the bottom - red.
– Does anyone know what these colors mean? (children's answers).

Exercise. Ask your mom, dad, sisters or older brothers what these colors mean? And we'll talk about this more in the next lesson.

(Showing the coat of arms of Russia).

But another symbol of Russia is the coat of arms. The state emblem of Russia is a quadrangular heraldic shield, the lower corners of which are rounded and the tip is pointed.
– What is depicted on the coat of arms? (children's answers).

The coat of arms of the Russian state depicts a golden double-headed eagle. The eagle's wings are raised up and spread out. The heads are crowned. In the center above them is a large crown. The crowns are connected by ribbons. In the eagle’s right paw is a scepter (or a rod, similar to a shepherd’s staff), and in the left is an orb (“the apple” is a ball topped with a cross, a symbol of Christian dominion over the world). On the chest of the eagle in a red shield is a silver rider in a blue cloak on a silver horse. Under the horse’s feet is a black dragon overturned on its back. In the horseman's hand is a silver spear, with which he hits the dragon.

– Maybe you know why the eagle is double-headed? (children's answers)

Yes, guys, such a bird does not exist in nature. But there is such a version of this image. Since ancient times, people have depicted a double-headed eagle. Maybe they wanted to double the eagle's power? Or they saw in him a vigilant guard, casting out evil spirits from both the right and left sides. Here's the version.

Educator: Today we talked about the main and important symbols of Russia. All citizens of Russia are proud of the State Emblem, flag and anthem. Not a single important event for the country can take place without these distinctive signs of the country. Cases of use of the coat of arms, flag and anthem of Russia are determined by law.
I suggest you guys tell your parents about them at home, ask them about the three colors of the flag, find out what they mean. In the next lesson we will talk again about State flag, and you will share your knowledge with me. (I invite the children to carefully examine the reproductions and photographs presented in class).

Lesson “How our ancestors grew bread”

Target: developing children's knowledge about the history of the region's leading industry.

Tasks:

Give children an idea of ​​how bread was grown in the old days. Introduce the sequence of labor actions, tools, and folk traditions. To convey to children that bread is the result of the work of many people. To consolidate knowledge about the sequence of plant growth (wheat) and the necessary weather conditions (sun, rain, heat).

Develop thinking and the ability to establish logical connections.

Activate your vocabulary: adjectives - lush, fragrant, rye, wheat; nouns - sickle, flail; bakery products.

To cultivate a caring attitude towards bread, respect for people’s work, and the traditions of the Russian people.

Material for the lesson: spikelets of wheat and rye, black and white bread, loaf; illustrations depicting a peasant sower; the process of harvesting and threshing; wheat sprouts, flour products; cards depicting the sequence of wheat growth for each child.

Preliminary work

Guessing riddles about bread; memorizing poems about bread, explaining and memorizing proverbs about bread; reading the stories of M. Glinskaya “Bread”, M. Prishvin “Lisichkin Bread”. Comparison of wheat and rye bread by color, shape, taste.

Progress of the lesson

Guys, guess what we will talk about in class today:

Guess easily and quickly
light, fluffy and fragrant
he is black, he is white,
and sometimes it’s burnt.
It's a bad lunch without him
Is there anything tastier in the world?(bread)

You guessed correctly. What words in the riddle helped you guess that it was bread?(soft, fluffy, fragrant, black, white, sometimes burnt)

You already know that the main industry of our Aksubaevsky district is agriculture. What crops are grown in the fields of our region?(Wheat, rye, oats, barley) . What do people who grow bread call?(grain growers) . This is one of the most ancient and honorable professions on earth.

And now I will tell you how our ancestors used to grow bread.

Before starting field work, the peasants washed and steamed in the bathhouse, put on clean shirts, bowed to Mother Earth, and asked for a rich harvest. And with a basket on their chest they went out into the field. The basket contained wheat and rye seeds. Here is a peasant walking across a field and every 2 steps he scatters a handful of grain in a fan from left to right. What do you think the weather should be like?(no wind) Why? (So ​​that the seeds lie evenly in the furrows)

To ensure a rich harvest, people called for rain. You and I also know the nickname. Let's say together:

Rain, pour rain -
there will be a loaf of bread,
there will be rolls, there will be baked goods
There will be delicious cheesecakes.

Guys, what is necessary for the life and growth of plants?(sun, water, warmth)

Physical exercise “The spikelet is growing”

Imagine that we are in a field. I turn you into small grains and plant you in the ground (children sit down). The warm sun warmed the earth. The rain poured down. The grains grew and grew and became spikelets (the spikelet arms slowly rise). And now two leaves are reaching towards the sun (palms open, wrists closed). Wonderful spikelets have grown in the field (smile at each other)

The people have composed many proverbs about bread. What proverbs do you know?

