Consider a corner of nature in the photo above. Enter your details! Design example
Page 1 of 26
Before you are tips for doing homework in the Workbook on the World Around (Grade 3, Part 1). Here you will find answers to some tasks of the Workbook on the World around.
THE LIGHT OF KNOWLEDGE, pp. 3-5
1. Pick up the proverbs of the peoples of your region about the power of the mind, knowledge, skillful hands.
As is the mind, so are the speeches.
Growth from you, and mind from the body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With a prayer in your mouth, with work in your hands.
You can't even pull a fish out of a pond without difficulty.
There is no rest for the feet behind a bad head.
Knowledge is a crown on the head.
3. Consider the corner of nature in the photo above. Tell me what you know about this plant.
This is larch. Larch is the only coniferous tree that sheds its needles for the winter. Red flowers on larch are young cones. In our country, larch grows in Siberia and the Far East, as well as in other places.
4. Based on the photo on page 5, tell us what you already know about Red Square in Moscow.
Light of Knowledge
Proverbs of the peoples of your land about the power of the mind, knowledge, skillful hands.
Knowledge is more valuable than wealth.
The know-it-all runs, and the dunno lies.
You will gain knowledge - you will not be lost.
Know more, say less.
The bird is red with feathers, and the man with knowledge.
Do not be proud of the title, but be proud of the knowledge.
Knowledge is half of the mind.
The more you learn, the stronger you become.
Where there is no knowledge, there is no courage.
Hands will overcome one, knowledge - thousands.
A rope is strong with a twist, but a man is strong with knowledge.
Be proud not of the knowledge of the tops, but of the knowledge of the roots.
The know-it-all understands everything perfectly, and the know-nothing only opens his mouth.
Knowledge is gained by hard work.
Knowledge does not put pressure on the shoulders.
Whoever has knowledge wins everywhere.
The eye is not satisfied with sight, and man with knowledge.
If you leave knowledge, you will follow in the tail.
Know the bird by its feathers, and the young man by his speeches.
The know-it-all is running on the path, and the dunno is lying on the stove.
The know-it-all is pushed forward, and the know-nothing sits behind the stove.
Knowledge is better than wealth.
Knowledge is not only light, but also freedom.
Knowledge of a person elevates, and ignorance humiliates.
Knowledge knows no boundaries.
Knowledge is not given without effort.
He who wants to know a lot needs little sleep.
People are drawn to knowledge like a plant to the sun.
The world is illuminated by the sun, and man by knowledge.
You can’t weave without knowledge and bast shoes.
Whoever has knowledge has power. (Belarusian proverb)
Power is in knowledge, knowledge is in power. (Uzbek proverb)
The knowledge of the old is the power of the young. (Azeri proverb)
Knowledge is the backbone of life. (Mordovian proverb)
Strength is in knowledge. (Mordovian proverb)
Knowledge rejuvenates the heart of an old man. (Tajik proverb)
Strive not to conquer the world, but its knowledge. (Ossetian proverb)
Mighty is he who has mastered knowledge. (Tajik proverb)
He who knows leads thousands, and he who does not know goes to thousands. (Kyrgyz proverb)
Knowledge and power are the enemy's grave. (Georgian proverb)
They fight not with strength, but with knowledge. (Georgian proverb)
Who has skillful hands, he eats honey.
Hands work, and the head feeds.
Skilful hands are assistants to science.
There is always something for skilled hands.
Skillful hands will not remain hungry.
There is no boredom when your hands are busy.
You can't buy golden hands with silver.
The craft does not ask for food and drink, but brings bread.
For skilled hands - everywhere business.
Nothing goes out of good hands.
With laboring hands you will not disappear anywhere.
What is the getter, such is the prey.
Hands are valued not by their sleeves, but by their deeds.
Not expensive, that of red gold, but that is expensive, that of good craftsmanship.
Hands - work, soul - a holiday.
A skilled man catches fish with a chisel.
Skilled hands are not afraid of work.
There will be no boredom if your hands are busy.
Craft is respected everywhere.
Who is of all trades, he does not have boredom.
Golden man, golden hands.
A skillful hand beats for sure.
Do not learn idleness, but learn needlework.
The eyes are scary, but the hands will do it.
People are not born with skill, but they are proud of the acquired craft.
Questions "how?", "why?", "why?" mankind owes most of the great discoveries. Make up and write down questions about what you would like to learn in the classroom at school.
1. How our planet appeared
2. Who lived on earth many millions of years ago.
3. Is there life on other planets?
4. Is it possible to travel in time?
5. Are there wizards?
6. Is it possible to create an elixir of eternal life?
7. How to create a spaceship?
8. How is a person arranged inside?
9. How to bake a delicious cake?
10. How to learn to draw beautifully?
11. How did you go to school before?
12. In what battles did the Russian wars win?
13. Did epic heroes exist in real life?
14. How to learn a lot and memorize easily?
Take a look at the corner of nature in the photo above. Tell her what you already know about this plant. Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.
The coniferous plant is called Pseudotsuga Menzies. In appearance, it is very similar to blue spruce, but its winged cones distinguish it. In addition, the plant surpasses spruce in life expectancy dozens of times. This is an evergreen coniferous tree from the Pine family. It comes from the western regions of North America. Powerful, beautiful, reaching a height of 100 m with a trunk thickness of up to 4 m. It forms huge forests along the entire Pacific coast from British Columbia to California, in Montana, Colorado, Texas and New Mexico.
GDZ to the second part of the workbook World around 3rd grade >>
Answers to tasks in the workbook on the subject of the world around for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, program Perspective. The guide will help you with your homework. The workbook is organized in the same style as for the previous grades 1 and 2 (the answers to them are also on our website), but the tasks, which is logical, are more complex, and it is becoming increasingly difficult to find answers to them. Our ready-made homework assignments will help you navigate the world around you and do your homework easily and for 5 plus!
If you have already finished working with the first part of the workbook, go to the second: GDZ to the second part of the workbook World around 3rd grade >>
Answers to tasks around the world Grade 3 Part 1
Scroll through the pages to see the answers to them.
GDZ to the topic Joy of knowledge
Page 3-5. Light of Knowledge
1. Pick up the proverbs of the peoples of your region about the power of the mind, knowledge, skillful hands. Write them down.
As is the mind, so are the speeches.
Growth from you, and mind from the body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With a prayer in your mouth, with work in your hands.
You can't even pull a fish out of a pond without difficulty.
There is no rest for the feet behind a bad head.
Knowledge is a crown on the head.
2. ...Compose and write down questions about what you would like to learn in the classroom at school.
Why does the wind blow?
Why does a bear hibernate in winter?
How is the solar system organized?
Pseudotsuga Menzies
3. Consider the corner of nature in the photo above. Tell her what you already know about this plant.
This is the Pseudo-Tsuga of Menzies. The second name of the plant is Douglas fir. This is an evergreen coniferous tree. It grows along the entire Pacific coast from British Columbia to California, Montana, Colorado, Texas and New Mexico.
Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.
What are the red flowers on the branches? Red flowers are young cones.
How tall can this tree grow? It can grow over 50 meters in height.
4. Tell about the photo on p. 5, what do you already know about Red Square in Moscow.
Red Square is located in the very center of Moscow. On it are located: St. Basil's Cathedral, a monument to Minin and Pozharsky, Lenin's Mausoleum, the Moscow Kremlin.
Compose and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.
What is the height of the Spasskaya Tower? 71 m
What year was built St Basil's Church? The cathedral was built in 1555-1561 by order of Ivan the Terrible in memory of the capture of Kazan and the victory over the Kazan Khanate, which happened precisely on the day of the Intercession of the Most Holy Theotokos - in early October 1552.
Page 6-11. Answers to the lesson How to study the world around
1. What ways of studying the world do these students use?
From left to right: Definition of natural objects, observation, experience, modeling, measurement.
2. Practical work "Observation"
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps and take notes.
1. The purpose of the observation: to find out which food the fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, observe the fish, which food they will eat first.
3. Observation results: We saw that the fish first ate the live food. They showed great interest in him.
4 Conclusions: Fish love live food more than dry food.
3. Practical work "Experience"
Experiment with a magnet. Think through the steps and take notes.
