Projects around the world 2. Educational project around the world. Presentations pptx "Cities of Russia"

Municipal budgetary educational institution– medium comprehensive school No. 34 im. hero Soviet Union N.D. Zakharova

Project around the world

"Professions"

2nd grade student

Shklyaeva Danila

Objective of the project:- development cognitive activity and outlook; - awakening interest in professional activity person; - formation of moral values.

Project objectives:

get to know different professions and their features;
to give knowledge about the qualities that a person who wants to get a particular profession must have.

So many professions, and all are good: Everyone is able to find for the soul.

The confectioner cooks cakes and muffins,

The driver brings the cargo by car.

A brave firefighter will put out the fire,

The artist will dance on the stage to the accordion.

The fisherman catches pike perch and cod,

Clowns in the circus will disperse melancholy.

And the sellers sell it to us.

In the workshop, tailors will sew clothes,

Each case is valuable in its own way,

And it will always come in handy!

Can you understand now

Who do you want to be after?

Where to work, who to work,

Whom to go to study?

Yes, the questions are hard.

But there is a solution guys!

You have to try, dream

Go to different circles

To understand who you want to be!

Being useful to society is the main goal of every person. And for this you need to work. Choosing a profession is a difficult and important stage in life. But it depends on this choice whether you can succeed in your business. You need to love your profession, and then the work will not be difficult.

All professions are needed, all professions are important!

Department of Education of the Zavolzhsky Municipal District

MKOU Zavolzhsky Lyceum

Scientific-practical conference "Search and creativity"

Project "Water is our wealth"

Fedoticheva Anastasia

2nd grade students

municipal treasury

general educational institution

Zavolzhsky Lyceum

(name of educational institution)

SupervisorSmirnova Nadezhda Alexandrovna

Subject areaThe world

Zavolzhsk, Ivanovo region

2017

Content

1. Introduction p. 3

2. Goals and objectives of the project p. 3-4

3. Stages of work on the project p. 5

4. Implementation of the project with. 6-12

5.Conclusions p. 13

5. Sources p.14

Introduction.

Back in the first grade, in the lessons of the world around us, we got acquainted with the water cycle in nature, great importance water for humans and all life on earth. In the second grade in the lessons we watched the transformation of water from one state to another. But we wanted to learn more about water and we decided to explore water properties. To do this, we conducted several experiments, visited the enterprises of our city, where they purify and supply clean water to the homes of residents.

Problem: we still know little about water and its properties

Objective of the project: learn more about water and its properties.

Tasks:

1. What do we know about water?

2. What properties does water have?

3. How can you purify the water?

4. Gain skills research work;

5. Learn to work in a group, plan your work;

Research methods:

theoretical study;

experiences;

observation;

excursion

Object of study: water.

Members: students of the 2nd grade under the guidance of a teacher Smirnova Nadezhda Alexandrovna.

Age: 8 years old.

Duration: from December 2016 to January 31, 2017

Project product:

Experiments on the study of the properties of water,

Water treatment experience

Cool clock on the topic: "Water is our wealth";

Presentation of the project "Water is our wealth";

Excursion to the enterprise MUP ZGP

"Zavolzhsky communal worker" , LLC "KemetSorb"

Equipment: Internet resources, books, encyclopedias, equipment for experiments.

Stages of work on the project

Organizational stage . Discussion of the problem, setting tasks, making proposals. Distribution of roles.

Preparatory stage. Collecting information (visiting useful sites in search of information about water, looking for pictures and photos about water, etc.)

Practical stage.

Carrying out experiments with water;

Preparation and holding class hour"Water is our wealth"

Excursion to the enterprises of MUP ZGP

"Zavolzhsky communal worker",OOO "KemetSorb";

Presentation of the project "Water is our wealth"

Analytical stage. Reflection. Activity analysis. Discussion of preliminary results and introduction of changes.

The final stage. Submit your project to scientific and practical conference"Search and creativity"

Project implementation

Preparatory stage of the project :

1. Excursion to the enterprises.

2. Creation of an experimental laboratory in the classroom and at home;

3. Consideration of posters related to the object of inanimate nature - water.

Interesting facts about water.

Water is the only substance on Earth that exists in nature in all three states of aggregation: liquid, solid and gaseous (water, ice and steam).

A person can live without water for no more than 2-3 days.

Our body is 65-70% water.

A slight dehydration of the body (about 2% of the weight - about 1.5 kilograms), leads to loss of strength, fatigue.

If the human body loses more than 10% of water, it can lead to death.

The composition of the Earth's mantle contains 10-12 times more water than the oceans.

If all the glaciers melted, then the water level on our planet

would have risen to 64 m (about the size of a 20-storey building) and, about 1/8 of the land surface, would have been flooded with water.

Water is the only substance in nature whose density in the solid state is less than in the liquid state. That is why ice does not sink in water, and reservoirs, as a rule, do not freeze to the very bottom.

Sea water freezes at -1.91°C.

A person in one year consumes about 60 tons of water only in the process of eating.

About 80% of the Earth's surface is covered with water and only 1% of this water is drinkable.

Glaciers contain the bulk of fresh water.

In Azerbaijan, there is water in the lake that can burn due to the large

the amount of methane in the composition.

In South Africa, tap water flows from the taps, suitable for food without treatment - the third cleanest in the world, and the first place in cleanliness is occupied by the water of Finland.

