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Bodies, substances, particles. Bodies, substances, particles Educational film bodies, substances, particles

Bodies, substances, particles

Any object, any living creature can be called a body. A stone, a lump of sugar, a tree, a bird, a wire - these are bodies. It is impossible to list all the bodies; there are countless of them. The sun, planets, and the moon are also bodies. They are called celestial bodies.

Bodies can be divided into two groups.

Bodies created by nature itself are called natural bodies.
Bodies created by human hands are called artificial bodies.

Look at the pictures. Under natural bodies fill the circles with green, under artificial bodies - brown.

Bodies are made up of substances. A piece of sugar is a body, and sugar itself is a substance. Aluminum wire is the body, aluminum is the substance. There are bodies that are formed not by one, but by several or many substances.

Substances- this is what bodies are made of.

Distinguish between solid, liquid and gaseous substances.
Sugar, aluminum are examples of solids. Water is a liquid substance. Air consists of several gaseous substances (gases).

Write down what substance the body is made of.

Which body has a certain shape?
Answer: Solids have a constant shape.

Fill out the table

Aluminum, silver, notebook, wood, TV, kettle, water, saw, wardrobe, starch.

Substances, and therefore bodies, consist of particles.
Each substance consists of special particles that differ in size and shape from the particles of other substances.
Scientists have found that there are gaps between particles. In solids these gaps are very small, in liquids they are larger, and in gases they are even larger. In any substance, all particles move.
Particles can be represented using models, such as balls.

1. Determine in which row only natural bodies are depicted. Fill the circle with green. Which row shows only artificial bodies? Fill the circle with blue. What bodies are depicted in the remaining row? Think about how best to paint the circle next to this row. Do it. Explain your decision.

2. Give examples (at least three in each paragraph). Do not repeat what was shown in the pictures in task No. 1.

a) Natural bodies: star, deer, flower, butterfly
b) Artificial bodies: computer, ruler, carpet, knife.

What examples did the other guys give? Add one example of their response to each item.

3. Copy examples of substances from the text of the textbook.

Sugar, aluminum, water, starch.

4. Ant Questioner is interested in which of the following are bodies and which are substances. Indicate with arrows.

5. Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, or gaseous. Do this first with a simple pencil.

Ask a student sitting next to you to check your work. After checking, add “+” signs with a pen or colored pencils (your choice).

Lesson type: combined

Target

— formation of a holistic picture of the world and awareness of a person’s place in it based on the unity of rational-scientific knowledge and the child’s emotional and value-based understanding of personal experience of communicating with people and nature;

Problem:

What is a body, substance, particle?

Tasks:

Distinguish between bodies, substances and particles,

Conduct experiments using laboratory equipment

Subject results

will learn

Characterize the concepts of “body”, “substance”, “particle”;

Distinguish between bodies and substances and classify them.

Universal educational activities (UUD)

Regulatory: adequately use speech to plan and regulate one’s activities; transform a practical task into a cognitive one.

Cognitive: pose and formulate problems, monitor and evaluate the process and result of activities (experience); transfer of information.

Communicative: cost a monologue, argue your position.

Personal results

Motivation for learning activities

Basic concepts and definitions

Bodies, substances, particles. Natural and artificial bodies. Solid, liquid, gaseous substances

Checking readiness to learn new material

Remember into what groups all the objects that surround us can be divided.

Consider the diagram. What two groups can bodies be divided into? Give examples of bodies from each group.

Learning new material

SUBSTANCES

Bodies are made up of substances. A piece of sugar is a body, and sugar itself is a substance. Aluminum wire is the body, aluminum is the substance.

There are bodies that are formed not by one, but by several or many substances. Living bodies have a very complex composition. For example, plants contain water, sugar, starch and other substances. The bodies of animals and humans are formed by many different substances.

So, substances are what bodies are made of.

Distinguish solid, liquid And gaseous substances. Sugar and aluminum are examples of solids. Water is a liquid substance. Air consists of several gaseous substances (gases).

BodiesAndsubstances

Bodies. Substances

Experience. Fromwhatconsistsubstances

Threestatesubstances

PARTICLES

Experience. Let's take a body formed by one substance - a piece of sugar. Place it in a glass of water and stir. At first the sugar is clearly visible, but gradually becomes invisible. Let's taste the liquid. She's sweet. This means that the sugar did not disappear, it remained in the glass. Why don't we see him? Make a guess.

A piece of sugar disintegrated into the smallest particles, invisible to the eye, of which it consisted (dissolved), and these particles mixed with particles of water.

Conclusion: experience proves that substances, and therefore bodies, consist of particles.

Each substance consists of special particles that differ in size and shape from the particles of other substances.

Scientists have found that there are gaps between particles. In solids these gaps are very small, in liquids they are larger, in gases they are even larger. In any substance, all particles are constantly moving.

Comprehension and understanding of acquired knowledge

Presentation "Bodies, substances, molecules"

BodiesAndsubstancesaroundus

1.Check with your textbook whether the statements below are true.

Any object, any living creature can be called a body.

Substances are what bodies are made of.