1. The purpose of the experiment: to find out which items in the kitchen are made of iron.
2. Plan for the experiment: attach a magnet to objects, see if it sticks to them.
3. Results of the experiment: the magnet stuck to several objects.
4. Conclusions: with the help of a magnet, we found out that there are iron objects in the kitchen: a refrigerator, a battery, spoons, knives, forks, a sink.
5. Practical work "Measurement of mass".
Add.
A scale is a device for measuring weight.
6. Practical work "Measurement of length".
Add.
A ruler and tape measure is a tool for measuring length.
Page 12-13. GDZ from 7 gurus to the lesson The book is a source of knowledge
1. Write down information about a popular science book that you especially liked:
Title: Hot Ice Facts
3. Read statements about the importance of books and native language in a person's life.
Mark Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.
Konstantin Grigoryevich Paustovsky is a Russian Soviet writer who wrote in the genre of romanticism, best known as the author of short stories and novels for children. Information taken from the Internet, Wikipedia.
4. Make up your own statement about the benefits of books and reading. Write it down.
By reading books, we learn a lot of new and informative things, as well as develop our speech.
5. In what reference publications can you find out what the ancient Greek city of Troy is famous for? Write it down.
In encyclopedia, dictionary, guidebook, atlas.
Page 14-17. Answers site on the topic Let's go on a tour
2. Give 1-2 examples.
Art museums: Tretyakov Gallery, Hermitage.
Museum-apartment, house-museum, museum-estate: Chukovsky's house-museum, L.N. Tolstoy.
Reserves, national parks: Caucasian Biosphere Reserve, Sochi National Park, Losiny Ostrov (in Moscow).
4. On your own or with the help of additional literature, on the Internet, determine which museums are shown in the photographs in the Appendix. Cut and paste them into the appropriate boxes.
Page 18-21. GDZ What the plan will tell
A local plan is an accurate drawing of a locality, made with the help of conventional signs.
2. On your own or with the help of a textbook, sign the symbols of the plan.
city; Orchard; meadow and trail; dirt road.
3. Cut out the symbols of the plan from the Appendix and stick them in the appropriate boxes.
5. At the lesson, the teacher asked: "What does the scale of the plan depicted in the textbook mean?" ... Who answered correctly? Mark with a tick.
Answer: Ira is right.
6. Practical work "Tourist plans"
1. Review the plan of the zoo in the textbook. Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:
a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.
2. Consider a fragment of the plan of Moscow in the textbook. What sights are depicted on it.
Answer: Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.
3. Consider the plan of the central part of St. Petersburg. Determine how to get from the Moscow railway station to the Winter Palace. Write what you can see on this route.
Answer: You need to go along Nevsky Prospekt to Palace Square. On the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.
Page 22-23. Answers to the topic Planet on a sheet of paper
1. Using the textbook, complete the definition.
A map is a reduced image of the earth's surface on a plane using conventional signs.
3. Color as indicated on the map:
water - blue, land: plains - green and yellow, mountains - brown.
4. Using the textbook, complete the definitions.
The mainland is a huge tract of land, surrounded on all sides by water.
Part of the world is the mainland or part of the mainland with islands located nearby.
5. Write in the table the names of all the continents and parts of the world.
Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.
Parts of the world: Europe, Asia, Africa, America, Australia, Antarctica.
6. Use the textbook map to give examples.
Seas: Black, Yellow, Okhotsk, Laptev, Barents, Red.
Rivers: Ob, Lena, Yenisei, Volga, Mississippi, Amazon, Ganges.
Islands: Madagascar, Sri Lanka, Crete, Tasmania, Wrangel.
Page 24-25. GDZ on the topic Countries and peoples on the political map of the world
1. Rome is the capital of Italy. Neighbors (neighboring states) - Switzerland, France, Austria, Slovenia.
3. Consider representatives of different nations in traditional costumes. Write down the names of their countries and capitals.
Belarusians. Country - Belarus (Belarus), capital - Minsk.
Mexicans. Country - Mexico, capital - Mexico City.
Turks. Country - Türkiye, capital - Ankara.
Chinese. Country - China, capital - Beijing.
Page 26-27. Traveling, discovering the world
Make a travel plan for your city.
If you are in Moscow, write about the local history museum "House on the Embankment", in St. Petersburg - about the state museum of local history "Nevskaya Zastava". There is a local history museum in every city.
Purpose of travel: to learn more about the history of the native land.
Place of travel: Regional Museum of Local Lore.
Sources of information about the place of travel: the Internet.
Reference literature: official site of the museum.
Maps, diagrams, plans, guides: city map to get to the museum.
Equipment: pen and notebook.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion (companions): parents.
The museum has a lot of interesting antiques, the guide told us in detail about the history of our city and region.
3. On the farm "On the Edge" of the Belgorod region, we will learn the skill of a beekeeper. Cut out the drawings from the Application. Complete the photo story with them, observing the order in the work of working bees and in the worries of the beekeeper.
Page 28-31. Answers to the topic Transport
1. Draw an old vehicle for the peoples of your region or paste a photo.
3. Project "Inquisitive Passenger"
Project name: bus - aquarium.
Name of means of transport: bus.
Drawings, photos and texts for decoration inside:
Texts: names of fish and their brief description (where they live, what they eat)
Page 32-33. Means of information and communication
1. Come up with symbols to convey information. Draw them on the flags.
You can assign a fictitious symbol to each letter of the alphabet and write words with these symbols.
2. Letter to a friend..
Enter your details! Design example:
From whom Ivanova Ivana
Where Moscow, Nekrasov street 67-98
Departure index 105120
To Smirnov Sasha
Where Moscow, Nekrasova st. 67-99
Destination index 105120
3. Frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, about the people of your region.
If you don't have a newspaper or magazine, find some interesting news on your city's news site and print it out.
4. Write down from memory the names of the media and communications.
Answer: Television, radio, newspapers, magazines. internet media.
Telephone, telegraph, mail - means of communication.
GDZ to the section of the workbook World as a home
Page 34-35. The world of nature in folk art
1. The word "ekos" (oikos) in Greek means "house", "dwelling".
The word "logos" in Greek means "knowledge", "word".
The ancient Greeks called the word "oecumene" the land inhabited and mastered by man.
2. A fragment of an old spinning wheel. Determine how many tiers of the universe it depicts.
This fragment of an old spinning wheel shows two tiers. The upper one is the realm of light and sun, as well as the middle tier - the tier where animals and people live.
In the ancient traditions of many peoples of the Earth, a single world consists of three tiers. Here is one of the legends.
The lower tier is the abode of the serpent, the ruler of the underworld and water. The fairy-tale serpent swallows the sun in the evening when it goes to the west, and releases it in the morning - in the east.
The upper tier is the sky, the realm of light, the sun, heavenly life-giving waters. From here, the mighty luminary governs order in the universe.
Animals and people live in the middle tier. This tier is the meeting place of man with the vast Universe, with all nature around. Man is inside, in the center of the world. Man is the middle part of a larger whole.
3. Make a chain of questions and answers on the model of the song "Where, Thomas, are you going?".
- "Where, Masha, are you going?" - "To the store." - "Why go to the store?" - "For products." - "Why do you need food?" - "Dinner to cook." - "Why do you want lunch?" - "Family to feed." - "Why do you need a family?" - "Pick apples." - "Why do you need apples?" - "Pie oven." - "Why do you want a pie?" - "Set the table, roll up the feast!"
Page 36-39. What is everything made of
1. Find an extra photo in each row. Explain your choice.
Answer: in the top row - a mug, since this is a human product, and everything else is natural objects. In the bottom row is a titmouse, since it is a natural object, and everything else is objects created by man.
2. Give examples of natural objects:
Objects of inanimate nature: stone, sand, water, air, cloud.
Wildlife objects: bird, fish, cat, spider, cactus, jellyfish.
3. Fill in the table using the text and illustrations of the textbook.
Solids, liquids and gases.
Solids: stone, pencil, bed, watch, glass.
Liquids: water, milk, sunflower oil, juice, kerosene.
Gases: oxygen, hydrogen, carbon dioxide.
4. Find out by the description of the substance and write their names in the boxes.
This substance is part of any living organism. The human body is 2/3 of this substance. - WATER
This substance is found in the form of a stone underground, and also dissolved in the water of the seas and oceans. It can be found in every home in the kitchen. SALT.
