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.
Look at the diagram. What two groups can bodies be divided into? Give examples of bodies from each group.
Learning new material
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
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.
Sources of information:
A. A. Pleshakov textbook, workbook The world around us, grade 3 Moscow
"Enlightenment" 2014
Presentation hosting the world around us
Svetlana Viktorovna Politova, chemistry teacher at State Budgetary Educational Institution Secondary School No. 1352 with in-depth study of the English language in Moscow.
Lesson summary.
Subject: Bodies, substances, particles.
Teacher: Politova Svetlana Viktorovna.
Lesson type: learning new material.
Lesson duration: 45 minutes.
Lesson objectives:
Form the concept of body, substance, particle, teach to distinguish substances according to their characteristics and properties.
Introduce children to the concepts of body, matter, particle.
Teach to distinguish substances in different states of aggregation.
Introduce the concept of mixtures and pure substances.
Test students' knowledge on the topic covered.
Develop memory and thinking.
Improve self-esteem and self-control skills.
Increase the psychological comfort of the lesson, relieve muscle tension (dynamic pauses, change of activities).
Form friendly relationships in the team.
Cultivate interest in the world around you.
Equipment:
1. Multimedia interactive presentation.
1. Drawings (solid, liquid, gaseous substances).
2. Metal ruler, rubber ball, wooden cube (from the teacher).
3. For the experiment: glass, teaspoon, piece of sugar; boiled water (on children's tables).
Lesson progress
Organizational moment
The teacher welcomes the children, checks their readiness for the lesson, addressing the students: “Today you will complete all tasks in groups. Let’s repeat the rules of working in a group” (slide No. 2).
Treatment of comrades - “politeness”;
Opinion of others - “learn to listen, prove your point of view”;
Working with sources of information (dictionary, book) - highlight the main thing.
Learning new material
Setting a learning goal: today we are starting to study the topic “This Amazing Nature” - we will take a virtual excursion (slide No. 3). The slide shows pictures:
water drop
sugar bowl
(storage container)
wave (water)
The teacher asks the question “Did all the words allow you to accurately represent the subject?”
Those words that accurately help to represent an object, namely, have outlines and shapes, are called bodies. What these objects are made of are called substances.
Working with a source of information (dictionary by S.I. Ozhegov):
The body is a separate object
in space, as well as part of space filled with matter, some substance...
Body - the human or animal organism in its external, physical forms.
The body is a part of the organism...
Body - the main part, the body of something.
Write down the definition in your notebook: “Those objects that surround us are called bodies"(slide number 4).
Slide number 5. The teacher invites students to compare the pictures located on the slide: a rubber ball, an envelope, a wooden cube.
Task 1: find the commonality. All bodies have size, shape, etc.
Task 2: identify the main characteristics of bodies. Answer on slide number 6: control button “answer 2”.
Slide number 6. Pictures are triggers. The ball is round, rubber, bright. Envelope – rectangular, paper, white. The cube is wooden, large, beige.
Together with the guys we conclude: “Every body has a size, shape, color.” We write it down in a notebook.
Slide number 7. What is nature? Choose the correct answer from three answer options:
Anything made by human hands
Everything that surrounds us
Everything that surrounds us and exists independently of humans
Slide number 8 – working with cards. Students have cards with pictures of bodies (objects) on their desks. We invite students to divide the pictures into two groups: table, sun, tree, pencil, cloud, stone, books, chair. Make a note in your notebook. We ask students to read the names of the bodies, this will be 1 group. On what basis did they place the words in this group? We do the same with the second group.
Correct answer:
Artificial
Natural
pencil
We draw a conclusion. How we divided the words (by what principle?): There are bodies that are created by nature, and there are those that are created by human hands.
We draw up the block in a notebook.
Slide number 9. “Interactive feed” technique. The slide shows natural and artificial bodies. Using the scroll button, which is also a trigger, we look through natural and artificial bodies (each time you press the button, the grouped pictures change).