2. Select bodies from the list first, then substances. Test yourself on the Self-Test Pages.

Horseshoe, glass, iron, brick, sugar, watermelon, salt, starch, stone.

3.Using a model, show the process of dissolving a piece of sugar in water.

4. Using models, depict the arrangement of particles in solid, liquid, and gaseous substances.

Independent application of knowledge

What are bodies called? Give examples.

What are substances? Give examples. 3. What do substances consist of? How to prove this? 4. What can you tell us about particles?

Homework. Write in the dictionary: body, substance, particle.

Information sources:

A. A. Pleshakov textbook, workbook The world around us, grade 3 Moscow

"Enlightenment" 2014

Presentation hosting the world

Lesson type: A lesson in discovering new knowledge

Educational goal: create conditions for familiarization with the concepts of “body”, “substance”, “particles”, “atoms”, the formation of ideas about bodies and substances, artificial and natural bodies, bodies of living and inanimate nature, the smallest particles that make up substances (about atoms ); promote the formation of skills to set up and conduct experiments, work with various sources of information.

Formation of UUD:

Subject: get acquainted with the concepts of “body”, “matter”, “particles”, “atoms”; get an idea that every body consists of substances; about artificial and natural bodies; bodies of living and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial bodies and living and inanimate nature.

Personal: self-determination, meaning formation, moral and ethical orientation.

Regulatory: goal setting, planning, forecasting, control, correction, assessment, self-regulation.

Cognitive: general educational, logical, problem formulation and solution.

Communicative: planning educational cooperation, asking questions, resolving conflicts, managing the behavior of a partner, the ability to express one’s thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.

Equipment: presentation “Bodies, substances, particles”, illustrations depicting living and inanimate nature, a glass of water.

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Lesson 7

Topic: Bodies, substances, particles.Practical work No. 1"Bodies, substances, particles"

Lesson type: A lesson in discovering new knowledge

Educational goal:create conditions for familiarization with the concepts of “body”, “substance”, “particles”, “atoms”, the formation of ideas about bodies and substances, artificial and natural bodies, bodies of living and inanimate nature, the smallest particles that make up substances (about atoms ); promote the formation of skills to set up and conduct experiments, work with various sources of information.

Formation of UUD:

Subject: get acquainted with the concepts of “body”, “matter”, “particles”, “atoms”; get an idea that every body consists of substances; about artificial and natural bodies; bodies of living and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial bodies and living and inanimate nature.

Personal: self-determination, meaning formation, moral and ethical orientation.

Regulatory: goal setting, planning, forecasting, control, correction, assessment, self-regulation.

Cognitive: general educational, logical, problem formulation and solution.

Communicative:planning educational cooperation, asking questions, resolving conflicts, managing the behavior of a partner, the ability to express one’s thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.

Equipment: presentation “Bodies, substances, particles”, illustrations depicting living and inanimate nature, a glass of water.

During the classes:

Organizing time.

Check, guys, is everything okay on the desk?

- Everything is in place, everything is in order - pens, books and notebooks!

There is a lot of interesting things in the world, a lot of unknowns!

There is no limit to the world of knowledge, so quickly, friends, get to work!

Motivation (self-determination) for correctional activities.Rules for working in the classroom.

Let's remember some rules of politeness in class:

1. Be diligent in class

Be calm and... attentive.

2. Write everything without falling behind,

Listen...without interrupting.

3. Speak clearly, distinctly,

To make everything... clear.

4. If you want to answer -

Necessary ...raise your hand.

Updating knowledge on the proposed topic and carrying out the first trial action.Game "Living and Nonliving"

How does the living nature of the Earth differ from the inanimate nature?

I name representatives of living and inanimate nature, and you, if it is a representative of living nature, raise your hands up, and if it is inanimate, sit upright.

Butterfly, stone, bear, sand, frog, water, bird, air, granite, man, mushrooms, snow, microbes

Objects of living nature breathe, feed, grow, reproduce (leave offspring), and die. Objects of inanimate nature do not possess these characteristics.

Living nature includes animals, plants, fungi, microbes, and people. To inanimate nature - air, water, stones, stars, planets.

Identifying the difficulty: what is the complexity of the new material, what exactly creates the problem, searching for a contradiction.

- What is nature?

What two groups can we divide nature into?

Name the signs of living nature.

Representatives of inanimate nature do not possess these characteristics.

What do you see in the world around you?

What can you call them?

Scientists call objects bodies. Bodies have outlines and shapes. This means that all objects can be called bodies. Name the bodies that surround you.

Development of a project, a plan to resolve their existing difficulties, consideration of many options, search for an optimal solution.

Nature is everything that surrounds us and exists independently of humans.

We have finished studying the section “How the world works.” We talked about nature and people, the environment and ecological connections. But do we already know everything about the structure of the world?

There are two objects in front of you. Let's compare them. Sweet water Fresh water

What does compare mean?

Let's name the similarities and differences.

What method of acquiring knowledge will we use? (observation)

On what basis?

I argue that these objects are different.

Call one person to try.

Why did the water become sweet?

Where is sugar?

What happened to him?

Why don't we see him?