This substance is added to many products - sweets, pastries, cakes. In nature, it is found in plants. SUGAR.
This substance is our helper in the kitchen, because it burns well. But in the event of a leak, it can spread throughout the apartment, and this is very dangerous. NATURAL GAS.
These substances are artificially created. They are used to make household items, window frames, toys and many other products. PLASTICS.
5. Underline the names of solids with a blue pencil, and the names of substances with green.
Solids (in blue pencil): nail, horseshoe, wire, gas can, icicle, ice floe, candy, salt shaker.
Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.
Page 40-41. Answers 7gurus to the lesson The world of celestial bodies
1. Using the textbook information, write the numbers into the text.
Sun diameter in 109 times the diameter of the earth. The mass of the sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers. The temperature on the surface of the sun reaches 6 thousand degrees Celsius, and at the center of the sun 15 million degrees Celsius.
2. Fill in the table.
The difference between stars by color.
White: Regulus, Deneb.
Blue: Sirius, Vega.
Yellow: Sun, Capella.
Red: Aldebaran, Cepheus.
3. Build a model of the solar system...
Take a sheet of black or blue cardboard and stick colored plasticine circles on it in accordance with the diagram of the solar system:
4. Solve the crossword.
2. A planet with rings clearly visible in a telescope - SATURN.
5. The planet we live on is EARTH.
6. Planet - a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.
7. Planet - a neighbor of the Earth, located farther from the Sun than the Earth - MARS.
8. The planet located between Saturn and Neptune is URANUS.
5. Using various sources of information, prepare reports about a star, constellation, or planet that you would like to learn more about.
Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two moons - Phobos and Deimos. Scientists have been studying Mars for a long time. Mars rovers are currently operating on the surface of the planet. Source - Wikipedia, Internet.
Page 42-43. GDZ from the site Invisible treasure
1. In the text of the textbook, find the paragraph that explains the occurrence of wind. Read it carefully. Imagine and draw a diagram of the occurrence of wind.
2. Sign in the diagram the names of the gases that are part of the air. Check yourself in the textbook.
3. Study the properties of air and write down your findings.
1. Is air transparent or opaque? - transparent.
2. Does air have color? No
3. Does the air have an odor? no4. What happens to air when it is heated and cooled?
This experience indicates that when heated, the air expands.
This experience indicates that when air is cooled, it compresses.5. How does air conduct heat? Answer: Air is a poor conductor of heat.
4. What is the name of the equipment used in these experiments?
Page 44-45. The most important substance
Practical work "Investigation of the properties of water".
Experience 1. Dip a glass rod into a glass of water. Is she visible? What property of water is this talking about?
The wand is visible. This means that the water is transparent.
Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does it say?
Water has no color, it is colorless.
Experience 3. Smell the clean water. What property of water can be established in this way?
Pure water does not smell, which means it has no smell.
Experience 4.
Immerse a flask with a tube filled with colored water in hot water. What are you watching? What does this indicate?
Conclusion: The water began to rise up the tube. This means that water expands when heated.
Experience 5. Place the same flask on ice. What are you watching? What does this indicate?
Conclusion: The water level drops, which means that the water contracts when it cools.
General conclusion: water is transparent, colorless, odorless, expands when heated, contracts when cooled.
Page 46-47. Answers to the topic of the workbook Natural elements in folk art
1. Cut out photos from the application. Stick them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine arts of the peoples of your region.
Images of fire, water and air in the art of the peoples of your region.
2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region.
Riddles about fire, water and air in the work of the Russian people:
Feed - live, give drink - die. (fire)
The red cow ate all the straw. (fire)
With a tongue, but not barking, without teeth, but biting. (fire)
Droplets fly to the bottom, invisible to the top. (water)
No arms, no legs, but destroys the mountain. (water)
What can’t be rolled up the mountain, what can’t be carried away in a sieve, what can’t be held in your hands? (water)
Flows, flows - does not flow out, runs, runs - does not run out. (river)
Peas scattered along a hundred roads, no one will collect them: neither the king, nor the queen, nor the red maiden, nor the white fish. (air)
Peas scattered on seventy roads; no one can collect - neither the priests, nor the clerks, nor us fools. (air)
3. Consider patterns of folk embroidery. Define the images of fire, water and air.
The image of water is the waves below, the image of air is a bird. The image of fire is usually depicted as a wheel or the sun. In the middle of the picture there is a sun - this is the image of fire.
Page 48-49. GDZ Storage lands
1. Complete the definitions on your own or with the help of a textbook.
Minerals are natural substances.
Rocks are natural compounds of minerals.
2. Practical work "Composition of granite"
Fill in the diagram based on the results of the study.
composition of granite. Granite: feldspar, mica, quartz.
3. Do you know what is stored in the pantries of the Earth? Cut out photos from the application and paste them into the appropriate boxes.
4. Write down the names of minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar Territory).
Page 50-51. GDZ to the lesson the world around The miracle underfoot
Practical work "Study of soil composition"
Experience 1. Throw a lump of dry soil into the water. What are you watching? What does it say?
Conclusion: The soil settles to the bottom, but not all. There is air in the soil.
Experience 2. Heat some fresh soil over a fire. Hold a cold glass over the soil. What are you watching? What does it say?
Conclusion: The glass is fogged up. This indicates that there is water in the soil.
Experience 3. Keep heating the soil. Wait for smoke and bad smell to appear.
Conclusion: The soil contains humus.
Experience 4. Pour the calcined soil in which the humus has burned down into a glass of water and stir. Watch what settles to the bottom first, and what after a while. What does this experience say?
Conclusion: First, sand settled to the bottom, then clay. This means that the composition of the soil includes sand and clay.
Experience 5. Place a few drops of water on the glass, in which the soil has been for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?
Conclusion: The water evaporated, a residue remained on the glass. This indicates that the soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, sand, clay, mineral salts.
Page 52-55. plant world
1. Find out the groups of plants according to the descriptions. Write the names of the groups in the boxes.
These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLOWER
These plants do not have roots, stems, leaves, flowers or fruits. Their body is called the thallus. SEAWEED.
Plants of this group have stems and leaves, but no roots, flowers, or fruits with seeds. MHI.
These plants have all parts except flowers and fruits. Their seeds ripen in cones. CONIFEROUS.
Plants of this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, seeds. FERN.
2. In class, the teacher asked for examples of flowering plants. The children answered like this ... Which of the guys answered correctly? Who made mistakes?
Nadia has the correct answer, Serezha has one mistake (the wrong answer is pine), Ira has two mistakes (seaweed, spruce), Vitya has three mistakes (thuja, larch, fern).
3. Identify these plants. Write the names of the plants and the groups they belong to.
Answer: In the top row from left to right: fuchsia (flowering), salvia (flowering), toadflax (flowering), chicory (flowering). In the bottom row from left to right: bracken (fern), funaria (mosses), fir (coniferous), cedar pine (coniferous).
4. Using the book "Green Pages", prepare a report about one of the plant species of any group. Write down the name of the species, group and brief information for your message.
Cedar pine is a coniferous plant (tree) that grows in Siberia and the North-East of the European part of Russia. In the people it is often called the Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Tasty seeds ripen in large cones - pine nuts.
Page 56-57. GDZ Fertile land and plants in folk art
1. We color the pattern as we want. Second towel:
2. Draw an illustration for the fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.
Fairy tales in which plants are involved: The fairy tale "The Golden Scallop Cockerel and the Miracle Melenka" (a bean or acorn seed sprouted in the house and grew to the sky), "Turnip", "Rejuvenating apples", "Wild swans" (the girl wove shirts from nettles).
Illustration for the fairy tale "Turnip"
3. Pick up and write down the riddles and proverbs of the peoples of your region about the land-nurse and plants.
Proverbs: The land is black, and white bread will give birth. Earth is a plate: whatever you put in, you take out.
Riddles about the earth: The rain pours - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs along her legs.
Page 58-61. Answers to the lesson Animal World
1. Write the names of the groups of animals listed.
Frog, toad, newt is amphibians.
An earthworm, a leech is worms.
Snail, slug, octopus, squid is shellfish.
Crayfish, crab, shrimp is crustaceans.
Starfish, sea urchin, sea lily is echinoderms.
Spider, scorpion, haymaker - this is arachnids.
Lizard, snake, crocodile, turtle is reptiles.
