Gdz okr mir pleshakov novitskaya.

If you have already completed the first part,

By tradition, we continue to publish a series of high-quality ready-made homework assignments for the Perspective program. This time, the solution book on the subject of the world around us for 4th grade will be in view. Answers to the 5th edition. The authors of the textbook and workbook are Pleshakov and Novitskaya. Workbook for 2017.

The world around us is a lesson where there is room for creativity, where the child needs to find a lot of material himself in books and other additional sources, and this, as a rule, takes a lot of time, and it takes the whole day to prepare for the lesson. That's why we prepared the homework for you. Now it will be much easier to do your homework, because all the answers on our 7guru website are collected on one page and you don’t need to go through a bunch of sites to find the right answers to the assignments.

Our GDZs are tested and approved by primary school teachers.

Answers to tasks The world around us, grade 4, part 1

WE ARE CITIZENS OF A UNITED FATHERLAND

Page 3-5 SOCIETY IS US!

1. My first society is my family.

Our common goals: to live in peace and harmony, to be together, to be friendly, to love each other.

Our common activities and interests: cleaning the house, going out into nature, receiving guests, playing sports in the gym or at the stadium, working in the garden, walking together, traveling.

2. We are already in 4th grade!

Our common goals are to study well, gain knowledge, and be friends.

Our common activities and interests: school lessons, sports competitions, participation in holidays, matinees, school Olympiads, competitions, trips to the theater, cinema, outings.

3. In the red circles, write down the names of the communities to which you are a member by birth and place of residence; in the green circles, write down the names of the communities you chose yourself.

In red circles: family, school.

In green circles: handicrafts club, sports section, music school, chess club, etc.

4. Read the list of words. Use a green pencil to underline the words whose meanings you understand. Write down the words you don't understand.

An artel is an association of people to work together (team).
Brotherhood is a union of people by faith.
Fellowship is a society of fellow countrymen who were born or lived in the same city or village.
A circle is a community of people with interests or hobbies, for example, a handicrafts group or a literary group.
A coalition is a union of countries for the sake of some common goals.
A league is usually an association of sports teams.
The world is humanity, the world community, or a gathering, a meeting of fellow villagers...
A party is an association of people based on political interests, a political party.
Advice is a joint discussion between people about certain issues.
A meeting is the presence of people in one place to discuss certain topics, for example, a parent-teacher meeting.
A union is usually a community of states or organizations.
Pleiades is an association of outstanding people, for example, scientists.
A partnership is a society of friends or a form of enterprise.
Company - a group of friends, acquaintances.
Federation is a union of territories within a state.
A team is a group of people united by something.

Explain orally what the meanings of these words have in common. How are they different?

These are all communities. They differ in interests, size, and composition.

Page 6-9. RUSSIAN PEOPLE

1. Look at the photographs. Using a textbook, formulate and write down what unites all citizens of our country into a single people.

History, art, culture, patriotism, labor.

2. Using drawings or photographs with captions, write a story on the theme: “We are different, we are together!” In the captions to the illustrations, reflect what events are the common property of the peoples of your region, what is being created now by common labor for the benefit of all.

Here you can place photographs of the following events: city (or school) cleanup, May 9 parade, city day, tree planting on city streets, sports competitions.

Pictures for printing:

3. "My project is for the benefit of Russia." Come up with and describe your project for the benefit of your native country. Complete the description with drawings and diagrams.

Project name: Free Library.

Goal: To help the residents of my neighborhood or city fall in love with reading books. Instill in children a love of reading.

Resources: A few old bookshelves or cabinets, books, a few like-minded people, tools for setting up “free libraries.”

I love to read, we have a lot of books at home. My neighbors have a lot of books that they no longer need and are ready to give them to someone for free. I propose to install “free libraries” in several places in my city (district, park). They can be made from old bookcases that people throw away.

Each such library cabinet must be installed in a public place (in a park, on the street, on a playground). Post an announcement: “Dear residents of our city! There is a free library for you. You can borrow books for free and, after reading, return them to their place or leave them at home. Please also fill this locker. Do not throw away literature! Bring your books here, and they will find their readers!

I am sure that my project will be of interest to many residents of our city. And perhaps many children will love to read and will watch less TV and play on the tablet. This will serve for the benefit of Russia!

Pictures for the project:

CONSTITUTION OF RUSSIA, GDZ website to pp. 10-11

1. Read the articles of the Constitution of the Russian Federation. Think and tell us what significance these articles of the Constitution have for you, your family and friends.

The Constitution is the fundamental law of our country. It guarantees my rights and talks about my responsibilities. For example, I can receive free school education or medical care. My parents must pay taxes and obey the laws of our state.

2. From the given articles of the Constitution, write down examples of the rights and duties of a person and a citizen.

Rights: Everyone has the right to life. Everyone has the right to speak their native language. Everyone has the right to rest. Everyone has the right to medical care. Everyone has the right to education.

Responsibilities: Everyone is obliged to protect historical and cultural monuments. Everyone is required to pay taxes and fees. Everyone has a responsibility to preserve nature.

Page 12-13. CHILD'S RIGHTS

1. Using the textbook text on p. 16-17, write down what rights of the child are illustrated by these photographs.

Right to life, family; right to education; right to health; right to rest.

2. In additional literature or on the Internet, get acquainted with the ten principles of the Declaration of the Rights of the Child. Write down 2-3 principles that you consider the most important. You can express their meaning in your own words.

Principle 1: Children everywhere have the following rights.
Principle 2: Every child has the right to grow and develop normally.
Principle 3: Every child has the right to a name and a nationality.
Principle 4: Every child has the right to housing (house), food, and medical care.
Principle 5: If a child has a physical disability (disabled), he has the right to special care and attention.
Principle 6: Every child has the right to parental care, and if he does not have a family, then he has the right to care from the state.
Principle 7: Every child has the right to study and receive an education.
Principle 8: Child protection and assistance must come first (child protection before adult protection).
Principle 9: Every child should be protected from violence and cruelty.
Principle 10: Every child has the right to grow up in an atmosphere of love and mutual understanding, the child must be protected from hatred and discrimination.

Page 14-15. STATE STRUCTURE OF RUSSIA

1. Copy from the text of the textbook words whose meaning you do not understand. Use a dictionary to write down the interpretations of words.

A democratic republic is a state where government is elected by the people.
A referendum is a popular vote on important issues.
Election is a procedure for electing someone through secret voting.

2. Find out from the photographs in the textbook and label these buildings. One of them is not presented in the textbook. Find out about it using other sources of information.

Imagine that you were elected President of our country. Describe your activities according to the points of the plan.

1. My goal: To make people in Russia live better, to revive State industry, to provide people with housing and to increase wages.

2. My first decree:

Add salaries to teachers and doctors at the expense of the salaries of deputies.
(or) Build a new school in our area
(or) Increase pensions for all pensioners so that they have enough to live on

3. My helpers: Friends and a team of people I can trust.

4. My responsibility: I will be responsible to the people for my activities as president.

5. Russia will not depend on other countries and will be able to provide all the needs of its people, and the people will live better.

Page 16-19. RUSSIAN UNION OF Equals

1. Using illustrations from the textbook, label the flags and coats of arms of some Russian republics.
2. Cut out the flags from the Appendix and paste them into the appropriate windows.
3. Using the text of the textbook, match the names of some republics of Russia and their capitals. Connect with lines.

Republic of Adygea - Maykop
Republic of Khakassia - Abakan
Republic of Karelia - Petrozavodsk
Republic of Bashkortostan - Ufa
Republic of Sakha (Yakutia) - Yakutsk

4. Using additional literature and the Internet, identify and sign the flags and coats of arms of the constituent entities of the Russian Federation.

5. Project "Travel to one of the republics of the Russian Federation"
Find information and prepare a report about one of the republics of the Russian Federation (of your choice.)

Project "Travel to the Republic of Adygea"

1.) The capital of the republic is the city of Maykop with a population of 144 thousand people.

The coat of arms of the Republic of Adygea is a circle framed on top by a ribbon with the inscription “Republic of Adygea” in Adyghe and Russian. In the middle of the ribbon there is a large star, on the sides there are oak and maple leaves (on the left), golden ears of wheat, and ears of corn (on the right). In the circle there is an inscription “Russian Federation” in Russian and Adyghe languages. Below is the national table - ane with bread and salt. In the middle of the circle is the main character of the Nart epic Sauseryko on a fiery flying horse.

3.) Flag of Adygea.

The state flag of the Republic of Adygea is a rectangular green panel, which depicts twelve golden stars and three golden crossed arrows pointing upward. Twelve stars mean 12 Adyghe (Circassian) tribes, and 3 arrows mean 3 ancient Adyghe princely families. Three crossed arrows denote their unity. The green color of the cloth symbolizes the religion of Islam.

The national anthem of the Republic of Adygea is a musical and poetic work based on poems by I. Mashbash and music by U. Thabisimov.

Glory, live, Adygea,
A country dear to my heart.
Warmed our peoples
She kindly agrees.

Sunny land,
The Republic is our common home.
Take wings,
Republic, grow stronger by work,
Our bright dream.

The ancestors chose
A wonderful place for us
Courage, wisdom and strength
The Caucasus was given to us by our grandfathers.

Proudly with a free soul,
Go with Russia,
Your sun is above you,
The storms of adversity are behind us.

Native sky and fields
Will be forever in our hearts,
They will be for us while they are alive,
In our destiny and deeds.

5.) The state languages ​​are Russian and Adyghe.

6.) The territory of the republic is surrounded on all sides by the territory of the Krasnodar Territory.

7.) A significant part of the Caucasus State Nature Reserve is concentrated on the territory of the Republic, all the riches of which are included in the World Natural Heritage List. Adygea is home to famous thermal springs, the Caucasian State Biosphere Reserve, and the Mountain Adygea National Natural Park.

8.) Among the historical and cultural monuments, the Maikop mound “Oshad”, the monument to the cross to the executed Cossacks, and the memorial complex “Friendship Square” are known. In mountainous areas there are tombs of the Middle Bronze Age dolmen culture - dolmens. In the Maykop region, archaeologists find sites of ancient people.
The oldest cultural monument of the Adyghe ethnic group is the Nart epic, which is based on tales about the origin and adventures of heroic heroes (“Narts”).

9) Among the outstanding citizens of Adygea:
heroes of the Soviet Union (Andrukhaev Kh.B., Achmizov A.A., Bzhigakov K.B.) and heroes of Russia (Garmash A.V., Dolonin V.A., Klupov R.M., Gadagatl, Asker Magamudovich - Russian scientist - Narto expert, people's poet of the Republic of Adygea.
People's Artist of the Russian Federation, Honored Artist of Adygea, member of the Union of Artists of Russia Teuchezh Kat and other citizens.

10.) Modern achievements of the Republic of Adygea.

The Republic of Adygea has its own food products, tourism, horse breeding, sports, and agriculture are developed. In modern Adygea there are about 90 large and medium-sized enterprises representing 11 industries. Food industry enterprises produce canned meat and fruit and vegetables, confectionery, pasta, wine and vodka products, beer and dairy products. Adygea has great forest resources, which are represented mainly by hard-leaved coniferous species.

Page 20-21. STATE BORDER OF RUSSIA. GDZ website

1. Copy from the lesson text words whose meanings you do not understand. Use a dictionary to write down the interpretation of these words.

A state border is a line that shows the boundaries of a country.
Sovereignty is independence.
A visa is a document that allows you to enter a foreign country.
Customs is a special government service that controls the entry and exit of citizens from the country.

2. Using the map on p. 21 determine which states Russia borders with. Write it down.

On land, Russia borders on the following countries: Norway, Finland, Estonia, Latvia, Lithuania, Poland, Belarus, Ukraine, Abkhazia, Georgia, South Ossetia, Azerbaijan, Kazakhstan, Mongolia, China, North Korea (Democratic People's Republic of Korea).

At sea, Russia borders with Japan and the USA.

Using a map, match the names of the countries and their capitals. Connect with lines.

Ukraine, Kyiv
China - Beijing
Kazakhstan, Astana
Finland - Helsinki
Belarus - Minsk

Answers website to pp. 22-23. TRAVEL ABROAD OF RUSSIA

1. Compare proverbs of different nations about good relations between neighbors. What do proverbs have in common? What's different about them? How do you explain the differences?

Choose one of the proverbs of the peoples of your region that are suitable in meaning. Write it down.