We consolidate the acquired knowledge with the help of the game “Traffic Light” (slides 10-12). The game is about finding the correct answer.
Slide 10. Task: find natural bodies. From the proposed bodies on the slide, you must select only natural bodies. The picture is a trigger - when pressed, a traffic light signal (red or green) appears. Sound files help students ensure they have chosen the correct answer.
Flowers
Bird
Slide 11. Task: find artificial bodies.
Bed
Hat
Bag
Slide number 12. Task: find artificial bodies.
Alarm
Car
Teacher. Let us remember what we talked about at the beginning. We found it difficult to accurately determine whether metal, water, and clay are bodies and came to the conclusion that they do not have exact outlines or shapes, and therefore are not bodies. We call these words substances. All bodies are made of substances. Write down the definition in your notebook.
Slide 13. On this slide we will look at two examples.
Example 1: scissors - body, what they are made of - substance (iron).
Example 2: drops of water are bodies, the substance of which the drops are made is water.
Slide number 14. Let's consider bodies that consist of several substances. For example, a pencil and a magnifying glass. On the slide we look separately at the substances that make up a pencil. To demonstrate, click on the control buttons: “graphite”, “rubber”, “wood”. In order to remove unnecessary information, press the cross.
Let's consider what substances the magnifying glass consists of. We press the triggers “glass”, “wood”, “metal”.
Slide No. 15. To reinforce this, let’s look at two more examples. What is a hammer made of? The hammer consists of iron and wood (handle). What are knives made of? Knives are made of iron and wood.
Slide number 16. Consider two objects that consist of several substances. Meat grinder: made of iron and wood. Sled: made of iron and wood.
Slide 17. We conclude: bodies can consist of one substance, or they can consist of several.
Slides 18, 19, 20. “Interactive feed” technique. We show it to the students. One substance can be part of several bodies.
Slide 18. Substances consist entirely or partially of glass.
Slide 19. Substances consist entirely or partially of metal.
Slide 20. Substances consist entirely or partially of plastic.
Slide 21. The teacher asks the question “Are all substances the same?”
On the slide, click the “Start” control button. Notebook entry: all substances consist of tiny invisible particles. We introduce a classification of substances according to their state of aggregation: liquid, solid, gaseous. The slide uses triggers (arrows). When you click on the arrow, you can see a picture of particles in a given state of aggregation. Click on the arrow again and the objects will disappear.
Slide 22. Experimental part. It is necessary to prove that the particles are tiny, invisible to the eye, but retaining the properties of the substance.
Let's do an experiment. On the students’ desks are trays with a set of simple laboratory equipment:
beaker (can be replaced with any small container beaker),
stirring spoon,
napkin,
a piece of sugar.
Place a piece of sugar in a glass and stir until completely dissolved. What are we seeing? The solution has become homogeneous, we no longer see a piece of sugar in a glass of water. Prove that there is still sugar in the glass. How? Taste it. Sugar: a white substance that tastes sweet. Conclusion: after dissolution, sugar did not cease to be sugar, because it remained sweet. This means that sugar consists of tiny particles invisible to the eye (molecules).
Slide 23. Let's consider the arrangement of particles in substances with a solid state of aggregation. We demonstrate the location of particles and matter (examples) using the “interactive tape” technique - the scroll button allows you to show the pictures the required number of times. We write down the conclusion in our notebook: in solids, particles are located close to each other.
Slide 24. Arrangement of particles in liquid substances. In liquid substances, particles are located at some distance from each other.
Slide No. 25. The arrangement of particles in gaseous substances: the particles are located far from each other, the distance between them significantly exceeds the particle size itself.
Slide 31. It's time to summarize. Together with the teacher, they remember what they learned new in the lesson. The teacher asks questions:
Everything that surrounds us is called... bodies
There are bodies natural And artificial .
