Planned results according to the Federal State Educational Standard - the world around us. Results of studying the course “The World around us”

Topic name

Number of hours

Approximate

program

Working

program

Introductory lesson

"What and who?"

“How, from where and where?”

"Where and when?"

“Why and why?”

Total

Topic name

Number of hours

Approximate

program

Working

program

"Where we live?"

"Nature"

"Life of the city and the village"

"Health and Safety"

"Communication"

"Trips"

Total

Topic name

Number of hours

Approximate

program

Working

program

"How the world works"

"This amazing nature"

"We and our health"

Test materials

Logistics and technical support:

* The development of these personal results will continue at subsequent stages of schoolchildren’s education in educational institutions.

WORKING PROGRAMM

around the world for 3rd grade class

for the 2014-2015 academic year

teacher-compiler:

Kilmaeva Elena Nikolaevna

Saint Petersburg

2014

Explanatory note

The work program on the environment (hereinafter referred to as the Program) is compiled in accordance with the requirements of the Federal State Educational Standard (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373; as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357), compiled on the basis of the author’s work program on the surrounding world by A.A. Pleshakova (UMK “School of Russia”) (M., Prosveshchenie, 2011), Concepts of spiritual and moral development and personality education of a Russian citizen, planned results of primary general education.

Studying the subject “The World around us” in primary school is aimed at achieving the following goals:

• the formation of a holistic picture of the world and awareness of a person’s place in it based on the unity of rational-scientific knowledge and the child’s emotional and value-based understanding of personal experience of communicating with people and nature;
• spiritual and moral development and education of the personality of a Russian citizen in the context of the cultural and religious diversity of Russian society.

The main tasks of implementing the content of the subject are:

• the formation of a respectful attitude towards the family, the locality, the region in which the children live, towards Russia, its nature and culture, history and modern life;
• the child’s awareness of the value, integrity and diversity of the world around him, his place in it;
• formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;
• formation of psychological culture and competence to ensure effective and safe interaction in society.

The program is addressed: third-grade students of GBOU secondary school No. 134 named after. S. Dudko.

General characteristics of the item

The course “The World Around You” for 3rd grade has ample opportunities for developing in younger schoolchildren the foundation of environmental and cultural literacy and corresponding competencies: the ability to make observations in nature, conduct experiments, observe the rules of behavior in the natural world and people, and the rules of a healthy lifestyle.

The curriculum “The World Around us” occupies a special place among primary school subjects. The content of the course covers a very wide range of issues: from basic rules of personal hygiene to knowledge about our planet, about the countries and peoples of the world. At the same time, man, nature and society are considered in their inextricable, organic unity.

The content of the course “The World around us” was selected based on the following ideas:

• the idea of ​​the diversity of the world;
• the idea of ​​the integrity of the world;
• the idea of ​​respect for the world.

Manifold as a form of existence of the world, it clearly manifests itself in both the natural and social spheres. Based on the integration of natural science, geographical, and historical information, the course builds a vivid picture of reality, reflecting the diversity of nature and culture, types of human activity, countries and peoples. Particular attention in the Program is paid to acquainting students with natural diversity, which is considered both as an independent value and as a condition without which human existence and the satisfaction of his material and spiritual needs are impossible.

Fundamentalthe idea of ​​the integrity of the worldis consistently implemented in the course.

Its implementation is carried out through the disclosure of various connections: between inanimate nature and living nature, within living nature, between nature and man. Of utmost importance for students to understand the unity of nature and society, the integrity of society itself, and the close interdependence of people is the inclusion in the Program of information from the field of economics, history, and modern social life.

Respect for the world is a kind of formula for a new attitude towards the environment, based on the recognition of the intrinsic value of existing things, on the inclusion in the moral sphere of attitudes not only towards other people, but also towards nature, towards the man-made world, towards the cultural heritage of the peoples of Russia and all humanity.

In accordance with the leading ideas, new practices in primary school are of particular importance in the implementation of the program, types of student activities, which include:

• recognition of natural objects using an atlas-identifier;
• modeling of environmental connections using graphical and dynamic diagrams (models);
• environmental and ethical activities, which are carried out with the help of a reading book on environmental ethics.

Description of the place of the subject in the curriculum

In the third grade, 68 hours per year are allocated to study the world around us (2 hours per week, 34 school weeks).

How the world works (6 hours)

Nature, its diversity. Plants, animals, fungi, bacteria are the kingdoms of living nature. Connections in nature (between inanimate and living nature, plants and animals, etc.) The role of nature in people's lives.

Man is a part of nature, a rational being. Human inner world. Perception, memory, thinking, imagination are the steps in a person’s knowledge of the world around him.

Society. Family, people, state are parts of society. Man is part of society. Humanity.

The world through the eyes of an ecologist. What is the environment. Ecology is the science of the connections between living beings and their environment. The role of ecology in preserving the natural home of humanity. Human interaction with nature (negative and positive). Nature conservation measures.

This amazing nature (19 hours)

Bodies, substances, particles. Variety of substances. Solids, liquids and gases. Air, its composition and properties. The importance of air for living organisms. Sources of air pollution. Air protection from pollution.

Water, its properties. Three states of water. The water cycle in nature. The importance of water in the life of living organisms. Sources of water pollution. Saving water at home.

Destruction of hard rocks in nature. Soil, its composition. Living creatures of the soil. An idea of ​​soil formation and the role of organisms in this process. The importance of soil for living organisms. Soil destruction as a result of ill-conceived human economic activities. Soil protection.

Plants, their diversity. Groups of plants (algae, mosses, ferns, conifers, flowering plants), plant species. Respiration and nutrition of plants. Reproduction and development of plants. The role of plants in nature and human life. Human influence on the plant world. Plants from the Red Book of Russia. Plant protection.

Animals, their diversity. Groups of animals (insects, fish, amphibians, reptiles, birds, animals, etc.)

Herbivores, insectivores, carnivores, omnivores. Power circuits. Food network and ecological pyramid. Reproduction and development of animals. The role of animals in nature and human life. Human influence on the animal world. Animals from the Red Book of Russia. Animal protection.

Mushrooms, their diversity and structure (using the example of cap mushrooms). The role of mushrooms in nature and human life. Edible and inedible mushrooms. Human influence on the world of mushrooms. Mushrooms from the Red Book of Russia. Protection of mushrooms.

An idea of ​​the cycle of life and its links (organisms - producers, organisms - consumers, organisms - destroyers). The role of soil in the cycle of life.

Practical work:Bodies, substances, particles. Detection of starch in food. Properties of air. The water cycle in nature. Soil properties. Reproduction and development of plants.

We and our health (7 hours)

Human organism. Organs and organ systems. The nervous system, its role in the human body. Sense organs (vision, hearing, smell, taste, touch), their significance and hygiene.

Skin, its meaning and hygiene. First aid for minor wounds, bruises, burns, frostbite.

The musculoskeletal system, its role in the body. Posture. The importance of physical labor and physical education for the development of the skeleton and strengthening of muscles.

Nutrients: proteins, fats, carbohydrates, vitamins. The digestive system, its role in the body. Food hygiene.

Respiratory and circulatory systems, their role in the body.

Hardening with air, water, sun. Infectious diseases and ways to prevent them. Allergy. Healthy lifestyle. Tobacco, alcohol, drugs are the enemies of health.

Practical work:Familiarity with the external structure of the skin. Counting pulse beats.

Our safety (8 hours)

How to act in the event of a fire in an apartment (house), a water supply failure, or a gas leak.

Rules for safe pedestrian behavior on the street. Safety when riding a bicycle, car, or in public transport. Road signs, their role in ensuring safe traffic. The main groups of road signs: warning, prohibitory, prescriptive, informational, service signs.

Dangerous places in an apartment, house and its surroundings: balcony, window sill, elevator, construction site, transformer box, vacant lot, passage yard. Park, forest, etc. Ice on the street or in a pond is a source of danger. Rules of behavior in dangerous places. A thunderstorm is a dangerous natural phenomenon. How to behave during a thunderstorm.

