Lutsenko Lyudmila
Integrated lesson about the environment and technology in grade 2 “How to build a house?”
MKOU “Secondary school No. 4 st. Zelenchukskaya"
Teacher: Lutsenko Lyudmila Olegovna
Routing
integrated lesson on the surrounding world and technology in 2nd grade
The name of the program: "School of Russia"
Textbooks: « The world» , 2 Class, author A. A. Pleshakov; « Technology» , 2 Class, N. I. Rogovtseva
Subject lesson about the world around us: How build a house.
Subject technology lesson: Construction. Working with paper. Semi-volume plastic. Product "Izba".
Subject goals of the teacher’s activities Give an idea of technologies construction of urban and rural houses; introduce types of construction equipment and materials; develop the ability to create paper applique; teach how to achieve a three-dimensional effect in appliqué;
Meta-subject goals of the teacher’s activity Form an educational task together with the teacher lesson, try to fulfill it and evaluate your achievements; develop the creative abilities of students by working on creating a composition.
Type ONZ lesson
Planned subject results Students will learn to identify the characteristic features of the construction of multi-story urban and one-story rural houses; will create a semi-volume application.
Planned meta-subject results Use their observations in different types of activities; read the text and find the necessary information in it; propose questions about the content of the text; consciously construct a speech utterance in oral form; formulate a learning task lesson; carry out cognitive and personal reflection.
Planned personal results Demonstrate observation and ability to listen to others
Equipment Textbooks, pictures of rural and urban houses, samples of flat and semi-volume appliqué, colored cardboard, colored paper, scissors, pencil, paper clips, glue.
Methods and forms of teaching Explanatory and illustrative; individual, group, frontal work, work in pairs.
Organizational structure lesson
Stage lesson Activities of the teacher Activities of students UUD
1. Organizational moment. - The bell rang for us
Begins lesson,
Will you check if everything is in order?
Check readiness for lesson Personal: mood for the upcoming work
2. Motivation (self-determination for cognitive activity). - Guess the riddle.
My relatives live there,
I can't live a day without her.
I strive for it always and everywhere,
I won’t forget the way to him.
I can hardly breathe without him,
My home is dear, warm... (house)
Where can you hear these words: foreman, brick, concrete, cement, log?
Guess what we will talk about lesson. Slide 2
What learning objectives do we let's set ourselves?
Read the tasks lesson in the textbook. Are you correct them put?
Can we create our own home?
What task still lies before you? we'll deliver?
Will the knowledge and skills acquired today be useful? lesson in life?
Slide 5 Guess the riddle, answer questions
Formulate the topic and objectives lesson.
Personal:
Self-determination.
Regulatory: goal setting.
3. Updating basic knowledge. - How many of you watched how the house was being built? Share your observations.
About which houses (rural or urban) is the poem talking about? Children's answers
Poems are read by pre-prepared students.
("Your house". K. Murzaliev,
"House with a Chimney" Yu. Moritz) Personal:
observation
4. Organization of cognitive activity. - Read tasks 1-3 on p. 112-113 textbook. Discuss them in pairs.
Test yourself. Find and read the answers to p. 141
What conclusion can you draw?
What is needed to build a house? Slide 7
Proverb
Slide 8 Read the assignments and answer the questions in pairs.
Check your answers using the textbook key.
Draw a conclusion: in cities and villages people build houses, they are different. A variety of building materials and construction machines are used to build houses. Communication:
Cooperation, control, correction, evaluation of a partner’s actions, the ability to express one’s thoughts
5. Physical education minute. Slides 8-15
6. Continuation of work on the topic. - What material did people use for construction in the villages? Slide 16
Let's see how a multi-storey city house is built. Slide 17
Who works at a construction site?
Read the text on p. 114-115 in the textbook.
What machines work at a construction site?
At home, you will read the text in the textbook again and complete the tasks in the workbook.
For a long time in Rus', all houses were built from wood. Why?
But each master always decorated the house in his own way.
Slide 26 - 31
Open the textbook technologies on s. 45. Consider a Russian hut.
What is the name of the profession of a woodworker?