Bread is the head of everything.

Without a stove it’s cold, without bread you’re hungry.

To trample the bread underfoot means the people will starve.

There is bread on the table, so there is bread on the throne, but not a piece of bread, so there is a board on the table.

Water will wash you, bread will feed you.

Without salt it is not tasty, without bread it is not satisfying.

And lunch is not lunch if there is no bread.

Well done guys, you know a lot of proverbs.

Well, wheat and rye have grown. It's time to harvest the harvest. In the old days they did it this way. The women took sickles in their hands and went into the field. They cut the ears of corn and collected them into sheaves (illustration). People say this: “Bread is in the ear, it’s time to reap the strip.”

But the ears still need to be threshed, i.e. remove the grain from the ears. And for this, the men took a flail - a hand-held threshing tool, hit the ears, and the grains spilled out (illustration) Then the grains were collected and sifted from debris. The grain was taken to the mill, ground there, and flour was obtained (illustration). Bread was made from flour.

How to grow bread?

Game: “What first, what next?

Children lay out the cards sequentially: (grain on arable land, sprout, ear, sheaf, grain, flour, bread)

Guys, how much work is needed to ensure that everyone has bread on the table today. And therefore, the attitude towards bread should be careful. How should you handle bread?

Don't take more bread than you can eat.

Don't crumble bread at the table.

Never throw away bread.

Guys, what poems do you know about bread?

Bread does not grow for scraps,
from dawn to dawn,
People say it aptly,
If you can't eat it, don't take it!
Rye bread, loaf and rolls
you won't get it while walking
people cherish bread in the fields,
They spare no effort for bread.

Guys, what can you bake from flour?(buns, pies, cakes, bagels, pancakes) . What is this all called together?(bakery products) .

Guys, in the old days they baked round bread and called it “loaf”. They also baked a loaf of bread for us today.

The teacher brings in a loaf with wishes:

God bless him
who is in this house?
That's why the rye is thick
ugly rye
with an ear of octopus
half grain pie
God bless you!

Guys, our mothers baked you a lot of baked goods.

They are looking at the exhibition. Tea party.

Lesson on the topic: “Defenders of the Fatherland”

Target: expand and clarify children’s knowledge about the defenders of the Fatherland, about famous monuments and memorable places in their native village; develop intelligence, ingenuity, logical thinking, and the ability to solve a crossword puzzle; develop monologue speech, the ability to draw conclusions; cultivate respect for the defenders of the Fatherland.

Working on a dictionary: defenders, Fatherland, service, valor.

Material for the lesson: didactic game “Who needs what”; family photos; photographs depicting memorable places of the city (Mazilina Street, eternal flame)

Cooperative activity:

Examination of the painting by M.V. Vasnetsov “Bogatyrs”, composing stories on the theme of the picture;

Reading fiction about the heroes of the Great Patriotic War (1941-1945)

Conversation with children on the topic: “Cities are heroes”, “What is heroism?”, “The names of heroes in the names of the streets of our city”, “Notable places of our city”;

Targeted walk along Lenin Street, Mazilina;

Memorizing poems and proverbs about the army, about exploits, about glory;

Interaction with family:

- watching feature films about the Great Patriotic War;

- reading fiction;

Looking at photographs of military service.

Progress of the lesson

The teacher invites the children to listen to the poem:

“Our native land can do anything -
He can feed you with his bread,
drink from your springs,
surprise with its beauty,
but can’t defend himself”

Conversation with children.

Questions:

Who do you think can protect their native Russian land? (children's answers: defenders, border guards, sailors, tank crews, pilots, etc.)

Why exactly them? (children’s answers: they are strong, brave, etc.)

Russian warriors have always been distinguished by courage, dexterity, resourcefulness and endurance. This is well said in proverbs.

3. Proverbs about the Army, about exploits, about glory:

A brave fighter, well done in battle.

Where there is courage there is victory.

A hero stands up for his homeland.

To live is to serve the Motherland.

If the Army is strong, the country is invincible.

The stronger the friendship, the easier the service.

Stand together for peace - there will be no war.

The Motherland is your mother, know how to stand up for her.

The enemy will not take the brave one.

Everything you said is necessary to protect our Motherland - Russia. Exactly like this

strong, strong, resilient, your fathers and grandfathers, because they also defended our Motherland - they served in the Army.