The lake in Antarctica is eleven times saltier than the sea and freezes only at -50 o C

The largest raindrop was 9.4 centimeters in size! Such drops fell on the USA.

The longest continuous rain fell in India for almost two years!

The largest hailstone weighed one kilogram and two grams!

The thickness of the clouds in the sky can be greater than the thickness of Mount Everest, which can reach sixteen kilometers!

An iceberg can melt for as long as ten years.

In Algiers there is a lake filled with "ink". You can write with this water.

Research phase project :

experimental part

Experience 1. Amazing transparency of water

To determine the color of water, I poured water into one transparent glass, and milk into another glass. I put a coin in both glasses. You can easily see it in a glass of water. This is possible because the water is clear and has no color.

Experience 2. "Delicious moisture", the smell of water, the water has no taste.

To confirm this, I poured into 4 glasses:

milk, tea, juice, water. I tasted and smelled all the liquids. All liquids have a taste, except water.

Conclusion: water has no taste. In addition, water is odorless, other liquids are odorous.

Experience 3. Water is a solvent.

Water is a liquid, which means it is a solvent.

For this experiment, I poured water into glasses and dissolved in

her various items: salt, sugar, honey, jam, coffee, rice,

sand, sea stones. I found that water dissolves:

salt, sugar, honey, jam. Rice, sand, sea stones did not dissolve in the water.

Experience 4. "Paper Cover"

What happens if you turn over a glass of water? Of course it will spill!

And if you press the paper to the glass and turn it over? The paper will fall and the water will still spill on the floor? I decided to check it out.

I poured water into a glass, cut out the paper, put it on top of the glass, and gently turned the glass upside down. The paper stuck to the glass, as if magnetized, and the water did not pour out.

Although it is not so obvious, in fact we are in the real ocean, only in this ocean there is not water, but air that presses on all objects, including us, we are just so used to it pressure that we do not notice it at all. When we cover a glass of water with a piece of paper and turn it over, water presses on the sheet on one side, and air on the other side (from the very bottom)! The air pressure turned out to be greater than the pressure of the water in the glass, so the leaf does not fall.

Experience 5. "Diving bell"

I also experimented with putting paper on the bottom of a glass without getting it wet. I wrote the text on a piece of paper. We fold the sheet, put it in a glass so that it rests against its walls and does not slide down. Immerse the leaf in an inverted glass to the bottom of the tank. The paper stays dry - water can't get to it! After I pulled out the leaf, I made sure that it was really dry. If you take a glass with a piece of paper inside and look closely at it, it seems that there is nothing but paper, but this is not so, there is air in it. When we turn the glass upside down and lower it into the water, the air keeps the water from getting close to the paper, which is why it stays dry.

Recent times often people began to need clean drinking water.

There was an acute problem of construction treatment facilities at every city.

Currently, to improve the quality of drinking water, people began to use filters.

One of the first stages of any filter is mechanical water purification.

Experience 6. Purification of water.

We will conduct an experiment that will clearly show us how to purify water at the first stage.

For the experiment, we need: two conical flasks, river sand, tinted water, activated carbon, water, filter paper, glass funnel.

4. Markin V. A. Children's encyclopedia "I know the world". - Moscow:

AST, 2001.-557 p.

5. Templates: http://shablony-powerpoint.ru

Project author: 2nd grade teacher A, Yakovleva Alina Valerievna

Project name: Animals

Subject, class: the world, Grade 2

Project duration: 5 days

Project type: informational, group

Objective of the project: creationalbum "Friends - Strangers", compiling a memo "If you came to visit animals ...".

Project objectives: (teacher activity):

Update and systematize students' knowledge about animals; create conditions for students to identifycommon signs of animals and highlighting among them the main, essential features; lead students to identify groups of animals.

FROMcreate conditions for the development of work skillsin microgroups,formationflexibility of interpersonal relations of the project.

To bring students to an understanding of the role of self-assessment of their activities and the degree of participation in the project. Cultivate respect for the environment.

Purpose and expected result: to systematize knowledge about animals as representatives of wildlife, to update the ability to classify animal representatives into groups.

Brief summary of the project:

This project is designed to form students' ideas about animals as a natural community.

The project is aimed at younger students. In the course of work, students primary school the concept of the diversity of animals, their life, adaptability to conditions is formed environment. In the process of searching for answers to problematic and educational questions, students master the methods of studying the life of animals, learn to classify, predict, and protect the animal world. Students use knowledge from related disciplines, interdisciplinary connections, look for more effective ways to solve project problems, learn network communication on the Internet. During the implementation of the project, for the purposes of research, communication and cooperation, they use electronic media resources, literature and an excursion to the Irkutsk Natural History Museum.

The project is intended for students of the 2nd grade studying the systematic course of the surrounding world. In the course of the project, students will make an excursion to the Central Park "Zoogallery", create creative piggy banks, write research papers, design an album "Friends - Strangers", make a memo "If you came to visit animals ...".

The project is completed on time.

Planned learning outcomes:

In accordance with the Model Program for the course of the world around primary (general) education, which is a component of state educational standards Upon completion of the project, students should achieve the following results:

Personal Outcomes

Learners will be able to:

Gain experience of collective relationships: cooperation and mutual assistance;

Increase interest in science, expressing it through a conscious desire to learn and the desire to benefit society.

