Production chain of iron ore. Make chains. Iron ore. Make a chain "Iron ore - ________ - ________"

Turning clay into a product

Making products from wool

Manufacture of metal products

How a book is born

Class: 2

Target: To acquaint with the natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.

Planned results: Metasubject

Regulatory: be able formulate learning task; understand learning task of the lesson and strive to fulfill it ; formulate conclusions from the studied material; answer final questions; realize control and correction; evaluate the results of their activities in the classroom. Cognitive:classify objects by the nature of the material, show different production chains in color; read the text of the textbook; according to the drawings of the textbook trace production chains, model them, make up a story from pictures, give other examples of the use of natural materials for the production of products. Communicative: participate in pair and group work. Agree with each other, take the position of the interlocutor, show respect for the opinions of others.

Subject: find out what natural materials people use to make products; learn how to make simple production chains

Personal: take care of things; understand the need for respect for nature; respect the work of people.

Educational materials: A.A. Pleshakov “The world around us”, workbook No. 1, computer, multimedia projector, screen, various objects made of clay, metal, wood, wool; cards are models. At students: signal flags, colored pencils (felt-tip pens)

1. Organizing time, emotional mood. (slide1)

The cheerful bell rang
Is everyone ready? All is ready?
We don't rest now.
We are starting to work.

2. Checking homework.

A) Individual tasks on cards. (2 children receive assignments)

Emphasize with one line the products of industry, with two - the products of agriculture.

1. Tomato, book, carrot, phone, table lamp, potato, tractor, radish, onion, chair, iron, slippers.

2. Watermelon, cherry, chair, T-shirt, grapes, boots, coat, rocket, plum, school desk, pumpkin, cabbage, plane, garlic, cucumber.

B) The game "Is it true or not."

Let's play the game "Is it true or not" (working with signal cards-traffic lights: if it's true - green, if not - red)

Is it true that the economy is the economic activity of people? (Yes)

Is it true that trade gives us bread, milk, meat? (No)

Is it true that paper money was first used in China? (Yes)

Is it true that nowadays money is not made from wood? (Yes)

Is it true that clothes, shoes, furniture are produced in trade? (No)

Is it true that a painter, a bricklayer, a plasterer, a crane operator work in construction? (Yes)

Is it true that we can buy products and things in agriculture? (No)

Is it true that in order for us to drink a glass of milk in the morning, only the branches of agriculture and trade work? (no, transport, industry)

Is it true that, together with the builders, transport and industry specialists are involved in the construction of the house? (Yes)

Is it true that all sectors of the economy are connected to each other? (Yes)

Self-determination to activity

Look at the screen . (slide 2) The slide shows a variety of items.

(Shell, mittens, scissors, jug, ruler, spoon, scarf, mug, pencil)

Determine which is "extra"? (shell)

Why? ( Shell - created by nature, and the rest were made by man)

What is the name of what is made by human hands? ( handmade world)

Practical work.

Divide the rest of the items into groups according to the material. (Divide objects into groups.)

All of these items are familiar to you. Name them and explain what they serve. What do all these objects of the same group have in common? (They name the items. Tell what they are for - from clay (a vase, a pot, a brick, a clay whistle toy),

Wool (sweater, gloves, socks, scarf),

From metal (spoon, bowl, mug, scissors, metal constructor),

From wood (ruler, wooden spoon, matryoshka, notebook).

What will we talk about in class? (We will learn from what and how people make different products.)

Read the topic of the lesson in the textbook.

Formulate the learning objectives that we set for ourselves? (we will talk about objects, find out what they are made of). Read about it in the textbook.

Work on the topic of the lesson.

Conversation “What of what?” (Group work)

Now let's talk about each group of objects separately.

1. Wool (consider a group of items made of wool ) (slide 3)

We have determined that these things are made of wool. Where do they get wool from?

(p. 111 of the textbook) Look at the pictures and tell how woolen things are made.

1. Sheep shearing;

2. Making wool yarn, winding on bobbins;

3. Making a woolen cloth;

4. Drawing a pattern on the fabric;

5. Manufacturing according to patterns of clothing details.

What new did you learn about the manufacture of woolen products?

How did you make this scarf? How did you get the different colors?

2. Wood (consider a group of objects made of wood) (slide 4)

It is clear that the ruler, stand are made of wood. But how did the notebook end up in this group? How did our textbooks come into being? The guys who prepared the messages will help us figure it out.

a) Student presentations on paper making.