Poisonous plants and mushrooms. How to avoid poisoning from plants and mushrooms. Dangerous animals: snakes, etc. Safety rules when communicating with cats and dogs.

Environmental Safety. How to protect yourself from polluted air and then polluted water. Household filter for water purification, its design and use. How to protect yourself from food containing contaminants.

Practical work:Design and operation of a household filter for water purification.

What does economics teach (12 hours)

People's needs. What needs does the economy satisfy? What are goods and services?

Natural resources are the basis of the economy. Capital and labor, their importance for the production of goods and services. Physical and mental work. The dependence of labor success on people’s education and health.

Minerals, their diversity, role in the economy. Mining methods. Protection of underground wealth.

Crop and livestock farming are branches of agriculture. Industry and its main branches: electric power, metallurgy, mechanical engineering, light industry, food industry, etc.

The role of money in the economy. Currency units of different countries (ruble, dollar, euro). Wage.

The state budget. Budget income and expenses. Taxes. What does the government spend money on?

Family budget. Family income and expenses. Environmental consequences of human economic activities. Oil pollution of the sea as an example of an environmental disaster. Environmental forecasts, their essence and significance. Building a secure economy is one of the most important tasks of society in the 21st century.

Practical work:Minerals. Introduction to cultivated plants. Introduction to different coins.

Traveling through cities and countries (14 hours)

The cities of the Golden Ring of Russia are the glory and pride of the entire country. Their past and present, main attractions, famous people from different countries.

Famous places of the world: acquaintance with outstanding historical and cultural monuments of different countries (for example, the Taj Mahal in India, the pyramids in Egypt, etc.)

Caring for the cultural heritage of humanity is the duty of the entire society and every person.

Reserve

Personal, meta-subject, subject-specific results of mastering the academic subject “The World around us”

Subject results

The student will learn:

• find the cities of the Golden Ring of Russia on the map, give examples of the sights of these cities;
• be aware of the need to take care of historical and cultural monuments;
• find on the map countries that are neighbors of Russia and their capitals;
• determine and briefly characterize a person’s place in the world around him;
• realize and reveal the value of nature for people, the need for a responsible attitude towards nature
• distinguish between a person’s appearance and his inner world, observe and describe manifestations of a person’s inner world;
• distinguish bodies, substances, particles, describe the studied substances;
• carry out observations and conduct experiments using laboratory equipment;
• explore through experiments the properties of air, water, soil composition, simulate the water cycle in nature;
• classify objects of living nature, assigning them to certain kingdoms and other studied groups;
• use an atlas-identifier to recognize natural objects;
• discover relationships in nature, between nature and man, depict them using diagrams, models and use them to explain the need for careful treatment of nature;
• give examples of plants and animals from the Red Book of Russia;
• use textbook texts and illustrations, other sources of information to find answers to questions, explanations, and prepare your own messages about nature;
• establish a connection between the structure and function of various human organs and organ systems;
• use knowledge about the structure and functioning of the human body to preserve and strengthen one’s health;
• provide first aid in simple accidents;
• develop correct posture;
• follow the rules of rational nutrition, hardening, disease prevention;
• understand the need for a healthy lifestyle and follow the appropriate rules;
• behave correctly in case of fire, water supply failure, gas leak;
• observe safety rules on the streets and roads, distinguish between road signs of different groups, follow their instructions;
• understand which places around us can be especially dangerous, anticipate hidden dangers and avoid them;
• follow the rules of safe behavior in nature;
• understand what environmental safety is, follow the rules of environmental safety in everyday life;
• reveal the role of economics in our lives;
• realize the importance of natural resources in human economic activity, the need for careful treatment of natural resources;
• distinguish between sectors of the economy and discover the relationship between them;
• understand the role of money in the economy, distinguish between the monetary units of some countries;
• explain what the state budget is, understand the need to pay taxes by citizens of the country;
• understand how the family farm is run;
• discover the connection between economics and ecology, build simple environmental forecasts;
• talk about different countries on the map, supplement this information with information from other sources (table, text and textbook illustrations);
• give examples of attractions in different countries, appreciate respectful, good neighborly relations between countries and peoples;
• use various reference publications. Children's literature to find information about people and society.

Meta-subject results

Regulatory

The student will learn:

• understand the learning task formulated independently and clarified by the teacher;
• preserve the educational task of the lesson (reproduce it independently during work at various stages of the lesson);
• highlight known and unknown knowledge and skills from the lesson topic;
• plan your statement (build a sequence of sentences to reveal the topic, give examples);
• plan your actions during the lesson;
• record satisfaction/dissatisfaction with your work in the lesson at the end of the lesson (using tools developed together with the teacher); be objective about your successes/failures;
• evaluate the correctness of assignments using the “Self-Test Pages” and criteria set by the teacher;
• correlate the execution of work with the algorithm and the result;
• control and adjust your behavior taking into account the established rules;
• in collaboration with the teacher, set new learning objectives.

Cognitive

The student learns:

• understand and interpret the conventional signs and symbols used in the textbook, workbooks and other components of the teaching materials to convey information;
• highlight essential information from literature of different types (reference and scientific-educational);
• use sign-symbolic means, including elementary models and diagrams to solve educational problems;
• understand the content of the text, interpret the meaning, record the information received in the form of diagrams, drawings, photographs, tables;
• analyze objects of the surrounding world, tables, diagrams, diagrams, drawings, highlighting distinctive features;
• classify objects according to given (main) criteria;
• compare objects according to various characteristics;
• carry out the synthesis of objects when drawing up food chains, diagrams of the water cycle in nature, diagrams of the cycle of substances, etc.;
• establish cause-and-effect relationships between phenomena and objects;
• build a reasoning (or proof of your point of view) on the topic of the lesson in accordance with age standards;
• demonstrate individual creative abilities when making drawings, symbols, preparing messages, illustrating stories, etc.;
• simulate various situations and natural phenomena (including the water cycle in nature, the cycle of substances).

Communication

The student will learn:

• engage in dialogue and collective discussion of problems and issues with the teacher and peers;
• formulate answers to questions;
• listen to your communication and activity partner, do not interrupt, do not cut off mid-sentence, delve into the meaning of what the interlocutor is saying;
• negotiate and come to a common decision in joint activities;
• express a motivated, reasoned judgment on the topic of the lesson;
• show a desire to get along with interlocutors, focus on the partner’s position in communication;
• admit your mistakes and voice them;
• use polite words in case of incorrectness: “Sorry, please”, “Sorry, I didn’t mean to offend you”, “Thank you for your comment, I will definitely take it into account”, etc.;
• understand and accept the task of teamwork, distribute roles when performing tasks;
• construct a monologue statement, master the dialogical form of speech (taking into account age characteristics and norms);
• prepare messages, photo stories, projects with the help of adults;
• write a story on a given topic;
• exercise mutual control and provide the necessary mutual assistance in cooperation;
• productively resolve the conflict based on taking into account the interests of all its participants.