2. Identify the animals. Write the names of the animals and the groups they belong to.
On page 58 from left to right: amber snail (mollusk), goldfinch (birds), haymaker spider (arachnids).
On page 59 from left to right in the top row: otter (animals), king crab (crustaceans), rhinoceros beetle (insects).
On page 59 from left to right in the bottom row: burbot (fish), tree frog (amphibians), grass snake (reptiles).
3. Compare a frog and a toad in appearance. Tell (orally) what are their similarities and what are their differences.
First, about the differences. Toads are usually larger than frogs. Toads have a thick, broad body and shorter legs. Frogs do not have the large parotid glands found in toads at the back of their heads. The skin of frogs is tender and moist, while that of toads is dry and covered with tubercles. The eggs of frogs are round, while those of toads look like long cords.
Similarities: Both the toad and the frog are amphibians. They have bulging eyes. The hind legs are longer than the front. They move by jumping. They live more often near water bodies. They feed on insects.
4. Cut out the details from the application and build development models.
Models of development of fish, frogs, birds.
5. Think up and write down 2-3 questions for the quiz "In the animal world".
How many days will it take for a chick to hatch from an egg?
How is a frog different from a toad?
Does a hare feed her babies?
6. Using the Green Pages book, prepare a report about one of the animal species of any group.
Pink salmon. Pink salmon is a fish that usually lives in the sea but spawns in rivers. The length of pink salmon reaches 50 cm. Pink salmon feeds on small fish and crustaceans. During spawning, pink salmon change color, and males grow a large hump on their backs. Hence the name of the fish. Pink salmon is a valuable fish that needs protection and protection.
Page 62-63. GDZ to the topic Our journey into the world of animals
Page 64-65. Images of animals in folk art
1. Complete the carving ornament...
You can stick photos of a towel with embroidered roosters, a photo with a Dymkovo toy in the form of a turkey, horses, wooden decorations for the garden and at home in the form of animals.
3. Briefly write down the plot of the fairy tale of the peoples of your land, where magical animals help people.
Recall the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Tiny-havroshechka", "Turnip", "Magic Ring", "Goby - a tar barrel".
Ivan Tsarevich and the Grey Wolf.
The king had three sons. He had an apple tree in his garden with golden apples, and every night the apples began to disappear. The king sent his sons to trace who was stealing the apples. Two sons fell asleep, but Ivan did not sleep, he saw that the Firebird was eating apples. The king ordered his sons to get the firebird. They each went their own way. Ivan arrived at a fork on which stood a pillar with an inscription. Whoever goes straight will be cold and hungry all the way. Whoever goes to the left will die, but his horse will live. And whoever goes to the right will remain alive, but the horse will die. Ivan went to the right. The Gray Wolf ran out of the forest, ate the horse, and then began to serve Ivan faithfully. That wolf helped Ivan and get the firebird, and the bride, and stay alive.
The Little Humpbacked Horse
The peasant had three sons. Their father sent them to guard the wheat. Two sons overslept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped a friend find a firebird, a ring and a beauty for the king. The king wanted to marry, but he had to bathe in boiling water. The king called Ivan first to bathe. Horse helped Ivan and he became handsome. And the king got screwed. Ivan and the Tsar Maiden played a wedding. (Written by Maxim Egorov)
Page 66-67. GDZ from 7 gurus to the lesson Invisible threads in wildlife
1. Read the text carefully. Underline the names of animals of different groups in different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.
Summer is a generous season for a wide variety of animals. We often see swallows in the sky. They catch numerous flying insects in the air. Near the water, the frog hunts for mosquitoes. In the forest they find their prey - small rodents - fox and owl. A rich table is laid here for the hare and moose- these are different branches, leaves, bark. And for a crow and a wild boar, any food will do - both vegetable and animal.
This page presents GDZ around the world Grade 3 Part 1 - workbook authors Pleshakov A.A. and Novitskaya M.Yu. for the 2019-2020 academic year. We hope that this "reshebnik" will help in the preparation of homework on the subject of the world around us.
Joy of knowledge
Page 3 - 5 - Light of Knowledge
1. Pick up the proverbs of the peoples of your region about the power of the mind, knowledge, skillful hands. Write them down.
Proverbs about the power of the mind- Mind will win. - Any advice to the mind is good. - What is the mind, such are the speeches. - The mind is more beautiful than gold, but the truth is the light of the sun. - With a fist you will defeat one, and with your mind - thousands. more proverbs about mind and reason Proverbs about the power of knowledge- Literacy is not evil, but the truth is strong. - Knowledge is better than wealth. - The bird is red with feathers, and the man with knowledge. - Knowledge is more valuable than wealth. - Knowledge and wisdom adorn a person. Proverbs about skillful hands- Skilful hands are assistants to science. You can't buy golden hands with silver. - A hundred tips will not replace a pair of experienced hands. - A craftsman and a needleworker brings joy to himself and to people.2. Questions "how?", "why", "why?" mankind owes most of the great discoveries. Make up and write down questions about what you would like to learn in the classroom at school?
How do black holes appear? How were the pyramids built in Egypt? Why is Japan called the Land of the Rising Sun? Why are planes disappearing in the Bermuda Triangle? Why explore space? Why does a woodpecker knock on a tree? Why do birds fly in a school?
3. Consider the corner of nature in the photo above. Tell her what you already know about this plant. Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.
Douglasia or pseudosuga tissolista or pseudosuga Menzies The picture shows Douglasia. It is also called pseudosuga tissolista or pseudosuga menzies, pseudosuga Ienzis, Douglas fir, pseudosuga tissolist, Douglas spruce, Oregon pine, Douglas fir. "Where can you meet Menzies' false sugu?"- Pseudosuga Menzies is found in North America as well as Asia. - What is the maximum height of a douglas?- Douglas can reach a height of up to 100 meters. - Why does this plant have so many names and how did they appear?- While traveling in North America in 1791, biologist and physician Archibald Menzies saw a large tree that looked like a fir. The message about this tree went unnoticed. But in 1827, this tree was rediscovered by the English botanist David Douglas, who brought it to Europe. Then the tree was given the name "Douglas fir". During the study, it was found that with all the similarities with fir, there are a number of differences that made it possible to distinguish the genus - pseudo-hemlock in the pine family. So "Douglas fir" became Douglas pseudo-hemlock, and even later - yew-leaved pseudo-hemlock. Then it was decided to name the tree in honor of the discoverer, that is, the Menzies pseudo-hemlock, but the old names: "Douglas fir" or "Douglas fir" have been preserved and are used by arborists. 4. Based on the photo on page 5, tell us what you already know about Red Square in Moscow. Compose and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.
Red Square in Moscow The picture shows Red Square. On the left is St. Basil's Cathedral, and on the right is the Spasskaya Tower. In front of the Temple there is a place of execution, where in the old days royal decrees were announced. There are other attractions on Red Square, for example, the Lenin Mausoleum is located there. - What is the total area of Red Square in Moscow in kilometers and how much
people can fit in the square? - The length of Red Square is 330 meters long and 70 meters wide, while the total area is 23,100 square meters or 0.023 square kilometers. If we translate square meters into hectares, it turns out that the area of Red Square is 2.31 hectares. One person occupies an area - 0.21 m2, then it turns out that Red Square can fit: 23100: 0.21 = 110,000 people. At the same time, the entire population of Moscow, which is 12,380,664 people in 2017 on Red Square, will not be able to fit on Red Square. - Why is the red square in Moscow called red? - Often in fairy tales there is an expression "beautiful girl", which means a beautiful girl. In relation to the area, red means beautiful. According to another version, he believes that when Moscow was founded, there were many wooden buildings in it, which burned very often. The area next to the Kremlin was no exception. So, due to frequent fires, the area was called Fire, and later they began to call it "Red Square" because it is the color of fire. - What is the height of the Spasskaya Tower? - The height of the Spasskaya Tower together with the star is 71 meters.
5. Color the illustration for the ancient Greek myth of Daedalus and Icarus.
Illustration for the ancient Greek myth of Daedalus and Icarus Page 6 - 11 - How the world is studied
1. What ways of studying the world do these textbooks use? Sign yourself or use words for reference.
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Words for reference: observation, experience, determination of natural objects, measurement, modeling.