There are different types of paper. Where is it used?

The mill produces paper.

• The writer writes the work.
• The artist makes illustrations
• The publishing house prints books.
• There are books in the store.

Children's performance.

Today, paper is made in factories where machines help people.

Machines are taken to work even when the future paper grows in the forest. Electric saws cut down trees. Timber tractors carry logs to the river. Machines bind the logs into rafts, and the rafts float along the river to the gates of the shop. Here other machines get down to business: a fast multi-saw machine cuts logs into logs; machine - debarking peels off the bark from them; a chipper cuts logs into chips; chips go on a self-propelled track to the boiler. Wooden porridge is cooked in a cauldron in a special solution. This porridge, when ready, becomes paper.

b) Collection display various kinds paper.

What is paper used for?

Is it easy to get paper? How should we treat our notebooks, textbooks, because they are all felled trees. And it takes at least 60 years to grow an adult tree.

They also make furniture, dishes, toys from wood. (Show.)

6.Fizminutka

Now guess who in question?.(Sounds music "Bu-ra-ti-no!")(slide 5)

Why do you think we remembered Pinocchio? (made of wood)

And from what fairy tale? (“The Golden Key”. A. Tolstoy)

7. Conversation “What of what?” (continuation)

From ancient times in Russia, dishes were made from clay and such wonderful toys. (slide 6)

And how clay toys are made, we learn from a fragment of the film .

(Watching a fragment of the film “The Legacy of Grandfather Philemon”.)

A student's story about clay.

Clay is mined in a quarry by excavators. In its raw form, it is plastic. It is mixed with water to a thick paste, and then utensils or toys are molded from it. Drying, the clay hardens and becomes very durable. Then the products are fired in a kiln at a high temperature of 450°C. After firing, the clay becomes strong and will never become soft. The art of doing such things is called ceramics.

In ancient times, when there were no refrigerators, earthenware jugs were used to store cold water. The water remained cold as it seeped through the fine pores of the jug and evaporated, which helped to keep the water cold.
The Chinese were wonderful potters. Made from special white clay porcelain. When fired, this clay acquires a white color. This cup is also made of clay.

I must say that clay is used to make bricks, toys, tiles.

In the last group we had objects made of metal . (slide 7)

A student's story about the production of iron

No one makes iron, it is created by nature itself, like water, clay, sand ... And people only mine this iron and turn it into cast iron and steel.

Iron is invisible in the world - it is in the sand (that's why it is yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is dissolved even in water.

Most iron in iron ores. It is from them that this most important metal is mined.

How is ore mined?

Here you can not do without a huge, powerful, steel copal - scoop, a small paper bag with an explosive charge and long wires. The miners will drill wells in the ground, plant explosives in them, and run electricity through the wires. Close your ears here. As the explosion crashes, tons of earth, stones will fly up into the air, scatter around, and the ore hidden under them will open. It happens that the ore itself has to be crushed by explosions. Finally, the explosions subsided. A walking excavator is taken to work. The excavator scoops up the ore with a bucket-scoop, turns around - and a whole wagon or a giant dump truck is loaded. But the ore was brought to the plant. How to turn it into iron? A hot fire helps people here. In huge, like high-rise buildings, furnaces - blast furnaces, flames rage day and night. Here, trolleys crawled to the very top of one of these domains along an inclined road. They will rise, tip over, pour the load into the furnace - and down. Some trolleys contain ore, others - white stone, limestone, and still others - fuel, dark gray spongy coke. He, like a pie, is baked from the best coal ground into flour. Well, limestone helps the coke to draw all the extra impurities out of the ore.
Coke burns hot, but it does not melt the ore. To make it burn even hotter, you need to constantly fan the fire, you need air, hot, red-hot. That is why there are several more towers next to the blast furnace. They heat up the air. Mighty fans drive air currents through the pipes, continuously fanning a firestorm in the blast furnaces. The flame is raging, the ore melts, the ore settles, the drops of cast iron metal gather into trickles, streams... The cast iron is heavy, it flows down to the bottom of the furnace, and all the excess that was in the ore rises, pops up with bubbled fiery foam. This is slag.