A close neighbor is better than distant relatives.
Living with neighbors means being in conversations.
As are the neighbors, so is the conversation.
Don't buy a yard, buy a neighbor.
The hostess didn’t provide lunch, so apparently they were pushing towards their neighbor.
There is no greater problem than bad neighbors.
It’s a bad life if you don’t make friends with your neighbors.
Let your neighbor into the house, and become a neighbor yourself.
Be friends with your neighbor, but hold on to your saber.
Be friends with your neighbor, but stay the city.
The neighbor doesn't want it, so the world won't.
Neighborhood is a mutual affair.
Then the neighbor is kind when the bag is full.
A good neighbor is the greatest relative.
It’s good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.
How can you annoy your neighbor more than with your tongue?
Thistles and thistles creep from neighbor to neighbor under the meadow.
Whatever you have at home, don’t go to your neighbor for.

Do you think these proverbs apply to relations between neighboring countries? Write down in your own words what relations between countries should be like.

These proverbs apply to relations between neighboring countries. Relations between countries should be friendly and respectful; countries should help each other in difficulties.

2. Read the description of the Belarusian game "Mayalka". Based on the description, make a diagram of it.

3. The Mongolians' favorite game is chess. Look at the photographs of Mongolian chess and determine what animals they depict. Write down the names of these animals.

Answer: from left to right: tiger (cat, or panther, or leopard), camel, dog, horse.

pp. 24-25. TREASURES OF RUSSIA AND THEIR KEEPERS

1. Using the model given in the textbook, fill out the table. Include natural features of your region. Use additional literature and the Internet.

Name - what language the name comes from, what it means according to the interpretations of some scientists.

Moscow region:

Oka River - translated from Gothic as “river”, in Old German as “water”, “river”.
Istra River - translated from Lithuanian as “stream”, “current”.
Volga River - the Russian name Volga (Old Slavic Vlga) comes from the Proto-Slavic Vьlga, cf. volgly - vologa - moisture.
Moskva River - from the Finno-Ugric group of languages ​​means “wet, marshy place”, in the Old Russian language “moskv” - “viscous, marshy” or “swamp, dampness, moisture, liquid”.

Leningrad region:

Neva River - from the Finnish word "neva" - swamp (deep), from the Swedish word "nu" - new.
the Narva River - translated from the Vepsian language - “threshold”.
Lake Ladoga - Ladoga translated from Finnish means “wave”.
Luga Canyon - from the name of the Luga River, translated from Estonian laugas - depression, hole, puddle, hole, or to tear, scatter.

Krasnodar region:

Tsemes Bay (Black Sea, Novorossiysk) - from the Circassians. "tsemeez" - insects and forest, mosquito place.
Markhotsky ridge is a mountain range along the Black Sea coast. In the Adyghe language - “Ozhin’s ridge”. Ozhina (azhina) - blackberry, wild berry.
Gelendzhik Bay received its name from the city of Gelendzhik (a city on the Black Sea coast), “Gelendzhik” in Arabic means “poplar”, in the Adyghe language it means “small pasture”.
Anapa Bay - from the name of the city of Anapa. "Anapa" - translated from Adyghe means "round table" - the semicircular shape of the bay resembles the traditional round table of the Adygs. "Anapa" from ancient Greek means "high cape".
Abrau (lake) - translated from Circassian means “cliff”.

2. Read Chuvash proverbs. Match them with proverbs from the peoples of your region that are suitable in meaning.

In days of happiness, be pure in heart, in days of sorrow, be strong in heart.

In times of misfortune, do not be discouraged, but overcome sadness. (Russian)
Curls curl from joy, and split from sadness. (Russian)
Sadness is visible in the clear eyes, and sadness is visible in the white face. (Russian)
Moths eat clothes, grief eats people. (Ukr.)

The water of wisdom does not rest on the mountain peaks of pride.

I'm proud to be stupid. (Russian)
You can't jump higher than yourself. (Russian)
You can't jump above your head. (Russian)
You can't jump higher than yourself. (Russian)
Poverty humbles even the wise. (Russian)

If you have friends, you are as deep as the Volga; if you don’t, they are as shallow as a puddle.

Don't have a hundred rubles, but have a hundred friends. (Russian)
A tree is held together by its roots, and a person is held together by its friends. (Russian)
If you don't have a friend, look for him, but if you find him, take care of him. (Russian)
A good horse is not without a rider, and an honest man is not without a friend. (Russian)
Holding on to each other means not being afraid of anything. (Russian)

3. Find out in additional sources who was the first to create the alphabet for your native language. Write down information about this person. If possible, include his portrait.

How the Slavic and Russian alphabet was created.

In the 9th century in Byzantium, in the city of Thessaloniki (now the city of Thessaloniki in Greece), two brothers lived - Constantine and Methodius. Constantine, having become a monk, received a new name - Cyril. The brothers were wise and very educated people. The Greek king Michael sent these brothers to the Slavs in response to the request of the Slavic prince Rostislav.

Cyril and Methodius took the Greek alphabet and adapted it to the sounds of the Slavic language. Thus, the Slavic alphabet was created, called the “Cyrillic alphabet” - after the name of one of the brothers. Subsequently, the Slavic alphabet served as the basis for the Russian alphabet.

pp. 26-27. CREATIVE UNION

1. Compare the description of frosty weather in the poem by K.L. Khetagurova and in an excerpt from the prose of Yu.S. Rytkheu on page 46 of the textbook. Draw an illustration for one of these texts.

Oral response: Both authors describe the harsh winter of their homeland. If in Khetagurov’s poem we read about the nature of the Caucasus Mountains, then the Chukotka writer Rytkheu recalls the nature of Chukotka. In the Caucasus mountains a wild sheep rises on a cliff, while in Chukotka a local boy surveys the sky to understand what the weather will be like today.

You can draw the following illustrations: a mountain sheep on the slope of a steep mountain or a boy standing by a yuranga.

2. Draw an illustration for one of the works of writers from your region (optional), where the beauty of your native nature is glorified. You can paste photos.

You can draw the following pictures:

to Prishvin's story "Golden Meadow"
to Bianchi's story "Forest Houses"
to Turgenev's story "Bezhin Meadow"

3. Yu.S. compared it to a magic mountain. Rytkheu Russian culture, which he knew well and with which he sought to introduce his people. Try to briefly explain the meaning of this comparison. Write down your thought.

Russian culture seemed to the Chukchi writer like a mountain, because it is just as huge, great, maybe even incomprehensible. The mountain can be seen from afar; you cannot pass by and not notice the mountain, just as you cannot pass by Russian culture. The Magic Mountain is fraught with many riches and mysteries, just like Russian culture. That's why Y.S. Rytkheu compared Russian culture to a magic mountain.

P. 28. IN THE NATIVE SPACE

Pages 28-31. MAP - OUR TOUR GUIDE

1. In front of you is an outline map of Russia. Compare it with the map in the textbook. What are the similarities and differences?

The map in the workbook is newer and more modern. On it, the Crimean peninsula is designated as part of Russian territory. In the figure, the Crimea peninsula is highlighted in red.
The contour map does not contain the names of cities, towns, regions and territories.
The contour map does not have territories coloured; only land and sea can be seen on it.

2. Using the map in the textbook, circle the state border of Russia on the contour map. Write the name of the capital of Russia.

3. Write the name of your city...

4. Redraw the symbols.

5. From the textbook text (p. 52), write out the digital data characterizing the territory of Russia.

Russia occupies more than 1/9 of the Earth's landmass. The length of Russian territory from north to south is over 4 thousand kilometers. The length of Russian territory from west to east is about 9 thousand kilometers.

6. If you have visited any parts of Russia, place your photographs or make drawings here.

If you are so lazy that you are too lazy to draw where you have personally visited or print and paste a personal photo, even on the Black Sea, photos of places can be taken from us in the State House of Culture on tab 68-72.

pp. 32-33. IN THE PLAINS AND MOUNTAINS

2. Label the hill and mountain on the diagram. Finish drawing up the diagram: indicate with arrows the parts of the hill and mountain.

On the left is a hill, on the right is a mountain. At the very bottom is the foot, the very peak is the top, and between them is the slope.

3. Using the textbook map, fill in the table.

Name of the mountain - height of the mountain

Elbrus - 5642
Klyuchevskaya Sopka 4688
Belukha 4506
People's 1895

4. Make drawings showing the shapes of the earth's surface of your region, or place a photograph.

If you live on a plain, draw a plain with grass, small hills and holes. If in the mountains, draw mountains. If there are hills around you, draw hills and springs. Each edge has its own pattern.
An example of a drawing with hills and mountains:

5. Using additional literature and the Internet, prepare a report about any plains or mountains in Russia or your region. Write down the basic information for your message. Please indicate the source of information.

The Caucasus Mountains are a mountain system between the Black, Azov and Caspian seas. It is divided into two mountain systems: the Greater Caucasus and the Lesser Caucasus. The Greater Caucasus extends over more than 1,100 km. The most famous peaks - Mount Elbrus (5642 m) and Mount Kazbek (5033 m) are covered with eternal snow and glaciers. The mountains near Sochi - Aishkho, Aibga, Chigush, Pseashkho - hosted participants in the 2014 Winter Olympic Games.

The Altai Mountains are a complex system of the highest ridges in Siberia, separated by deep river valleys and vast intramountain and intermountain basins. Altai is located where the borders of Russia, Mongolia, China and Kazakhstan meet. The highest peak in Altai is Mount Belukha (4506 m).

The West Siberian Plain is a plain in northern Asia, occupies the entire western part of Siberia from the Ural Mountains in the west to the Central Siberian Plateau in the east. In the north it is limited by the coast of the Kara Sea, in the south it extends to the Kazakh small hills, in the southeast the West Siberian Plain, gradually rising, gives way to the foothills of Altai, Salair, Kuznetsk Alatau and Mountain Shoria. The plain has the shape of a trapezoid tapering to the north: the distance from its southern border to the northern reaches almost 2500 km, the width is from 800 to 1900 km, and the area is only slightly less than 3 million km².

pp. 34-35. IN SEARCH OF UNDERGROUND STORAGE

Practical work "Study of minerals".

1. Examine a sample of a mineral. Using the illustrations in the textbook or the identification atlas, find out its name.

Write down: coal.

2. Establish the properties of the mineral. Write down:

Coal is a solid mineral, the color is black, opaque, dense, has a shine and a slight odor. Coal is a combustible mineral.

3. Using your textbook, fill out the table.

Comparison of oil and natural gas

Features for comparison - Oil - Natural gas

Origin - Formed from the remains of plants and animals - Formed from the remains of plants and animals

Properties - Thick, oily, liquid, dark in color, with a pungent odor - Colorless, light, flammable, odorless.

Application - Fuel, oils, plastics, fibers for textiles - Fuel, plastics, fibers of valuable materials

Extraction methods - Drilling wells - Wells

Transportation methods - Oil pipeline, railway tanks, oil tankers - Gas pipeline, gas tankers

Careful attitude - Oil spills must not be allowed during production and transportation - Gas must be saved, leaks must not be allowed in everyday life.

pp. 36-37. OUR RIVERS

3. Using the map and text from the textbook, connect the names of rivers and the cities that are built on them with lilies.

Volga - Kazan
Kama - Perm
Oka - Kolomna
Moscow River - Moscow
Neva - St. Petersburg
Don - Rostov-on-Don
Ob - Novosibirsk
Yenisei - Krasnoyarsk
Lena - Yakutsk
Amur - Khabarovsk

5. Using additional literature, prepare a report about any river in Russia, in your region (optional). Write down the basic information for your message. Please indicate the source of information.

The Volga is a river in the European part of Russia. It is one of the largest rivers on Earth and the longest in Europe. The part of Russian territory adjacent to the Volga is called the Volga region. The length of the river is 3530 km, and the area of ​​its drainage basin is 1.361 million km². There are four millionaire cities on the Volga: Nizhny Novgorod, Kazan, Samara, Volgograd. 8 hydroelectric power stations were built on the Volga. The Volga flows into the Caspian Sea.

Kuban is a river in Russia in the North Caucasus, originating in the mountains of the Karachay-Cherkess Republic (Elbrus). The name of the river, translated from the Karachay-Balkar language, means “rising, overflowing river” or “stream”. Length 870 km, basin area 58 thousand km². It flows through the territory of Karachay-Cherkessia, Stavropol Territory, Krasnodar Territory and Adygea. Kuban flows into the Sea of ​​Azov.

Yenisei is a river in Siberia, one of the greatest rivers in the world and Russia. It flows into the Kara Sea of ​​the Arctic Ocean. Length - 3487 km. The Yenisei is a natural border between Western and Eastern Siberia. From the Sayan Mountains to the Arctic Ocean, the Yenisei passes through all the climatic zones of Siberia. Camels live in its upper reaches, and polar bears live in its lower reaches. The name comes from the Evenk “Yoandesi” - big water.