Write down the diagram in your notebook. Teacher: Let's look at the diagram. Bodies can be natural and artificial, substances can be solid, liquid, gaseous. Substances are made up of particles. The particle retains the properties of the substance (remember that sugar remained sweet when dissolved). The slide uses triggers. Click on the “Body” shape, arrows appear, then shapes labeled “Artificial” and “Natural”. When you click on a substance figure, three arrows appear (liquid, solid, gaseous).
Slide number 30. Fill out the table. Read the instructions carefully.
(Please mark with " + "in the appropriate column, which of the listed substances are solid, liquid, gaseous).
Substance
Solid
Liquid
Gaseous
Natural gas
Aluminum
Carbon dioxide
Checking the progress of the work (slide 30). (Children take turns naming the substance and explaining which group it belongs to).
Physical exercise.
When organizing education in primary school, many factors must be taken into account, but above all, it is necessary to strive to create a learning environment that promotes health. During the lesson, you can use physical education minutes, thus avoiding long, continuous sitting at a desk.
In this lesson, you can use two physical exercises of the teacher’s choice (to do this, as soon as the children are tired, you need to go to slide No. 2 - select one of the physical exercises, follow the hyperlink to the desired presentation slide). The first physical minute (slide 34, the second - slide number 35).
Slide number 34. Physical exercise.
Leaves
We are autumn leaves
We are sitting on the branches.
The wind blew and they flew.
We were flying, we were flying
And they sat down quietly on the ground.
The wind came again
And he picked up all the leaves.
Spun and flew
And they sat down quietly on the ground.
Slide number 35. Physical exercise.
Rain
Rain clouds have arrived:
Rain, rain, rain!
(Palms down, shake hands.)
The raindrops are dancing as if alive:
Drink, rye, drink!
(Palms up, shake hands)
And the rye, bending towards the green earth,
Drinks, drinks, drinks.
And the warm rain is restless
It's pouring, pouring, pouring!
(Hands palms down, shake hands.)
Lesson summary
1) Summing up
You worked together.
Let's find out which team was the most attentive in the lesson. The teacher asks the question: “What is a body called, what characterizes a body, give an example.” Students answer. Everything that surrounds us is called bodies. What types of bodies are there based on their state of aggregation: liquid, solid, gaseous. What do substances consist of? Give examples of how particles retain the properties of substances. For example, if we add salt to soup, how do we know that the properties of the substance have been preserved? Taste it. Fill out the diagram.
Discuss what you agree with and what you disagree with.
What new did you learn? Children report. ( All objects surrounding us are called bodies. Bodies are made up of substances. Substances are made from particles).
Homework.
The teacher tells the children their homework:
solve a short test (optional),
view the presentation “Interesting facts about water” (see appendix). In the presentation you can get acquainted with six known facts about water. Think, guys, why do you need to get to know this substance better? Answer: the most abundant substance on Earth. What other substance would you like to invite to your place (creating virtual excursions).
study the electronic textbook (see appendix).
Note: the teacher can additionally use slides 3 32, 33, 36.
Slide number 32. Task: test yourself. Find products (interactive test).
Slide number 33. Task: test yourself. Find living and inanimate bodies (interactive test).
Slide number 36. Task: divide bodies into bodies of animate and inanimate nature (interactive test).
Literature:
Gribov P.D. how a person explores, studies, uses nature. 2-3 grades. Volgograd: Teacher, 2004.-64 p.
Maksimova T.N. Lesson developments for the course “The World around us”: 2nd grade. - M.: VAKO, 2012.-336 p. - (To help the school teacher).
Reshetnikova G.N., Strelnikov N.I. The world around us. Grade 3: entertaining materials. - Volgograd: Teacher, 2008. - 264 pp.: ill.
Tikhomirova E.M. Tests on the subject “The world around us”: 2nd grade: for the educational set A.A. Pleshakov “The world around us. 2nd grade." - M.: Publishing house "Exam", 2011. - 22 p.