Finally, the master gives a signal: “Iron is ready! It is possible to release melting. A minute, another ... and, scattering fountains of sparks, illuminating the sky with a fiery glow, liquid metal will pour into a huge ladle. There are many buckets, each on wheels. There is a whole cast-iron train on the rails. One ladle will be filled, the next one will immediately come under the jet. Where will the fire-breathing train go? His path is not far - to the neighboring shop. Here the cast iron is poured into moulds. In them, the liquid metal will harden and take the form of the same form into which it was poured. And we meet with cast iron every day. After all, ordinary frying pans, cast irons, radiators, grates into which streams run on the streets - all this is also cast from cast iron.

So, we got acquainted with some materials from which a person can make the items he needs. And now, to consolidate, we will complete the tasks in the notebook.

Consolidation (work in pairs):

Independent work on the “Workbook” p.39-40 No. 1,2

Show different production chains with arrows of different colors.

Write what people can turn these materials into.

(Grain, mill, bread. Iron ore, factory, scissors, etc.)

And besides clay, wood, metal, what materials can various objects be made of? (Plastic, rubber, glass, etc.)

What should people pay attention to when extracting various materials in nature for the manufacture of various products?

1) Extract no more materials than they are required.

2) Spend sparingly.

3) Plant new trees.

4) Restore land at the site of quarries.

8. The result of the lesson: (slide 8)

What question was answered in class?

Who now knows what dishes, clothes, comfortable things can be made of?

For the manufacture of various things, a person uses mainly materials available in nature. But their supply is not unlimited. Therefore, a person should carefully treat natural resources.

9. Reflection. (slide 9)

• I know that …
• I learned …
• I am satisfied…

10. Homework (slide 10)

Today I suggest you take a little break from serious matters and play a little, but, of course, not just like that, but in some kind of educational game. As they say - "Playing, learn!" (some attribute the authorship of this phrase to A.S. Makarenko). In addition, this game will tighten up your vocabulary and improve the great and mighty - and what could be better, right?

Make a chain "Iron ore - ________ - ________"

Here is such a task. So let's go:

Make a chain "Grain - ________ - ________ ________ - ________ - ________

Corn! The peasant, triumphant... I propose to help him cope with this difficult linguistic task.

“Grain - Flour - Rye dough - Bread - Croutons” (I preferred rye, because I just love Riga rye bread, and even croutons from it ... yes with butter ...).

"Grain - Cleaned grain - Breeder's laboratory - Prototype - Result". The last point can be both luck and fiasco: the breeder may succeed in “giving birth” to a new variety of wheat, or may fail.

By the way, bread may not be the end of the “grain” chain: it may well be replaced by bulgur (groats from whole wheat) or the same rice.

Finally, I'll try to combine the chains into one:

Iron ore - steel plowshare - plow - Grain - flour - leavened dough - billet - loaf.

Enjoy your meal!

Subject "World around"

Abstract open lesson on the topic “What is made of?” Grade 2 December 04, 2015

GEF, UmK "School of Russia" Lapina A.A. Teacher MBOU "Secondary School No. 37", Bratsk

The goals of the teacher

Target. To acquaint with the natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.

Tasks.

Tutorials:

To acquaint with the natural materials used in the manufacture of various items;

To acquaint with the simplest production chains in the manufacture of various items ;

Formation of ideas about the world around.

Developing:

Develop mental operations: synthesis, analysis, generalization;

Develop the ability to work in a group, in pairs.

Educational:

Raise interest in the subject through an understanding of the interaction between man and nature.

Cultivate a sense of camaraderie, accuracy, perseverance.

Lesson type

Setting and solving a learning problem

Planned
educational outcomes

subject (volume of development and level of competencies):

Learn to build the simplest production chains in the manufacture of various items

will have the opportunity to learn: find information (textual, graphic, visual) in the textbook, analyze its content.

Metasubject :

cognitive -- independently identify and formulate a cognitive goal,

Set a search problem;

Conduct analysis and synthesis when getting acquainted with the sectors of the economy;

Apply information retrieval methods (using computer tools);

Conduct a reflection of the results of activities;

evaluate their achievements, answer questions, correlate the concepts studied with examples;

communicative -- listen and engage in dialogue;

Participate in a collective (group) discussion of problems;

Manage the behavior of group members, correct and evaluate their actions;

be able to listen to the interlocutor and conduct a dialogue, master the dialogic form of speech, engage in verbal communication;

regulatory

Set a learning task based on the correlation of known and learned material;

Correct the plan and method of action in case of discrepancy between the hypothesis and the real result;

organize your workplace under the guidance of a teacher, to master the ability to understand the learning task of the lesson and strive to fulfill it.