Let's see what tools he uses. Open the textbook on p. 46 Answer questions.
They look at the illustrations, read the names of parts of the house, explain, if the children cannot explain, the teacher explains. Cognitive:
read the text and find the necessary information in it; propose questions about the content of the text; consciously construct a speech utterance in oral form.
7. Work plan for making a paper hut. - Are you ready to create your own hut?
We will try to create it, but not from wood, but from paper using three-dimensional appliqué.
Let's make a work plan.
Let's compare your work plan with the plan in the textbook on p. 46.47
What tools will we need for the job? What are the rules technology Do we know the safety with them?
They examine them, tell them what is unusual about them, what is special about them, and compare them with flat appliqué.
Draw up a work plan in groups of 4 people.
Present a work plan.
Each student reads the work plan, all stages of the work are discussed.
Tell the rules technology safety when working with scissors and glue. General education:
Modeling.
Regulatory: planning.
Communication: collaboration in a group.
8. Creative work. Provides individual assistance, advice and clarification. Children make the product themselves, working according to the plan.
9. Summing up. Reflection. - What new things did you learn at lesson?
What learning objectives were set at the beginning? lesson?
What parts of the Russian hut do you remember?
What is the name of the type of applique that we used in our work?
What was the task? interesting?
What was difficult for you?
Regulatory: highlighting and awareness of what has been learned and what still needs to be learned.
The lesson begins with an organizational moment. This stage made it possible to quickly include students in the course of the lesson and intensify cognitive activity.
The second stage (checking homework) was carried out in the form of a test, which helped students remember the secrets of certain things and activate their knowledge.
The setting of the educational task took the form of listening to a poem (Journey through the house), a problematic question (How to build a new house?), pronouncing the purpose of the lesson in the form of a question to be answered and the topic of the lesson.
At the next stage (discovery of new knowledge), work was carried out on the meaning of the proverb (brainstorming), the question “Is it easy to build a house?” there was a discussion of its draft resolution.
The task of this stage. Reproduction in your own words types of houses, differences between houses, history of houses. During the initial assimilation of new subject and meta-subject knowledge, group work took place (with self-testing of a textbook page). Testing the level of knowledge development in the studied section was carried out in the form of a game: “Who works at a construction site?”, also design work - a house made of paper, the difference between a city house and rural, with self-assessment - protection of projects according to the standard and self-assessment. A presentation (by Veronica Boldyreva) was used about dad being builders.
To determine the level of knowledge of students, they were offered a creative task - to draw their house, remembering their favorite corners of their home.
View document contents
“Presentation on the surrounding world “How to build a house” 2nd grade”
“How to build a new house?” Lesson about the world around us in 2nd grade
Name the branch of the economy in which clay is turned into a vase.
a) Industry b) agriculture c) trade
2. What are the scissors, spoon, pan made of?
3. Find material that doesn't come from plants.
a) paper b) fabric c) iron
4. What are the cabinet, table, pencil made of?
a) metal b) clay c) wood
5. Find a material that is not used to make kitchen utensils.
a) paper b) glass c) aluminum
6. Find the material from which the notebook is made.
a) plastic b) wood c) metal
7. What are the scarf, hat, and mittens made of?
a) paper b) wool c) clay
Industry
Wood
Wood
We invite you on a journey
We enter the house
And in that house,
Warmth, water and light.
Beautiful, cozy, durable house,
How old is the house?
Five years ago the house was built
And the house and the whole block,
But who built this house?
And how did it become a home?
Read the old proverb.
Building a house is not putting a hat on your head.
slate
bricks
concrete plates
boards
Construction
materials
sand
logs
cement
Who built this house?
bulldozer
excavator operator
parquet floorer
crane operator
mason
roofer
What materials are needed to build a city house?
Concrete
What materials are needed to build a rural house?
Budgetary educational institution of the Tarnog municipal district of the Vologda region “Sludnovskaya elementary school”
in 2nd grade on the topic “Construction. How to build a house"
Teacher: Epifanovskaya Svetlana Mikhailovna
Lesson type: discovery of new knowledge
Goal for the teacher: Introduce students to the concept of “construction”.