Personal results

The student will formulate:

• mastering the basics of civil identity of the individual in the form of awareness of “I” as a citizen of Russia, who knows and loves its nature and culture;
• demonstrating a sense of pride in one’s Motherland, including through familiarity with the historical and cultural heritage of the cities of the Golden Ring of Russia;
• the formation of humanistic and democratic value orientations based on familiarity with the historical and cultural heritage and modern life of different countries, including countries of foreign Europe;
• a holistic view of the world in the unity of nature, peoples and cultures through a consistent consideration of the relationships in the surrounding world, including in nature, between nature and man, between different countries and peoples;
• respectful attitude towards different opinions, history and culture of other peoples based on familiarity with the diversity of countries and peoples on Earth, identifying common and different things in the political structure of states;
• formation of initial adaptation skills in the world through mastering the basics of safe life, rules of behavior in the natural and social environment;
• internal position at the level of awareness and acceptance of the model of a responsible student; motives for educational activities (educational, cognitive, social); awareness of the personal meaning of learning as a condition for successful interaction in the natural environment and society;
• awareness of personal responsibility for one’s actions, including in relation to one’s health and the health of others, to objects of nature and culture; aesthetic feelings, impressions through the perception of nature in its diversity, acquaintance with architectural structures, historical and cultural monuments of cities in Russia and around the world;
• aesthetic feelings of the norm based on ideas about the inner world of a person, his spiritual wealth, as well as through the development of environmental ethics;
• the ability to cooperate with adults and peers in various social situations (running the household, using personal money, observing environmental safety rules in the family), a friendly attitude towards others, conflict-free behavior, the desire to listen to other people’s opinions, including during project and extracurricular activities activities;
• setting for a safe, healthy lifestyle based on knowledge about human organ systems. Hygiene of organ systems, rules of behavior in dangerous situations (in an apartment, house, on the street, in the surrounding area, in nature), rules of environmental safety in everyday life;
• motivation for creative work, work for results, careful attitude towards material and spiritual values ​​in the course of mastering knowledge from the field of economics.

System for assessing the achievements of the planned results of mastering the subject “The World around us”

Criteria for evaluation

The main goal of monitoring the surrounding world is to test knowledge of the facts of the educational material, the ability of students to draw simple conclusions, express generalized judgments, give examples from additional sources, and apply complex knowledge.

The system for assessing the achievements of the planned results of studying a subject assumes an integrated level approach to assessing learning outcomes. The object of assessment of subject results is the ability of third-graders to solve educational-cognitive and educational-practical problems. The assessment of individual educational achievements is carried out using the “addition method”, in which the achievement of the reference level and its increase are recorded.

In accordance with the requirements of the Federal State Educational Standard, components of the complex for assessing achievements are materials from initial diagnostics, intermediate and final standardized works on the subject. The remaining works are selected so that their totality demonstrates increasing success, volume and depth of knowledge, and the achievement of higher levels of educational actions being formed.

In the educational process, assessment of subject results is carried out using diagnostic work (intermediate and final) aimed at determining the level of mastery of the topic by students. The results of the final work on the environment are monitored.

Systematic assessment of personal, meta-subject and subject results is implemented within the framework of a cumulative system, which:

• is a modern pedagogical tool for supporting the development and assessment of students’ achievements, focused on updating and improving the quality of education;
• implements one of the main provisions of the Federal State Educational Standard - the formation of universal educational activities;
• allows you to take into account the age-related characteristics of the development of students’ learning skills;
• involves the active involvement of students and their parents in assessment activities based on problem analysis, reflection and optimistic forecasting.

The evaluation criteria are:

• compliance of the achieved subject, meta-subject personal results of students with the requirements for the results of mastering the Federal State Educational Standard;
• dynamics of the results of subject training, formation of UUD.

The assessment system used is aimed at stimulating the third-grader’s desire for objective control, rather than hiding his ignorance and inability, and at developing the need for adequate and constructive self-esteem.

Current controlaround the world is carried out in written and oral form. Written work for current control is carried out at least once a week in the form of tests and practical work.

Thematic controlaround the environment is carried out orally and in writing. For thematic checks, key questions of the program are selected.

Grounds for exhibitingfinal gradeknowledge is based on the results of teacher observations of students’ daily work, oral questioning, current, test and practical work, and final diagnostic work.

Classification of errors and shortcomings that affect grade reduction

Errors:

• incorrect definition of a concept, replacement of an essential characteristic of a concept with an inessential one;
• violation of consistency in the description of an object (phenomenon) in cases where it is significant;
• incorrect disclosure (in a story-reasoning) of the causes, patterns, conditions for the occurrence of one or another studied phenomenon;
• errors in comparing objects, their classification into groups according to essential characteristics;
• ignorance of factual material, inability to give independent examples confirming the expressed judgment;
• lack of ability to draw or diagram; incorrect filling of the table; inability to support your answer with a diagram, drawing, or illustrative material;
• errors in compiling experiments leading to incorrect results;
• inability to navigate on a map and plan, difficulties in correctly displaying studied objects (propaedeutic and historical).

Disadvantages:

• the predominance of its non-essential features when describing an object;
• inaccuracies in the execution of drawings, diagrams, tables that do not negatively affect the result of the work; lack of markings and signatures;
• individual violations of the sequence of operations during the experiment that do not lead to an incorrect result;
• inaccuracies in determining the purpose of the device, its use is carried out after leading questions;
• inaccuracies when locating an object on the map.

Characteristics of digital assessment (marks)

"5" excellent – the level of fulfillment of the requirements is significantly higher than satisfactory: the absence of errors in both the current and previous educational material; no more than one defect, consistency and completeness of presentation.

"4" is good – the level of fulfillment of requirements is higher than satisfactory: the use of additional material, the completeness and consistency of the disclosure of the issue; independence of judgment, reflection of one’s attitude to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings in the current educational material; no more than 2 errors or 4 shortcomings in the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving an educational problem; some inaccuracies in the presentation of the material.

"3" satisfactory– a sufficient minimum level of fulfillment of the requirements for a specific job; no more than 4-6 errors or 10 shortcomings in the current educational material; no more than 3-5 errors or no more than 8 shortcomings in the completed educational material; individual violations of the logic of presentation of the material; incompleteness of the issue.

"2" unsatisfactory– the level of fulfillment of requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current educational material; more than 5 errors or more than 8 shortcomings in the completed educational material; violation of logic; incompleteness, non-disclosure of the issue under discussion, lack of argumentation or fallacy of its main provisions.

Characteristics of verbal assessment (value judgment)

Verbal assessment is a brief description of the results of students’ educational work. This form of evaluative judgment allows the student to reveal the dynamics of the results of his educational activities, to analyze his capabilities and diligence. The peculiarity of verbal assessment is its content, analysis of the student’s work, clear recording of successful results and disclosure of the reasons for failures. Moreover, these reasons should not concern the personal characteristics of the student.

A value judgment accompanies any mark as a conclusion on the merits of the work, revealing both its positive and negative aspects, as well as ways to eliminate shortcomings and errors.

Educational, methodological and logistical support

Educational and methodological support

Educational and training complex for students:

1. The world. Grade 3 Textbook for general education institutions. In 2 parts. – M.: Education, 2012.

Additionally:

UMK for teachers:

1. The world around us. – M.: Education, 2012.

Logistics support

1. Multimedia projector.
2. Exposure screen.
3. Magnetic board.
4. Personal Computer.
5. Demonstration posters, tables.
6. Models of road signs, vehicles, watches.

Electronic educational resources relevant to the topic. (Unified collection of educational resources.http://school-collection.edu.ru/ )

Calendar and thematic planning

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Transcript

2 PLANNED SUBJECT RESULTS OF MASTERING “THE AROUND WORLD” FOR GRADES 1-4. The substantive results of studying the course “The World around us” are: assimilation of initial information about the essence and characteristics of objects, processes and phenomena characteristic of natural and social reality (within the limits of what has been studied); the formation of a holistic, socially oriented view of the world around us in its organic unity and diversity of nature, peoples, cultures and religions; possession of a basic conceptual apparatus (accessible to comprehension by a junior schoolchild), necessary for further education in the field of natural sciences, social sciences and humanities; the ability to observe, record, explore (measure, compare, classify, conduct experiments, obtain information from family archives, from surrounding people, in the open information space) phenomena of the surrounding world; highlight the characteristic features of natural and social objects; describe and characterize facts and events of culture, social history in the context of basic national spiritual values, ideals, norms; possession of the skills to establish and identify cause-and-effect relationships in the surrounding world of nature and society; mastering the basics of environmental literacy, basic rules of moral behavior in the world of nature and people, norms of health-preserving behavior in the natural and social environment; understanding the role and significance of the native land in the nature and historical and cultural heritage of Russia, in its modern life; understanding the place of your family in the past and present of your region, in the history and culture of Russia; understanding of the special role of Russia in world history and culture, knowledge of examples of national achievements, discoveries, and victories. Using the knowledge accumulated by the natural and social sciences to understand the child’s personal experience, the course introduces a value scale into the process of understanding the world, without which it is impossible to form positive goals for the younger generation. The subject “The World around us” helps the student in the formation of personal perception, emotional, evaluative attitude towards the world of nature and culture in their unity, educates morally and spiritually mature, active, competent citizens who are able to evaluate their place in the world around them and participate in creative activities for the benefit of native country and planet Earth. Subject results 1. Understanding the special role of Russia in world history, cultivating a sense of pride in national achievements, discoveries, and victories. 2. Respect for Russia, your native land, your family, history, culture, the nature of our country, its modern life. 2