"Bodies and Substances"
Item : the surrounding world
Class : 3-b
Target:
Formation of ideas about bodies and substances, and children’s determination of the basic properties of substances.
Lesson type: « discovery" of new knowledge.
Tasks:
Help children learn new concepts of “body” and “substance”;
Develop cognitive interest and horizons;
To develop children’s cognitive activity, the ability to observe, compare, generalize and draw conclusions.
Contribute to the formation of the student’s personality;
Instill respect for each other;
Planned results:
Personal UUD:
Formation of a holistic view of the world;
Formation of motivation for learning;
Be tolerant of other people’s and your own mistakes;
Metasubject UUD.
Regulatory UUD:
Together with the teacher, discover and formulate an educational problem;
Cognitive UUD:
Navigate your knowledge system;
Extract and process information to discover new knowledge;
Communication UUD:
Formulate your thoughts in speech form;
Listen to others, try to accept a different point of view, be willing to change your point of view;
Subject UUD:
Form initial ideas about bodies and substances;
Know the relationship between a substance and the temperature affecting it.
Educational and methodological support and resources:
Computer, multimedia presentation;
Methods:
verbal
visual
practical
problem
search.
Lesson progress
1. Organizational beginning
Let's start a lesson about the world around us. Whoever guesses what I'm talking about raises their hand.
1. It softens easily under the warmth of your hands. It is used in labor lessons (plasticine)
2. It is a yellowish liquid with a pungent odor. It is obtained from oil. This is "food" for the car (gasoline)
3. These delicious translucent slices look like jelly. A lot of sugar goes into making it. But it is considered the healthiest sweet (marmalade)
2. Formulation of the lesson topic
Formulate the topic of the lesson (what consists of what)
The topic of our lesson
"Bodies and Substances"
3. Studying new material.
Now we will take a virtual tour. I will name the words, and you say what you imagined.
Water(
Stream, sea, tap, lake, rain, river...)
- Drop of water(
A round little drop.)
(A drawing of a drop is posted on the board)
- Clay (Brick, jug, toy.)
- Clay jug. (A drawing of a jug is hung on the board)
- Metal(
Hammer, spoon...)
A drawing of a hammer is posted.
- In what case did you accurately imagine the object, its outline? When did I ask the first question about metal, clay, water, or when I asked about a drop, a jug, a hammer?
(
About a drop, a jug, a hammer.)
- Draw a conclusion.(
It was easy to imagine a specific object.)
- Any object, any living creature can be called a body. Read the first sentence in the textbook on page 72.
What are bodies?
Name the bodies that surround you.
The sun, moon, any planet are called Celestial bodies.
Here is a list of phone numbers. What two groups can these bodies be divided into? (Sun, alarm clock, gramophone, cat, butterfly, hare, cacti, scissors)
Bodies are divided into two types: natural, created by nature, and artificial, created by man.
Bodies, in turn, consist of substances.
You need to name what substances the bodies are made of: a piece of sugar, a ball, a brick.
Let's play the game "Body - Substance": if I name a body, you sit down, and if it is a substance, you jump.
Table, textbook, iron, glass, flower vase, steel, pan, candle, airplane, plastic.
Sugar bowl
Sugar
Salt shaker
Salt
Bucket of water
Water
balloon
Carbon dioxide
You need to divide these words into two columns: bodies and substances.
Are all substances the same? Read the last paragraph in the textbook on page 72.
4. Summing up.
What new have you learned? (Substances can be in solid, liquid and gaseous states)
It's time to take stock. Together with the teacher, they remember what they learned new in the lesson. The teacher asks questions:
Everything that surrounds us is called...bodies.
There are bodiesnaturalAndartificial.
What bodies are made of is...substances
There are substances...solid, liquid and gaseous.
Here are words that are divided into three groups: solid, liquid and gaseous. Find the error.
You worked together.
Let's find out who was the most attentive in class.
What is the body called?
Give an example tel.
What types of bodies are there?
What is a substance?