Goal for students : get acquainted with the variety of construction professions;
expand children’s understanding of various people’s homes, building materials, and construction machines.
Tasks for the teacher : to develop the ability to distinguish between construction professions and construction machines, to introduce various types of building materials.
Tasks for students aimed at achieving personal learning outcomes:the formation of sustainable educational motives, interest in studying the world around us through the discovery of new knowledge, the development of goodwill, readiness to cooperate with the teacher and students.
Learning objectives aimed at achieving meta-subject learning outcomes: regulatory:to develop the ability to formulate and retain a learning task, the mindset to find ways to resolve difficulties, the ability to control and evaluate one’s own learning activities and classmates.
Cognitive:work with text, develop students’ cognitive activity using techniques and strategies of RKMChP technology (table ZHU, cluster, syncwine)
Communicative:developing the ability to collaborate effectively, competently express one’s own point of view and substantiate judgments, be active in solving cognitive problems, and follow the rules of communication.
Learning objectives aimed at achieving subject learning outcomes: formation of an idea about the technology of construction of urban and rural houses, materials used, types of construction equipment.
Teaching methods: verbal, practical, visual (E.Ya. Golant,
D.O. Lorkipanidze, E.I. Perovskaya); search, games, group work (Appendix 1). Technology for the development of critical thinking (Steele, Meredith, Temple, Walter). TRKM techniques: compiling a cluster, “on-board journal”: I know - I want to know - I found out (Appendix 3), writing a syncwine (Appendix 4), fishbone, notes in the margins,
Equipment and technical means of training:
Textbook, workbook.
Electronic supplement to the textbook “The world around us. 2nd grade."
Multimedia projector, interactive whiteboard, lesson presentation
Working materials for students:
tests,CLUSTER - economics, fishbone, cinquain, “flight magazine”, technological lesson map.
Planned result:a) got acquainted with the branch of the economy - construction.
b) children worked proactively, with interest, and spoke more in class than the teacher; left the lesson wanting to continue this activity.
Criteria for assessing the result of the lesson: self-assessment and mutual assessment of each stage according to established criteria in the “technological map” (Appendix 2).
| Lesson stage, goal. | Forms, methods, methodological techniques | Teacher activities | Student activities | Universal actions |
| I.Motivation to study. activities 3 min 1) Emotional mood. Goal: Creating conditions for students to consciously enter the space of activity in the lesson. 2) Checking homework | Frontal conversation. Verbal. Psychological mood. | 1. Greeting guests and children. Good afternoon, dear guests. Let's start a lesson about the world around us. The smart girl will sit down first, and now the smart guys. 2. Emotional mood. - To make the lesson interesting, what should the students be like? Checking homework. - In the last lesson we learned the secrets of some things. Let's test your knowledge with a test. (Slides 2 - 9.) Test "What is it made from" | The teachers greet, check their readiness for the lesson, and wish each other good luck. Students: active, thinking, efficient, attentive, neat, disciplined, friendly. Do a graphic dictation. Self-assessment in the technological map | Personal UUD: show readiness for educational activities, emotional responsiveness to the teacher’s word. Regulatory UUD: They check the readiness of the workplace under the guidance of the teacher and aim for successful activities. Communicative UUD:- developing the ability to listen and hear. Regulatory: evaluate (compare with a standard) the results of their activities |
| II.Updating knowledge. 2 minutes. Goal: Based on the updating of previously acquired knowledge, lead to the disclosure of the topic of the lesson. | TKMChP-cluster Game situation. Practical. | In previous lessons we became acquainted with the concept of ECONOMY. Let's remember - what is ECONOMY? Let's composecluster. Name the sectors of the economy. The teacher asks guiding questions: This industry produces vegetables, meat, milk; This industry clothes people, produces household products, airplanes, cars; This industry sells products that help in people's lives. This branch of the economy has not been guessed. Do you want to know what industry this is? This industry builds the houses in which we will live. | Make upcluster Agriculture Industry Trade Construction | Subject Skills: Remember sectors of the economy Cognitive UUD: search and selection of necessary information; Communicative UUD:collaboration with teacher and peers; the ability to express one's thoughts fully and accurately. |