Page 38-39. LAKES - THE BEAUTY OF THE EARTH

2. What lakes are we talking about?

The largest lake in our country is the Caspian Sea.
The deepest lake in Russia and the whole world is Lake Baikal.
The largest lake in the European part of Russia and all of Europe is Lake Ladoga.
The second largest lake in the European part of Russia is Lake Onega.
One of the most beautiful lakes of the East European Plain is Lake Seliger.
One of the most beautiful lakes in Altai is Lake Teletskoye.

3. On what lakes are these attractions located?

Valaam Monastery - on Lake Ladoga.
Wooden churches of Kizhi Island - on Lake Onega.

pp. 40-41. BY THE SEA

3. Using information from the textbook text, fill out the table.

Features of the White and Black Seas

Features of the seas - White Sea - Black Sea

Depth - 350 m - 2210 m

Water temperature in summer - from + 6 to + 15 - above +25

Sea conditions in winter - Covered with ice - Does not freeze

4. Look at the photo at the Solovetsky Monastery - one of the shrines of Russia. Write the name of the sea on which it is located.

Answer: White Sea.

Tell us what you know about this monastery.

The Solovetsky Monastery is a male monastery of the Russian Orthodox Church, located on the Solovetsky Islands in the White Sea. It arose in 1429–1430, built from St. stone. Philip (Kolychev). Under Soviet rule, the country's first special purpose camp (prison) operated on the territory of the monastery. Monastic life was resumed in 1990. In 1992, the complex of monuments of the Solovetsky Museum-Reserve was included in the UNESCO World Heritage List.

pp. 42-45. FROM NORTH TO SOUTH

1. Here is a contour map of the natural zones of Russia. Compare it with the map of natural areas in the textbook. What are the similarities and differences?

Similarities: the border of Russia is marked, the names of rivers, lakes, and seas are indicated.
Differences: on the outline map of Russia, the Crimea Peninsula is already Russian territory, on the map in the textbook it is not.
On the map in the textbook, natural areas are indicated in different colors. The names of cities are shown on the map in the textbook.

4. Using the map in the textbook, fill in the rectangles according to the color designation on the map of natural areas...

See textbook, pp. 74-75.

5. Number the main natural zones in the order of their change from north to south:

1 arctic desert
2 tundra
3 taiga
4 mixed and deciduous forests
5 steppes
6 deserts
7 subtropics

7. Think about what you would like to know about the natural areas of Russia. Write down your questions. As you explore natural areas, try to find answers to these questions.

Are there animals in the Arctic desert?
Is there summer in the Arctic desert? Does the snow ever melt there?
What plants grow in the tundra?
Why do the Northern Lights only happen in the North?
What grows in the desert?
What do animals eat in the desert? Where do they find water?

pp. 46-47. IN THE ICY DESERT

2. Read the textbook text on pp. 78-79. Write down the supporting words and use them to talk about the Arctic desert zone.

Answer: Ice zone, Arctic islands, polar night, polar day, aurora, snow, ice, wind, low temperature (up to 60)

3. Do you know the fauna of the Arctic deserts? Cut out the pictures from the application and arrange them correctly. After checking, paste the pictures.

4. Imagine that you are in the Arctic desert zone on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of Arctic deserts.

Algae-crustaceans-fish-birds
Fish-seals-polar bears

For those who are interested in this topic, we have prepared a report (presentation) about the polar bear >>

pp. 48-49. IN THE COLD TUNDRA

2. Read the text of the textbook on pp. 82-83. Write down the supporting words and use them to talk about the tundra zone.

Key words: cold treeless plain, long winter, polar night, polar day, cold winds, permafrost, swamps, lakes.

4. Do you know the living world of the tundra? Cut out the pictures and arrange them correctly.

5. Draw a diagram of the food chain characteristic of the tundra.

Plants-lemmings-owls and arctic foxes.
Moss reindeer-wolf.

6. In additional literature, on the Internet, find information about any plant or animal of the tundra, prepare a message. Write down basic information. Indicate the source of information

Lemmings are rodents that live in the tundra. They are very similar to mice, but slightly larger (10-15 cm). Lemmings have a dense build, short legs and a tail. The color is one-color, grayish-brown or variegated. Lemmings change their fur coat in winter to a light, white one, and the claws on their front paws grow, taking on the shape of hoof-flippers. Lemmings make their nests right on the ground. They feed on shrubs and mosses, eating twice their body weight in a day.

The reindeer living in the tundra is exactly the same deer from the fairy tale “The Snow Queen” that carried Gerda to the North Pole. Reindeer is a cloven-hoofed mammal. Constantly migrates, feeds mainly on lichens. The main one is moss. Nine months of the year quench your thirst with snow. Reindeer are domesticated and are an important source of food and materials for many polar peoples.

pp. 50-51. AMONG THE FORESTS

2. Look at the picture. Mark taiga trees in green (fill in the circle), deciduous forest trees in yellow.

3. Come up with and draw diagrams showing the differences between taiga, mixed and broad-leaved forests. Draw trees in diagrams as conventional silhouettes.

4. Create a nutrition plan typical for the taiga.

Elk and brown bear deer plants.
Plants - vole, chipmunk, birds, hares - lynx

5. In the book "Green Pages" read about some plant or animal of the forest zones. Write down 1-2 interesting facts.

Squirrel. The squirrel lives in a hollow or builds a nest from branches and moss. The walls of the nest are thick - up to 50 cm. When the frost is 10 degrees, the temperature inside the nest can be more than 10 degrees. The squirrel's main food is the seeds of coniferous trees. In winter, this animal can empty 300 pine cones in a day.

Fox. Although the fox is considered the hare's main enemy, its main food is mice and voles. A fox can hear the squeak of a mouse 100 meters away. Fox hunting for rodents is called mouse hunting.

pp. 52-53. IN THE WIDE STEPPE

2. Read the text of the textbook on p. 90-91. write down the supporting words and use them to talk about the steppe zone.

Answer: steppe, dry summer, dry hot winds, dust storms, heavy rains, black soil, plowed fields.

3. Do you know the living world of the steppes? Cut out the pictures from the application and arrange them correctly.

4. The guys were tasked with giving examples of steppe animals. Which of the guys answered without errors?

Answer: Taras.

5. Make a nutrition plan typical for the steppe.

plant seeds - hamster - kestrel

pp. 54-55. IN THE HOT DESERT

2. Read the text of the textbook on p. 94-95. Write down the supporting words and use them to talk about the desert zone.

Answer: hot sun, few plants, bare earth, desert, sandy and clayey deserts, dunes, takyr, poor soil, lack of water, little precipitation.

4. Imagine that you are in the desert on a scientific expedition. Draw yourself and what you see around you.

5. Draw a diagram of the food chain characteristic of the desert.

camel thorn - camel - scarab beetle - eared hedgehog

pp. 56-57. BY THE WARM SEA

2. Read the text of the textbook on p. 98-99. Find in the text an explanation of the reasons for warm winters on the Black Sea coast of the Caucasus and the southern coast of Crimea. Write this explanation in your own words.

Answer: The Black Sea heats up in summer and releases heat in winter. And high mountains protect from cold winds, so winters here are warm.

3. Using the textbook, start filling out the table.

Animals of the Black Sea and its coast
Inhabitants of the land: Roe deer Cicada Caucasian lizard Podaryr butterfly Mediterranean turtle.
Land dwellers that forage for food in the sea: Seagull Cormorant Diving duck Petrel Sea crab.
Sea inhabitants: Dolphin Jellyfish Mussel Fish: mullet, horse mackerel, sea bass, goby, sea ruffe, oleander hawk moth.

4. Draw up a nutritional plan typical for the Black Sea coast of the Caucasus, the southern coast of Crimea.

Butterflies, cicadas-mantis-lizard
Cormorant fish and seagulls.

5. Find additional information on the Internet about plants or animals of the Black Sea coast. Write down 2-3 interesting facts.

Black Sea bottlenose dolphin

Dolphins are not fish, but mammals! There are 3 species of dolphins in the Black Sea, the largest are bottlenose dolphins, they are also the most common inhabitants of dolphinariums.
Scientists have been studying dolphins for a long time, some believe that they have intelligence. Experiments and observations show that dolphins have their own language; they call each other by name.
The bottlenose dolphin lives up to 30 years, the weight of the animal reaches 300 kilograms. Body length is up to two and a half meters.
Dolphins feed mainly on fish and also shellfish. They dive to a depth of 200 meters.
The body temperature of the Black Sea dolphin is 36.6 degrees, like that of a human.

pp. 58-59. WE ARE CHILDREN OF THE NATIVE LAND

1. Based on the description of the Karelian game “Gurizekh” (“Batters”), draw its diagram.

2. Read the proverbs of the Komi and Udmurts. Match them with proverbs of the peoples of your region that are suitable in meaning. Write them down.

Help yourself first, and then accept help from a friend.

Russians
Get lost yourself, and help your comrade.
To save a friend is to save yourself.
Rely on your friend and help him out yourself.
He who has his face to everyone, does not have his back to good people.
He who helps each other overcomes the enemy.

Personal benefit is like dew on the grass, brotherly benefit is like the sky high.

Proverbs that fit the meaning:
The happiness of the Motherland is more valuable than life.
If friendship is great, the Motherland will be strong.
Unity and brotherhood are great strength. (ukr)

In a beautiful forest the pine trees are beautiful

Proverbs that fit the meaning:
It is not the place that makes the person, but the person that makes the place.
The place is famous for its people. (Azerb.)
Every pine tree makes noise in its own forest.
Where the pine tree is mature, there it is red.
There are many different lands, but the native one is the most distant.

What do these proverbs teach?

Proverbs teach to love people, to help them, to put common interests first and then your own, to love your homeland.

3. Write down on a separate sheet of paper a fairy tale about animals, plants or a folk legend about the origin of the name of a natural object.

Here you need either simply folk tales about animals and plants (turnip, tower, crane and heron, etc.), or better yet, legends that explain the origin of the name of a plant, animal or place in your area.

For example, where did the name daisy flower come from? There lived a girl in the world and she had a loved one - Roman. He made gifts for her with his own hands, turning every day of the girl’s life into a holiday! Once in a dream, Roman dreamed of a simple but very delicate flower - a yellow center and white rays radiating to the sides from it. When he woke up, he made such a flower and gave it to his girlfriend. And the girl wanted the flower to be alive, real. Roman went in search of this flower and found it in the land of Eternal Dreams. But the king of this country did not give the flower away just like that. The ruler told Roman that people would receive a whole field of chamomile if the young man remained in his country. The girl waited for her beloved for a very long time, but one morning she woke up and saw a huge white and yellow field outside the window. Then the girl realized that her Roman would not return and named the flower in honor of her beloved - Chamomile! Now girls tell fortunes using a daisy - “Loves - doesn’t love!”

pp. 60-61. IN COMMUNITY WITH NATURE

1. Read the description of the game of the Siberian peoples “Deer”. Play this game with your friends.

Draw an illustration for the game or download a photo of the game, print and stick it.

3. Fishing is a traditional occupation of many peoples of Siberia and the Far East. Using the identification atlas, find out the names of these fish and sign them. What does chum salmon look like?

The pictures show pink salmon and taimen. And here is the chum salmon:

GDZ website to pages 62-63. HOW TO SAVE THE NATURE OF RUSSIA

1. 1. Think and write down what environmental problems that have arisen in the Arctic deserts and tundra are expressed by these signs.

Pollution of seas and islands with harmful substances from passing ships (fuel oil, various garbage). Solution to the problem: Compliance with special rules by ship crews and tourists.

Pollution of tundra soil with oil during its extraction. Solution to the problem: apply environmentally friendly methods of oil production.

Damage and destruction of soil and vegetation cover of the tundra by heavy transport equipment. Solution to the problem: use of vehicles on special ultra-low pressure tires.

2. Think and write down what environmental problems that have arisen in forests, steppes and deserts are expressed by these signs.

Excessive deforestation, littering of forests after deforestation. Solution to the problem: Treat forests with care and plant new trees where they are cut down. Using waste paper instead of wood.

Overgrazing of livestock in the steppe zone leads to the disappearance of plants and soil destruction, leading to desertification. Solution to the problem: follow the rules of grazing livestock, do not graze livestock for a long time in one place.

Due to the disappearance of plants in the steppe, the soil is destroyed, and there is more shifting sand, which covers houses and roads. Solution to the problem: prevent overgrazing of livestock and the disappearance of plants.

3. Think and write down what environmental problems that have arisen in the subtropical zone are expressed by these signs.