3 3. Awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, basic rules of moral behavior in the world of nature and people, norms of health-preserving behavior in the natural and social environment. 4. Mastering accessible ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., obtaining information from family archives, from surrounding people, in the open information space). 5. Development of skills in establishing and identifying cause-and-effect relationships in the surrounding world. CONTENT OF THE EDUCATIONAL SUBJECT “THE WORLD AROUND” Forms of organization of training sessions and main types of educational activities. In the process of introducing younger schoolchildren to the world around them, the main method is observation. At the first stage, mainly whole-class short-term episodic observations are used. Gradually they become longer and more systematic. Whole-class observations are being replaced by group and individual observations. However, in the further learning process, different types of observations are combined with each other. The properties of objects are studied through experiments. To become familiar with the world around us, experiments are carried out during one lesson, as well as long-term experiments, which can take several days. The main thing here is to equip students with a method of cognition, leading them to understand a person’s ability to study the properties of various objects in the surrounding world through experiments. Gradually, experimentation is becoming one of the most important ways to acquire knowledge. Cognitive activity is enhanced by the formulation of a hypothesis, its testing, and the selection of information related to it. Students learn to observe phenomena occurring during an experiment and justify their conclusions. Experimentation is organized with a wide variety of objects: liquids, gases, solids, plants and animals. The ideas acquired by children through sensory means are consolidated in the process of performing various practical works. Students are offered work with plans and maps, instruments and models, objects of living and inanimate nature, drawings, tables, charts and diagrams, as well as graphic practical work. Working with various models helps the child consider the structure of natural and social objects, establish connections between their components, identify the sequence of processes and predict them. Children use ready-made models and design their own. In a variety of practical activities, primary schoolchildren learn to work in a team: distribute work, negotiate, and obtain a common result. In this regard, a number of tasks involve the activities of students in pairs of permanent and rotating composition. By completing these tasks, children learn new forms of communication and resolve conflict situations. 3

4 Due to the fact that children undergo a transition from play activities, leading in preschool age, to educational activities, leading in primary school age, games (didactic and role-playing) are often used in the process of studying the subject “The World Around us”. As students develop cognitive interests and the main components of educational activity, the share of games in learning decreases and practice-oriented activities and work with educational texts come first. The main form of organizing the educational process for the course “The World Around us” is a lesson. In the process of studying the course, lessons-excursions, lessons-practical exercises, lessons with demonstration of objects or their images are used. Lessons-excursions are devoted to observations of the natural and social environment. The main goal of the excursion is to form young schoolchildren’s ideas about objects and phenomena of the surrounding world in a real environment. These ideas are used in subsequent lessons as the basis for the formation of specific knowledge and practical skills. Practical lessons are related to the organization of students’ work with natural objects. During these lessons, children observe, describe, compare various objects, and conduct basic experiments to determine the properties of some of them. Students receive different or the same tasks for everyone and complete them under the guidance of the teacher. Lessons with demonstrations of objects or their images are conducted when the teacher is not able to organize individual work for schoolchildren due to the complexity of the objects being studied, or guided by safety precautions. Demonstration of images of objects is also carried out due to their inaccessibility for direct observations in a real environment or in the classroom. Based on the implemented interdisciplinary connections in the course “The World around us,” students learn general methods of activity that are applicable both within the educational process and when solving problems that arise in real life situations: the ability to organize their activities, defining its goals and objectives; interact in a group during this activity; evaluate the results achieved. The course also develops research, communication and information skills. During the learning process, a willingness to follow ethical standards of behavior at school, on the street, at home is formed, as well as the ability to evaluate one’s own actions and the actions of other people in accordance with these standards. The program highlights “Planned results for mastering the program” for each year of study. The planned results determine both the mandatory minimum that students must master by the end of each grade in order to successfully continue further education, and determine the zone of proximal development of students, knowledge and skills that children can master through a more complete assimilation of the content of the program thanks to their curiosity and abilities. This program provides results of activity, which is expressed in the acquisition of knowledge, skills and abilities necessary for successful learning at the secondary level of school, as well as in the formation of universal educational actions: cognitive (general educational and logical), 4

5 communicative, regulatory and personal, which contribute to the acquisition by primary schoolchildren of the competence “to be able to learn.” Man and nature (150 hours) Nature is what surrounds us, but was not created by man. Natural objects and objects created by man. Images of nature in the traditional culture of the peoples of Russia and the world. Inanimate and living nature. Features of objects (color, shape, comparative sizes, etc.). Examples of natural phenomena: change of seasons, snowfall, leaf fall, bird flights, change of time of day, dawn, sunset, wind, rain, thunderstorm. Natural phenomena in the creativity of the peoples of Russia and the world. Substance is what all natural objects and objects are made of. A variety of substances in the surrounding world. Examples of substances: salt, sugar, water, natural gas. Solids, liquids, gases. The simplest practical work with substances, liquids, gases. Stars and planets. The sun is the closest star to us, a source of light and heat for all life on Earth. Earth planet, general idea of ​​the shape and size of the Earth. Globe as a model of the Earth. Geographic map and plan. Continents and oceans, their names, location on the globe and map. The most important natural objects of your country or region. Location orientation. Compass. Images of stars and planets in the culture of the peoples of Russia and the world. Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. Seasons, their features (based on observations). The rotation of the Earth around the Sun as the cause of the change of seasons. The change of seasons in the native land based on observations. The image of the Sun and the seasons in the traditional calendar of the peoples of Russia and the world. Weather, its components (air temperature, cloudiness, precipitation, wind). Monitoring the weather in your area. Weather prediction and its importance in people's lives. Weather forecasting in the traditional culture of the peoples of Russia. Shapes of the earth's surface: plains, mountains, hills, ravines (general idea, symbol of plains and mountains on the map). Features of the surface of the native land (brief description based on observations). Reservoirs, their diversity (ocean, sea, river, lake, pond); human use. Reservoirs of the native land (names, brief description based on observations). Air is a mixture of gases. Properties of air. The importance of air for plants, animals, humans. The image of air in traditional folk culture. Water. Properties of water. The state of water, its distribution in nature, its significance for living organisms and human economic life. The water cycle in nature. The image of water in traditional folk culture. Minerals, their importance in the human economy, people’s caring attitude towards minerals. Minerals of the native land (2 3 examples). Soil, its composition, significance for living nature and for human economic life. The image of fertile land in traditional folk culture. 5