| III. Creating a problematic situation. Setting a learning task. 5 minutes. Goal: Leading children to formulate the topic and set the objectives of the lesson. Call | Frontal verbal conversation TKMChP- fishbone, logbook | Listen to the poems and say: what sector of the economy are we talking about? We enter the house, and in that house The house was built five years ago - Consider using the open word “construction” to construct the topic of the lesson. Answer the question: “How to build a new house?(Slide 11.) So, subjectlesson..... - Targetlesson. ... Call. Setting learning objectives. What do you know about how to build a new house? Logbook. Let’s fill in the “I know” column in the logbook table. Please mark your level of knowledge + - ? What else would you like to know about the topic of the lesson? Discuss the questions in pairs. Fill in the “I want to know” column. Well done. The questions you askededucational tasks. Name the sources of information. Where will we look for answers to questions? During the lesson we will fill in the “Learned” column. We will determine in what form the lesson will take place.Slide 12 Read the old proverb. Why do you think people created such a proverb? Building a house is not putting on a hat. Slide 13 | How to build a house? Learn to build houses. Tasks:(fishbone) 1. What building materials are used? 2. What machines help build. 3. Who works at the construction site. Collected from scattered letters - “business game” It is suggested that it is not easy to build a house. Self-esteem in the lesson plan | Subject: recall known information about construction, understand the inadequacy of existing knowledge. Personal: development of cognitive interests of educational motives through the technology of RKMChP; Cognitive: problem formulation and solution; Students search for the necessary information and express themselves orally. Regulatory: setting an educational task based on the correlation of what is already known and learned by students and what is not yet known; Communicative: the ability to clearly and concisely express one’s opinion and build speech structures. |
| IV. Assimilation of new knowledge and methods of action. 15 minutes Goal: familiarize students with new material. Comprehension Physical education minute Goal: Creating conditions for psycho-emotional relief of students. | Frontal. Individual Verbal. Visual. Reading. Conversation. Collective. Group. | Feeding people, clothing the hunt, What can be a building material? What were and are houses built from? Look carefully at the screen......Guessing a rebus. (Slide 14.) - What was the name of the house in the old days? (hut) Excursion to the Russian hut.(Slide 15.) a) TsOR b) Work on the board (arrows - pointers). Restore parts of the Russian hut. Video of house construction.(Slide 16.) The music turns on. Watch the video. Remember the stages of construction. Tell me, in real life, can we build a house like this? We will determine what is needed to build a house: building materials, workers - builders, machines Work in groups (teams). (Slide 17.) (Work to music) A) Division by 2brigades of “Builders” and “Drivers” . Selection of foremen. "Builders"- select building materials and their purpose (Page 113, look at the illustrations. Cards) "Drivers» - Match the name of construction machines to their application. Open your textbooks on page 114- read the text in 4, with a pencil in hand. Make the necessary notes in the margins. Discuss the answer to the question: what machines work on a construction site? b) Instructions for implementation. At a construction site, it is very important that everyone works together, harmoniously, only then the house will be built quickly and efficiently. V) Examination Let's rest Self-assessment in the technological map of the comprehension stage. We are building a house. One two three four five. | Answer the teacher's questions. U textbook pp. 112-113 Different building materials are used, Technique. They work in a group. 1-Match the name of the building materials to their purpose. 2 - Match the name of construction machines - their application Self-assessment of work in the logbook. Children perform jumps on the spot. They stand on their toes and stretch their arms up. | Subject: Get acquainted with building materials and machines, professions. Cognitive: be able toprocess the information received:find answers to questions. Regulatory: be able to express your assumption (version). Communicative: be able to express your thoughts orally; listen and understand the speech of others. Personal: willingness to cooperate, provide assistance, distribution of roles; assessment of what is learned Subject Skills: perceive the meaning of what they read. Communicative UUD: improve skills of working in a group, gain experience in voicing and defending their position. Personal UUD: prevent fatigue |