Pollution of the sea and shores with sewage and garbage from passing ships. Solution to the problem: construction of treatment facilities, compliance with sanitary rules by ship crews.

Illegal deforestation of mountain forests, destruction of trees by tourists. Solution to the problem: a ban on deforestation, authorities must strictly enforce laws on forest protection.

Destruction of flora and fauna by vacationers. Solution to the problem: All people should treat nature with care: do not catch insects, do not write on tree trunks, do not break branches, do not pick flowers.

Page 64-67. THROUGH THE PAGES OF THE RED BOOK

1. Label the drawings of animals of the Arctic deserts and tundra listed in the Red Book of Russia. If necessary, consult your textbook for help.

2. Sign the drawings of plants and animals of forest zones listed in the Red Book of Russia. If necessary, consult your textbook for help.

3. Label the drawings of plants and animals of the steppes and the Black Sea coast of the Caucasus, included in the Red Book of Russia. If necessary, consult your textbook for help.

3. Get acquainted with the Red Book of your region. Write down basic information about her.

Title of the red book: “Red Book of the Amur Region” (or Red Book of the Krasnodar Territory, etc.)

How many species of organisms of different groups are included in the Red Book of your region.

Page 68-72. BY RESERVES AND NATIONAL PARKS

1. Using the textbook, fill out the table.

Reserves and national parks of Russia

Natural areas - Examples of nature reserves and national parks

Arctic desert zone - Wrangel Island Nature Reserve, Great Arctic Nature Reserve

Tundra zone - Taimyr Nature Reserve, Kandalaksha Nature Reserve

Forest zones - Prioksko-Terrasny Reserve, Oksky Reserve, Losiny Ostrov National Park, Meshchera National Park

Steppe zone - Rostov Nature Reserve, Orenburg Nature Reserve, Daursky Nature Reserve

Semi-deserts and deserts - Astrakhan Nature Reserve, Black Lands Nature Reserve

Subtropical zone - Sochi National Park, Caucasus State Natural Biosphere Reserve

2. Write down a summary of your report on the assignments on p. 119 textbook.

Nature reserves and national parks are specially protected natural areas. In our country, they have been created in every natural area in order to preserve rare plants and animals.

In the Arctic zone there is the Wrangel Island nature reserve. Its inhabitants: polar bears, walruses, musk oxen.

In the tundra there is the Taimyr Nature Reserve. Its inhabitants: wild reindeer, musk oxen.

Many reserves are located in the forest zone (see table above). Rare animals of this zone: bison, moose, wild boars, beavers and other animals and birds.

In the zone of steppes and forest-steppes there are nature reserves: Central Black Earth, Rostov, Orenburg, Daur.

In the zone of semi-deserts and deserts there are nature reserves: "Black Lands", "Astrakhan Reserve". Rare animals and birds: saiga, belladonna, bustard.

In the subtropical zone there is the Sochi National Park and the Caucasus State Natural Biosphere Reserve.

3. If possible, take a virtual trip through the reserve (national park) using the Internet. Prepare a message about him. Write down the basic information for your message.

Barguzinsky Reserve

Barguzinsky State Natural Biosphere Reserve is located in Buryatia, on the territory of the North-Baikal region. It is the oldest nature reserve in Russia. It was created in 1917 as a sable reserve to preserve and increase the number of sables. This is the country's only state reserve established before the October Revolution of 1917.

Located on the western slopes of the Barguzinsky ridge (2840 m), including the northeastern coast and part of the waters of Lake Baikal. The area of ​​the reserve is 374,322 hectares, including 15,000 hectares of the protected water area of ​​Lake Baikal.

The reserve preserves all natural complexes where elk, musk deer, mountain hare, brown bear, shrews, black-capped marmot live - a total of 41 species of mammals. Baikal omul, whitefish, sturgeon, grayling, taimen, lenok and other species of fish are found in the waters of the reserve.

If you are already studying the second one, go here >>

On this page are the answers to the first part of the notebook. If you are already studying the second one, go here >>

Ready-made answers from a workbook on the subject “The World Around You” for grade 2 will help parents navigate and help their child prepare their homework. We provide a workbook for part 1 of the workbook for the Perspective program. All answers to the assignments were written by 2nd grade student Maxim Egorov with the help of his parents, checked and approved by the primary school teacher. We will explain tasks that may cause difficulties to you. As answers, we also provide extended information on relevant topics, which can be read in the articles of our encyclopedia and used if the teacher asks you to prepare a report or presentation at home.

GDZ for part 1 of the workbook the world around us, grade 2

Photos for the story:

By following the link you can select other signs: all signs of living and inanimate nature about the weather >>

Photos for photo story:

Page 36. Autumn.

Autumn months.

1. In the first column, read aloud the names of the autumn months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names for the autumn months. Write Russian names in the second column. Orally make a conclusion about their origin.

In the 2nd column we write from top to bottom: September October November

Find out from your elders and write down in the third column the names of the autumn months in the languages ​​of the people of your region.

In the 3rd column we write from top to bottom: howler monkey

2. Write down the names of the autumn months in the language of the peoples of your region that are connected:

a) with the phenomena of inanimate nature: rain bell, howler, mudbird, gloomy, howler.

b) with the phenomena of living nature: deciduous, leaf fall.

c) with the difficulty of people: the bread-grower, the wedding-gardener, the skit-maker, the leaf-cutter.

3. Russia is great. Therefore, summer is said goodbye and autumn is greeted at different times and more than once. Write down the dates of the arrival of autumn according to the ancient calendars of the peoples of your region.

Answer: summer in Russia comes on September 1 (the modern date of the arrival of autumn), September 14 (the arrival of autumn according to the old style), September 23 (the day of the autumnal equinox in the Moscow state was considered the day of the onset of autumn).

4. Captions for the drawing to choose from: golden autumn; a sad time - a charm of the eyes; autumn in the village; autumn Moscow; waiting for winter.

pp. 38-39. Autumn in inanimate nature.

1. Mark a diagram that shows the position of the sun in autumn. Explain (orally) your choice.

Let's mark the second diagram. There are signs of autumn on it (rain, leaves falling, the Sun is low above the ground).

To understand: The Earth rotates around the Sun, while the Earth's axis is always inclined the same way. When the axis is tilted towards the sun, it appears high relative to the ground, is “directly overhead”, its rays fall “vertically”, this time of year is called summer. When the Earth rotates around the Sun, the axis shifts relative to it and the Sun seems to descend relative to the Earth. Its rays fall obliquely on the Earth. Autumn is coming.

2. Make a list of autumn phenomena in inanimate nature using the textbook text.

Answer: frost, frost, rain, fog, autumn equinox, freeze-up.

3. Write down the date.

pp. 40-41. Folk holidays at the time of the autumn equinox.

Traditional costumes of Nanai hunters of the Amur region are a combination of brown, red, pink and blue colors in patterns. The dishes are golden and painted.

Reindeer herders in Kamchatka dress in clothes and shoes made from reindeer skins, usually in all shades of brown or gray, with light fur.

P.42-43. Starry sky in autumn.

1. Using the illustrations in the textbook, connect the stars so that you get the shapes of a bear and a swan. In the left picture, highlight the Big Dipper's bucket.

For the answer, see the picture.

2. Draw a picture for your fairy-tale story about how a big bear appeared in the starry sky.

Fairytale story: One day a bear cub wanted to feast on honey and climbed up a tree to destroy the hive. And the forest bees are angry, they attacked the bear cub and began to sting. The little bear began to climb higher and higher up the tree. The mother bear saw this, rushed to save the bear cub, also climbed the tree, and followed him to the very top of the tree. She covers her son with herself, and the bees sting more and more. I had to climb even higher, to the very sky, so that the bees wouldn’t reach me. They are still there: Ursa Major and Ursa Minor.

Or write a story about how bears hid in a tree from a hunter, and then climbed into the sky and escaped the chase.

We draw bears climbing into the sky from the top of a tree.

3. Observe the starry sky. Find familiar and new constellations and stars. Note the location of the Ursa Major's scoop. Write down the names of the constellations and stars that you were able to see:

Constellations: Ursa Major, Ursa Minor, Pisces, Aries, Andromeda.

Stars: Venus, Sirius, Polaris.

4. Write a story about one of the constellations of the autumn sky. For this purpose, use information from the atlas-identifier, other books, the Internet (at your discretion).

Story: Bootes or Shepherd is a constellation in the sky of the northern hemisphere. It is observed both in summer and autumn. It looks like a man guarding a herd. The imagination of ancient people depicted him with a staff and two dogs. There are several myths about this constellation, but the most interesting one says that the first plowman on earth was turned into this constellation, who taught people to cultivate the land. The constellation Bootes includes the very bright star Arcturus next to Ursa Major, and it itself resembles a fan.

If you want, come up with a fairy tale about the constellations of the autumn sky. Write it down on a separate sheet of paper and arrange it beautifully.

First you need to find out which constellations are visible in the sky of the northern hemisphere in the fall. They are shown and labeled in the figure:

We come up with a fairy tale about any of them or all of them at once.

Fairy tale: People lived in the same city. They were kind and honest, they achieved everything through their hard work. Among them was a shepherd who tended cattle, a charioteer, twin children, an Aquarius who carried water from a well, a beautiful maiden and Cassiopeia and many others. They also had pets: Taurus, Aries, horse, hounds. And when the boy Perseus began to play the flute, all the animals from the nearby forest came to listen to him: the cunning fox, the lynx, the lion, the mother bear and her cub. Fish, a whale and a dolphin swam to the shore. Even the fairy-tale unicorn and dragon listened to the gentle melody. But then one autumn a volcanic eruption began near the town. He burned forests and fields, knocked down houses and was ready to burn the city and all its inhabitants. But the huge dragon told the people: you have never done harm to anyone, you are all very good and I will save you. He gathered everyone who could fit onto his back and carried him to heaven. So the constellation Perseus and the dragon still shine from the sky to this day; there was a place for everyone in the autumn night sky.

Page 44-45. Grass near our house.

1. Cut out the pictures from the Appendix and place each plant in its own window.

3. Consider the herbaceous plants around your home. Using an atlas-identifier, find out the names of several herbs and write them down.

Answer: clover, bluegrass, foxtail, yarrow, knotweed (bird buckwheat), plantain, dandelion, mint, burdock.

4. Write a story about one of the herbs growing near your house. Use information from the Green Pages book or other sources (at your discretion).

Mint.
There is mint growing near our house. This plant has a very pleasant smell. We often collect mint, dry its green leaves and add it to tea. I like to drink mint tea. There are several types of mint, including medicinal mint.

Plantain.
Plantain grows along roads, which is where it got its name. It has wide leaves and a long stem on which small flowers bloom and seeds ripen. This plant is medicinal. If you cut yourself, apply plantain and the wound will heal faster.

Photos for pasting:

pp. 46-47. Ancient women's work.

1. Find flax among these plants.

Answer: second from the left.

3. You are in the museum of flax and birch bark in the city of Kostroma. Look at photographs of tools for processing flax, making linen threads and fabric. Write the numbers of their names in the circles. 1. Spinning wheel. 2. Weaving mill. 3. Spinning wheel. 4. Ruffled. 5. Mortar and pestle. 6. Flax mill.

The answer is in the picture.

It will be very useful to show your child a training video on processing flax >> This way the student will clearly see the whole process and will better remember the purpose of objects for processing flax.

Page 48-49. Trees and shrubs in autumn.

1. Identify trees and shrubs by their leaves and write the numbers of their names in the circles.

The answer is in the picture. The leaves of linden, birch and hazel turn yellow in autumn. Euonymus can be either yellow or purple in the fall. Oak leaves turn orange. Rowan, maple and aspen are yellow-red. Viburnum leaves in autumn are green or yellow at the stem and red at the edges.

A story about trees and shrubs in autumn with photographs will help with tasks from this topic >>

2. Find a shrub among these plants and underline its name.

Answer: juniper.

Find a tree whose needles turn yellow and fall off in the fall.

Answer: larch.

3. Visit a forest, park or square. Admire the trees and shrubs in their autumn attire. Use the identification atlas to find out the names of several trees and shrubs. Write them down.

Answer: Birch, poplar, thuja, maple, rowan, linden, spruce, pine, aspen.

4. Observe and write down when the leaf fall ends: for birches - in October; for linden trees - in September; for maples - in September; for poplar - in November; for aspen - in September; at viburnum - in October.

pp. 50-51. Wonderful flower beds in autumn

3. Identify a few fall flower garden plants. Write down their names.

Answer: chrysanthemums, asters, dahlias, rudbeckia, helenium, ornamental cabbage.