6 Plants, their diversity. Parts of a plant (root, stem, leaf, flower, fruit, seed). Conditions necessary for plant life (light, heat, air, water). Monitoring plant growth and recording changes. Trees, shrubs, herbs. Wild and cultivated plants. The role of plants in nature and people’s lives, people’s caring attitude towards plants. Plants of the native region, names and brief descriptions based on observations. Images of plants in traditional folk culture. Mushrooms are edible and poisonous. Rules for collecting mushrooms. Animals, their diversity. Conditions necessary for animal life (air, water, heat, food). Insects, fish, birds, animals, their differences. Feeding characteristics of different animals (carnivores, herbivores, omnivores). Reproduction of animals (insects, fish, birds, animals). Wild and domestic animals. The role of animals in nature and people’s lives, human care for animals. Animals of the native land: names, brief descriptions based on observations. Images of animals in traditional folk culture. Forest, meadow, pond - the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). Cycle of substances. Relationships in the natural community: plants are food and shelter for animals, animals distribute fruits and seeds of plants. Human influence on natural communities. Natural communities of the native land (2 3 examples based on observations). The idea of ​​the unity of the world in traditional folk culture. Natural zones of Russia: general idea, main natural zones (climate, flora and fauna, features of work and life of people, human influence on the nature of the studied zones, nature conservation). Man is part of nature. The dependence of human life on nature. The ethical and aesthetic significance of nature in human life. Human mastery of the laws of natural life through practical activities: history and modernity. The folk calendar (signs, sayings, proverbs, customs), which determines the seasonal work of people. Positive and negative impacts of human activity on nature (including the example of the surrounding area). Rules of behavior in nature. Protection of natural resources: water, air, minerals, flora and fauna. Nature conservation in the traditional culture of Russia and the world. Nature reserves, national parks, their role in nature conservation. The Red Book of Russia, its significance, individual representatives of plants and animals of the Red Book. Active participation in nature conservation. The personal responsibility of each person for the preservation of nature. General idea of ​​the structure of the human body. Organ systems (musculoskeletal, digestive, respiratory, circulatory, nervous, sensory organs), their role in the life of the body. Hygiene of organ systems. Measuring human body temperature, pulse rate. Each person is personally responsible for his own health and the health of those around him. Attention, care, respect for people with disabilities. 6

7 Man and Society (108 hours) Society is a collection of people who are united by a common culture and connected with each other through joint activities in the name of a common goal. Professions of people. The division of labor in society is the basis of personal and public well-being. Types of human communities. The main occupations of people and tools of labor in the old days. Spiritual, moral and cultural values ​​are the basis of the viability of society. A general idea of ​​the contribution to the culture of humanity of the traditions and religious views of different peoples. A culture of communication with representatives of different nationalities and social groups: showing respect, mutual assistance, and the ability to listen to other people’s opinions. A person is a member of society, a bearer and creator of culture. The external appearance of a person and his inner world. The best human qualities and culture. Art and its significance in human life. A person's relationships with other people. Communication culture. Respect for other people's opinions. The image of an ideal person in the culture of Russia and the world. Assessment of human properties and qualities in the culture of the peoples of Russia and the world. The inner world of a person: a general idea of ​​human properties and qualities. Excursion (full-time or part-time with the help of ICT) to the portrait gallery of an art museum. Family is the closest circle of a person. The child’s family and its composition. Naming a baby, family education of children in the culture of the peoples of their region. Standards of life in a family: good relationships, care, mutual assistance. Providing all possible assistance to adults. Caring for children, the elderly, and the sick is the duty of every person. Household. Distribution of household duties. Responsibilities of a child in the family. Place of work of family members, their professions. Family and family traditions. Names of relatives in the languages ​​of the peoples of their region. Pedigree. Drawing up a diagram of the family tree and family history. Names and surnames of family members. Family values: the value of motherhood, fatherhood, childhood, old age. The honor of the family, the family, is a value. Culture of communication and mutual responsibility in the family. Respect for each other's opinions, spiritual solidarity. Family past. Sources of knowledge about the past: memories of elders about important events in the life of the family, family heirlooms (orders and medals, memorial signs, photographs, old books and letters, etc.). Spiritual and moral values ​​in the family culture of the peoples of Russia and the world. Excursion to the local history museum to get acquainted with the family culture of the peoples of your region (optional). Junior schoolboy; rules of conduct at school and in the classroom. Appeal to the teacher. Assessment of the great mission of the teacher in the culture of the peoples of Russia and the world. Classroom team, collaboration between classmates and teacher to achieve common goals; school team unity of class groups in the name of the honor and dignity of the school; joint study, games, recreation as ways of cultural interaction with the outside world. A schoolchild’s daily routine is a condition for fruitful study and successful development during the school years. Excursion to the school museum to get acquainted with the history of the school and the achievements of its outstanding graduates. 7

8 Friends, relationships between them; the value of friendship, harmony, mutual assistance. Rules of relationships with adults, peers, culture of behavior at school and other public places. Attention to peers and classmates who do not speak Russian well, helping them navigate the educational environment and surroundings. The importance of work in human life and society. Hard work as a socially significant value in the culture of the peoples of Russia and the world. Professions of people. A person’s personal responsibility for the results of his work and professional excellence. The importance of transport in the life of society. A brief history of transport. Transport of cities and villages. Land, air and water transport. Public and personal transport. Rules for using transport. The importance of communications in human life and society: mail, telegraph, telephone, e-mail. A brief history of communications. Emergency telephone numbers. The importance of the media in our lives: radio, television, press, Internet. Additional sources of information: dictionaries, encyclopedias, reference books (including on electronic media) and rules for working with them. The importance of the media in our lives: radio, television, press, Internet. Additional sources of information: dictionaries, encyclopedias, reference books (including on electronic media) and rules for working with them. Our Motherland Russia, Russian Federation. The value-semantic content of the concepts: Motherland, Fatherland, Fatherland. State symbols of Russia: State Emblem of Russia, State Flag of Russia, State Anthem of Russia; rules of conduct when listening to the anthem. Constitution The Basic Law of the Russian Federation. Child's rights. The President of the Russian Federation is the head of state. Responsibility of the head of state for the social, spiritual and moral well-being of citizens. Federal Assembly. The responsibility of the state for the well-being of its citizens. Responsibility of Russian citizens for their Fatherland. A holiday in the life of society as a means of strengthening social solidarity and strengthening spiritual and moral ties between compatriots. New Year, Christmas, Defender of the Fatherland Day, March 8, Spring and Labor Day, Victory Day, Russia Day, Children's Day, National Unity Day, Constitution Day, etc. Design of a poster or wall newspaper for a public holiday. Russia on the map, the state border of Russia. Good neighborliness between different countries in the world is a cultural value of humanity. Moscow is capital of Russia. Shrines of Moscow, shrines of Russia. Sights of Moscow: the Kremlin, Red Square, Bolshoi Theater, etc. Characteristics of individual historical events associated with Moscow (founding of Moscow, construction of the Kremlin, etc.). Coat of arms of Moscow. Location of Moscow on the map. 8

9 Cities of Russia. St. Petersburg: sights (Winter Palace, monument to Peter I the Bronze Horseman, drawbridges across the Neva, etc.), cities of the Golden Ring of Russia (optional). Shrines of Russian cities. Russia is a multinational country. The peoples inhabiting Russia, their customs, characteristic features of life (optional). The main religions of the peoples of Russia: Orthodoxy, Islam, Judaism, Buddhism. Respectful attitude towards one’s own and other peoples, their religion, culture, history. Holding a sports festival based on traditional children's games of the peoples of their region. My native land is a part of Russia. Hometown (village), region (region, territory, republic): name, main attractions, museums, theaters, sports complexes, etc. Features of the work of people of their native land, their professions. Names of different peoples living in a given area, their customs, characteristic features of life. Important information from the history of our native land. Shrines of the native land. Celebration of the day of remembrance of an outstanding fellow countryman. The history of homeland. Counting years in history. The most important and striking events in the social and cultural life of the country in different historical periods: Ancient Rus', the Moscow State, the Russian Empire, the USSR, the Russian Federation. Initial ideas about the culture of Russia in different historical times (education, scientific knowledge, architectural and artistic monuments, etc.). Pictures of life, work, spiritual, moral and cultural traditions of the peoples of Russia in the past (dwellings, clothing, food, household utensils, main occupations, tools), beliefs, folk holidays and customs. Excursion to the local history museum to get acquainted with the traditional culture of the peoples of your region. Outstanding people of different eras as bearers of basic national values. Protection of historical and cultural monuments. Participate as much as possible in the protection of historical and cultural monuments of your region. The personal responsibility of each person for the preservation of the historical and cultural heritage of their region. Countries and peoples of the world. A general idea of ​​the diversity of countries, peoples, and religions on Earth. World Heritage Sites are the treasure of all peoples of the Earth. Introduction to 3 4 (several) countries (with contrasting features): name, location on the political map, capital, main attractions. Responsibility of people for the World natural and cultural heritage. Rules for a safe life (12 h) The value of health and a healthy lifestyle. The schoolchild’s daily routine, alternating work and rest in the daily routine; personal hygiene. Physical education, hardening, outdoor games as a condition for maintaining and strengthening health. The personal responsibility of each person for maintaining and strengthening his physical and moral health. Emergency phone numbers. First aid for minor injuries (bruise, cut, burn), frostbite, overheating. The road from home to school, rules for safe behavior on the roads, in the forest, on the pond at different times of the year. Fire safety rules, basic rules for handling gas, electricity, water. 9

10 Rules for safe behavior in nature. Caring for the health and safety of people around us is the moral duty of every person. 10

5.2.5. The world around us Man and nature Nature is what surrounds us, but was not created by man. Natural objects and objects created by man. Inanimate and living nature. Features of objects (color,

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results

At the first stage of schooling, during the development of subject content, conditions are provided for students to achieve the following personal, meta-subject and subject results.