We will answer these questions at the end of the lesson.

The topic of our lesson is “Bodies. Substances. Particles." Can you now determine where the body is in front of us, where the substance is, where the particles are?

Why did you find it difficult?

What questions have arisen?

And I have a question: How are they related to each other?

Formulate the objectives of the lesson:

get to know...observe...prove...

Implementation of the chosen plan to resolve the difficulty. This is the main stage of the lesson, where the “discovery” of new knowledge occurs.

Here is a list of objects. What can we do with it now? (Distribute into groups)Let's use our knowledge and experience.

Molecule, salt, cloud, table, iron, cat, atom, birch, moon, glass, vase, air, water

I suggest referring to the text of the textbook on page 36 and test your assumptions.

What are bodies? Any object, any living creature.

If you were asked to draw bodies on paper, would you be able to do the task easily? ( Easily)

Why? A body is an object that can be imagined because it has a shape, an outline

What else did you learn about bodies from the text?They are artificial and natural.

Let's distribute.

Is it still possible to distribute bodies within groups? (Natural: living and non-living)

What is SUBSTANCE?

Let's read the names of objects from the second column. These objects do not have a specific shape, they do not have clear outlines, but they are closely related to bodies.

What is the connection between them and bodies? (Substance is what the body is made of)

Let's find connections.

There are countless substances. There are natural substances: , There are substances invented by man:plastic, rubber, glass.And every year people come up with new substances.

Different bodies can be made from the same substance. Let's take cellulose (wood), what bodies can be made from it?

There are bodies that are formed by one substance:ruler, wire, plastic cup

There are bodies that are formed by several substances:scissors, pencil.

There are bodies that are formed by many substances: plants (water, sugar, salt, starch...), and animals have an even more complex composition.

All substances according to their state of aggregation are divided into 3 groups. Divide into groups:gaseous, liquid, solid.

Physical education minute.

Primary consolidation of new knowledge. Practical work.

Let's play a game. I show a picture, and you name the body and the substance of which it consists?

CONCLUSION: Substances are what all bodies are made of. Water, sugar, metal - substances

So, all bodies are made of substances. Substances have their own characteristics. I suggest you combine the following substances into 3 groups: milk, cast iron, smoke, water, air, juice, iron, glass.

Are all substances the same?

In high school you will study very interesting subjects - physics, chemistry. Today we will try to conduct a chemical experiment to find out what substances are made of.

Scientists have found that substances consist of tiny particles that are visible only under a microscope. We can verify this by conducting an experiment.

Each group has a glass of water and a piece of sugar on the table. Team captains, put sugar in a glass of water. Stir.

Why did we stop seeing sugar?

If we don't see sugar, does that mean it's gone?

To answer this question, taste the water. What is she like?

We don't see it because it has broken up into smaller particles.

CONCLUSION: Scientists call the smallest particle of matter a molecule. But each invisible molecule consists of even smaller particles - atoms).

Particles (molecules and atoms) in different states of matter differ from each other in shape, size, and spaces between them. Particles (molecules) are constantly moving.

To understand the distance between particles in different substances, I suggest completing the following tasks.

Pick up a pencil and try to separate the particles. It turns out?

Guess what the distances between particles in solids are

CONCLUSION: In solids, these gaps are small, the particles are tightly pressed against each other. since the gaps between them are very small. Therefore, solids retain their shape.

I pour water. What can you say about particles in liquids?

in liquids, the gaps increase, disrupting the even rows.

In liquid substances, the spaces between molecules (particles) are slightly larger, and the molecules can move around.

Liquids are fluid.

We cannot see air, but we can feel it. Wave your arms, feel the breeze?

The largest gaps are in gases. Particles (molecules) are constantly moving. Molecules (particles)

In gaseous substances, the distance between the molecules is much greater than the molecules themselves, so the molecules

They move freely and very quickly in gases. Gases are volatile and occupy the entire available volume.

These particles are very different and they are friends with each other in different ways.

Some particles, let's call them little people, are very friendly, they always hold hands so as not to get lost, they hold on so tightly that they cannot be separated.

See how tightly they hold on - their friendship cannot be destroyed! These are solid people and they form all the solid substances and objects on our planet!

The other little men also do not run far from each other, but they are not so friendly, they just stand next to each other and only touch their elbows. These little people live in liquid substances, so you and I can easily put a spoon in a glass of tea and stir the sugar!

Well, the third little men are generally hooligans! They move as they please and don't hold hands at all! Agree that it is very easy to get through such little people! They live in substances such as air, smoke, fog. Such substances are called gaseous.

Air is all around us! Try piercing it with your hand - will it work? Yes and very easy! Because those same unfriendly little people live in the air!

Inclusion in the system of knowledge and skills.

Each group receives a task in an envelope, which state of matter to depict

1 group . Think through a dance depicting substances in different states. (for example, the first group is solid, the second is liquid and the third is gaseous).

2nd group . Draw the gas flow. substance using cut out circles.

3 group . Draw solid. substance using cut out circles.

One group demonstrates, the rest guess what particles of the substance were depicted by the participants of other groups.