Students will develop a positive attitude towards learning activities, interest in learning material, the ability to self-esteem, a sense of beauty, knowledge of the basic moral standards of behavior. The student will have the opportunity to form the internal position of the student at the level positive attitude to classes on the topic "Animals of the native land."

Metasubject Results

The ability to regulate one's own activity, aimed at understanding the surrounding reality and the possibilities of the human mind;

The ability to carry out information retrieval, assess the degree of significance of the source;

Ability to structure the information found;

Analyze the information found, draw conclusions based on the totality individual facts;

Skills in the use of ICT tools to accompany intellectual activity, the development of universal educational activities.

regulatory

Students will learn to: accept and save the learning task, plan their actions, carry out final and step-by-step control based on the results, adequately perceive the teacher's assessment and evaluate the result of their actions together with the teacher or comrades. The younger student will have the opportunity to learn: in cooperation with the teacher and the class, to find several options for solving the educational problem, to show cognitive initiative in educational cooperation.

cognitive

Students will learn to search for the necessary information in textbooks and additional literature, use signs, symbols, models, diagrams, analyze wildlife objects with the identification of essential and non-essential features, establish analogies and cause-and-effect relationships in nature, the relationship of groups of animals, compare and classify according to the given criteria. They will have the opportunity to learn to focus on the possible variety of ways to solve educational problems, to carry out an extended search for information using the resources of libraries and the Internet, and to build logical reasoning.

communicative

Students will learn to take part in group work, ask questions, allow the existence of different points of view, build statements that are understandable for a partner, and use the rules of politeness in communication. They will have the opportunity to learn how to effectively resolve conflicts, accurately and fully communicate necessary information partner, exercise mutual control and provide mutual assistance.

Subject Results

Learners should know:

Name and characteristics of each group of animals;

Have an idea about the habitat, nutrition, reproduction, the impact of man on the animal world;

Reflection of human relations with animals in the works of oral folk art

Questions guiding the project:

Fundamental question

Problematic issues

2. How was the life of animals reflected in literature?

3.Why protect animals?

Study questions

1. Who are the animals?

9. What kind of help can you provide for the protection of animals?

Presentation of the teacher to identify the ideas and interests of students: kick-off presentation "Animals"

An example of a student project activity product: album "Friends - Strangers", will make a memo "If you came to visit animals ...".

Before the start of the project

During the project

Final assessment

Formative assessment

Memo to the student

Group Observation Evaluation

Evaluation of student activities

Final assessment

Final grade sheet

Self-assessment sheet

riddles about animals

creative tasks (puzzles)

Interesting Facts

poems, tongue twisters, sayings, proverbs about animals

theatrical performance.

Sources:

1. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Grade 2 Textbook. Parts 1 and 2. - M .: Akademkniga / Textbook, 2012.

2. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Toolkit for the teacher. Fedotova O.N.,

3. Trafimova G.V., Trafimov S.A. Our world. Grade 2 Reader. - M .: Akademkniga / Textbook, 2012.

4. Fedotova O.N., Trafimova G.V., Trafimov S.A. Our world. Grade 2 Workbook for independent work. Parts 1 and 2. - M .: Akademkniga / Textbook, 2012.

5. Drawings, crafts for children on the theme "In the world of animals."

6. Handouts in folders.

7. Presentation "Animals". Multimedia textbook "Lessons of Cyril and Methodius. The world. Grade 2".

8. Exhibition of books about animals.

9. Cards with the names of animal groups and distinctive features.

Example of student activity product:

The result of the study of the groups "Animals" - album

Materials for formative and final assessment:

Group self-assessment sheet during work

Consulting

Accounting sheet for the readiness of reporting materials

Materials for support and support of project activities: GEF

Useful Resources:

Red Book online

Animal world Russia

Animal protection of Russia, Irkutsk region

Children's encyclopedia about animals online (links on page 149Trafimova G.V., Trafimov S.A. Our world. Grade 2 Reader. - M .: Akademkniga / Textbook, 2012.)

M.M. Prishvin

1 day : I stage - motivational

Creation problem situation, posing a triad of questions, group discussion of the questions that have arisen, the distribution of students into groups, information retrieval.

Teacher : declares a common plan, creates a positive motivational mood;

Students : discuss the task, offer their own ideas; create working groups.

Introductory talk "What is a project?".

Project (from the Latin "projectus", literally thrown forward) idea, plan and product: an album.

Formative assessment (individual assessment sheet) see Annex 1.

Guys, today you are not just students, but researchers - zoologists.

Do you know who zoologists are: ornithologists?, ichthyologists?,

(First, the children express their opinion, then read out the definition from the dictionary ( dictionary Russian language S.N. Ozhegov)

Zoologist - An expert in zoology. Zoology is the science of the animal world. So zoologists are scientists who study animals.

ornithologists - a specialist who studies birds, their distribution.

Ichthyologist - An expert in the study of fish.

Today we have a very serious job. We are starting a project week on the subject - the world around us. And the theme of our project is “Animals” (textbook p. 5 - 41, reader p. 69 - 123, notebook p. 2 - 33)

And the motto of today's lesson will be the words: “Together it’s not difficult, together it’s not crowded,

together is easy and always interesting!”

Statement of the educational task, problematic issues.