2. Practical work "Observation".
Purpose of work: to master the stages of observation.
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps and take notes.
- Purpose of observation: to observe the behavior of aquarium fish during feeding.
- Observation plan:
- feed goldfish with dry food, pouring it on the surface of the water,
- track fish behavior
- record the results of the observation.
- Observation results: if goldfish have not eaten all the poured food within 5 minutes, then they are overfed and food leftovers will spoil the water.
- Conclusions: It is important that goldfish get enough, but not too much food.
Make up questions for each other to find out if the goal of the observation is achieved. Evaluate your progress by putting a "+" sign in the appropriate boxes.
We were able to formulate the purpose of observation.
We made a clear plan of observation.
We successfully completed the observation plan and recorded the results.
We were able to draw conclusions from observation.
3. Practical work "Experience".
The purpose of the work: to master the stages of the experiment.
Experiment with a magnet. Think through the steps and take notes.
- The purpose of the experiment: to find out if a magnet can attract any metal.
- Experiment plan:
- Take a magnet.
- Scatter objects made of metal (pins), gold (earrings), silver (pendant) on the table.
- Bring a magnet to each item.
- Write down the result.
- Results of the experiment: the magnet attracts objects made of metal, but not from any.
- Conclusions: a magnet can attract objects made of metal, but not from any. Objects made of gold and silver, which are also metals, cannot be attracted by a magnet.
Make up questions for each other to find out if the goal of the experience is achieved. Evaluate your progress by putting a "+" sign in the appropriate boxes.
We were able to formulate the purpose of the experiment.
We made a clear plan for the experience.
We successfully completed the experiment plan and recorded the results.
We have learned from experience.
4. What device (tool) will be required for each case? Point with arrows. 
5. Practical work "Measurement of mass".
Purpose of work: to learn how to measure mass using scales.
1. With the help of the picture, study the device of the balance.
2. Consider a set of weights for scales. Record the mass of each weight.
3. Measure the weight of the items given by the teacher. Enter the measurement results in the table.
4. Add.
A scale is a device for measuring weight.
We learned how scales work.
We understand how scales work.
We have learned how to measure mass.
6. Practical work "Measurement of length".
Purpose of work: to learn how to measure length using a ruler (tape measure).
1. Using the picture, study the device of the ruler and tape measure. Compare them. Consider when you should use a ruler and when you should use a tape measure.
The ruler should be used to measure objects of small length. When the subject is large, it is advisable to use a tape measure.
2. Fill in the blanks.
Completed task:
3. Measure the length of objects given (or indicated) by the teacher. Enter the measurement results in the table.
4. Add.
Ruler and tape measure are tools for measuring length.
Come up with questions and tasks for each other to find out if the goal of the work has been achieved. Evaluate your progress by putting a "+" sign in the appropriate boxes.
We learned how the ruler and tape measure work.
We understood in which cases a ruler should be used, and in which - a tape measure.
We have learned how to measure length.
We have learned how to record measurement results.
Page 12 - 13 - The book is a source of knowledge
1. Write down the details of a non-fiction book that you especially liked:
2. Draw an illustration for this book. Instead of a picture, you can stick a photo on the topic of the book.
3. Read the statements about the importance of books and the native language in a person's life, which are posted on the Reading Moscow train of the Moscow Metro.
A house without books is like a body without a soul. Cecerone True love for one's country is unthinkable without love for one's language. K.G. Paustovsky
Cicero Mark Tullius - Roman politician, orator and writer. Information taken from the New Illustrated Encyclopedic Dictionary, page 798. Paustovsky Konstantin Georgievich - Russian writer. Master of lyrical prose. Information taken from the New Illustrated Encyclopedic Dictionary, page 545.
4. Make up your own statement about the benefits of books and reading. Write it down.
All human wisdom is hidden in books, and only by reading you can comprehend it.5. In what reference publications can you find out what the ancient Greek city of Troy is famous for? Write it down.
The Ancient World, The Complete Encyclopedia, Sh. Hardman, F. Steele, R. Tames, 2007 - A. B. Preobrazhensky. I know the world: Children's encyclopedia: History of the ancient world. 2001.
Page 14 - 15 - Going on a tour
1. Find a description and point with arrows.
Completed version:
2. Give 1-2 examples.
Art museums: Tretyakov Gallery, Pushkin Museum of Fine Arts
Museum-apartment, house-museum, museum-estate: Museum of Vladimir Mayakovsky, Apartment Museum of S.S. Prokofiev
Reserves, national parks: Moscow State Museum-Reserve Kolomenskoye , Izmailovsky Island - museum-reserve
3. Think of and write down the questions you would like to ask at the zoo or botanical garden.
- Why do hippos have pink milk?
- Is it true that elephants are afraid of mice?
- What color is a giraffe's tongue?
- How many years do acorns appear on an oak tree?
- Why is a walnut called walnut?
Find out what questions other guys have prepared. Can you answer them?
4. On your own or with the help of additional literature, on the Internet, determine which museums are shown in the photographs in the Appendix. Cut and paste them into the appropriate boxes.
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Museum of Fine Arts named after A.S. Pushkin
5. Think and write where you can go on an excursion in your area. Underline the name of the place that seems most interesting to you.
- Garage Museum of Contemporary Art
- Museums of the Moscow Kremlin
- Planetarium
- Museum "Upside Down House"
Page 16 – 17 – Our tour
Go on a tour and make a photo story about it. Write down how you rate the tour and why.
Armory in Moscow 
I liked the tour. I learned a lot of new and interesting things.
Page 18 - 21 - What the plan will tell you
Terrain plan- this is an accurate drawing of the area, made with the help of conventional signs.2. On your own or with the help of a textbook, sign the symbols of the plan.
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3. Cut out the symbols of the plan from the Appendix and stick them in the appropriate boxes.
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1 - Arable land. 
4. Draw the symbols of the plan.
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Check yourself in the textbook.
5. At the lesson, the teacher asked: “What does the scale of the plan depicted in the textbook mean?” The children responded like this:
Seryozha: "One centimeter on the plan corresponds to one meter on the ground."
Nadia: “One centimeter on the map corresponds to 50 meters on the ground.”
Vitya: "One centimeter on the ground corresponds to 10 meters on the plan."
Ira: One centimeter on the map corresponds to 100 meters on the ground.
Who answered correctly? Mark with a tick.
6. Practical work "Tourist plans".
1) Consider the plan of the zoo in the textbook.
Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:
a) tigers - in the north
b) lions - in the south
c) bullfinches and other birds - in the west
d) camels - in the east
2) Consider a fragment of the plan of Moscow in the textbook.
Fragment plan of Moscow Write down what sights of the city are depicted on it.
Sparrow Hills Luzhniki Stadium
3) Consider the plan of the central part of St. Petersburg. Determine how to get from the Moscow railway station to the Winter Palace. Write what you can see on this route.
Plan of the central part of Saint-Petersburg From the Moskovsky railway station you need to go to the left along Nevsky Prospekt, pass by the Anichkov Bridge, and after the Alexander Column turn right. And then we will find ourselves near the Winter Palace. Following this route, you can see the Anichkov Bridge, the Kazan Cathedral, the Alexander Column and Palace Square. Put on the plan any other route. Describe it orally.
If you brought other travel plans to class, consider them. Make up questions and tasks for each other to see if you have learned how to read travel plans.
We have learned to determine the sides of the horizon on the plan.
We learned how to find various sights on the plan.
We have learned to determine according to the plan how to get to one place or another.
We learned how to lay a certain route on the plan.
Page 22 - 23 - Planet on a sheet of paper
1. Using the textbook, complete the definition.
A map is a reduced image of the earth's surface on a plane using conventional signs.
2. Mark the sides of the horizon on the world map.
3. Color as indicated on the map:
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4) Using the textbook, complete the definitions.
Mainland It is a huge piece of land, surrounded on all sides by water. It is also called the continent. part of the world- this is the mainland or part of the mainland with islands located nearby.Explain (orally) what are the similarities and differences between the mainland and part of the world.
5. Write down in the table the names of all the continents and parts of the world.
Color in any color that does not match the names of the continents and parts of the world.