| V. Consolidation of knowledge and methods of action. 8min. Target:strengthen correct writing skills | Collective. Frontal. | 1 A game “Who works at a construction site?” - consolidation of ideas about the professions of people in construction, exercise in word formation.Slide 21. Clearing a construction site with a bulldozer -bulldozer;concretes the foundation -concrete worker;lays walls (of stone, brick) -mason;lifts loads with a crane -crane operator;covers the roof -roofer;whitewashes and paints walls, doors... -painter-plasterer;makes frames, doors -a carpenter;transports construction material on a tractor -tractor driver;delivers construction materials on a dump truck -chauffeur;welds metal structures -electric welder;digs a hole under the foundation with an excavator -excavator operator . - Name the professions of people involved in building houses. - How does building a city house differ from a rural one?? Restore the stages of building a house. (Slide 22.) Self-assessment in the technological map of the consolidation stage | Self-esteem in the logbook. 3 task completed Children make a plan: 1. Make a sketch of the house. 2. Prepare a house plan. 3. Prepare the site for construction. 4. Select building materials. 5. Start construction (foundation - masonry walls - roof). 6.Finishing work. | Subject Skills: get acquainted with construction professions. Regulatory: the ability to act according to a plan and plan one’s activities; the ability to control the process and results of one’s activities, including the implementation of anticipatory control in collaboration with the teacher and peers; Communicative: ability to work in a group. |
| VI. Reflection on learning activities in the classroom. 5 minutes. Goal: Correlation of assigned tasks with the achieved result. Organize reflection and self-evaluation by students of their own educational activities. | Frontal. Verbal. Conversation. TKMChP-syncwine | Let's summarize our lesson. - We systematize knowledge in the formsyncwine Lesson topic -house What are they like -urban and rural What do you know about the house -beautiful, cozy, durable Who builds for man - man - the Great Builder What is a house?home What were our learning objectives? House. Listen, look closely at this word. Think about your home. I invite you to place images in your house, fill it with sounds that will evoke warm feelings, memories and thoughts and help build a house in which you can live well. Read a quatrain. In every home (and certainly) | Make up syncwine. They express their impressions of the lesson and draw conclusions. Self-assessment in the technological map of the reflection stage. | Regulatory: openly comprehend and evaluate their activities in the classroom. |
| VII. Homework. 2 minutes. Purpose: To explain the progress of homework. | Frontal. Verbal. Teacher's explanation. | 1. Notebook page 72 tasks 1-3 2. The story “How they built my house” Additional: Is it possible to build a house upside down? | Listen to the teacher's explanation. Make appropriate notes. | Regulatory: accept the learning task in accordance with their level of development. |
Annex 1.Group (brigade) "Builders"
Task: 1. Look at the illustrations in the textbook on page 113
2. Connect 1st column with 3rd column with arrows.
| Construction Materials | Purpose |
|
| Brick | For laying walls. Red - for making the foundation, white - for the walls. |
|
| Sand, cement, gypsum | For the construction of house walls, ceilings, floors, roofs. |
|
| Timber - round timber, construction logs, boards, bars | For preparing mortar used for laying brick and block walls. |
|
| Crushed stone - finely ground stone | For making a mixture when building the foundation of a house. |
|
| Concrete plates | For covering the roofs of houses. |
|
| Slate, metal tiles, sheet iron | For ceilings, walls |
|
| Glass, metals, plastics | For windows, interior decoration. |
Student: We learned that the following building materials are used to build a house. (Go to the board and show your building material.)