1. - What animals live on Earth? (record children's answers on the board).

- Can these animals be divided into groups? (draw? sign)

- On what basis can animals be divided into groups?

- We have a problematic situation that we will have to solve today with the help of your group research activities (they name different animals - they vote, they are divided into groups).

2. Children make out title pages in group folders.

3. Showing the presentation, “What are the animals?

The product of our project week will be an album that we will create together, working in groups.

4. Work on the project plan.

Now we will draw up a work plan for the Animals project (An inconsistent work plan algorithm is offered to children that requires ordering) - 3 min.

5. Working with memos.

And now we will divide our class into groups, where it is necessary to choose a leader (organizer) and develop rules for teamwork.

Filling out by children a memo on the rules of working in a group and a joint discussion of the rules, choosing an organizer.

You carefully read the tasks, discuss the options for the words needed to be inserted into sentences (discussion and reading of a single option for everyone)

We have just discussed the rules for working in a microgroup, and now I suggest that you collect all the important words into a wonderful poem!

"How to work in a group" (open and read together)

In order not to interfere with the work of the participants of individual groups of the project, I suggest that you encrypt the words of communication with another group or teacher in the form of a picture. To do this, come up with conventional signs and draw them on drafts, and after discussion together we will choose a single symbolism, draw the accepted signs in a table and cut them, observing TB.

I ask for silence

save

confused

please help

Eureka

Well done, they will be useful to us in future work.

II stage - Planning activities for the implementation of the project

- During our project week, we will answer the following questions:

Fundamental question

Why are animals needed on the planet?

Problematic issues

1. What is the most needed animal on Earth?

2. How did it affecttopic aboutlifeandanimals in literature?

3.Why protect animals?

The choice of a micro-topic for each group, the justification (why? and argumentation) go to the board to the leader of the groups - in turn, express their opinion and remember the main signs of the animals in your group.

What questions do you suggest for studying microthemes?

Study questions

1. Who are the animals?

2. What groups of animals exist?

3. What is the relationship between man and animal?

4. In what genres of oral folk art is the life of animals described?

5. What animals are at risk?

6. What animals in our area are protected?

7. What animal protection documents exist?

8. What rules of friends of nature can you formulate?

9. What kind of help can you provide for the protection of animals

3. Planning of project activities

- Where can we learn something useful about our topic? (sources)

ask another person

get information from books

observe

watch on TV

discuss in a group

to summarize

document the results

present the results of completed projects in the form of a material product (plan, report, drawing - album);

Good luck!

four . Conclusion (identification of existing knowledge and ideas on the topic of the project):

So, let's name the distinguishing features of each group from other groups of animals? (Insects have 6 legs, fish have fins and the body is covered with scales, birds have 2 wings and 2 legs, the body is covered with feathers, animals have 4 legs, the body is covered with hair)

What problem are you facing now? (not enough information, we want to know more). Did we manage to solve it? (No). Let's continue with the next lesson.

There are a lot of animals on Earth. Our task is to divide animals into groups, to know the distinguishing features of these groups.

5. Homework by day 2 :

Bring a textbook, anthology, notebook and additional material(illustrations, messages about animal representatives) on the chosen topic according to this plan:

Information exchange

Object Analysis

Solving a problem situation

6. Diagnostics

(day 1)

Reflection day 1

- I wish you good luck in your research!

2 day: III stage – Information and operational

main stage . Project implementation.

Practical work.

Learning objectives 2 days

Definition of the problem and objectives of the study.

Putting forward hypotheses and solutions.

Information gathering work.

Conversation with children (3 min):

Working on the project, you will learn how to work with scientific literature; compose a compositional work; explore;

Briefly express your thoughts in writing and orally.

The results of your research, as well as interesting facts from the life of wild and domestic animals, drawings, mini-essays, crossword puzzles, riddles, rebuses, poems, you will place on the pages of the “It's Interesting” piggy bank, which we will make at labor training lessons.

- In what ways and means we implement the project?

- Is the amount of acquired knowledge sufficient to protect the project?

- We need:

continue to collect material;

to make products of the project in groups;

draw up a project protection plan;

distribute the roles of participants for protection.

Teacher:

monitors the progress of the project;

coordinates the actions of the group leaders and each project participant;

support and help those who need help;

participates in group meetings;

assists the creative process of students;

is itself a source of information.

Practical work (15 min).

Independent, research, search work. Students collect information on the topic of a problematic issue, discuss the collected information in groups, and develop research tools.

1. - To determine the directions for further work, I propose to fill in the table "Distinctive features of animals of a particular group", using sources.

2. Performance of groups according to the completed table(12 min).

3. Analysis of the work of each group according to a given plan(6 min).

Parameters for evaluating work with the table:

1. Are all distinguishing features taken into account?

2. Are there answers to additional questions in the table?

3. What areas have you identified for further work?

3. Bottom line.

What problem are we facing today? (not enough information, we want to know more). Did we manage to solve it? (No). Let's continue with the next lesson.

4. Diagnostics 2 days

Completing student self-assessment sheets during a project

(day 2)

Reflection day 2

- The work is in full swing, you successfully cope with the tasks, observing the rules of joint activities.

5. Homework by day 3:

Bring selected materials (illustrations, poems, riddles, mini-essays, proverbs, sayings) to systematize the data necessary to disclose the project topic.