Photo for pasting:

4. Write a story about one of the plants in the autumn flower garden.

Dahlia

1. The legend tells how the dahlia flower appeared on earth. The dahlia appeared on the site of the last fire, which died out with the onset of the Ice Age. This flower was the first to sprouted from the ground after the arrival of warmth on the earth and with its flowering marked the victory of life over death, warmth over cold.

2. In ancient times, the dahlia was not as common as it is now. Then it was only the property of the royal gardens. No one had the right to remove or remove the dahlia from the palace garden. A young gardener named George worked in that garden. And he had a beloved, to whom he once gave a beautiful flower - a dahlia. He secretly took a dahlia sprout from the royal palace and planted it near his bride's house in the spring. This could not remain a secret, and rumors reached the king that the flower from his garden was now growing outside his palace. The king's anger knew no bounds. By his decree, the gardener Georg was captured by guards and put in prison, from which he was never destined to leave. And the dahlia has since become the property of everyone who liked this flower. This flower, the dahlia, was named after the gardener.

pp. 52-53. Mushrooms

2. Draw a diagram of the structure of a mushroom and label its parts. Test yourself using the diagram in the textbook.

The main parts of the mushroom: mycelium, stem, cap.

4. Give other examples of edible and inedible mushrooms using the atlas-identifier From Earth to Sky (Pleshakov) >>.

Edible mushrooms: butterfly, boletus, milk mushroom, saffron milk cap, russula.

Inedible mushrooms: fly agaric, galerina, svinushka.

Page 54-55. Six-legged and eight-legged.

1. What are these insects called? Write the numbers of their names in the circles.

2. Cut out the pictures from the application and make diagrams of the transformation of insects. Finish the signatures.

Diagram of insect transformation.

Eggs - larva - dragonfly. Eggs - caterpillar - pupa - butterfly.

3. Find an extra picture in this row and circle it. Explain (verbally) your decision.

Answer: Extra spider. It has 8 legs and is classified as an arachnid, while the others in the picture have 6 legs and are insects.

4. Write a story about insects that interest you or about spiders. Use information from the atlas-identifier, the book “Green Pages!” or “The Giant in the Clearing” (of your choice).

Near our dacha, in the forest, there are several large anthills. Ants work all day, collecting seeds and dead animals. Ants also graze aphids. They slap the aphid on the back, and it secretes a drop of sweet liquid. This liquid attracts ants. They love sweets.

Page 56-57. Bird secrets

1. What are these birds called? Write the numbers of their names in the circles.

Migratory birds: swallow, swift, starling, duck, heron, rook.

Wintering birds: jay, woodpecker, nuthatch, tit, crow, sparrow.

2. Give other examples of migratory and wintering birds. You can use information from the book "Green Pages".

Migratory birds: crane, redstart, sandpiper, thrush, wagtail, wild geese.

Wintering birds: jackdaw, pigeon, bullfinch, magpie.

3. Watch the birds of your city (village). Find out their names using the identification atlas. Pay attention to the behavior of the birds. Does every bird have its own character? Based on the results of your observation, write your story. Make a drawing and paste a photo.

The jay is a forest bird, but recently it can be increasingly seen in the city: parks and squares. This is a very beautiful bird. On her wings she has multi-colored feathers with a blue tint. The jay screams sharply, piercingly. This forest beauty loves to eat acorns, also picks up leftover food, sometimes destroys bird nests and even attacks small birds.

Page 58-59. How different animals prepare for winter.

1. Recognize animals by description. Write the names.

frog
toad
lizard
snake

2. Color the squirrel and hare in summer and winter outfits. Draw each animal its natural environment. Explain (orally) why these animals change coat color.

The hare is gray in summer, slightly reddish, and by winter it changes its skin to white.

Squirrels come in a variety of colors, from light tan to black. In the fall, they also molt, changing their coat to a thicker and warmer one, but their color does not change significantly.

3. Sign who made these supplies for the winter.

Answer: 1. Squirrel. 2. Mouse.

4. Write the names of the animals in the text.

On the ground in a hole, the hedgehog makes a small nest from dry leaves, grass, and moss. In it he hibernates until spring. And in late autumn, a bear makes a den for itself under a fallen tree and sleeps in it all winter.

pp. 60-61. Invisible threads in the autumn forest.

1. How are the oak and forest animals related to each other? Cut out the pictures from the Appendix and paste them into the windows of diagram No. 1, and write the names of the animals in diagram No. 2.

Answer: squirrel, jay, mouse. They feed on oak fruits and live here.

2. Cut out the pictures from the application and paste them into the windows of the diagrams. Make diagrams with names within the framework.

Answer: Squirrels and mice feed on nuts. Rowan - thrush.

3. Give your example of invisible threads in the autumn forest and depict it in the form of a diagram.

Example: a squirrel (eats the seeds of cones) and a woodpecker (eats insects living in the bark, thereby healing the tree) feed on a pine tree.

4. Look at the photographs. Tell us (orally) what invisible threads in the autumn forest they remind you of.

Nuts are reminiscent of squirrels and mice. Acorns - squirrel, jay, mouse. Rowan - thrush.

pp. 62-63. Autumn work.

1. List what people do in the fall in the house, garden, or vegetable garden.

In the house: they insulate the windows, store firewood and coal for the winter, prepare stoves and heating boilers, make seams for the winter.

In the garden: harvesting from trees, protecting tree trunks from rodents and frost, burning fallen leaves

In the garden: vegetables are collected, sent to the cellar for storage, and the beds are dug up.

2. Select and paste a photo of autumn work in your family.

Photo for pasting:

Think and write down what qualities are needed to do such a job.

Answer: love of the land, hard work, ability to work with a shovel, hoe, rake, patience, strength.

Page 64-65. Be healthy.

1. Draw what games you like to play in summer and autumn. Instead of drawings, you can paste photographs.

Summer and autumn games: catch, tag, hide and seek, football, dodgeball, kondal, badminton, for girls - rubber band, hopscotch.

2. Think and write down what qualities are developed in the games you like to play in the summer and autumn.

Answer: agility, strength, ingenuity, courage, attentiveness, perseverance.

3. Ask the elders in the family to tell about one of the backgammon games in your region. Describe the game together. Give it a name...

GAME "Tall Oak"

Our grandparents played this game in Rus'; its name has been preserved since the 50s of the last century. To play you need one ball. From 4 to 30 (or more) children play.

Everyone stands in a circle. There is one person with a ball inside the circle. He throws the ball high above himself and shouts the name of one of the players, for example: “Lyuba!” All the children (including the one who threw the ball) scatter in all directions. Lyuba must pick up the ball and throw it at one of the guys. Whoever gets hit throws the ball next.

They play until they get bored.

What qualities does this game develop: reaction speed, accuracy, running speed, agility.

pp. 66-69. Nature conservation in autumn.

3. We met these plants and animals from the Red Book of Russia in 1st grade. Remember their names. Write the numbers in the circles.

4. And here are a few more representatives of the Red Book of Russia. Use your textbook to color them and label them.

Ram mushroom, water chestnut, tangerine.

5. Write a story about one of the representatives of the Red Book of Russia, living in your region.

Example: Atlantic walrus. The habitat of this rare species is the Barents and Kara Seas. An adult walrus can reach a length of 4 meters, and the weight of an Atlantic walrus can be about one and a half tons. This species of walrus was almost completely exterminated. Today, thanks to the efforts of specialists, a slight increase in the population is recorded, although their exact number is still impossible to determine, since without special equipment it is extremely difficult to get to the rookery of these animals.

Or we take the story from the page: Reports on animals of the Red Book >>

Page 70. Autumn walk.

Photo for pasting:

This page presents GDZ on the surrounding world, grade 3, part 1 - workbook by the authors Pleshakov A.A. and Novitskaya M.Yu. for the 2019 - 2020 academic year. We hope that this “workbook” will help in preparing homework on the subject of the world around us.

The joy of learning

Page 3 - 5 - Light of knowledge

1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.

Proverbs about the power of the mind- Reason will defeat force. - Any advice to reason is good. - As is the mind, so are the speeches. - Reason is more beautiful than gold, but truth is the light of the sun. - You can defeat one with your fist, but you can defeat thousands with your mind. more proverbs about mind and reason Proverbs about the power of knowledge- Certificate is strong not in evil, but in truth. - Knowledge is better than wealth. - A bird is red with feathers, but a man is with knowledge. - Knowledge is more valuable than wealth. - Knowledge and wisdom adorn a person. Proverbs about skillful hands- Skillful hands are assistants to science. - You can't buy golden hands with silver. - A hundred tips cannot replace a pair of experienced hands. - A craftsman and a needleworker brings joy to himself and others.

2. Questions “how?”, “why”, “why?” humanity owes most of the great discoveries. Make up and write down questions about what you would like to learn about in class 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 wood? Why do birds fly in a school?

3. Look at the corner of nature in the photo above. Tell us 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 falsesuga tissolifolia or falsesuga of Menzies The picture shows Douglasia. It is also called pseudosuga tissolifolia or pseudosuga mensis, pseudosuga Ienzis, Douglas fir, pseudosuga tissolifolia, Douglas fir, Oregon pine, Douglas fir. - Where can she be found by the lying suga of Menzies?- Menzies's falsetsuga is found in North America, as well as in Asia. - What is the maximum height of the Douglas fir?- Douglasia can reach a height of up to 100 meters. - Why does this plant have so many names and how did they appear?- During a trip to 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. The tree was then given the name "Douglas fir". During the study, it was discovered that, despite all the similarities with fir, there are a number of differences that made it possible to distinguish the genus - pseudohemlocks 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, Menzies pseudo-hemlock, but the old names: “Douglas fir” or “Douglas fir” have been preserved and are used by foresters.

4. Tell us from the photograph on p. 5 what you already know about Red Square in Moscow. Make up 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 the royal decrees were announced. There are other attractions on Red Square, for example, the Mausoleum of V.I. Lenin is located there. - What is the total area of ​​Red Square in Moscow in kilometers and how much can people fit in the square? - The length of Red Square is 330 meters long and 70 meters wide, with a total area of ​​23,100 square meters or 0.023 square kilometers. If we convert square meters to hectares, it turns out that the area of ​​Red Square is 2.31 hectares. One person occupies an area of ​​0.21 m2, then it turns out that Red Square can fit: 23,100: 0.21 = 110,000 people. At the same time, the entire population of Moscow, which is 12,380,664 people in 2017, will not be able to fit on Red Square. - Why is Red Square in Moscow called red? - Often in fairy tales there is an expression “red maiden”, which means a beautiful maiden. When applied to a square, red means beautiful. According to another version, he believes that when Moscow was founded there were many wooden buildings that very often burned. The square next to the Kremlin was no exception. So, due to frequent fires, the square was called Pozhar, and later they began to call it “Red Square” because it is the color of the 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 of the ancient Greek myth of Daedalus and Icarus.

Illustration for the ancient Greek myth of Daedalus and Icarus

Page 6 - 11 - How to study the world around us

1. What ways of studying the world around us do these textbooks use? Sign it yourself or using reference words.

Words for reference: observation, experience, identification 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 of the work and take notes.

1. Purpose of observation: observation of the behavior of aquarium fish during feeding.
2. Observation plan:
   • feed the goldfish with dry food, pouring it on the surface of the water,
   • track the behavior of fish,
   • record the observation results.
3. Observation results: if the goldfish have not eaten all the food poured out within 5 minutes, it means they are overfed and the remaining food will spoil the water.
4. Conclusion: It is important that goldfish receive sufficient, but not excessive, amounts of food.

Come up with questions for each other to find out if the observation goal has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of observation.
We have drawn up a clear monitoring plan.
We successfully completed the observation plan and recorded the results.
We were able to draw conclusions from the observations.

3. Practical work "Experience".
Purpose of work: to master the stages of conducting an experiment.
Carry out an experiment with a magnet. Think through the steps of the work and take notes.

1. Purpose of the experiment: to find out whether a magnet can attract any metal.
2. Experiment plan:
   1. Take a magnet.
   2. Scatter on the table objects made of metal (pins), gold (earrings), silver (pendant).
   3. Place a magnet near each item.
   4. Record the result.
3. Results of the experiment: a magnet attracts objects made of metal, but not any kind.
4. Conclusions: a magnet can attract objects made of metal, but not any kind. Objects made of gold and silver, which are also metals, cannot be attracted by a magnet.

Come up with questions for each other to find out if the goal of the experience was achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of the experiment.
We have drawn up a clear plan for the experiment.
We successfully completed the experiment plan and recorded the results.
We were able to draw conclusions from experience.
4. What device (tool) will be needed for each case? Indicate with arrows.