6. Using the textbook map, give examples (3-4 names in each paragraph).
Seas: Barents Sea, Arabian Sea, Norwegian Sea, Beaufort Sea. Rivers: Lena, Amazon, Volga, Ob. Islands: Aleutian Islands, New Zealand Islands, Madagascar Island, Tasmania Island.Page 24 - 25 - Countries and peoples on the political map of the world
1. Consider a wall political map of the world. Determine the name and borders of the country where the capital is Rome - an ancient city, about the culture of which you already know a lot. What are the names of its neighboring countries? Write down the information obtained through the study of the political map of the world:
Let's turn to the map and see that the neighboring countries are: France, Switzerland, Austria and Slovenia. 
Rome is the capital of Italy Italy's neighbors are Austria, Switzerland, France and Slovenia.
2. Read the story about Heinrich Schliemann. Find on the wall political map of the world the countries whose languages he learned, where he lived and worked. Check them off.
Heinrich Schliemann was born in 1922 in Germany. A childhood dream of finding the ancient city of Troy led him at the age of 18 as a sailor on the ship Dorothea, which was heading to Venezuela. The ship got into a storm and sank, and Heinrich miraculously escaped and ended up in Amsterdam. Here he worked in a trading office and in two years mastered Russian , English , French , Dutch , Spanish , Portuguese And Italian languages. Then Heinrich Schliemann went to Petersburg and for 20 years he conducted his trading business in the Russian capital. During this time he learned Polish , Swedish , Greek, Arab and other languages, got rich in gold mining in America. And finally went to Greece- fulfill your dream. In order to read the Iliad in the original, he learned ancient Greek in six weeks. Homer's text became his guide. And the ancient land of Greece revealed its secret to the archaeologist. G. Schliemann was buried in Athens.
We mark on the map with flags all the countries whose languages G. Schliemann learned, where he lived and worked.
Political map of the world - click to enlarge the image 3. Consider representatives of different countries in traditional costumes. Find the country of their native language on the political map of the world. Write down the names of these countries and their capitals.
 Country - Belarus |
 Country — Mexico |
 Country - Türkiye |
 Country - China |
Page 26 — 27 — Traveling, we learn the world
1. Together with your friends, discuss and make a plan for preparing a trip around your city (village). Use the sample plan from the textbook for this.
Purpose of Travel: learn about the death of the royal family. Place of travel: Temple on blood Sources of information about the place of travel: Internet. Reference literature: Pilgrims from all over Russia will set off in July along the route "The Shrines of the Yekaterinburg Diocese, Tsar's Days." Pravoslavie.ru; E. Gilbo "The Secret of the Death of the Royal Family", article 2004; Greg King, Penny Wilson The Romanovs. The fate of the royal dynasty. Publishing house "Eksmo", Moscow, 2005 Maps, schemes, plans, guides: map of the city of Yekaterinburg. Equipment: camera, navigator. Weather forecast: find out on the website gismeteo.ru. Dress code: loose, comfortable shoes. My companion(s): parents.2. After the trip, choose the most interesting thing from the diary and write it down on these lines.
The tragic death of Emperor Nicholas II was the end of the great Russian Empire. The fateful events that took place in Yekaterinburg, in the house of engineer Ipatiev, gave rise to many legends. There are many mysteries left for historians to unravel.
3. In the farm "On the Edge" of the Belgorod Region, we will learn the art of beekeeping. Cut out the drawings from the Application. Complete the photo story with them, observing the order in the work of working bees and in the worries of the beekeeper.
Page 28 – 29 – Transport
1. Draw an old vehicle for the peoples of your region or paste a photo.
Photo of an ancient vehicle - a sled pulled by a troika 2. Distribute the vehicles by type. Mark land transport with a red circle, water transport with a blue circle, and air transport with a yellow circle.
Which of these vehicles are old and which are modern? Answer verbally.
3. Project "Inquisitive Passenger". Read the story and look at the photos.
You already know about the Reading Moscow train. And the Aquarelle train runs in the Moscow metro. You get into the car and it's like you're in an art gallery. Boys, girls and guys of your age are interested in the creations of Russian artists. Often the passengers of this train move from car to car to see as many paintings as possible. Many photograph what they especially liked. The "Watercolor" train is a wonderful gift for all art lovers and just inquisitive people. 
Train "Watercolor"
Come up with a project of one of the modes of transport for inquisitive passengers. What phenomena of nature and culture of your region would you like to present in your project? Draw and describe the project on pages 30-31.
Project name : classical music tram
Name of means of transport : tram
Appearance :
Description: Classical music will be played in the tram. In the intervals between compositions, the announcer will talk about various interesting facts related to writing works, the composers who wrote them, their lives, performers.
Page 32 — 33 — Media and communication
1. Come up with symbols to convey information. Draw them on the flags.
Swap notebooks with a friend and decipher the information on the flags. Write it down in words.
On the left is a sign warning of some event that requires attention. On the right is an arrow to the right - indicating the direction of further movement.
2. Imagine that you are sending a letter to a friend. Complete the mailing envelope using the required information.
3. Frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, about the people of your region.
4. Write down from memory the names of the media and communications. Check yourself in the textbook.
Means of information and communication Postal service, telegraph, telephone, radio, television, internet.The world is like a home
Page 34 - 35 - The world of nature in folk art
1. Using the text of the textbook on p. 46 complete the sentence:
The word "ekos" ("oikos") in Greek means " house, dwelling ". The word "logos" in Greek means knowledge . The ancient Greeks called the word "oecumene" part of the world inhabited and developed by man .
2. Color a fragment of an old spinning wheel. Determine how many tiers of the universe it depicts. Describe them orally.
3. Make up a chain of questions and answers on the model of the song “Where are you going, Foma?” Using knowledge about the nature and life of the people of your region. For the final answer, use the hints of the textbook or put the name of the person to whom you are writing this song. You can make a drawing for the text as a gift (on a separate sheet).
Option 1- Where are you going, shepherd? Where are you taking your sheep? - On the field. - Why are you on the field? - Feed the sheep. Why feed the sheep? - To give wool. Why do you need wool? - To keep the kids warm in winter. Option #2- Where are you going, Anya? - Collect mushrooms. Why do you need mushrooms? - To cook soup. - Why do you need soup? - To feed yourself and treat your friends!Page 36 - 37 - What everything is made of
1. Find the extra photo in each row and circle it. Explain (verbally) your choice.
2. Give examples of natural objects (3-4 in each row).
Objects of inanimate nature: planets, waterfalls, stones.
Objects of wildlife: trees, animals, birds, insects.
3. Fill in the table using the text and illustrations of the textbook. You can add your own examples.
4. Find out by the description of the substances and write their names in the boxes.
- This substance is part of any living organism. The human body is 2/3 of this substance.
- This substance is found in the form of a stone underground, and also dissolved in the water of the seas and oceans. It can be found in every home - the kitchen.
- This substance is added to many products - sweets, cakes, pastries. In nature, it is found in plants.
Sugar
- This substance is our helper in the kitchen, because it burns well. But in the event of a leak, it can spread throughout the apartment, but it is very dangerous.
Natural gas
— These substances are created artificially. They are used to make household items, window frames, toys and many other products.
Plastic
5. Underline the names of solids in blue pencil, and the names of substances in green: salt, nail, iron, horseshoe, aluminum, wire, copper, gasoline can, plastic, gasoline, icicle, water, ice floe, candy, sugar, salt shaker.
Page 38 – 39
6. Practical work (experience) "Water is a solvent".
The purpose of the experiment: to determine which substances water dissolves and which does not.
1) Suggest a plan (order) for the experiment.
- Pour water into 4 glasses.
- Put sugar in the 1st glass.
- Put salt in the 2nd glass.
- Put chalk in the 3rd glass.
- Put clay in the 4th glass.
- Watch the result.
- Write Output
2) Look at the drawing. Select the equipment that we will need for the experiment. Mark the selected items with a checkmark.
3) Follow the instructions.
Pour the water from the flask into 4 beakers. Pour sugar into glass No. 1, salt into glass No. 2, crushed chalk into glass No. 3 (grind chalk in a mortar), and clay into glass No. 4. Stir all the substances with a glass rod. What are you watching? Describe verbally.
4) Record the results of the experiment by putting a "+" sign in the appropriate columns of the table.
5) Make a conclusion. Check yourself on the Application.
Water dissolves sugar and salt, but does not dissolve sand and chalk.