Personal results.

Development of value and semantic orientation of students; the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior, orientation in social roles and interpersonal relationships

The surrounding world contributes to comprehension personal universal actions, as a result of which a primary school graduate should have the following skills:

· motives expressing his need for socially significant and socially valued activities;

· value-semantic orientation (awareness of the value of nature and the need to bear responsibility for it; understanding of the need to comply with the rules of environmental behavior in everyday life and in nature; the desire to preserve and strengthen one’s health);

· basic historical and cultural ideas and civic identity (awareness of oneself as a citizen of Russia, a resident of one’s region; the desire to navigate the most important events for the country and see one’s place in them);

· love for the Motherland, expressed in interest in its nature, culture, history, religions, in the desire to participate in affairs and events for the protection of natural and cultural monuments;

· basic moral and ethical values ​​(respect for the feelings of believers, reverence for places of worship; consideration of the moral positions of other people);

· educational and cognitive interest in the educational subject, information sources, methods of conducting experiments, observations; stable educational and cognitive interest in new knowledge, expressed in the predominance of educational and cognitive motives and preference for a social method of assessing the success of learning.

Meta-subject results.

Regulatory UUD.

Ensuring students organize their educational activities. These include: goal setting, planning, implementation of educational activities, forecasting, control, correction, evaluation and self-regulation. A system of tasks that orients primary schoolchildren to checking for correctness completing a task according to a rule, algorithm, using a table, tools, drawings, etc. will allow the student to learn or have the opportunity to learn control your activities on the progress or results of the task.

Cognitive UUD.

The student will learn or have the opportunity to learn:

* Distinguish (recognize the studied objects and phenomena of living and nonliving

nature; carry out a simple classification of the studied objects

nature based on their essential features, compile tables;

* Describe, based on an illustration or a proposed plan, what has been studied

objects and phenomena of living and inanimate nature, highlight their main

essential features, highlight new ones;

* Conduct simple observations and perform experiments using the simplest

laboratory equipment and measuring instruments, follow

instructions and rules when conducting experiments, draw conclusions based on

based on the results obtained;

* Use the textbook dictionary (UMK dictionaries), determinants

(herbariums) of plants, additional material on the Internet in progress

studying new material or when drawing up a plan for a story, report,

presentations;

* Use illustrative material from the textbook when completing the task

or a plan illustrating the sequence of successive

events, such as stages of setting up experiments or completing a task;

* Use ready-made models (symbols, globe, plan, plan map,

map) for observations, explanations of natural phenomena, identification of signs

and properties of objects;

* Detect the simplest relationships between living and inanimate nature,

use them to explain respect for nature (realize

the value of nature and the need to take responsibility for it

preservation);

* Determine the nature of the relationship between man and nature, find

examples of the impact of these relationships on natural objects, health and

human safety (comply with the rules of environmental behavior in

* Use knowledge about the structure and functioning of the human body

to maintain and strengthen your health; consciously carry out the regime

day, provide first aid in simple accidents;

* Work with the map;

* Distinguish between state symbols of the Russian Federation, symbols of Russian cities,

describe the sights of cities and your region;

* Distinguish between past, present and future, correlate what has been learned

historical events with dates, a specific date with a century; find a place

studied events on the timeline;

* Using additional sources of information to find facts,

relating to the lifestyle, customs and beliefs of our ancestors;

* Assess the nature of relationships between people in various social

groups (school staff, family, society);

* Observe the rules of personal safety and the safety of others,

understand the need for a healthy lifestyle;

* Cultivate reverence for places of worship and respect for feelings

believers;

* Show respect and willingness to fulfill jointly established

agreements and rules;

Communicative UUD.

The student will learn or will have the opportunity to learn to interact (cooperate) with a neighbor at a desk, in a group; ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Communicative actions include: proactive cooperation, planning educational cooperation, interaction, communication management.

Subject results of studying the course “The world around us” » , necessary for further education in the field of natural sciences and social disciplines, are:

* assimilation of initial information about the essence and characteristics of objects,

processes and phenomena characteristic of natural and social

reality (available for comprehension by younger schoolchildren);

* formation of the ability to observe, investigate phenomena and objects

surrounding world, highlight the characteristic features of natural

objects and characterize facts and events of culture, social history,

* developed ability to work with information presented in

different forms (text, figure, table, diagram, guide, diagram,

Internet);

* developed ability to carry out informative searches in dictionaries,

reference books, maps, identification guides (including on electronic

media), on the Internet to complete an educational assignment or for

practical purposes;

* ability to use ready-made models (globe, map, plan, plan map,

route diagrams) and their symbols for finding the necessary

information and explanation of social and natural phenomena;

* ability to use ready-made models and other sources of information

(timetables of trains, planes, passenger buses, diagrams

excursion routes) to find and use the necessary

information in everyday life.

* ability to compile a list of used literature and Internet addresses;

* ability to cooperate and show cognitive initiative in

educational cooperation , taking into account the position of the partner (peer,

adult) during communication and interaction, allowing for the possibility

the existence of a partner with a different point of view, including not

coinciding with his own point of view;

* the ability to act either in the role of a learner or in the role of a teacher

(consultant, experimenter, speaker, meeting chairman

school club “We and the world around us”).

As a result of studying the course, graduates will lay the foundation for their environmental and cultural literacy, will have the opportunity to learn to observe the rules of behavior in the natural and human world, the rules of a healthy lifestyle, and will master the basic norms of adequate natural and cultural behavior in the natural and social environment.

Planned results of studying the course “The World around us”

Personal results studying the course “The World Around You” in 1st grade is the formation of the following skills:

· Evaluate estimate like good or bad.

· Explain from the perspective of universal human moral values, why specific actions can be assessed as good or bad.

· On one's own determine And express

make a choice what action to perform.

Meta-subject results studying the course “The World around us”

in 1st grade is the formation of the following universal learning actions (UAL).

Regulatory UUD :

· Define And formulate the purpose of the activity in the lesson with the help of the teacher.

· pronounce sequence of actions in the lesson.

· Study express your guess (version) based on working with the textbook illustration.

· Study work according to the plan proposed by the teacher.

· Study differ a correctly completed task from an incorrect one.

· Learn together with the teacher and other students give emotional assessment class activities in the lesson.

Cognitive UUD :

differ new from what is already known with the help of a teacher.

· Make a preliminary selection of information sources: navigate in the textbook (on the double page, in the table of contents, in the dictionary).

· Gain new knowledge: find answers answer questions using the textbook, your life experiences, and information received in class.

draw conclusions as a result of joint work of the whole class.

· Process received information: compare And group objects and their images.

Details retell small texts, name their topic.

Communicative UUD :

draw up your thoughts in oral and written speech (at the level of a sentence or small text).

· Listen And understand speech of others.

Subject results studying the course “The World Around You” in 1st grade is the formation of the following skills.

· name surrounding objects and their relationships;

· explain how people help each other live;

· name living and non-living natural resources and their role in human life;

· name the main features of each season.