5. Practical work “Measuring mass”.
Purpose of work: learn how to measure mass using scales.
1. Using the drawing, study the structure of the scales.

2. Consider a set of scale weights. Record the mass of each weight.
3. Measure the mass of objects given by the teacher. Enter the measurement results into the table.

4. Complete it.

A scale is a device for measuring mass.

We have learned how scales work.
We understand how scales work.
We learned how to measure mass.

6. Practical work “Measuring length”.
Purpose of work: learn to measure length using a ruler (tape).

1. Using the drawing, study the structure of the ruler and tape measure. Compare them. Think about when to use a ruler and when to use a tape measure.

A ruler should be used to measure objects of short length. When the object is large, it is advisable to use a tape measure.

2. Fill in the blanks.

Completed task:

3. Measure the length of the objects given (or indicated) by the teacher. Enter the measurement results into the table.

4. Complete it.

Ruler and tape measure are tools for measuring length.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We have learned how a ruler and tape measure work.
We understood in which cases we should use a ruler, and in which we should use a tape measure.
We learned how to measure length.
We have learned to record measurement results.

Page 12 - 13 - The book is a source of knowledge

1. Write down information about a popular science book that you especially liked:

2. Draw an illustration for this book. Instead of a drawing, you can paste 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 located on the “Reading Moscow” train of the Moscow Metro.

A house without books is like a body without a soul. Cecero True love for one's country is unthinkable without love for one's language. K.G. Paustovsky

Cicero Marcus 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. Come up with 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 books can you find out what the ancient Greek city of Troy is famous for? Write it down.

The Ancient World, Complete Encyclopedia, Hardman S., Steele F., Thames R., 2007 - A. B. Preobrazhensky. I explore the world: Children's encyclopedia: History of the ancient world. 2001.

Page 14 - 15 - Let's go on an excursion

1. Find the description and indicate with arrows.

Executed option:

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Museum of Fine Arts named after A. S. Pushkin

Museum-apartment, house-museum, museum-estate: Museum of Vladimir Mayakovsky, Apartment Museum of S.S. Prokofiev

Nature reserves, national parks: Moscow State Museum-Reserve Kolomenskoye , Izmailovsky Island - museum-reserve

3. Think of and write down 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 does it take for acorns to 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, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.

Museum of Fine Arts named after A.S. Pushkin

5. Think and write where you can go on an excursion in your region. Underline the name of the place that seems most interesting to you.

• Garage Museum of Contemporary Art
• Moscow Kremlin Museums Armory Chamber
• Planetarium
• Museum "House Upside Down"

Page 16 - 17 - Our excursion

Go on an excursion and write a photo story about it. Write down how you rate the excursion and why.

Armory Chamber in Moscow

I liked the excursion. I learned a lot of new and interesting things.

Page 18 - 21 - What the plan will tell you

Site plan- this is an accurate drawing of the area, made using conventional signs.

2. Sign the symbols of the plan yourself or with the help of a textbook.

3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.

			1 - Arable land. 2 - Vegetable garden.

4. Draw the symbols of the plan.

Test yourself using the textbook.

5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” The children responded like this:

Seryozha: “One centimeter on the plan corresponds to one meter on the ground.”
Nadya: “One centimeter on the plan 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 plan corresponds to 100 meters on the ground.

Who answered correctly? Check the box.

6. Practical work “Tourist plans”.

1) Look at the plan of the zoo in the textbook.

Focus 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 Moscow plan in the textbook.

Fragment of the Moscow plan

Write down which 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 Moskovsky Station to the Winter Palace. Write what you can see on this route.

Plan of the central part of St. Petersburg From the Moskovsky station you need to go 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, Kazan Cathedral, Alexander Column and Palace Square.

Put any other route on the plan. Describe it orally.

If you bring other travel plans to class, consider them. Come up with questions and tasks for each other to see if you have learned how to read travel plans.

We learned to determine the sides of the horizon on the plan.
We learned to find various landmarks on the map.
We learned to determine according to the plan how to get to this or that place.
We learned how to plot a specific route on the plan.

Page 22 - 23 - Planet on a piece of paper

1. Using the textbook, complete the definition.

A map is a reduced image of the earth's surface on a plane using symbols.

2. Mark the sides of the horizon on the world map.

3. Color as indicated on the map:

4) Using the textbook, complete the definitions.

Mainland is a huge piece of land surrounded on all sides by water. It is also called the continent. Part of the world- this is a mainland or part of a mainland with islands located nearby.

Explain (orally) what are the similarities and differences between the continent and part of the world.

5. Write down the names of all continents and parts of the world in the table.

Fill in the names of the continents and parts of the world that do not match with any color.

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. Look at the wall political map of the world. Determine the name and borders of the country where the capital is Rome - an ancient city whose culture you already know a lot about. What are the names of its neighboring countries? Write down the information obtained from studying the political map of the world:

Let's look at 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. Mark them with checkboxes.

Heinrich Schliemann was born in 1922 in Germany. His 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 was caught in a storm and sank, but 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 ran his trading business in the Russian capital. During this time he learned Polish , Swedish , Greek, Arab and other languages, became rich from gold mining in America. And finally he left for Greece- make your dream come true. 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.

Let's 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 image

3. Look at 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 Capital - Minsk	Country: Mexico Capital: Mexico City
Country: Türkiye Capital - Ankara	Country: China Capital: Beijing

Page 26 - 27 - By traveling, we learn about 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. Travel destination: Temple on blood Sources of information about your travel destination: Internet. References: Pilgrims from all over Russia will set off in July along the route “Shrines of the Ekaterinburg Diocese, Royal Days”. Pravoslavie.ru; E. Guilbaut “The Mystery 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, diagrams, 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 things from your diary and write them down on these lines.

The tragic death of Emperor Nicholas II marked the end of the great Russian Empire. The fatal 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 solve.

3. In the farm “On the Edges” of the Belgorod region we will learn the art of beekeeping. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.

Page 28 - 29 - Transport

1. Draw an ancient means of transportation among the peoples of your region or paste a photo.

Photo of an ancient means of transportation - a sleigh drawn by a troika

2. Distribute vehicles by type. Land transport is marked with a red circle, water transport - with a blue circle, air transport - with a yellow circle.

Which of these vehicles are ancient and which are modern? Answer verbally.

3. Project “Curious Passenger”. Read the story and look at the photographs.

You already know about the “Reading Moscow” train. There is also the Aquarelle train running in the Moscow metro. You get into the carriage and it’s like you’re in an art gallery. Boys, girls and boys of your age look at the creations of Russian artists with interest. Often passengers on this train move from car to car to see as many paintings as possible. Many people take pictures of what they especially liked. The "Watercolor" train is a wonderful gift for all art lovers and simply curious people.
Train "Watercolor"

Come up with a project for one of the modes of transport for curious passengers. What natural and cultural phenomena of your region would you like to present in your project? Draw and describe the project on pp. 30-31.

Project name : classical music tram
Name of means of transport : tram
Appearance :

Description: Classical music will be played on the tram. In between compositions, the announcer will talk about various interesting facts related to the writing of works, the composers who wrote them, their lives, and performers.

Page 32 - 33 - Media and communications

1. Come up with symbols to convey information. Draw them on the flags.

Exchange notebooks with a friend and decipher the information on the flags. Write it down in words.

On the left is a sign warning about 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. Use the required information to fill out the postal envelope.

3. Place in a 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 media and communications. Test yourself using the textbook.

Media and communications Postal service, telegraph, telephone, radio, television, internet.

The world is like a home

Page 34 - 35 - The natural world in folk art

1. Using the textbook text on p. 46 complete the sentence:

The word "ekos" ("oikos") translated from Greek means " house, dwelling ". The word "logos" translated from Greek means knowledge . The ancient Greeks called the word "ecumene" part of the world inhabited and developed by humans .

2. Color a fragment of an antique spinning wheel. Determine how many tiers of the Universe are depicted on it. Describe them verbally.

3. Make up a chain of questions and answers based on the song “Where, Thomas, are you going?”, using knowledge about the nature and life of the people of your region. For the final answer, use the textbook's prompts or write the name of the person to whom you are writing this song. You can make a drawing to accompany the text as a gift (on a separate sheet).

Option 1-Where are you going, shepherd? Where are you leading your sheep? - On the field. - Why do you need to be on the field? - Feed the sheep. - Why feed the sheep? - So that they give wool. - Why do you need wool? - So that the children are 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 (orally) your choice.

Natural objects - everything that relates to nature. In addition, we are surrounded by countless objects created by man. The first picture shows natural objects, except for the mug, which is an object created by man, so it will be superfluous in this row. The second picture shows objects created by man, except for the tit, which is a natural object, so it will be superfluous in this row.

2. Give examples of natural objects (3-4 in each row).
Objects of inanimate nature: planets, waterfalls, stones.
Objects of living nature: trees, animals, birds, insects.
3. Using the text and illustrations from the textbook, fill in the table. You can supplement it with your own examples.

4. Find out from the description of the substances and write their names in the boxes.
— This substance is part of any living organism. The human body consists of 2/3 of this substance.

— This substance is found in the form of stone underground, and is also dissolved in the water of the seas and oceans. It can be found in every home - kitchen.

- This substance is added to many products - sweets, cakes, pastries. In nature, it is found in plants.

Sugar

— This substance is our assistant in the kitchen because it burns well. But in case of a leak, it can spread throughout the entire 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 with a blue pencil, and the names of substances with a green pencil: salt, nail, iron, horseshoe, aluminum, wire, copper, gasoline can, plastic, gasoline, icicle, water, ice, 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 it does not.
1) Suggest a plan (order) for conducting the experiment.

1. Pour water into 4 glasses.
2. Place sugar in 1 glass.
3. Place salt in the second glass.
4. Place chalk in the third glass.
5. Place clay in the 4th glass.
6. Observe the result.
7. Write output

2) Look at the drawing. Select the equipment we need to conduct 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 the chalk in a mortar), and clay into glass No. 4. Stir all the substances with a glass rod. What are you observing? Describe verbally.

4) Record the results of the experiment by placing a “+” sign in the corresponding columns of the table.

5) Draw a conclusion. Test yourself using the Application.

Water dissolves sugar and salt, but does not dissolve sand and chalk.

Brainstorm questions for each other to see if the goal of the experience has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We have proposed the right experience plan.
We chose the right equipment.
We accurately recorded the results of the experiment.
We drew the right conclusion from experience.

Page 40 - 41 - The world of celestial bodies

1. Using the information from the textbook, write the numerical data in the text.

Diameter of the Sun in 109 times the diameter of the Earth. 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 in the center of the Sun - 15-20 million degrees .

Tell your classmates about the Sun. Include data from the textbook in your story.

2. Fill out the table. Take one example from the textbook (picture on p. 56). Try to find other examples (1-2 in each column) in additional literature and on the Internet.

Difference between stars by color

Star names 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 models of planets from plasticine and place them in the correct sequence on a sheet of cardboard. Label the names of the planets and stick them on your model.

4. Solve the crossword puzzle.

1) The largest planet in the solar system.
2) A planet that has rings that are clearly visible through a telescope.
3) The planet closest to the Sun.
4) The planet farthest to the Sun.
5) The planet on which we live.
6) A planet is a neighbor of the Earth, located closer to the Sun than the Earth.
7) A planet is a neighbor of the Earth, located further away from the Sun than the Earth.
8) A planet located between Saturn and Neptune.

5. Using various sources of information, prepare a message about a star, constellation or planet that you would like to know more about. Write down the basic information for your message. Provide 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 65 light years away 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 origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.

In nature, moving air is wind. As you know, the earth in different places is heated differently by the sun. The air heats up from the ground. Warm air is lighter than cold air; it rises up, and cold air rushes into its place. This is where the wind arises.

Look at what schemes other guys have proposed. Evaluate your work and the work of your comrades. Whose scheme is correct, accurate, understandable? Who made the mistakes? Tell us about the occurrence of wind according to the most successful patterns.
2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.

Underline with a green pencil the names of the gases that living organisms absorb when breathing.
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 conclusions.

1) Is the air transparent or opaque?
The air is transparent.
2) Does air have color?
Air has no color.
3) Does the air have a smell?
The air has no smell.
4) What happens to air when heated or cooled?
hot air expands .

This experience indicates that cold air compresses.
5) How does air conduct heat?
Air is a poor conductor of heat.

4. What is the name of the equipment used in these experiments? Indicate with arrows.

Page 44 - 45 - The most important substance

Practical work “Study 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 does this indicate?

Conclusion: the water is clear.

Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?

Conclusion: water is colorless.