Thank you for your work!

3 day: III stage – Information and operational

main stage . Project implementation.

Practical work. Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results

1 . Practical work. Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results.

And now we move on to the next stage of our project.

We make reports, collections of illustrations, interesting facts.

We prepare oral reports according to the presented plan, 10 minutes are given for preparation.

Plan

Birds:

Insects:

Distinctive features and their representatives;

Habitat, way of feeding and reproduction;

The relationship between man and animals;

Fish:

Distinctive features and their representatives;

Habitat, way of feeding and reproduction;

The relationship between man and animals;

Amphibians:

Distinctive features and their representatives;

Habitat, way of feeding and reproduction;

The relationship between man and animals;

Reptiles:

Distinctive features and their representatives;

Habitat, way of feeding and reproduction;

The relationship between man and animals;

Come up with a quatrain, a fairy tale, a tongue twister about the representatives of your group.

3. Analysis of the work of each group according to a given plan.

The presentation of the group on the topic of the project is interesting, accessible.

The topic of the speech is clear and fully disclosed.

The group is ready, not ready for defense on the topic of the project.

An additional task (synthesis) is the application of knowledge in a new situation.

4. Bottom line.

Thank you for the creative work that made us happy.

Diagnostics 3 days

Completing student self-assessment sheets during a project

(day 3)

Reflection day 3

- I wish you good luck, you managed to take another step in preparing the defense of the project!

Homework by day 4 :

Think over the form of protection of the representation (presentation) of the information-illustrated work on your topic (A4), which will integral part our product - an album.

Day 4: IV stage – reflective-evaluative

Self-assessment and reflection. Reflection of activity.

Students:

submit projects for examination;

protect the project;

participate in collective discussion and meaningful evaluation of the results and process of work;

evaluate the achievement of goals;

carry out oral or written self-assessment;

correct or supplement the content of the project;

reflect;

Teacher:

Acts as a participant in collective assessment activities; translates, together with students, the rating scale into a five-point grading system.

Introductory speech of the teacher

- project participants,during these 4 days, each of you was a zoologist - a researcher. Analyze your work and think about what worked for you and what didn’t work? Also, how would you call yourself:

The best zoologist

Assistant to the best zoologist

Today you present your materials, developments for expert discussion according to the plan "Assessment of the protection of the project topic by the group." You listen to the group's performance while filling out the table. (Filling, comparing results)

2. Frontal survey

What did you do to answer main question(solve the problem of)?

Tell (tell) what did you get?

What is the purpose of your (your) design product?

What were you able to accomplish right away and why?

What caused you the most difficulty? Can you (can you) name a reason?

Evaluate the quality of project implementation and design.

What did you like most about working on the project?

Tell us about your role in the project.

Are you satisfied with the result of your work?

What did you learn while participating in this project?

3. Diagnostics 4 days

Completing student self-assessment sheets during a project

(day 4). Reflection day 4

4. Homework by day 5 :

Think about the characteristics of your participation, the work of your group and the class as a whole in the project "Animals"

Day 5: IV stage – reflective-evaluative

Self-assessment of participation in the project and reflection of activities.

- Today we are summing up the results of the project week. We will discuss the progress of the work, the degree of your participation, the work of your group and the class as a whole in the Animals project. Think about what advice you would give to the project participants, to whom do you want to present the product of our project? (parents, students elementary school, pupils of DS)

- Act out a dialogue between representatives of groups that could occur when they meet in nature.

- Come up with a quatrain, a fairy tale, a tongue twister about the representatives of your group.

Diagnostics 5 days

Completing the group evaluation sheet at the end of the project, the final reflection “Continue the proposal” (day 5)

Reflection day 5

Outcome:

- Look at the product of our project. What bright, informative, meaningful materials our researchers could find! How many interesting facts you found in additional sources!

- Everyone thank you very much, you are great!

If each of us, each person on Earth gives a particle of his warmth, care and kindness to our nature, then our home - planet Earth will always be beautiful!!!

Summary sheet of accounting

CONTROL AND EVALUATION

INDEPENDENCE

GROUPS

ANIMALS

VIEW

WORKS

birds

fish

insects

animals

reptiles

amphibians

(formative assessment)

Individual assessment sheet

(final assessment)

Drawing up memos on the rules of work in a group

Team work symbolism

Self-assessment sheet during the project

Personal reflection of participation in the project

Evaluation of protection of project topics

Group work evaluation sheet

Evaluation of meta-subject results
in the process of solving design problems

A PROJECT OBJECTIVE is one of the main tools that allows you to assess the formation of meta-subject competencies among elementary school students, as well as to show a whole range of individual characteristics younger students: educational and cognitive interest, learning motivation learning independence and self-esteem, social relations etc.

INFORMATION COMPETENCE

Working with information

reference material

instruction

task texts

the ability to access different sources of information, to make a search request

information processing, formulation of conclusions

the ability to highlight essential information, "noisy" non-essential

holding multiple conditions within one task

compiling "similar" tasks

Sign-symbolic literacy understanding of information communicated in various forms (text, table, etc.);

use of various forms when creating your own “product”

COMMUNICATIVE COMPETENCE

work organization: distribution of roles and tasks between participants in accordance with the general structure of the task;

interaction: help each other upon request; ability to negotiate, argue your point of view; listen to other members' opinions

Stages of work on the project:

Discussion questions.