Think questions for each other to see if the goal of the experience is achieved. Evaluate your progress by putting a "+" sign in the appropriate boxes.
We proposed the right experience plan.
We have chosen the right equipment.
We accurately recorded the results of the experiment.
We correctly drew a conclusion from experience.
Page 40 - 41 - World of celestial bodies
1. Using the textbook information, write the numbers into the text.
Sun diameter in 109 times the diameter of the earth. The mass of the sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers . The temperature on the surface of the sun reaches 6 thousand degrees , and at the center of the sun 15-20 million degrees .
Tell your classmates about the Sun. Include in your story the data written out from the textbook.
2. Fill in the table. Take one example from a textbook (figure on p. 56). Try to find other examples (1-2 in each column) in additional literature, on the Internet.
The difference between stars by color
Names of stars by color
3. The sun and the celestial bodies moving around it make up the solar system. Build a model of the solar system. To do this, mold planet models from plasticine and arrange them in the correct sequence on a sheet of cardboard. Sign the names of the planets on the plates and stick them on your model.
4. Solve the crossword.
1) The largest planet in the solar system.
2) A planet that has rings that are clearly visible in a telescope.
3) The closest planet to the Sun.
4) The planet farthest from the sun.
5) The planet we live on.
6) Planet - a neighbor of the Earth, located closer to the Sun than the Earth.
7) Planet - a neighbor of the Earth, located farther from the Sun than the Earth.
8) A planet located between Saturn and Neptune.
5. Using various sources of information, prepare a report about a star, constellation, or planet that you would like to learn more about. Write down the basic information for your message. Specify sources of information.
Star Aldebaran One of the brightest stars in the night sky, the main, brightest star in the constellation Taurus, is called Aldebaran. In Arabic, this word also means "following." Aldebaran is an orange-red giant star. Its brightness is 150 times greater than that of the Sun. It is located at a distance of 65 light years from us. Source: Tarasov L.V., Tarasova T.B. Space: encyclopedia - M.: Eksmo, 2015.- 96 p.: ill. - (Your first encyclopedia).Page 42 - 43 - Invisible Treasure
1. In the text of the textbook, find the paragraph that explains the occurrence of wind. Read it carefully. Imagine and draw a diagram of the occurrence of wind.
In nature, moving air is wind. As you know, the earth in different places is heated differently by the sun. Air is heated from the ground. Warm air is lighter than cold air; it rises, and cold air rushes to its place. This is where the wind comes in.
See what other guys have suggested. Evaluate your work and the work of your comrades. Whose scheme is correct, accurate, understandable? Who made mistakes? Tell us about the occurrence of wind according to the most successful schemes.
2. Sign on the diagram the names of the gases that are part of the air. Check yourself in the textbook.
Underline with a green pencil the names of the gas that living organisms absorb when they breathe.
Underline with a red pencil the name of the gas that living organisms emit when they breathe.
3. Study the properties of air and write down your findings.
1) Is air transparent or opaque?
The air is transparent.
2) Does air have color?
Air has no color.
3) Does the air smell?
The air is odorless.
4) What happens to air when heated or cooled? 
hot air expands
.
This experience shows that cold air compresses.
5) How does air conduct heat?
Air does not conduct heat well.
4. What is the name of the equipment used in these experiments? Point with arrows.
Page 44 - 45 - The most important substance
Practical work "Investigation of the properties of water."
Goal of the work: determine the properties of water.
Dip a glass rod into a glass of water. Is she visible? What property of water is this talking about?
Conclusion: water is transparent.
Compare the color of the water with the color of the stripes shown on this page. What do you see? What does it say?
Conclusion: Water is colorless.
Smell the clean water. What property of water can be established in this way?
Conclusion: water has no smell.
Immerse a flask with a tube filled with colored water in hot water. What are you watching? What does this indicate?
Conclusion: when heated, water expands.
Place the same flask on ice. What are you watching? What does this indicate?
Conclusion: As water cools, it contracts.
General conclusion: water is transparent, colorless, odorless, expands when heated, contracts when cooled.Determine the purpose of each experience. Describe (verbally) its course. Check your conclusions on the Appendix.
We have chosen the right equipment for experiments.
Our conclusions coincided with those given in the Appendix.
We correctly determined the properties of water, but inaccurately formulated the conclusions.
We made mistakes in determining some properties of water.
Page 46 - 47 - Natural elements in folk art
1. Cut out photos from the Application. Stick them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine and applied arts of the peoples of your region.
2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region. Guess them to members of other working groups.
Riddles about fire The firebird flies, drops golden feathers. (Fire) Lives without drinking. But it is necessary to drink - dies. (Fire) The scarlet rooster went out in the water. (Fire) Chew - I don’t chew, but I eat everything. (Fire) Riddles about water Falls in winter, murmurs in spring, rustles in summer, drips in autumn. (Water) In frying, the day is the most desired. (Water) Why not roll it up the mountain, not carry it away in a sieve and not hold it in your hands? (Water) Riddles about air What are we breathing? What do we not see? (Air) What can you not see either in the room or on the street? (Air)3. Consider patterns of folk embroidery. Define the images of fire, water and air.
Orally compose a fairy tale about natural elements.
Page 48 – 49 – Storage lands
- Complete the definitions on your own or with the help of a textbook.
2. Practical work "Composition of granite".
The purpose of the work: to determine the minerals that make up granite.
- Consider and compare samples of minerals: feldspar, quartz, mica. Orally describe their properties (color, transparency, gloss).
- Examine a piece of granite with a magnifying glass. Find colored grains. It is the mineral feldspar. Find translucent grains. It is the mineral quartz. Look for black shiny grains. This is the mineral mica.
- Fill in the diagram based on the results of the study.
4. Make a conclusion (orally). Check yourself on the Application.
Come up with questions and tasks for each other to find out if the goal of the work has been achieved. Evaluate your progress by putting a "+" sign in the appropriate boxes.
We have correctly described the properties of minerals.
We correctly identified the minerals that make up granite.
We correctly filled out the “Granite Composition” chart.
Our conclusion coincided with that given in the Appendix.
3. Do you know what is stored in the pantries of the Earth? Cut out photos from the Application and paste them into the appropriate boxes.
4. Write down the names of minerals in your region.
Gold, gas, oil, granite, asbestos, iron ore.
Page 50 - 51 - Miracle underfoot
Practical work "Study of the composition of the soil."
The purpose of the work: to determine what is included in the composition of the soil.
Consider equipment prepared for practical work. Indicate the names of objects with arrows. Explain (verbally) what they are used for.
Throw a lump of dry soil into the water. What are you watching? What does it say?
Conclusion: The soil contains air.Heat some fresh soil over a fire. Hold a cold glass over the soil. What are you watching? What does it say?
Conclusion: Soil contains water.Keep heating the soil. Wait for smoke and bad smell to appear. This burns the humus of the soil, which is formed from the remains of plants and animals. The humus gives the soil a dark color. What does this experience indicate?
Conclusion: the soil contains humus.The calcined soil, in which the humus burned down (it is gray), pour into a glass of water and stir. Watch what settles to the bottom first and what after a while. What does this experience say?
Conclusion: The soil contains clay and sand.Place a few drops of water on the glass, in which the soil has been for a long time. Hold the glass over the fire. What happened to the water? What's left on the glass? These are mineral salts. What does this experience say?
Conclusion: The soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, clay, sand, mineral salts. Determine the purpose of each experience. Describe (verbally) its course. Check your conclusions on the Appendix. Rate your work by putting a "+" sign in the appropriate boxes.
We correctly named the equipment for experiments.
Our findings are consistent with those in the Appendix.
We correctly determined the composition of the soil, but inaccurately formulated the conclusion.
We made mistakes in determining the composition of the soil.
Page 52 - 53 - World of Plants
1. Find out the groups of plants according to the descriptions. Write the names of the groups in the boxes.
- These plants have roots, stems, leaves, flowers and fruits in which seeds ripen - 9 letters. Answer: flowery. flowering plants have flowers and fruits. They have all the other parts too: roots, stems, leaves. These plants are the most diverse. The group includes 250,000 species. Examples of flowering plants: Narcissus, calendula, marigold, willow, lily of the valley, aster, sunflower, pear, potato, linden, coltsfoot, dandelion.