· assess the correctness of behavior in everyday life (rules of communication, rules of life safety, traffic rules).

in the subject “The World around us” by the end of the 1st year of study:

Planned results of studying the course “The World around us”

Personal results studying the course “The World Around You” in 2nd grade is the development of the following skills:

· Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: in the proposed situations, note specific actions that can be estimate like good or bad.

· Explain

· On one's own determine And express the simplest rules of behavior common to all people (the foundations of universal moral values).

· In the proposed situations, based on simple rules of behavior common to all, make a choice what action to perform.

Meta-subject results studying the course “The World around us”

in 2nd grade is the formation of the following universal educational actions.

Regulatory UUD :

· Define the purpose of the activity in the lesson with the help of the teacher and independently.

· Learn together with the teacher to discover and formulate an educational problem together with the teacher (for this purpose, the textbook specifically provides a number of lessons).

· Study to plan learning activities in the classroom.

· express your version, try to suggest a way to check it (based on productive tasks in the textbook).

· Working according to the proposed plan, use necessary means (textbook, simple devices and tools).

· Define success in completing your task in dialogue with the teacher.

Cognitive UUD :

· Navigate your knowledge system: understand that additional information (knowledge) is needed to solve a learning task in one step.

· Do preliminary selection sources of information for solving a learning task.

· Gain new knowledge: find the necessary information both in the textbook and in dictionaries and encyclopedias proposed by the teacher (in the 2nd grade textbook there is a special “encyclopedia inside the textbook” for this purpose).

· Gain new knowledge: extract

· Process received information: observe And do independent conclusions.

Communicative UUD :

· Communicate your position to others: draw up your thought in oral and written speech (at the level of one sentence or small text).

· Listen And understand speech of others.

· Join into conversation in the classroom and in life.

· Jointly agree on the rules of communication and behavior at school and follow them.

· Learn to perform different roles in a group (leader, performer, critic).

Subject results studying the course “The World around us”

in 2nd grade is the formation of the following skills:

· explain the differences between solid, liquid and gaseous substances;

· explain the influence of the Earth's gravity;

· connect events on Earth with the location and movement of the Sun and Earth;

· observe the weather and describe it;

· be able to determine the cardinal directions by the sun and compass;

· use a globe and maps, find and show parts of the world, continents and oceans on them;

· name the main natural areas and their features.

· evaluate the correctness of people’s behavior in nature;

· treat other peoples living on Earth with respect.

Planned results of mastering the curriculum

in the subject “The World around us” by the end of the 2nd year of study:

Planned results of studying the course “The World around us”

Personal results studying the course “The World around us”

in 3rd grade is the formation of the following skills:

· Evaluate

· Explain from the perspective of universal human moral values, why specific simple actions can be assessed as good or bad.

· On one's own determine And express the simplest rules of behavior common to all people (the foundations of universal moral values).

make a choice what action to perform.

Meta-subject results studying the course “The World around us”

in 3rd grade is the formation of the following universal educational actions:

Regulatory UUD :

Cognitive UUD :

assume

· Select

· Gain new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).

· Process received information: compare And group

· Process received information: draw conclusions based on generalization of knowledge.

Convert information from one form to another: make up simple plan educational and scientific text.

Convert information from one form to another: provide information

Communicative UUD :

draw up

· Communicate your position to others: express justify, giving arguments.

Subject results studying the course “The World around us”

in 3rd grade is the formation of the following skills:

· give examples of bodies and substances, solids, liquids and gases, the actions of energy;

· give examples of relationships between living and inanimate nature;

· explain the importance of the cycle of substances in nature and human life;

· give examples of living organisms of different “professions”;

· list the characteristics of conifers and flowering plants;

· animals (insects, spiders, fish, amphibians, reptiles, birds, animals), mushrooms.

· prove the need for people to take care of living organisms.

· learn about people’s lives from historical texts, maps and draw conclusions;

· distinguish objects and orders created by people (culture) from what is created by nature;

· explain what society, state, history, democracy are;

· determine by year the century, the place of the event in the past;

· distinguish from each other the times of Ancient Rus', the Moscow State, the Russian Empire, Soviet Russia and the USSR, modern Russia. Recognize the modern coat of arms, flag, anthem of Russia, show the borders and capital on the map.

· learn to explain your attitude to family and friends, to the past and present of your native country.

Planned results of mastering the curriculum

Planned results of studying the course “The World around us”

Class

Personal results studying the course “The World around us”

in 4th grade is the formation of the following skills:

· Evaluate life situations (people’s actions) from the point of view of generally accepted norms and values: learn to separate actions from the person himself.

· Explain from the perspective of universal human moral values, why specific simple actions can be assessed as good or bad.

· On one's own determine And express the simplest rules of behavior common to all people (the foundations of universal moral values).

· In the proposed situations, based on the rules of behavior common to all, make a choice what action to perform.

Meta-subject results studying the course “The World around us”

in 4th grade is the formation of the following universal educational actions:

Regulatory UUD :

· Formulate lesson goals independently after preliminary discussion.

· Together with the teacher, discover and formulate an educational problem.

· Draw up a plan for solving a problem (task) together with the teacher.

· While working according to the plan, check your actions with the goal and, if necessary, correct mistakes with the help of the teacher.

· In dialogue with the teacher, develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on the existing criteria.

Cognitive UUD :

· Navigate your knowledge system: independently assume, what information is needed to solve a learning task in one step.

· Select sources of information necessary to solve the educational problem among the dictionaries, encyclopedias, and reference books proposed by the teacher.

· Gain new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).

· Process received information: compare And group facts and phenomena; determine the causes of phenomena and events.

· Process received information: draw conclusions based on generalization of knowledge.

Convert information from one form to another: make up simple plan educational and scientific text.

Convert information from one form to another: provide information in the form of text, tables, diagrams.

Communicative UUD :

· Communicate your position to others: draw up your thoughts in oral and written speech, taking into account your educational and life speech situations.

· Communicate your position to others: express your point of view and try it justify, giving arguments.

· Listen to others, try to accept another point of view, be willing to change your point of view.

· Read textbook texts aloud and silently and at the same time: conduct a “dialogue with the author” (predict future reading; pose questions to the text and look for answers; test yourself); separate the new from the known; highlight the main thing; to make plan.

· Negotiate with people: performing various roles in a group, cooperate in jointly solving a problem (task).

· Learn to respect the position of another and try to negotiate.

Subject results studying the course “The World around us”

in 4th grade is the formation of the following skills:

· explain the role of the main organs and organ systems in the human body;

· apply knowledge about your body in life (to create a daily routine, rules of conduct, etc.);

· name the basic properties of air as a gas, water as a liquid and minerals as solids;

· explain how a person uses the properties of air, water, and important minerals;

· explain what is the main difference between humans and animals;

· find contradictions between nature and human economy, propose ways to eliminate them.

· evaluate what is healthy and what is harmful;

· prove the need for careful treatment of living organisms.

· find out from people’s behavior what emotions (experiences) they experience, what character traits they have;

· distinguish different eras (times) in human history from each other;

· explain the differences between people of modern humanity: distinguish between citizens of different states; a person's nationality from his race; believers of different religions and atheists.

· explain what interests unite you with your relatives, friends, fellow countrymen, citizens of your country, what unites all people on Earth into one humanity;

· notice and explain what people’s actions are contrary to human conscience, rules of behavior (morality and law), human rights and children’s rights. Suggest what you yourself can do to correct visible violations.

Planned results of mastering the curriculum

in the subject “The World around us” by the end of the 4th year of study:

Class

(66 hours)

Observation as a way of obtaining answers to questions about the world around us (8h)

The locality in which the child lives. The living and inanimate natural world surrounding the child. Human sensory organs. Properties of objects that can be determined using the senses. Gaining knowledge about natural and artificial objects of the surrounding world. Practical work: difference in sounds, determination of taste ,temperature,softness,hardness,color shape using the senses

Wildlife (10 hours)

Nature is what surrounds us, but is not created by man. Natural objects and objects created by man. Nature is living and inanimate (using examples of distinguishing between objects of animate and inanimate nature). Human sense organs (eye, nose, tongue, ear, skin). Signs of objects of living nature and objects that can be determined on the basis of observations using the senses (color, shape, comparative sizes, presence of taste, smell; sensation of warm (cold), smooth (rough)). Basic signs of living nature (for example, living things breathe, eat, grow, bear offspring, die).