Search and study

materials.

Decor results in an album idea.

Performance andprotection results.

Discussion the project as a whole.

birds

distinguishing features and their representatives

Number of legs

body cover

habitats

Feeding method

reproduction

Way to travel

ATrelationshipWithhumanohm

Reptiles:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

What kind of help can you provide for the protection of animals?

4day : Self-assessment and reflection. Reflection of activity.

- During these 4 days, each of you was a zoologist-researcher. Analyze your work and think about what worked for you and what didn’t work and how to do it differently? Also, how would you call yourself:

- the best zoologist

- assistant to the best zoologist

- novice zoologist (introspection of work)

Outcome

- Thank you all, you are great!

Based on your knowledge, complete the table

Group -

Distinctive features and

their representatives

Number of legs

body cover

habitats

Feeding method

reproduction

Way to travel

Which difference is not listed?

How do animals protect themselves from danger?

ATrelationshipWithhumanohm

What animals in our area are protected?

MEMO "How to work in a group"

Team means together
The team is all for one.
Here everything is conscience and honor,
No one will be offended here.
The team brings us together.

Don't be afraid of obstacles
Here everyone knows his business
Works for results.
And if there are disputes,
They decide immediately
And no talking.

They won't take us away from business.
We are comfortable in our team
We didn't end up in it all of a sudden.
When it gets hard for someone
A friend will put his shoulder

Remember and observe simple rules:

Respect your friend.

Be sure to listen to everyone.

Disagree - suggest!

Now fill in the missing words in the sentences

1. Animals whose body is covered with feathers are called ... They are also called: "children of the air." They have two legs and two wings.

2. These are aquatic animals, their body is covered with scales in the form of rings, there are fins.

3. These animals are very different creatures. Most of them have a body covered with hair. They have four legs.

4. These animals have three pairs of legs, and in addition to two eyes, there are three more small ones - on the forehead.

5. Snakes, lizards, turtles belong to the group - ... They have horny scales, four legs or legs are completely absent.

6. Frogs and toads belong to a special group - ... They have bare skin.

Who can name all groups of animals and their distinctive features.

5) To reveal the interconnection of all living beings in nature.

a) Invisible threads in nature.

Guys, close your eyes and imagine for a moment that all living creatures have disappeared on Earth: plants, birds, animals. No smell of flowers, no noise of forests, no singing of birds. What's left? Naked Earth: stones, sand, wind...
- Could a person live on a bare, dead Earth?
- And this can happen if the natural community is disturbed. After all, each natural community has its own, special world of its inhabitants: plants, animals, and other living organisms.

Student self-assessment sheet during the project

0 - did not participate in the course of work

1 - took part, but completed the task halfway

2- took part, but did not fully cope

3- took part, coped completely and correctly

1. Task for introspection. Complete the sentences:

1 It is important for me to know about the diversity of the animal world, because……………………

2. To compile an album on the theme “Animals”, you need ………….

2. Assignment for self-assessment.

Complete the sentences:

I am satisfied (flax ) ……………….. (very, not very)his work, which he did …………..…………( himself, with the help of parents, teachers).

Assessing the defense of the topic of the group project __________

excellent good not bad

Birds

Insects

Amphibians

reptiles

Fish

Beasts

Topic covered in full

Defense of the project theme is interesting and accessible.

The group answered questions in detail and in detail

The theme of the project is clear for perception

Conclusion meets the goal

Thanks to the performance of the group, we learned a lot of new and interesting things.

Practical work.

Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results

Beasts:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

- in what genres of oral folk art is the life of animals described?

Project progress reports.

Data processing and formulation of conclusions.

Tocompositional representation of the product of each microgroup.

Report of the groups on the work done:

1. Tell what task the group did.

2. What did you do to complete the task.

3. Present the result of your work.

4. Evaluate the work of your group.

Practical work.

Selection and analysis of the search for information on the topic of the group, fixing and illustrating the results

Birds:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

- what animals of our area are under protection?

Project progress reports.

Data processing and formulation of conclusions.

Tocompositional representation of the product of each microgroup.

Report of the groups on the work done:

1. Tell what task the group did.

2. What did you do to complete the task.

3. Present the result of your work.

4. Evaluate the work of your group.

Insects:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

- what documents, laws and measures for the protection and protection of animals exist and are implemented by children and adults?

Fish:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

Amphibians:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

- what rules of friends of nature can you formulate?

Reptiles:

-distinctive features and their representatives;

- habitat, way of feeding and reproduction;

- the relationship between man and animals;

What kind of help can you provide for the protection of animals?

“To protect nature means to protect the Motherland”

M.M. Prishvin

Project "Animals"

working time - 5 days

Our motto:

“Together it’s not difficult, together it’s not crowded, together it’s easy and always interesting!”

Group _________________________________

Group members:

Organizer _________________________

_________________________

Continue the offer

Individual assessment sheet

student _________________________

Formative assessment

Final assessment

What is a project?

don't know

I want to know

I know

don't know

I want to know

I know

Can you make a plan of action and execute it?

I can not

I want to learn

can

I can not

I want to learn

can

Can you work in a group?

distribute responsibilities

listen

discuss

accept common decision

distribute responsibilities

listen

discuss

make a joint decision

Can you work with information?

the study

performance

processing (selection of the desired material)

the study

performance

Put "+ » next to your chosen word

REFLECTION

Surname of the project participant_________________________________________

Continue the offer

While working on the project, I learned...