Group (brigade) “Drivers”
Exercise 1. Look at the illustrations and read the text in the textbook pp. 114-115
2. Connect columns 1 and 3 with arrows.
| Cars | Application |
|
| Bulldozer | A powerful tractor carries a steel shield in front. Using the entire shield, he pushes the earth, levels it out, and fills up holes and depressions. He prepares wide roads and smooth, spacious areas for builders, so that all other machines can work comfortably. |
|
| Excavator | Each machine has a load according to its strength. |
|
| Forklift machines | The excavator machine rakes the earth with a bucket. The bucket scoops up the soil, rises, turns, and pours the soil into the dump truck. This excavator is digging a huge hole - a foundation pit. |
|
| Tower cranes | They are definitely above everyone else. So that even on the roof of the tallest house you can deliver everything you need with your arrow hand. |
|
| Dump trucks | For transportation of construction materials |
|
| Concrete mixer | It is used to prepare solutions by mixing sand, cement and water in certain proportions. |
Student: We found out which machines come to the aid of a person at a construction site
Appendix 2
Technological map of the lesson about the world around us
Full name__________________________________________
| Lesson stage | Self-esteem |
||||
| Checking homework. Test “What is it made from” ___________________________ | |||||
| Call. Topic, goal, tasks | |||||
| Understanding. New material. Group work | CRITERIA | I know + - ? | I want to know + - ? | Found out + - ? |
|
| 1. I know building materials | |||||
| 2. I know what machines help build | |||||
| 3. I know the construction professions | |||||
| 4.I can work in pairs |
I did all the tasks I found it difficult I made it
completed no more errors
no mistakestwicesatisfied
excellent good very good
Appendix 4
SINQWINE
HOUSE
URBAN and RURAL
BEAUTIFUL, COZY, DURABLE
MAN IS THE GREAT BUILDER
I suggest looking at the illustrations on the board
Look and tell me: are all houses the same?
It’s true, there are different types of houses: brick, wood, panel.
Why do we call them that: wooden, brick, panel?
That’s right, certain building materials are used to build each house.
So we have a question:
How to build a strong house? As we work on this question, we will fill out a table that will help us formulate a conclusion.
| House name | Construction material | Connection method | Construction time |
Words: wooden, panel, brick, wood, brick, panels, mortar, notch-groove, long-term, short-term, warm in winter, cool in summer.
The whole class is divided into 3 groups:
Group 1 prepares a conclusion about brick houses, group 2 - a conclusion about panel houses, group 3 - a conclusion about wooden houses. Each group has an assistant captain. Children work with cards.
1st group:
Wooden house- this is a fortress for every family man, and a wooden one is also an environmentally friendly, “breathing” housing. For many centuries, people have chosen wood as a building material, and all because such structures are durable, thermally conductive, cozy and attractive. The house will be warm and cozy in winter, cool and refreshing in summer, so the owners are guaranteed comfort at any time of the year. When starting to build, they planned where the foundation of the furnace would go, and the building was erected around this place. Hence the expression - “dancing from the stove”, which means starting over. A coin was placed at the base of the house - to wealth. The logs were connected using special recesses - grooves. One row of logs was called the “crown.” Building a house was like weaving a wreath. The end is the crown of the matter. They crowned the house with a roof. The windows were protected with shutters, decorated with paintings and carved frames. In the old days, wooden houses were built by the entire village, so the house was erected in a matter of days. The only inconvenience was that the wood was easily flammable, but now special non-flammable materials are used to process wood.
Group 2:
Brick house
Nowadays, practice proves that brick houses are considered the most desirable during construction. Brick walls “breathe”, and in a brick house with such walls a microclimate that is favorable for the owner is created. They are fireproof, durable, not susceptible to rotting and insect pests, durable and durable. This is not a straw house of Nuf-Nuf, a brick house creates a feeling of protection and reliability. After all, as they say in the old proverb, “my home is my castle.” Brick houses are built from various types of bricks, which are connected to each other using a solution of sand, cement and water.
Group 3:
Panel houses
The construction of a multi-storey residential building today is the main option for solving the housing problem. The advantage of the technology is that not one, but several families will move into a house, even if the construction is carried out on a small plot of land. Several types of construction are popular: panel, brick, monolithic. The choice of type of development is carried out in accordance with soil conditions, seismological conditions, climatic conditions, availability of materials, means and capabilities. Previously, it took years to build a panel house, but with our modern equipment and new technologies, houses are built in a few months. Panel houses have poor thermal insulation than brick and wood ones.
| House name | Construction material | Connection method | Construction time |
| wood | notch-groove | short-term |
|
| panel | long-term |
||
| brick | long-term |