4. Visit to the photo exhibition “Our Defenders of the Fatherland.”

The teacher invites the children to visit a photo exhibition (family photographs of their father’s service in the army).

5. Didactic game “Who needs what?”

The teacher informs the children that currently soldiers serve in the army - they stand guard over the Motherland, but before they were heroes. Offers differentiation of pictures depicting the clothing and weapons of a modern warrior and a Russian hero.

At the end of the game, the teacher thanks the children for completing the task, remembering what they talked about earlier, and offers to solve the crossword puzzle.

6. Solving a crossword puzzle.

The teacher invites the children to solve a crossword puzzle using the first letters of words (memory)

His dog is his faithful friend,
He guards the border. (Border Guard)

He is standing on the deck in a white peaked cap. (Sailor)

He is on his iron horse, he will pass quickly and everywhere (Tankman)

The teacher invites the children to read the word that came out. He asks what this word says (children’s reasoning). The teacher summarizes the answers: the people remember those who died defending their homeland; erects monuments, composes poems, songs, names cities, streets, parks, etc. after the victims.

7. Video riddle “Memorable places of our village.” The teacher offers children photo or video material about memorable places in our village:

Mazilina Street

Eternal flame, etc.

8. Minute of silence.

Educator: It is customary to honor the memory of the dead with a minute of silence. When our boys grow up, they will also serve in the army and protect our land. And now they are only dreaming. But we will sing about what kind of defenders and patriots they will be.

9. Song “We are soldiers.”

Script for the presentation of the album “Aksubaevo – our native village”

Target:Formation of key competencies (information, social-communication, technological) in older preschoolers.
- To consolidate general ideas about the main factors that determine the appearance of the village: architectural, sports and leisure facilities, monuments, attractions.
- To develop the desire and ability to apply acquired knowledge about one’s native village in games and everyday activities, strengthening the ability to transmit cognitive information to adults and peers;
- bring up business cooperation and collective creativity;
- cultivate respect for people of different nationalities and their traditions.

Materials and equipment : The music room is decorated with balloons; on the wall there is an exhibition of children’s drawings on the theme: “My favorite corner”; sunshine “I love Aksubaevo because...”; On the pedestal stands the album-result of the project:“Aksubaevo is our native village!” ; “Love your village!” advertising flyers are laid out on chairs for guests; treats (pancakes, chak-chak, tea, etc.) Music sounds.
Leading: Dear guests! We are pleased to welcome you to the presentation of our album, which is called “Aksubaevo - our native village!”

Child 1:Put your ears on top of your heads,
listen carefully,
we'll tell you about something
very entertaining.

Child 2:We've all tried for a whole year
and worked diligently,
Everyone knew about Aksubaevo,
They collected their experience here.

(points to album)

Song about Aksubaev.

Child 3:Our first page
about your favorite corner.
In the heart of every child
I was able to settle alone.
We go there with my family
and rest with all our hearts.

(Pay attention to the pictures)

Child 4:Introduce you to Aksubaev
very close we want,
all sculptures, palaces, parks
We'll let you see.

(shown on screen)

Leading:Dear guests! Our guys showed you the beautiful places of Aksubaevo. I am sure that you and the guys know a lot about our native village. Who knows more?

Game "Who can name the most?" (streets, ...)

Child 5:My native land
there are many nations here,
we live in friendship and love
Russians, Tatars and Chuvashs,
We will become an example to the world!
Child 6:There are museums in our city
how mushrooms grow in the forest.
The closest of the museums
V kindergarten. He is here!

(The screen suggests paying attention to the mini-museum in the kindergarten)

Child 7:Come to the Rainbow kindergarten
look at the exhibits
everything will be shown, explained,
You won’t forget this kindergarten!

Child 8:Our village is famous for its people
and we will say with pride,
I know some of them myself!
Kas city, H.Tufan, Mazilin
And how can you forget them?
They managed to glorify our village
They will live in our memory forever!

Child 9:So as not to get bored now,
We have a quiz! (Balloons with questions).

Quiz for guests “Did you know?”

How many letters are in the Chuvash alphabet? (34)

By whom and in what year was our village founded?

Type of headdress in Tatar national costume. (Skullcap).

Name it, chief Christian holiday. (Easter).

Child 10:My native land
there are many nations here,
lived in friendship and love
Russians, Tatars and Chuvashs,
We will become an example to the world!Tatar dance
Leading:Dear guests! We have prepared some treats for you. The children, together with their parents, prepared national dishes - Russian pancakes, Tatar chak-chak. You are welcome, dear guests, to the table!