Personal:

Orientation in interpersonal relationships when working in a group;

Acceptance and development of the social role of the student;

Development of motives for learning activities, skills of cooperation with adults and peers in different social situations;

Formation of the personal meaning of the doctrine

Methods and forms of education

Methods and methodological techniques: explanatory and illustrative; verbal, visual, partially exploratory, practical, gaming.

Forms of work: frontal, group, individual.

Educational Resources

WMC "School of Russia": - Pleshakov A.A. "The world". Textbook for grade 2. Part 1. M.. Enlightenment, 2012.,

- Workbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,

Book of tests for grade 2 M .. Education, 2012.

Presentation;

Cards - tests for an individual survey;

During the classes

Stage name, goal

Teacher activity

Student activities

UUD

1.Org. stage.

Good afternoon guys!

The bell has already rung.
The lesson starts.
We are not alone today
The guests came to class.
Turn around quickly
Welcome guests!

Guys! Repeat after me.

I am able to think and understand, I am able to listen and respond,
I could be wrong,
I am able to learn
I want to learn. (slide 1)

Let the motto of our lesson be the words: “You know yourself - tell another!” ( slide 1)

We will continue our journey into the world of knowledge. I hope that our communication today will bring you new knowledge, and, therefore, new joys.

Welcome teachers. Organize their workplace, check the availability of individual training supplies on the table

They greet each other.

Regulatory: anticipation of the result and level of assimilation of knowledge, awareness of what has already been assimilated and what needs to be assimilated, awareness of the quality and level of assimilation.

Personal: knowledge of basic moral norms, awareness of oneself as a member of society; educational and cognitive interest in new educational material.

2. Checking homework

What section are we studying?

(slide2)

What is an economy?

What are the parts of the economy called?

What sectors does the economy consist of?

Let's remember what professions we called?

Name the occupations of your parents.

Let's check your knowledge with the help of tests (Book of tests for grade 2 M .. Enlightenment, 2015). (slide 3)

What can't work without? modern economy?

What do you know about them?

City and country life

it economic activity of people.

Industries

- Industry, transport, Agriculture, trade, construction.

Milkmaid, shepherd, driver….

Children name the professions of their parents and say which branch of the economy it belongs to.

Perform a test, cross-check

- Without money

The child introduces the children to his mini-project "How money appeared"

Regulatory

Personal: Anticipation of the result and level of assimilation of knowledge, awareness of what has already been assimilated and what needs to be assimilated, awareness of the quality and level of assimilation, evaluation of the result

Communicative

3. Self-determination in activity

Tasks: develop logical thinking, interest in new research,

Name the items you see on the slide. (slide 4)

Determine which item is "extra"?

Why?

What is the name of what is made by human hands?

Socks, mittens, books, pots, fork, kettle, jug, shell.

The shell was created by nature, and the rest were made by man.

Handmade world.

Regulatory: volitional self-regulation, structuring knowledge, analysis of objects in order to highlight features, choice of grounds and criteria for classifying objects

Personal: Anticipation of the result and level of learning, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result

Communicative: planning educational cooperation with the teacher and with peers.

4.Updating knowledge,

1) problem statement.

2) Definition of the topic and objectives of the lesson

I propose to think about what the person made these objects from.

Guess what we will talk about in class?

Formulate the topic of the lesson. (slide 5)

What goals and objectives will we set for ourselves? Use our phrase for this:

I think I know….. (slide 6)

Let's open the textbook on page 108 and read the topic of the lesson again, what we will learn in the lesson .(slide 7)

What seems difficult and yet incomprehensible?

To do this, we will learn to think, reflect, reason, understand the meaning of what we heard and read, and also draw some conclusions for ourselves. And what can help us with this?

metal, wool,

From paper, from clay ...

We learn from what and how people make different products.

What is made of what?

Working with the textbook p.108

What does it mean to depict production chains.

Textbook, additional literature, Internet, adults.

Regulatory: the ability to determine the purpose of the activity of the lesson, to navigate in the textbook, to analyze and classify according to the given criteria of holes; act according to the planned plan, as well as according to the instructions contained in the sources of information: teacher's speech, textbook.