____________________________________________________

While working on the project, I learned...

____________________________________________________

While working on the project, I showed great interest….

____________________________________________________

While working on the project, it was difficult for me ...

____________________________________________________

The group should have ______________________ discussions,

______________________ can express their version of the decision,

______________________ speaks and ______________________ listens,

______________________ version is discussed in the group.

The group agrees _________ decision,

group representative ______________________ agreed upon decision in front of the class.

After completing the task, discuss the proposed options. Select the person in charge to read the rules.

Try to fill in the missing words in the sentences:

The group must haveorganizer discussions,

each can express his version of the decision,

one says arest listen,

each version is discussed in the group.

The group agreesgeneral solution,

group representativeprotects with agreed decision in front of the class.

Will these rules help us work together? Yes!!!

At the lessons of the world around us, second-grade students were asked to complete design work on topics of interest to them. Although it was the first individual project activity students, they were able to interesting projects. In many ways, the children were helped by their parents. Classmates with great interest got acquainted with the work of their comrades.

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RESEARCH WORK of students of grade 2 A GBO at the Central Educational Center No. 1816 Andrey Isychenko and Nadezhda Razina on the topic: “Ink”

It is difficult to meet a person who would not use ink and did not know what it is. But how many of us know the history of the origin, the composition of the ink, the production process? The purpose of the research work: - to learn the history of ink; - making ink on your own.

The oldest recipe for ink belongs to the Egyptians. Long before our era, they used to write a mixture of ash from the burning of papyrus roots and a solution of sticky thick juice of acacia or cherry.

In ancient times, people made ink from ... cuttlefish. Cuttlefish and their cousins octopuses have a special ink bag, from which animals release an “ink bomb” in a moment of danger - for disguise. Based on these ink bags, they learned how to prepare ink for writing.

But even today, ink continues to be widely used. For example, printers use special inks to print magazines and newspapers, as well as our favorite comics. The regular cartridge in the printer is also filled with ink. And some cooks use cuttlefish ink in cooking to give them an exotic black color. It is interesting that in our time the best black paint is prepared from the soot obtained by burning grape seeds.

In the north of Africa in Algeria there is a unique lake. This one-of-a-kind reservoir is filled with real ink, quite suitable for writing. In such a poisonous reservoir there are no fish, and plants do not grow, there are no living organisms in this place at all. Two rivers meet in this inky lake. In the composition of water alone, a large number of iron, and the other found a high content of compounds from peat bogs. When two such different waters are combined, chemical reactions and as a result - ink.

There are a wide variety of ink recipes. The most simple and at the same time entertaining is the recipe for invisible (sympathetic) ink. Previously, they were successfully used by spies. There are many ways to write this kind of cryptography, and all of them use colorless or slightly colored liquids. The messages written by them become visible only after certain actions.

Inks have a long history and play a huge role in our Everyday life. Ink can be made from old rusty nails, kvass, honey and even sour cabbage soup. And on your own at home.

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Why do people need emotions, and how to manage them?

Emotions are what people and animals experience and feel.

Emotions help animals adapt to their environment.

Emotions are necessary for a person to correctly assess the situation in which he is.

Emotions are the result of brain activity.

Emotions are expressed through facial expressions, gestures, and voice.

Types of emotions:

Negative emotions can be destructive, so they need to be managed. “I want to help myself. Go away, insult, away!

How to manage your emotions? If you are agitated or angry, take 3 deep breaths in and out, count to 10, this will help you calm down. Learn to express your emotions: tell your friends or family about them, draw or write a fairy tale about them. Imagine your negative emotion in the form of a balloon and let go, let it fly away!

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Research work Why does a cat need a mustache? Completed by student 2 "A" class TsO No. 1816 Popova Maria

Why does a cat need a mustache?

The purpose of the work: To find out what role the mustache plays in the life of a cat? Tasks: * consider the functions of whiskers in cats, * observe the behavior of a cat; * read additional literature; * draw conclusions based on observations.

We have a cat at home. Her name is Monica. I take care of her, feed her, and when there is free time- I play with her. Watching Monica, I thought - why does she need such a long mustache? What role do they play in a cat's life? I asked these questions to my parents and close relatives. As a rule, everyone said that the mustache is needed to catch mice. It seemed to me that this is not entirely true. Then I started reading animal magazines and looking for information on the Internet.

And here's what I realized: the mustache is a vital organ that performs a number of irreplaceable functions. Whiskers are both a guide during movement in the dark, and the most important means of hunting, and even a "weather vane" of a cat's mood. Every solid object that the cat approaches slightly changes the direction of the air currents and this allows it to detect these objects without even touching them.

I learned that on average each cat has 24 whiskers - 12 on each side, and their average length is 6 - 7 cm.

At the base of a cat's whiskers are nerve endings, with the help of which the cat receives information about the world around it, about objects, about the wind, about air temperature and much more. Thanks to the whiskers sticking out on both sides, the cat determines whether it will squeeze into the hole! Also, I learned that the cat family includes animals from small cats to large tigers. Also, I learned that the cat family of whose includes animals from small cats to large Tigers.