The guests taste the dishes and thank the children.Russian dance.

Literature:

1. Volkov. V.I. Dear Aksubay region, Kazan 1993

2. Dybina N. Introducing preschoolers to their hometown. Moscow 1999

3. Kondrykinskaya L. Where does the Motherland begin? Moscow 2003

4. Novitskaya M. Heritage. Patriotic education in kindergarten. Moscow 2003

5. Zhukovskaya R.I., Vinogradova N.F., Kozlova S.A.. Native land. St. Petersburg 1996

The closing ceremony of the “Ecology for Good” project took place at the Children's Creativity Palace. The event took the form of a festival, which brought together representatives of all children's public organizations of the Gubkin City District, who celebrated the Year of Ecology in Russia with bright initiatives. These were quests, flash mobs, competitions, sports competitions, charity events and many other bright undertakings. In total, over 5.5 thousand boys and girls took part in them.

Awards for the most active

Summing up is always a celebration where awards are presented to the best, applause sounds, and music plays. This time too, the stage, decorated with multi-colored balloons and a screen on which bright screensavers were constantly changing, demonstrating the beauty of the nature of their native land, was not empty for a minute.

Before proceeding to award the winners, Deputy Head of the Education Department O. Alyanykh emphasized the enormous importance of the work done for the future of the country. She noted that project activities aimed at preserving the ecology of their native land, united thousands of children in the pursuit of even greater knowledge of the laws of nature, understanding moral values, creative improvement. Olga Ivanovna thanked the young Gubkin residents for their high activity and wished that their endeavors would be continued in the future.

One by one, schoolchildren were invited to the stage for awards. There were so many of them that the presentation of certificates lasted almost an hour! But each nomination was alternated with bright concert numbers, which were very dynamic, varied in genre and skillfully performed, so no one had to get bored.

Young residents of Gubkin - for a clean city!

The winners and prize-winners of the flash mob competition “I am for a clean city!”, held on September 20, were the first to be honored.

Children's public organizations were awarded for third place: “Union creative people"from secondary school No. 13, "Heirs of the Fatherland" from gymnasium No. 6 and "Cranes" from secondary school No. 17.

Second place was taken by children's public organizations “We are Belgorodians” from the Sergievskaya secondary school and “Country of Friends” from secondary school No. 7.

First place was also shared by two children's organizations: “Parus” from secondary school No. 10 and “Ocean of Childhood” from secondary school No. 1.

According to the results of the competition of project ideas “The Earth is our common home”, held on October 18 and bringing together 12 project teams from eleven schools in the district, the best were also named.

Third place was won by school No. 7 student Darina Chubarova, Inna Semenova and Anastasia Pozdnyakova from Wislodubra secondary school.

Second place - Daria Bakshaeva from secondary school No. 1 and Victoria Bolbat from secondary school No. 10.

First place was awarded to Natalya Ilyinskaya from secondary school No. 12, Roman Luzhkov and Sofya Shukis from gymnasium No. 6.

The reason for awarding in the next category at the festival was the participation of boys and girls in charity event“Ecology for Good”, which took place on October 19, uniting more than 3,000 young Gubkin residents.

Third place for participation in it was awarded to children's public organizations“Republic of Childhood” from secondary school No. 15, “Country of Friends” from secondary school No. 7, as well as Karina Krivtsova from secondary school No. 11 and Valeria Likhachek from secondary school No. 13.

Second place was taken by Natalya Savkina from secondary school No. 10, Daniel Alf and Irina Fridrikova from Averinsky secondary school.

The first place was shared by students of the Palace of Children's Creativity “Young Gubkinets” Olga Loktionova and Daria Grevtseva, as well as Roman Luzhkov from gymnasium No. 6.

To all winners O.I. Alyanykh presented a diploma from the Education Department, taking a photo with them as a souvenir.

For the winners - songs and dances

It remains to be said about the brilliant amateur performances performed by the groups “Miss Grace” (leaders Larisa Kucheryavykh and Marina Nuzhnaya), “Extravaganza” (leader Olga Maksimova), “Sympathy” (leader Anna Golovkova), soloists Angelina Doronina and Anastasia Orlova, and also the choir “Blagovest” (director Anastasia Polovinkina).

And the presenters at the closing ceremony of the “Ecology for Good” project were the teacher-organizer of DDT Yulia Kovrigina and a student of the Gubkin activist school “Leader” Timofey Zhirny.

Olga AVDEEVA