Water. Initial ideas about different states of water (liquid and solid - ice, snowflakes) based on observations and experimental studies.

Plants are part of living nature. Variety of plants. Trees, shrubs, herbs. Conditions necessary for plant life (light, heat, air, water). Parts of plants (vegetative and generative organs): stem, root, leaf, shoot, flower, seed, fruit. Familiarity with the variety of fruits and seeds based on observations (teacher's choice). Methods of plant propagation. Medicinal plants. Recognizing plants of your region (leaves, fruits, crowns, etc.) based on observations.

Mushrooms. Parts (organs) of cap mushrooms (mycelium, stalk, fruiting body, spores). Edible and inedible mushrooms. Rules for collecting mushrooms.

Animals as part of living nature. Variety of animals. Insects, fish, birds, animals. Wild and domestic animals.

Examples of natural phenomena. Nature and its seasonal changes (38 hours) Change of seasons.

Autumn. Autumn months (September, October, November). Signs of autumn (ripening of fruits and berries, cooling, leaf fall, departure of migratory birds, preparation of animals for winter). Autumn life of plants and animals and their preparation of animals for winter.

Winter. Winter months (December, January, February). Signs of winter

(low sun, short day length, cold, freezing water). Life of trees, shrubs and grasses in the winter season. Life of plants and animals under the ice. The life of forest animals and birds in the winter season. Helping animals in the winter season. Winter Games.

Spring. Spring months (March, April, May). Signs of spring (high sun, warmth, increasing day length, melting snow and ice, awakening of nature, arrival of birds) life of trees and shrubs in spring. Herbaceous early flowering plants. Animal life in spring (birds' care for future offspring).

Summer. Summer months (June, July, August). Signs of summer (high sun, long days, warmth, flowering plants, offspring of animals). Summer rest.

The work of people in the autumn period of the year. OUR MOTHERLAND - Russia (10 hours)

Our Motherland is Russia. Illustration of the territory and borders of Russia. Russia is a multinational country. Moscow is capital of Russia. Sights of the capital - Red Square, the Kremlin. Metro. Introduction to the state symbols of Russia: State Emblem, State Flag of Russia, State Anthem of Russia; rules of conduct when listening to the anthem.

Class

(68 hours)

Man and nature (40h)

Stars and planets. The sun is the closest star to us, a source of heat and light for all life on Earth. Planet Earth; general ideas about the size and shape of the Earth. Globe - model of the Earth. Image on the globe using symbols of seas, oceans, land. Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. The rotation of the Earth around the Sun as the reason for the change of seasons. Change of seasons in the native land based on observations.

Inanimate and living nature of the Earth. Living conditions on planet Earth.

Air is a mixture of gases. Properties of air. The importance of air for plants, animals, humans.

Water. Properties of water. The importance of water for living organisms and human economic life.

Flowering plants. Parts (organs) of plants (root, stem, flower, fruit, seed). Conditions necessary for plant life (light, heat, water, air). Plant nutrition and respiration. The role of plants in human life.

Plant diversity: flowering and coniferous plants; ferns, mosses, algae. The Red Book of Russia. Rules of behavior in nature.

Cultivated and wild plants. Lifespan of plants. Plant propagation by seeds, tubers, tendrils, leaves.

Plants of the native land. Titles and brief descriptions based on observations.

Mushrooms. Mushroom nutrition. Cap mushrooms, mold. Poisonous and inedible counterparts to cap mushrooms. Rules for collecting mushrooms. Cap mushrooms of the native land.

Animals and their diversity. Conditions necessary for animal life (air, water, heat, food). Insects, fish, birds, mammals. Amphibians, reptiles, their differences. Peculiarities of nutrition of baby mammals. Feeding characteristics of various adult animals, including mammals (predators, herbivores, omnivores). How animals defend themselves. Wild and domestic animals. The role of animals in nature and human life. Pets' corner. Bionics. Man's caring attitude towards nature. Animals of our native land, names. Their brief characteristics based on observations.

Man and society (24h)

Exchange of letters as one of the sources of obtaining information. Communication with elders and peers as one of the sources of gaining new knowledge.

Family is the closest circle of a person. Relationships in the family (respect for elders). Family traditions (helping elders as much as possible, family holidays, joint trips).

Pedigree. Names and surnames of family members. Drawing up a family tree diagram.

Junior schoolboy. School and class groups, joint study, joint social work and recreation, participation in sports events, extracurricular activities, and environmental protection.

A person is a member of society. The relationship of a person with other people. Respect for other people's opinions. The importance of work in human life and society. People of different professions. Professions of the people who created the textbook.

My native land is a part of Russia. Hometown (village): name and its connection with the history of its origin, with the occupation of people, with the name of a river, lake; main attractions.

Our Motherland is Russia. The Constitution of Russia is the basic law of the country. The most important rights of Russian citizens are the right to life, to education, to health care and medical care, to free work and to rest. Holidays in the life of society: Victory Day, Russian Constitution Day, National Flag Day.

State symbols of Russia (State Emblem of Russia, State Flag of Russia, State Anthem), legalized by the Constitution.

Characteristics of individual historical events related to the history of Moscow (founding of Moscow, history of the Moscow Kremlin, sights of the Moscow Kremlin). The names of the Grand Dukes associated with the history of the emergence and construction of Moscow: Yuri Dolgoruky, Dmitry Donskoy, Ivan III (great-grandson of Dmitry Donskoy).

Class

(68 hours)

Man and nature (52h)

General ideas about the shape and size of the Earth. Globe - model of the globe. Parallels and meridians. Prime Meridian. Equator. Geographic map and area plan. Symbols of the plan. Map of the hemispheres (Southern and Northern, Western and Eastern). Physical map of Russia. Contour map. Continents and ocean on the globe and on the map of the hemispheres. Rivers and lakes.

Shapes of the earth's surface: plains, mountains, hills, ravines (general ideas, symbols of plains and mountains on the map). Formation of ravines. Measures to prevent and combat ravines. The largest plains are also on the territory of Russia (South-Eastern and West Siberian). Features of the surface and native land (brief description based on observations and interviews with adults).

Location orientation. Sides of the horizon. Compass.

Substances, bodies, particles. Matter is what all natural objects (what surrounds us, but is not created by man) and objects (this is what is created by man) are made of. Natural bodies (bodies of living nature) - humans, animals, mushrooms, plants, microbes. Celestial or cosmic bodies (stars, planets, meteorites, etc.) artificial bodies - objects. Molecules and atoms are the smallest particles that make up substances.

Variety of substances. Examples of substances: water, sugar, salt. Natural gas and other solids, liquids and gases. Three states of water - solid, liquid, gas. Properties of water in liquid, solid and gaseous states. Water is a solvent. Solutions in nature. Why water should be conserved.

Thermometer and its device. Measuring water temperature using a thermometer.

The water cycle in nature.

Air is a mixture of gases (nitrogen, oxygen, carbon dioxide and other gases). Properties of air. The importance of air for humans, animals, plants.

Weather and its components: air movement - wind, air temperature, fog, clouds (the shape of clouds and their height above the Earth's surface), precipitation, dew, frost. Air temperature measurement. Instruments for determining wind direction (vane) and wind force (anemometer). Signs that allow you to approximately determine the strength of the wind (weak, moderate, strong, hurricane). Observing the weather of your region. Diary of weather observations. Conventional signs for keeping a “Weather Observation Diary”.

Rocks: igneous, sedimentary. Rock destruction. Minerals (solid, liquid, gaseous). Symbols of mineral resources on the map. Artificial materials from coal and nave