Smell the clean water. What property of water can be determined in this way?

Conclusion: water has no odor.

Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?

Conclusion: when heated, water expands.

Place the same flask in a plate with ice. What are you observing? What does this indicate?

Conclusion: When water cools, it contracts.

General conclusion: water is transparent, colorless, odorless, expands when heated, and contracts when cooled.

Determine the purpose of each experience. Describe (verbally) its progress. Check your findings in the Appendix.

We chose the right equipment for the experiments.
Our conclusions coincided with those presented in the Appendix.
We correctly determined the properties of water, but formulated our conclusions inaccurately.
We made mistakes in determining some properties of water.

Page 46 - 47 - Natural elements in folk art

1. Cut out photos from the Application. Label 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. Wish them to the participants of other working groups.

Riddles about fire The firebird flies, drops golden feathers. (Fire) Lives without drinking. But as soon as you give him something to drink, he dies. (Fire) The scarlet rooster in the water went out. (Fire) Chewing - I don’t chew, but I eat everything. (Fire) Riddles about water It falls in winter, gurgles in spring, makes noise in summer, drips in autumn. (Water) On a hot day, the most desirable thing is. (Water) What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (Water) Riddles about air What do we breathe? What are we missing? (Air) What can you not see either in the room or on the street? (Air)

3. Look at the patterns of folk embroidery. Identify the images of fire, water and air.

Orally compose a fairy tale about natural elements.

Page 48 - 49 - Land storage areas

1. Complete the definitions yourself or with the help of a textbook.

Minerals - these are natural substances Rocks - These are natural mineral compounds.

2. Practical work “Composition of granite”.

Purpose of the work: to determine the minerals that make up granite.

1. Examine and compare samples of minerals: feldspar, quartz, mica. Verbally describe their properties (color, transparency, shine).
2. Examine a piece of granite with a magnifying glass. Find colored grains. This is the mineral feldspar. Look for translucent grains. This is the mineral quartz. Look for black shiny grains. This is a mica mineral.
3. Based on the research results, fill out the chart.

4. Draw a conclusion (orally). Test yourself using the Application.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.

We have correctly described the properties of minerals.
We have correctly identified the minerals that make up granite.
We have correctly filled out the “Granite Composition” diagram.
Our conclusion coincided with that given in the Appendix.

3. Do you know what is stored in the Earth's storerooms? Cut out the photographs from the Appendix and paste them into the appropriate boxes.

4. Write down the names of the minerals in your region.

Gold, gas, oil, granite, asbestos, iron ore.

Page 50 - 51 - Miracle underfoot

Practical work “Study of soil composition”.

Purpose of the work: to determine what is included in the soil.

Review equipment prepared for practical work. Use arrows to indicate the names of the items. Explain (verbally) what they are used for.

Throw a lump of dry soil into the water. What are you observing? What does this mean?

Conclusion: Soil contains air.

Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?

Conclusion: Soil contains water.

Continue to warm the soil. Wait for smoke and an unpleasant odor to appear. This burns humus soil, which is formed from the remains of plants and animals. Humus gives the soil a dark color. What does this experience indicate?

Conclusion: The soil contains humus.

Pour the calcined soil in which the humus has burned (it is grey) into a glass of water and stir. Observe 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 sitting 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 progress. Check your findings in the Appendix. Evaluate your work by placing a “+” sign in the appropriate boxes.
We correctly named the equipment for the experiments.
Our findings were consistent with those in the Appendix.
We correctly determined the composition of the soil, but formulated the conclusion inaccurately.
We made mistakes in determining the composition of the soil.

Page 52 - 53 - World of Plants

1. Find out the groups of plants by 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: flowering. Flowering plants have flowers and fruits. They have all the other parts: roots, stems, leaves. These plants are the most diverse. The group contains 250,000 species. Examples of flowering plants: daffodil, 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 a thallus - 9 letters. Answer: algae. Seaweed- inhabitants of water. An example of algae is seaweed. Algae do not have roots, stems, leaves, flowers or fruits. The body of the algae looks like long brown ribbons, it is called a thallus. The group contains 100,000 species.
• Plants in this group have stems and leaves, but no roots, flowers or fruits with seeds - 3 letters. Answer: mosses. Mosses grow in damp places. They have stems and leaves, but they do not have roots, flowers or fruits with seeds. The group contains 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 or fruits. Instead of fruits, they have cones in which seeds ripen. The group includes 600 species. Examples of conifers: pine, thuja, larch, spruce.
• Plants in 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 recognized by its 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 contains 10,000 species.

2. During the lesson, the teacher asked for examples of flowering plants. The children responded like this:

• Seryozha: narcissus, calendula, marigolds, willow, pine.
• Nadya: 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?

Nadya has the correct answer, Seryozha has one mistake, Ira has two mistakes, Vitya has three mistakes.

3. Identify these plants. Write the names of the plants and the groups to which they belong.

Flowering	Flowering	Flowering	Flowering
Fern	Mosses	Conifers	Conifers

4. Using the book “Green Pages”, prepare a message about one of the plant species of any group. Write down the name of the species, group and brief information for your message.

Burdock, aka burdock

Many plants: lilies of the valley, snow-white water lilies - disappear from the face of the earth, but not thistles.
Due to the fact that its fruit baskets are firmly attached to a person’s clothing and spread everywhere, burdock grows everywhere.

If you arm yourself with a magnifying glass and look closely at this plant, you will see small purple flowers inside the ball-basket, and special leaves outside. They end with 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 plant world.

Plants of the Urals

Blue cornflower is an annual plant. It is found along the edges of forests, clearings, roadsides, as a weed in vegetable gardens and fields of cereal crops.

A shrub up to 120 cm high. It is a close relative of the lingonberry. Blueberries bloom in June-July and bear fruit in August-September. Its fruits are very tasty. They are widely used for preparing various dishes.

- a perennial herbaceous plant. In Russia it grows everywhere (with the exception of the Far North): in clearings, forest edges, among bushes, in dry open grassy places, on 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 pizza in Italy and Greek salad.

Page 56 - 57 - Fertile land and plants in folk art

1. Color patterns on an antique towel. Identify images of earth and plants. Decorate the second towel with ancient patterns characteristic of the fine and applied arts of the peoples of your region.

Now we will offer several options for embroidery on antique 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 in Old Russian embroidery.

• The earth was displayed at the bottom of the towel, while black colors were allowed. Geometric shapes were used to display the Earth: squares, rhombuses.
• Plants were embroidered on the top of the towel, usually an image of flowers and leaves. Image allowed
  ears of grain in the middle part of the towel.

2. Draw an illustration for a 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 remember 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” by Vsevolod Garshin.
• “The Scarlet Flower” by Sergei Aksakov.
• “The Seven-Flower Flower” by Valentin Kataev.
• “Unknown Flower” by Andrey Platonov.
• "Twelve Months" by Samuil Marshak.

Now let’s give a few drawings for these fairy tales.

3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.

Proverbs and sayings about the earth-nurse and plants The plant is a decoration of the earth. The earth loves care. Whoever cherishes the earth, the earth takes pity on him. Fertilize the land more - the harvest will be higher. Crumbs into the ground, cakes out of the ground. 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 earth-nurse and plants He breathes and grows, but cannot walk. (Answer: plant) *** Hey, bells, the color blue! With a tongue, but no ringing! (Answer: bell flowers) *** The head is on a leg, there are peas in the head. (Answer: poppy) *** The sisters are standing around: Yellow eyes, white eyelashes. (Answer: daisies) *** The whole world feeds. (Answer: earth)

Page 58 - 59 - Animal world

1. Write the names of the groups of animals listed above. Use reference words if necessary.

Frog, toad, newt - this is amphibians. Earthworm, beer is worms. Snail, slug, octopus, squid are shellfish. Crayfish, crab, shrimp are crustaceans. Starfish, sea urchin, sea lily are echinoderms. Spider, scorpion, haymaker - this is arachnids. Lizard, snake, crocodile, turtle are reptiles.

2. Identify the animals. Write the names of the animals and the groups they belong to. Use reference words when necessary.

		Already

Page 80 - 81 - How to preserve the wealth of nature

1. Using the textbook text, fill in the right column of the table.

Negative human impact on nature	Nature conservation measures
Release of toxic emissions from industrial enterprises and automobiles into the air	Construction of installations that capture harmful substances. Creating cars that pollute less air (run partly on gasoline and partly on electricity).
Ingress of domestic wastewater, waste from industrial enterprises, and farms into water	Construction of treatment facilities in which contaminated water will pass through various filters. In addition, treatment plants should use invisible bacteria that neutralize toxic substances.
Losses of minerals during extraction, transportation, processing	Carefully and economically use minerals during their extraction, transportation and processing.
Destruction of plants that protect the soil	Plants strengthen the soil with their roots, so to preserve It is important to protect the soil and plant plants.
Collection of rare plants by the population	Protect rare plants by building nature reserves, national parks and botanical gardens.
Excessive hunting of animals, poaching	Prohibit and limit hunting of rare animals. Protect animals, constructing nature reserves and national parks. Also help animal protection zoos.

2. Come up with and draw symbols showing the protection of natural communities

c) reservoir

Discuss the symbols suggested by other groups. Choose the most successful ones.

Tell us about the protection of natural communities using conventional signs.

Page 82 - 83 - Nature conservation in the culture of the peoples of Russia and the world

1. Write down (optional) proverbs, legends, fairy tales of the peoples of your region, which say that it is necessary to love and take care of nature.

Proverbs that say that it is necessary to love and protect nature- Fire is the king, water is the queen, earth is the mother, sky is the father, wind is the lord, rain is the breadwinner. - Whoever cherishes the earth, she takes pity on him. - If you feed the earth, it will feed you. - Love nature - she will respond kindly! - It takes a second to break a tree, but it takes years to grow it. - Take care of your native land like your beloved mother.

2. Imagine yourself as the head of an environmentally friendly settlement. Draw in a frame a diagram of your imaginary farm, where the power of water, wind, the heat of the sun is used for heating, lighting, and various activities, waste and garbage processing are used, and 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 (your choice) a local history or zoological museum, a batanical garden, a zoo, a natural or historical and cultural reserve in your region. Attach the most interesting photo of your travel.

GDZ for the second part of the workbook The world around us, grade 3 >>

Answers to assignments in the workbook on the subject The world around us for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, Perspective program. The workbook will help you with your homework. The workbook is organized in the same style as for the previous 1st and 2nd grades (we also have the answers to them on our website), but the tasks, logically, 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 complete your homework easily and with an A plus!

If you have already completed the first part of the workbook, move on to the second: GDZ for the second part of the workbook The world around us, grade 3 >>

Answers to tasks on the surrounding world, grade 3, part 1

Scroll through the pages to see the answers to them.

GDZ on the topic The Joy of Knowledge

Page 3-5. Light of knowledge

1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.

As is the mind, so are the speeches.
As tall as you, but as smart as your 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 prayer in your mouth, work in your hands.
You can’t even pull a fish out of a pond without difficulty.
A bad head has no rest for your feet.
Knowledge is the crown on your head.

2. ...Make and write down questions about what you would like to learn about in class at school.

Why does the wind blow?
Why does a bear hibernate in winter?
How does the solar system work?

Menzies's Pseudo-tsuga

3. Look at the corner of nature in the photo above. Tell us what you already know about this plant.

This is Menzies' Pseudotsuga. 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, in 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 those red flowers on the branches? The red flowers are young buds.
How tall can this tree grow? Can grow above 50 meters in height.

4. Tell me from 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.

Make up 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 it 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 us

1. What ways do these students use to study the world around them?

From left to right: Identification 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 of the work and take notes.

1. Purpose of observation: to find out which food fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, watch the fish, which food they 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"

Carry out an experiment with a magnet. Think through the steps of the work and take notes.

1. 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: using a magnet, we learned that there are iron objects in the kitchen: a refrigerator, a spoon battery, knives, forks, a sink.

5. Practical work "Measuring mass".

Add it.

A scale is a device for measuring mass.

6. Practical work "Measuring length".

Add it.

Ruler and tape measure are tools 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 facts about ice

3. Read statements about the importance of books and native language in a person’s life.

Marcus Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.

Konstantin Grigorievich Paustovsky is a Russian Soviet writer who wrote in the romanticism genre, best known as the author of short stories and stories for children. Information taken from the Internet, Wikipedia.

4. Come up with 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, and also develop our speech.

5. In what reference books can you find out what the ancient Greek city of Troy is famous for? Write it down.

In the encyclopedia, dictionary, guidebook, atlas.

Page 14-17. Answers site on the topic Let's go on an excursion

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Hermitage.