Communicative:

Personal: a broad motivational basis for learning activities, including social, educational, cognitive and external motives;

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature, carry out analysis, synthesis, comparison, classification of language material according to specified criteria

5. New material.

1) Fixing an individual difficulty in a trial action.

Purpose: To prepare students for the discovery of new knowledge, their performance of a trial educational action and fix their individual difficulty. 2) Identification of the place and cause of the difficulty.

Purpose: To restore the performed operations and fix the place - the step where the difficulty arose.

3) Building a project for getting out of difficulty

Purpose: setting the goal of the lesson and

choosing a method for solving a learning problem,

4) Implementation of the constructed project.

Purpose: students put forward hypotheses and build models of the initial problem situation.

Since ancient times, people have had to adapt to the conditions of life in various conditions. Tools of labor created by people, dwellings and household items, clothing, jewelry were made from the materials that were in that area.
- The most ancient are stone tools. Ancient people first used fragments of stones, branches and twigs of trees. Scientists believe that the very first tool made by an ancient man was a hand ax carved from stone.

In our time, a person from the very birth a person enters the world of things. We are already so accustomed to this that we do not think about how and from what the objects around us are made. (slide 8)

-Work in a group Exercise: Take the cards on the desks. Divide all items into groups, explain your choice. (slide 9)

- from clay (teapot, vase)

- wool (sweater, scarf),

- made of metal (spoon, bowl)

- from wood (ruler, cupboard, notebook and book) We check. (slide 10)

All of these items are familiar to you. Tell me again, what do all these objects have in common?

Let's now follow the path of manufacturing some products. Today in this work I will have assistants who will share their research on this topic.

1. Guess the riddle: (slide 11)

If you meet on the road

Then the legs get bogged down,

And to make a bowl or a vase-

She'll be needed right away.

Look at these items: dry clay and an earthenware cup. How do you get such durable dishes?

Alice did a little research and now she will tell you how clay items are made. (slide 12-18)

Can we make such dishes?

Why?

Alice introduced us to the procedure for making clay products.

The order in which an item is made is called the production chain. (slide 19)

Open the notebook and show the sequence of making clay dishes . (work in pairs) (slide 20)

Quarry - potter's wheel - kiln-cup.(slide 21)

- Look at the screen, I suggest you look again at how they produce earthenware.(slide 22)

PHYSMINUTKA (slide 23)

2. We continue to work(slide 24)

Every year young

Adds a ring.

Even ancient people made weapons and tools from wood. Whatever people did out of wood! From home for yourself to toys for children. And now folk art simply unthinkable without wood products. Probably easier to ask - what can not be made of wood?

- It is clear that the ruler, the cabinet are made of wood. But how did the book and notebook end up in this group? (slide 25)

Diana has done research and now she will tell you how books are made. (slide 26-31)

In our city there are recycling points where they accept waste paper. Do not throw away paper, collect and take it to such points and you will save trees from being cut down.

- Working in pairs. Fill in the diagram in your notebook. - How is a book made of wood? (slide 32)
Wood - pulp - paper - book.

(slide 33)

- Look at the screen, I suggest you look again at how paper is made. (slide 34)

3. - In the next group we have objects made of metal. (slide 35)

My assistant Roman did the same research and now he will tell you how metal objects are made. (slide 36-41)

Let's make a production chain. - How does metal utensils come to our house? (slide 42)

Iron ore - cast iron - steel - utensils

- Look at the screen, I suggest watching an excerpt from the film, how objects are made from steel (slide 43)

4. Wool.

– Man has always taken care of his pets, and they gave people food and warmth. (slide 44)

Weaved thick grasses

Meadows curled up

Yes, and I myself am all curly,

Even a curl of a horn. (Sheep, ram)

How are warm mittens, a sweater and sheep connected? (slide 44)

So, we move on to the last group we have selected "Wool Products" (slide 45)

Open the textbook. Look at the drawings (p. 111) and tell us how woolen things are made. .(slide 46)

1.Sheep shearing;

2. Making wool yarn, winding on bobbins;

3.Production of woolen cloth;

4. Manufacturing according to patterns of clothing details.

Show in your notebook the sequence of making things from wool. ( pair work)(slide 47)

Sheep-yarn-cloth-product.