By the location of the whiskers of a cat, you can find out about her internal state, if the whiskers, for example, are directed forward, this means that the cat is interested in something, or she wants to scare her opponent with this look. When the whiskers of a cat are directed back, it means fear, or simply unwillingness to communicate.

The whiskers of a cat, as well as its main coat, are subject to molting. But this does not happen simultaneously with the main molt. When the mustache falls out, they are constantly restored. There is an update of the whiskers of the cat and as they wear out. But in no case should you cut a cat's mustache, otherwise you can deprive it of one of important organs smell and touch.

Conclusions: Whiskers play the role of highly sensitive antennas and provide the cat with invaluable assistance in close orientation. Thanks to the whiskers, the animal receives a wide variety of information and helps it to move and hunt. In preparation for the presentation, in addition to articles on the Internet, I used information from the magazines: “My friend is a cat” and “Friend (for cat lovers”, as well as from children's books: "Cats and Kittens" and "All About Cats".

Thank you for your attention!

Crossword 1 2 3 4 5 6 7 8 h 9 10

Questions 1. What should never be done with a cat's whiskers? 2. Big cat. 3. The cat always says this word. 4. What does a cat have to glow in the dark? 5. Cat weapon. 6. The cat uses it as a steering wheel in flight. 7. Cat's favorite object of hunting. 8. Mom always finds and cleans the sofa and clothes from her 9. The name of the main character of my research work 10. There are cats on the TV

Answers: 1 cut 2 tiger 3 me at 4 eyes 5 claws and 6 tail 7 mouse 8 wool h 9 Monica 10 a n t e n s

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Mosfilm

The history of the legendary Soviet and Russian film studio began in 1920.

The territory of Mosfilm impresses with its size. Crossing the threshold of the checkpoint, you seem to find yourself in a small town with many streets, pavilions and buildings. An excursion to the film studio "Mosfilm" is a small journey into the world of cinema. Illusion and reality are inseparable here.

First we were taken to the museum of vintage cars. It is noteworthy that each car here has its own special history. Each of the cars presented here was filmed in a movie, or even in several at once.

Here you can also see carriages from various feature films.

When the film is shot, the scenery is dismantled and thrown away.

There were many different kinds of wigs.

The guide told us one remarkable fact. It turns out that some actors refused to make masks with their eyes closed for superstitious reasons. For example, casts of the faces of Vladimir Menshov and Nikolai Karachentsev were made with their eyes open.

In general, there is a whole city here. There are shops, and hotels, and taverns, and restaurants, and a church. Half of the scenery is a city, the other half is a village. In one part there is a smooth paving stone, in the other - a crooked cobblestone pavement.

The origin of crystals Natural (natural) crystals originate and grow in the bowels of the Earth for a long time under conditions of high temperatures and enormous pressure. People have learned to grow artificial crystals not only in laboratories, but even at home.

Substances forming crystals Crystals are not only diamonds, amethysts, emeralds, sapphires and other precious and semi-precious stones. In addition to these most famous and beautiful crystals, there are many other substances in nature that have the ability to form crystals. The most common such substance is plain water. What water crystals look like, everyone knows it well - ice and snowflakes.

Copper sulfate crystal

Project around the world with a presentation for younger students "Plants in Winter", Grade 2

Matveeva Kristina, 8 years old, student of the 2nd class of the Municipal Autonomous General Educational Institution Multidisciplinary Lyceum No. 20 in Ulyanovsk.
Supervisor: Matveeva Svetlana Nikolaevna, primary school teacher, teacher of the highest category.
Work description: We bring to your attention a project on the surrounding world. This material It will be useful for students, teachers, and, of course, parents. The material can be used both in educational and educational work with children, including in country and school camps, as well as in class hours and in extracurricular activities.
Target: organize and conduct observations of plants in the winter season.
Tasks:
- introduce three types of plants;
- continue to form knowledge about deciduous and coniferous trees, shrubs, herbs;
- develop horizons, imagination, thinking, erudition.

Project progress

Winter came!!! We go to a nearby park.

Plants are three types: trees, shrubs and herbs.

Trees are divided into coniferous and deciduous.

Conifers- this is spruce, pine, larch, etc.
All of them, except larch, are evergreen. But larch sheds its needles in winter. In winter, coniferous plants ripen seeds - cones.
deciduous trees- birch, poplar, oak, etc.
In winter, the bark protects the plant from frost.

shrubs- this is lilac, cotoneaster, etc. In winter, the bushes are bare.
Herbs- this is wormwood, ears of corn, etc. Some grasses die in winter. And others continue to grow under the snow. These are strawberries, cranberries, etc. Snow, like a blanket, covers and does not allow them to freeze.

Scientists have proven that the air temperature under the snow is 15 degrees higher!!!

Conclusion and Conclusions:

What beautiful plants in winter in our park! Under them lie deep and clean snowdrifts. Trees, bushes and grasses seemed to fall asleep in a fabulous dream...

Poems about plants in winter

Silver, lights and sequins -
A whole world of silver!
Birches burn in pearls,
Black and naked yesterday.
This is the realm of someone's dream
It's ghosts and dreams!
All items of old prose
Illuminated by magic.
Crews, pedestrians,
White smoke on the sky.
The life of people and the life of nature
Full of new and holy things.
The embodiment of dreams
Life with a dream is a game
This world of charms
This world of silver!
V. Ya. Bryusov