Museum-apartment, house-museum, museum-estate: Chukovsky House-Museum, L.N. Museum-Estate. Tolstoy.

Nature reserves, national parks: Caucasian Biosphere Reserve, Sochi National Park, Losiny Island (in Moscow).

4. On your own or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.

Page 18-21. GDZ What the plan will tell you

A terrain plan is an accurate drawing of the area, made using conventional signs.

2. Sign the symbols of the plan yourself or with the help of a textbook.

city; Orchard; meadow and path; dirt road.

3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.

5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” ... Who answered correctly? Check the box.

Answer: Ira is right.

6. Practical work "Tourist plans"

1. Look at the plan of the zoo in the textbook. Focus 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 Moscow plan in the textbook. What landmarks 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 Moskovsky Station to the Winter Palace. Write what you can see on this route.

Answer: You need to walk along Nevsky Prospekt to Palace Square. Along the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.

Page 22-23. Answers to the topic Planet on a piece of paper

1. Using the textbook, complete the definition.

A map is a reduced image of the earth's surface on a plane using symbols.

3. Color as indicated on the map:

water - blue, land: plains - green and yellow, mountains - brown.

4. Using the textbook, complete the definitions.

A continent is a huge area of ​​land surrounded on all sides by water.

A part of the world is a continent or part of a continent with islands located nearby.

5. Write in the table the names of all 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. Using the textbook map, 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. Look at 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. By traveling, we explore the world

Make a plan to prepare a trip to your city.

If you are in Moscow, write about the local history museum “House on the Embankment”, in St. Petersburg - about the state local history museum “Nevskaya Zastava”. There is a local history museum in every city.

Purpose of travel: learn more about the history of our native land.
Travel destination: Regional Museum of Local Lore.
Sources of information about the place of travel: Internet.
Reference literature: official website of the museum.
Maps, diagrams, plans, guides: a city map to get to the museum.
Equipment: pen and notepad.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion(s): parents.

The museum has a lot of interesting antiques; the guide told us in detail about the history of our city and region.

3. At the farm “On the Edges” of the Belgorod region we will learn the skills of a beekeeper. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.

Pages 28-31. Answers to the topic Transport

1. Draw an ancient means of transportation among the peoples of your region or paste a photo.

3. Project "Curious Passenger"

Project name: bus - aquarium.

Name of means of transport: bus.

Drawings, photographs and texts for decoration inside:

Texts: names of fish and their brief characteristics (where they live, what they eat)

Page 32-33. Media and communications

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 using these symbols.

2. Letter to a friend..

Enter your details! Design example:

From whom Ivanova Ivana
Where Moscow, Nekrasova street 67-98

Departure index 105120

To Smirnov Sasha
Where to Moscow, Nekrasova St. 67-99

Destination index 105120

3. Place in a frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, or about the people of your region.

If you don't have a newspaper or magazine, find some interesting news on your city's news website and print it out.

4. Write down from memory the names of media and communications.

Answer: Television, radio, newspapers, magazines. Internet media.

Telephone, telegraph, mail - means of communication.

GDZ for the section of the workbook The world is like a home

Page 34-35. The natural world in folk art

1. The word “ekos” (oikos) translated from Greek means “house”, “dwelling”.

The word "logos" translated from Greek means "knowledge", "word".

The ancient Greeks used the word “oikoumene” to describe the land inhabited and developed by man.

2. Fragment of an ancient spinning wheel. Determine how many tiers of the Universe are depicted on it.

This fragment of an antique spinning wheel shows two tiers. The upper one is the kingdom of light and sun, as well as the middle tier - the tier where animals and people live.

In the ancient legends 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 fairytale snake 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 kingdom of light, sun, heavenly life-giving waters. From here the mighty luminary controls the 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 the nature around. Man is inside, at the center of the world. Man is the middle part of a large whole.

3. Make up a chain of questions and answers based on the song “Where are you going, Thomas?”

- “Where are you going, Masha?” - "To the store." - “Why go to the store?” - "For products." - “Why do you need food?” - “Prepare lunch.” - “Why do you need lunch?” - "Feed the family." - “Why do you need a family?” - "Collect apples." - “Why do you need apples?” - "Bake the pie." - “Why do you need a pie?” - “Set the table, throw a feast!”

Page 36-39. What does everything consist of?

1. Find the extra photo in each row. Explain your choice.

Answer: in the top row there is a mug, since it 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. Using the text and illustrations from the textbook, fill in the table.

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 the substances from the description and write their names in the boxes.

This substance is part of any living organism. 2/3 of the human body consists of this substance. - WATER

This substance is found in the form of stone underground, and is 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 assistant in the kitchen because it burns well. But in the event of a leak, it can spread throughout the entire apartment, and this is very dangerous. NATURAL GAS.

These substances are created artificially. 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 a green pencil.

Solids (in blue pencil): nail, horseshoe, wire, gasoline can, icicle, ice floe, candy, salt shaker.

Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.

Page 40-41. 7guru's answers to the lesson The World of Celestial Bodies

1. Using the information from the textbook, write the numerical data in the text.

Diameter of the Sun in 109 times the diameter of the Earth. 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 in the center of the Sun - 15 million degrees Celsius.

2. Fill out the table.

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 puzzle.

2. A planet with rings clearly visible in a telescope is SATURN.

5. The planet we live on is EARTH.

6. The planet is a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.

7. The planet is a neighbor of the Earth, located further from the Sun than the Earth - MARS.

8. The planet located between Saturn and Neptune is URANUS.

5. Using various sources of information, prepare messages about a star, constellation or planet that you would like to know more about.

Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two satellites - Phobos and Deimos. Scientists have been studying Mars for a long time. Currently, rovers are 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 origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.

2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.

3. Study the properties of air and write down your conclusions.

1. Is the air transparent or opaque? - transparent.

2. Does air have color? No

3. Does the air have a smell? no4. What happens to air when it is heated and cooled?

This experiment shows that air expands when heated.
This experiment shows that air contracts when cooled.

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 does this indicate?

The stick is visible. This indicates that the water is clear.

Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?

Water has no color, it is colorless.

Experience 3. Smell the clean water. What property of water can be determined in this way?

Pure water does not smell, which means it has no odor.

Experience 4.

Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?

Conclusion: Water began to rise up the tube. This suggests that water expands when heated.

Experience 5. Place the same flask in a plate with ice. What are you observing? What does this indicate?

Conclusion: The water level drops, which means the water contracts as it cools.

General conclusion: water is transparent, colorless, odorless, expands when heated, and contracts when cooled.

Page 46-47. Answers to the workbook topic Natural elements in folk art

1. Cut out photos from the application. Label 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 works of the Russian people:

If you feed him, he lives; if you give him something to drink, he dies. (fire)

The red cow ate all the straw. (fire)

With a tongue, but does not bark, without teeth, but bites. (fire)

It flies to the bottom in droplets, to the top - invisible. (water)

No arms, no legs, but destroys the mountain. (water)

What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (water)

It flows, it flows - it won’t leak out, it runs, it runs - it won’t run out. (river)

The peas are scattered along a hundred roads, no one will collect them: neither the king, nor the queen, nor the fair maiden, nor the white fish. (air)

The peas scattered over seventy roads; no one can collect it - not the priests, not the clerks, not us fools. (air)

3. Look at the patterns of folk embroidery. Identify 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 an image of fire.

Page 48-49. GDZ Storeroom lands

1. Complete the definitions yourself or with the help of a textbook.

Minerals are natural substances.

Rocks are natural compounds of minerals.

2. Practical work "Composition of granite"

Based on the research results, fill out the chart.

Composition of granite. Granite: feldspar, mica, quartz.

3. Do you know what is stored in the Earth's storerooms? Cut out photos from the application and paste them into the appropriate windows.

4. Write down the names of the minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar region).

Page 50-51. GDZ for the lesson the world around us Miracle under our feet

Practical work "Study of soil composition"

Experience 1. Throw a lump of dry soil into the water. What are you observing? What does this mean?

Conclusion: The soil settles to the bottom, but not all of it. There is air in the soil.

Experience 2. Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?

Conclusion: The glass is fogged up. This indicates that there is water in the soil.

Experience 3. Continue to warm the soil. Wait for smoke and an unpleasant odor to appear.

Conclusion: The soil contains humus.

Experience 4. Pour the calcined soil in which the humus has burned into a glass of water and stir. Observe 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 soil contains sand and clay.

Experience 5. Place a few drops of water on the glass in which the soil has been sitting 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 has evaporated, leaving a residue on the glass. This indicates that the soil contains mineral salts.

General conclusion: the composition of the soil includes air, water, humus, sand, clay, and mineral salts.

Page 52-55. World of plants

1. Find out the groups of plants by descriptions. Write the names of the groups in the boxes.

These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLORAL

These plants do not have roots, stems, leaves, flowers or fruits. Their body is called a thallus. SEAWEED.

Plants in 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. CONIFEROS.

Plants in this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, or seeds. FERNES.

2. During the lesson, the teacher asked for examples of flowering plants. The children answered like this... Which of the guys answered correctly? Who made the mistakes?

Nadya has the correct answer, Seryozha has one mistake (incorrect answer - 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 to which they belong.

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 (conifers), cedar pine (conifers).

4. Using the book “Green Pages”, prepare a message 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. People often call it Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Large cones ripen delicious seeds - pine nuts.

Page 56-57. GDZ Fertile land and plants in folk art

1. Color the pattern as we want. Second towel:

2. Draw an illustration for a 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 comb cockerel and the miracle chalk” (a grain of a bean or an acorn sprouted in the house and grew to the sky), “Turnip”, “Rejuvenating apples”, “Wild swans” (the girl wove shirts from nettle).

Illustration for the fairy tale "Turnip"

3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.

Proverbs: The little land is black, but it produces white bread. The earth is a plate: what you put in is what you take out.

Riddles about the earth: It rains - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs after her.

Page 58-61. Answers to the lesson Animal World

1. Write the names of the groups of animals listed.

Frog, toad, newt - this is amphibians.
Earthworm, leech is worms.
Snail, slug, octopus, squid are shellfish.
Crayfish, crab, shrimp are crustaceans.
Starfish, sea urchin, sea lily are echinoderms.
Spider, scorpion, haymaker - this is arachnids.
Lizard, snake, crocodile, turtle are 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), hay 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 in size than frogs. Toads have a thick, wide body and shorter legs. Frogs do not have large parotid glands, which are located in the back of the head in toads. 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 legs. They move by jumping. They live more often near bodies of water. They feed on insects.

4. Cut out details from the application and build development models.

Models of development of fish, frogs, birds.

5. Come up with and write down 2-3 questions for the quiz “In the Animal World.”

How many days will it take for the chicken to hatch from the egg?
How is a frog different from a toad?
Does a hare feed her babies milk?

6. Using the book "Green Pages", prepare a message about one of the animal species of any group.

Pink salmon. Pink salmon are fish that usually live in the sea, but lay their eggs 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 develop a large hump on their back. Hence the name of the fish. Pink salmon is a valuable fish that needs protection and conservation.

Page 62-63. GDZ on the topic Our journey into the animal world

Page 64-65. Images of animals in folk art

1. Complete the carving design...

You can glue photos of towels with embroidered roosters, photos with a Dymkovo toy in the shape of a turkey, a horse, wooden decorations for the garden and home in the shape of animals.

3. Briefly write down the plot of a fairy tale from the peoples of your region, where magical animals help people.

Let's remember the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Little Little Khavroshechka", "Turnip", "Magic Ring", "Bull - Tar Barrel".

Ivan Tsarevich and the Grey Wolf.

The king had three sons. In his garden there was an apple tree with golden apples, and every night the apples began to disappear. The king sent his sons to see who was stealing the apples. The 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 went their separate ways. Ivan arrived at a fork where there was a post 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 get the firebird, his bride, and stay alive.

The Little Humpbacked Horse

The peasant had three sons. Their father sent them to guard the wheat. The two sons slept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped his friend find the firebird, a ring and a beauty for the king. The king wanted to get married, but he had to bathe in boiling water. The Tsar called Ivan first to swim. The horse helped Ivan and he became handsome. And the king was boiled. Ivan and the Tsar Maiden got married. (Written by Maxim Egorov)

Page 66-67. GDZ from 7 gurus to the lesson Invisible threads in living nature

1. Read the text carefully. Underline the names of animals of different groups with different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.

Summer is a bountiful time of year 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 mosquitoes. In the forest they find their prey - small rodents - a fox and an owl. A rich table is laid here for the hare and moose- these are different twigs, leaves, bark. And for crows and wild boars, any food will do - both plant and animal.