- There are other animals that are bred for wool - camels, angora rabbits and goats, llamas, vicuñas, musk oxen and even dogs. (slide 48)

Divide objects into groups explain their version of dividing objects into groups according to a certain attribute

They are made by human hands.

Clay

children's answers

No

Knowledge and work of many people are needed.

Notebook with. 70

Watching a movie

Wood

children's answers

Student's message (see appendix).

Notebook with. 70

Watching a movie

Student's message (see appendix).

We work collectively

Watching a movie

– In spring and autumn, people shear sheep with special scissors. Then wool is spun and socks and mittens are knitted.

Children from the pictures in the textbook tell p.111

Regulatory: the ability to determine the purpose of the activity of the lesson, navigate the textbook, act according to the plan, take into account the rule in planning the method of solution, the ability to work according to the plan, control the process and results of their activities.

Communicative: participate in a dialogue, in a general conversation, following the accepted rules of speech behavior, compose small oral monologues, "hold" the logic of the story.

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; build messages verbally and writing.

Personal: educational and cognitive interest in new educational material;

The ability to self-assessment based on the criterion of success of educational activities.

6. Application of the acquired knowledge through the creation of a problem situation.

Independent work with self-test according to the standard. Target: independently perform tasks of a new type, carry out their self-test, step by step comparing with the standard, identify and correct possible errors.

So, we got acquainted with some materials from which a person can make the items he needs.

Group work according to the "Workbook" p.79 No. 2,3 (slide 49)

-#2 Write what people can turn these materials into.

-Number 3. Create production chains (slide 50)

clay- bricks, clay toys, vases, dishes

wool- mittens, sweater, carpets, scarf. hat…..

wood – furniture, paper, books, cardboard, houses, bridges……

iron ore-plant-scissors;

h erno-mill-flour-bread

clay- potter's wheel - kiln - vase

……..

Communicative: engage in educational cooperation with classmates, participate in joint activities; ask questions, answer the questions of others; evaluate the thoughts, advice, suggestions of other people, take them into account.

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; build messages verbally and in writing draw up a simple plan.

Regulatory: plan (in cooperation with the teacher, independently, with classmates) their actions to solve the problem; act according to the planned plan; to transform a practical task into a cognitive one. Assess your achievements. Structuring knowledge, analysis of objects in order to highlight features, choice of grounds and criteria for classifying objects, conscious construction of a statement in oral form

8. Physical culture break

Perform movements according to the text under the guidance of the teacher. Prevent fatigue. Focus on a healthy lifestyle

9. The result of the lesson.

– Where do people get materials for making various products?

What should people pay attention to when extracting various materials in nature for the manufacture of various products?

(slide 51)

– A person must use resources wisely. Natural wealth must be protected, because they are not unlimited.

(slide 52)

When making paper, a person cuts down forests, and they are the “lungs of our planet”, a home for animals and birds. After the extraction of clay, quarries remain that must be filled in, otherwise it is a wound on the surface of the earth. And if a person unreasonably uses natural resources, then what can this lead to?

Guys, remember that the knowledge and work of many people are invested in every thing, so things must be treated with care. (slide 53)

I did a great job at the lesson and enjoyed it!

I did a good job, but next time I will be even more active.

I am unhappy with my work in this lesson, but next time I will definitely succeed! (slide 54)

In nature.

1) Get no more materials than they are required.

2) Spend sparingly.

3) Plant new trees.

4) Restore land at the site of quarries.

Openly comprehend and evaluate their activities in the classroom

Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, show a friendly attitude towards partners.

10. Reflection learning activities in the classroom.

Target: Fix the new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities

Reflection. Complete the sentence: - It was interesting to know that ...

I was surprised ... - It was difficult ...

Now I know that ... (slide 55)

Regulatory: fix the new content learned in the lesson and organize reflection and self-assessment by students of their own learning activities plan (in cooperation with the teacher, independently, with classmates) their actions to solve future problems.

11. Homework.

P. 108-111, workbook p. 70 No. 3, No. 4 (slide 56) , (slide 57)

Listen to the teacher's explanation. Make appropriate entries. Accept a learning task in accordance with their level of development

Regulatory: act according to the planned plan; to transform a practical task into a cognitive one. Assess your achievements. Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature, carry out analysis, synthesis, comparison, classification of language material according to specified criteria.