What state can substances be in?
Thanks for the lesson!
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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Preview:
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.
Lesson progress:
- Organizational moment.
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 up straight.
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 are between particles in solids
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
in gases they move freely and very quickly. 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!
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.
- Reflection, which includes reflection on learning activities, self-analysis, and reflection on feelings and emotions.
- What new did you learn? What fairy tale did you come across?
Finish the phrase “I’m in class today...”
What tasks did you like? Why? What does this fairy tale teach?
Finish the phrase “During the lesson I was interested...”
Who had difficulties?
Finish the phrase “It was difficult for me...”
- Homework
At home, work with the textbook on pp. 36-39, complete the task in the notebook on p. 24 No. 4
They are divided into 2 large groups: natural bodies, created by nature, and artificial, created by human hands. From the bodies we have named, to natural ones from de-re-vo, flower, bird and sun, and to artificial ones - house and le-vis-zor. Natural bodies, in turn, are divided into 2 more groups: bodies of living and nonliving nature. The bodies of living nature include living organisms (people, animals, plants, mushrooms and microorganisms) We).
Rice. 10. Mushroom. Pod-be-re-zo-vik (Is-toch-nick)
Rice. 11. Mik-ro-or-ga-nism. Amoeba pro-thea (Is-toch-nick)
To the inanimate world come celestial, or cosmic, bodies (sun, stars, planets),
Rice. 14. Planes
and earthly bodies (rock, ice, dog).
2. Natural and artificial substances, their condition
Everything that surrounds us is made up of substances. There is a countless number of substances. Some of them are found in nature (gold, salt, water, copper, iron, clay, wood, air),
Rice. 22. Zhe-le-zo
other people came and created (plastic-mass, re-zi-na, porcelain, glass).
Every year these discoveries continue.
Substances would-be to the firm house(ka-men, tree-ve-si-na, zo-lo-to), Yid-com(water, mercury) and gas-about-different conditions(natural gas, acid, nitrogen).
If we combine soap, water and air, we can blow a soap bubble - a body, a film of something that forms a thing -stva (water, soap).
Such natural bodies as a drop, an ice floe and a snowflake are made from a natural substance, water.
From an artificial substance, for example plastic, you can make artificial bodies (bucket, glass, toy).
Rice. 35. Plast-mass-so-bucket (Is-toch-nick)
Rice. 36. Plast-mas-so-vye st-ka-ny (Is-toch-nik)
Rice. 37. Plast-mas-so-vaya ig-rush-ka (Is-toch-nik)
The book is also an artificial body, because the boo-ma-gu from which it was made a man made of a solid substance, whole.
Rice. 39. For-mu-la tsel-lu-lo-zy (Is-toch-nik)
We are surrounded by many bodies, made of one and the same substance - wood (furniture, building -ki, ig-rush-ki, par-ket, door, etc.).
Rice. 41. De-re-vyan-naya furniture (Is-toch-nik)
Rice. 42. Re-building
Rice. 43. De-re-vyan-naya ig-rush-ka (Is-toch-nik)
All bodies are made up of one or more substances. For example, ku-so-chek sa-ha-ra is made from one substance - sa-ha-ra,
and the composition of the plants includes water, sugar, starch and other substances; air consists of acid, water, carbon dioxide, nitrogen and other gases.
3. Particles
Bodies are made up of substances, and substances are made up of tiny particles invisible to the eye - mo-le-cool. One mo-le-ku-la is smaller than a small apple by the same amount as the size of the globe.
Mo-le-ku-ly are made up of a limited number of even smaller particles - atoms, which are connected with each other in a certain way. Just as the letters al-fa-vi-ta are combined into you-sya-chi words, so mo-le-ku- are formed from the same atoms. lyes and crystals of a wide variety of substances that make up the surrounding world.
M-le-ku-ly can be depicted in the form of balls connected with each other. Sha-ri-ki are atoms that form different mo-le-ku-ly.