- These plants do not have roots, stems, leaves, flowers or fruits. Their body is called the thallus - 9 letters. Answer: algae. Seaweed- the inhabitants of the water. An example of algae is seaweed. Algae do not have roots, stems, leaves, flowers or fruits. The body of algae looks like long brown ribbons, it is called the thallus. The group includes 100,000 species.
- Plants of this group have stems and leaves, but no roots, flowers and fruits with seeds - 3 letters. Answer: moss. mosses grow in damp places. They have stems and leaves, but they do not have roots, flowers, or fruits with seeds. The group includes 27,000 species.
- These plants have all parts except flowers and fruits. Their seeds ripen in cones - 7 letters. Answer: conifers. coniferous plants have roots, stems, leaves (needles), but do not have flowers and fruits. Instead of fruits, they have cones in which seeds ripen. The group includes 600 species. Examples of conifers: pine, thuja, larch, spruce.
- Plants of this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits and seeds - 11 letters. Answer: ferns. ferns easily recognizable by the beautiful leaves that look like large feathers. In addition to leaves, ferns have roots and stems. They do not have flowers, fruits or seeds. The group includes 10,000 species.
2. In class, the teacher asked for examples of flowering plants. The children responded like this:
- Seryozha: narcissus, calendula, marigolds, willow, pine.
- Nadia: lily of the valley, aster, sunflower, pear, potato.
- Vitya: thuja, larch, fern, water lily, strawberry.
- Ira: seaweed, spruce, linden, coltsfoot, dandelion.
Which of the guys answered correctly? Who made one mistake, two mistakes, three mistakes?
Nadia has the correct answer, Serezha has one mistake, Ira has two mistakes, Vitya has three mistakes.
3. Identify these plants. Write the names of the plants and the groups they belong to.
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4. Using the Green Pages book, prepare a report about one of the plant species of any group. Write down the names of the species, groups and brief information for your message.
Burdock, he is a burdock
Many plants: lilies of the valley, snow-white water lilies - disappear from the face of the earth, but not burdock.
Due to the fact that its fruit baskets are firmly attached to a person’s clothing and spread everywhere, the burdock grows everywhere.If you arm yourself with a magnifying glass and carefully examine this plant, then inside the ball-basket there are small purple flowers, and outside there are special leaves. They end with spikes-thorns, thanks to which they are easily attached to humans and animals.
Page 54 – 55 – Our journey into the world of plants
On these pages, prepare a photo story about the amazing world of plants in your region or other places you have visited. In photographs and captions, try to convey your attitude to the world of plants.
Plants of the Urals
Blue cornflower is an annual plant. It occurs along the edges of forests, glades, roadsides, as a weed plant in vegetable gardens and fields of cereal crops.
Shrub up to 120 cm high. She is a close relative of lingonberries. Blueberries bloom in June-July, and bear fruit in August-September. Its fruits are very tasty. They are widely used for cooking various dishes.
- perennial herbaceous plant. In Russia, it grows everywhere (with the exception of the Far North): in glades, forest edges, among shrubs, in dry open grassy places, along hillsides. In Europe, it is called - oregano, it is a distant relative of mint, lemon balm, sage, basil and other herbs. Oregano is almost the most important spice for making the legendary Italian pizza and Greek salad.
Page 56 - 57 - Fertile land and plants in folk art
1. Color the patterns on the vintage towel. Define the images of the earth and plants. Decorate the second towel with ancient patterns typical of the arts and crafts of the peoples of your region.
Now we will offer several options for embroidery on vintage towels. But first of all, we note that mainly white and red colors were used for embroidery. This is due to the fact that there were simply no other dyes.
At the same time, the following rules were used for old Russian embroidery.
- The earth was displayed at the bottom of the towel, while black colors were allowed. As a reflection of the Earth, geometric figures were used: squares, rhombuses.
- Plants were embroidered on the top of the towel, usually an image of flowers, leaves. Picture allowed
ears in the middle of the towel.
2. Draw an illustration for the fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.
Before completing this task, let's recall fairy tales in which the plant plays an important role in the development of the action.
- First of all, the Russian-folk tale "Turnip" comes to mind.
- Russian folk tale "Rejuvenating apples".
- Russian folk tale "Tops and Roots".
- Russian folk tale "Spikelet".
- Russian folk tale "Golden Ears".
- "Toad and Rose" Vsevolod Garshin.
- "The Scarlet Flower" by Sergei Aksakov.
- "Flower-seven-flower" Valentina Kataev.
- "Unknown Flower" by Andrey Platonov.
- "Twelve Months" by Samuil Marshak.
And now we will give some drawings to the named fairy tales.
3. Pick up and write down the riddles and proverbs of the peoples of your region about the land-nurse and plants.
Proverbs and sayings about the land-nurse and plants The plant is an ornament of the earth. The earth loves care. Who cherishes the earth, the earth pities. Fertilize the land more - the harvest will be higher. In the land of crumbs, from the land of cakes. The deeper the seed is buried, the better it will be born. Grass without clover is like porridge without butter.And now the riddles
Riddles about the land-nurse and plants It breathes and grows, but cannot walk. (Answer: plant) *** Hey, blue bells! With a tongue, but no ringing! (Answer: flowers are bells) *** Head on a leg, peas in the head. (Answer: poppy) *** Sisters are standing around: Yellow eyes, white cilia. (Answer: daisies) *** The whole world feeds. (Answer: earth)Page 58 – 59 – Animal world
1. Write the names of the groups of animals listed. Use reference words if necessary.
Frog, toad, newt is amphibians. Earthworm, beer is worms. Snail, slug, octopus, squid is shellfish. Crayfish, crab, shrimp is crustaceans. Starfish, sea urchin, sea lily is echinoderms. Spider, scorpion, haymaker - this is arachnids. Lizard, snake, crocodile, turtle is reptiles.
2. Identify the animals. Write the names of the animals and the groups they belong to. Use reference words as needed.
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AlreadyPage 80 - 81 - How to preserve the wealth of nature
1. Using the text of the textbook, fill in the right column of the table.
| The negative impact of man on nature | Measures for the protection of nature |
|---|---|
| Poisonous emissions from industrial enterprises and cars into the air | Construction of installations that trap harmful substances. Creating cars that pollute less (running partly on gasoline and partly on electricity). |
| Ingress of domestic wastewater, waste from industrial enterprises, farms into the water | Construction of a treatment plant in which polluted water will pass through various filters. In addition, at the treatment facilities it is worth using invisible bacteria that neutralize toxic substances. |
| Losses of minerals during extraction, transportation, processing | Carefully and economically use minerals in their extraction, transportation and processing. |
| Destruction of plants that protect the soil | Plants strengthen the soil with their roots, so to preserve soil is important to protect and plant plants. |
| Collection of rare plants by the population | Protect rare plants by constructing nature reserves, national parks and botanical gardens. |
| Excessive hunting of animals, poaching | Prohibit and restrict the hunting of rare animals. Guard animals, constructing nature reserves and national parks. Also help animal protection zoos. |
2. Think up and draw symbols showing the protection of natural communities
c) a reservoir
Discuss the symbols suggested by other groups. Choose the most successful ones.
Tell by conventional signs about the protection of natural communities.
Page 82 - 83 - Nature protection in the culture of the peoples of Russia and the world
1. Write down (optional) proverbs, legends, fairy tales of the peoples of your land, which say that it is necessary to love and protect nature.
Proverbs that say that it is necessary to love and protect nature- Fire is the king, water is the queen, earth is mother, heaven is the father, wind is the master, rain is the breadwinner. Whoever cherishes the earth, she pities. - Feed the earth - it will feed you. - Love nature - she will respond with kindness! - To break a tree - a second, and to grow - years. - Take care of your dear land, like a beloved mother.2. Imagine yourself as the main environmentally friendly settlement. Draw in a box a diagram of your imaginary farm, where for heating, lighting, for various types of activities, the power of water, wind, heat of the sun, waste and garbage processing are used, areas intended for felling are replanted with trees. Use the experience of the peoples of your region, which has been preserved in rural and dacha settlements, in books about the ancient and modern culture of the peoples of Russia and the world.
Page 84 - Wonderful Journey
Visit (optionally) a local history or zoological museum, a batanical garden, a zoo, a natural or historical and cultural reserve in your region. Paste the most interesting photo of your trip.