This is how it looks like there is a lot of water.
This is mo-le-ku-la kis-lo-ro-da.
Rice. 50. Mo-le-ku-la kis-lo-ro-da (Is-toch-nik)
Mo-le-ku-la whole-lu-lo-zy looks like long threads connected to each other.
Rice. 51. Mo-le-ku-la tsel-lu-lo-zy (Is-toch-nik)
The number of atoms in molecules can be different - from one atom to hundreds of thousands.
M. V. Lo-mo-no-sov, a well-known Russian scientist, in his works showed the difference between a mo-le-ku-la and an atom.
Mi-ha-i-la Va-si-lie-vi-cha Lo-mo-no-so-va na-zy-va-yut ge-ni-em (the person you are) -his mental abilities), because back in the 18th century, when science in Russia was just beginning to develop, he was for -no-small-xia geo-gra-fi-ey, hi-mi-ey, fi-zi-koy, as-ro-no-mi-ey, geo-lo-gi-ey, li-te-ra- tu-roy, about-making glass, studying about the years, writing Ancient Russian history, for-lo -lived mainly in the time of the Russian language. But many of the discoveries of Lo-mo-no-so-va were understood, recognized and understood only many years later.
Between the mo-le-ku-la-mi of each substance there is a gap. In solids these spaces are small, in liquids they are larger, in gases they are even larger.
Rice. 53. Distance between mo-le-ku-la-mi substances in various ag-re-gat-nyh so-st-ya-ni-yah (Is-accurate )
5. Distance between particles
Mo-le-ku-ly any substance walking in constant motion. Even in solids, which have a permanent shape, mo-le-ku-ly interact with each other more than once -ruining its shape. In liquid bodies, the distance between mo-le-ku-la-mi is greater, so they can move freely from -si-tel-but each other, posing as a liquid, easily changing its shape, taking the form of co-su-da in which they want -xia. Parts of gases are located at a significant distance from each other (sometimes the distance between the parts more than themselves) and move continuously, trying to fill the entire volume accessible to gas. Therefore, gases, like liquids, do not have their own regular form.
In comparison with solids and liquids, the air is really empty, because the distance between its Le-ku-la-mi is very big, that’s why we don’t see him. A person cannot see the mo-le-ku-lu of the air even with the most powerful microscope.
If you put a bouquet of che-re-mu-hi in someone, for example, then its smell will quickly spread, because the smell will -the society unites with the mo-le-ku-la-mi of the air and, quickly moving, fills the room with- tu for-pa-hom.
Drops of water on the leaves of the che-re-mu-hi are s-par-rying, because in the gas-o-different state of the mo-le-ku- ly water combines with the mo-le-ku-la-mi of nitrogen, acid-lo-ro-da and other gases in the co-sta-ve air-du-ha .
Rice. 55. A drop of water on a che-re-mu-he (Is-toch-nik)
If you put ku-so-chek sa-ha-ra in a glass of tea, it will dissolve and become invisible, because it can-le-ku- ly sa-ha-ra from each other and mix with the mo-le-ku-la-mi of the water.
What is the distance between the mo-le-ku-la-mi and the compressibility of substances? Na-ka-chi-vaya ka-me-ru ve-lo-si-pe-da, we compress the air inside it.
Rice. 57. On-ka-chi-va-nie ve-lo-si-ped-noy camera - compression of the air in it (Is-accurate-nick)
Scientists compress liquids and solids under laboratory conditions. The transformation of substances is called hi-mi-che-ski-mi re-ak-tsi-ya-mi, with the help of which you can to obtain new substances and ma-te-ri-a-ly. This is why chemistry, which is sometimes called about the transformation of mo-le-cools, is so important.
source of abstract - http://interneturok.ru/ru/school/okruj-mir/3-klass/undefined/tela-veschestva-chastitsy
presentation source - http://prezentacii.com/detskie/5630-tela-veschestva-chasticy.html
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