Speech development. lexical topic "birds of passage"

152. Draw a diagram of the external structure of the bird, label the main parts of the body. What features of the external structure of a bird are associated with its ability to fly?

Streamlined body shape
Presence of wings
Feather cover
Small head, long neck, body and limbs are more compact

153. Look at the drawing. Write the names of the parts of the pen indicated by numbers.

1. fan
2. rod (trunk)
3. start

154. Study the table “Bird Class. The structure of a pigeon." Look at the drawing. Write the names of the bones of the bird's skeleton, indicated by numbers.

1. skull
2. brush
3. forearm
4. shoulder
5. coccygeal bone
6. thigh
7. shin
8. shank
9. fingers
10. sternum with keel
11. cervical spine

155. Indicate the skeletal features associated with the adaptation of birds to flight.
The skeleton is characterized by strength and lightness. Tubular bones are hollow. Flat bones (skull, sacrum, pelvis) are very thin and grow together. The jaws have no teeth.
In the spinal column system there is a complex sacrum, formed by the fusion of the last thoracic vertebrae, the lumbar region, the sacral region itself and part of the caudal region. The last fused caudal vertebrae form the coccygeal bone.
All the bones of the pelvis grow together and grow to the complex sacrum.
The shoulder girdle is highly developed and consists of powerful caracoid bones, scapulae and fused clavicles.
The forelimbs retain only three fingers, with only the second finger having two phalanges. All the bones of the metacarpus and carpus are fused into one complex bone, to which the flight feathers are attached.
The hind limbs often have four toes, sometimes three or two. There is a complex tarsus bone.
The sternum is large and in most species bears a sharp keel to which powerful pectoral muscles are attached. The ribs of birds are flattened, the chest is strong and inactive.

156. Look at the drawing. Use colored pencils to color the bird's circulatory system. Label its parts. Indicate with arrows the movement of arterial and venous blood.

157. Fill out the table.

Bird organ systems.

158. Look at the drawing. Write the names of the parts of the bird's brain.

159. Describe the process of double breathing in a bird.
When birds inhale, the volume of the body cavity increases and the air sacs expand, sucking in air. In this case, air from the lungs is sucked into the anterior air sacs, and air from the external environment goes through the trachea and bronchi into the lungs and into the posterior air sacs. When you exhale, the volume of the body cavity decreases and under the pressure of the internal organs, air is squeezed out of the air sacs. Air containing a lot of oxygen from the rear air sacs is pumped into the lungs, and air from the front sacs, containing little oxygen but a lot of carbon dioxide, is pushed into the trachea and expelled out. Thus, oxygen-saturated air passes through the lungs almost continuously, both during inhalation and exhalation, enriching the blood with oxygen (“double breathing”).

160. Look at the drawing. Label the parts of the bird's reproductive system indicated by numbers.

1. ovary
2. oviduct
3. cloaca
4. kidney
5. ureter
6. vas deferens
7. testis

161. Describe the process of reproduction and development of a bird.
During the breeding season, birds form pairs.
Bird eggs are large, rich in yolk, and mature unevenly. The mature egg enters the oviduct. Fertilization occurs in its upper part. The walls of the oviduct contract, pushing the egg (fertilized egg) towards the cloaca. When moving, it becomes covered with shells. First, the egg is covered with an albumen, then with two fibrous (subshell) and then with a shell membrane. The egg enters the cloaca and is laid outside.
Bird eggs are large and contain many nutrients in the white and yolk.
The embryo in the egg develops very quickly, at high temperatures (37-38 ° C) and a certain humidity. By the end of development, the chick fills the entire internal cavity of the egg.
When hatching, the chick breaks through the parchment shell, sticks its beak into the air chamber and begins to breathe. Using an egg tooth (a tubercle on the beak), the chick breaks the shell and gets out of it.

162. Complete the laboratory work “External structure of a bird.”
1. Consider the external structure of the bird. Describe the shape of its body, the color of its plumage.
The bird's body is covered with feathers, the forelimbs are modified into flight organs - wings. Birds' legs are massive, have four sections: femur, tibia, tarsus and 4 toes. The bird has a beak and eyes on its head. The body shape is streamlined. The color of the feather cover is camouflage.
2. Draw and label the bird's body parts.
see question 152.
3. Examine the bird's head. What organs are located on it?
Eyes, ear openings (covered with feathers - only the middle ear), beak, nostrils.
4. Examine the limbs of the bird. What are the features of their structure?
Modified forelimbs - wings - are used for flight. Birds' legs have four sections: thigh, tibia, tarsus and toes. Usually the legs are four-toed, but sometimes the number of toes is reduced to three or even two. Of the four fingers, in the vast majority of cases, three are directed forward, and some are directed backward.
5. Examine the feather cover of the bird. Make drawings of different types of feathers.

6. Draw a diagram of the structure of a contour feather. Label its parts.

7. What features of the external structure of a bird are associated with its adaptability to flight?
see question 152.

163. Look at the pictures. Write the names of the ecological groups to which the depicted birds belong.

1. forest birds
2. birds of open spaces
3. waterfowl and water and coastal birds
4. birds foraging in the air
5. diurnal birds of prey

CLASS. Compiling stories and descriptions of migratory birds and comparing birds according to plan.

LESSON SUMMARY

AROUND THE WORLD

IN 1st CLASS

Lesson topic: “Who are birds?”

Lesson objectives:

1. Introduce birds and show their diversity.

2. Learn to identify the essential characteristics of birds.

3. Explore the structure of bird feathers.

Learning objectives aimed at achieving:

1. Subject results:

To introduce students to the characteristic features of birds, to develop the ability to distinguish birds from other animals;

Develop the ability to recognize and name studied birds from descriptions, drawings, photographs.

To develop the ability to compose a story about a bird according to the plan proposed by the teacher;

To develop the ability to analyze the structure of a bird, highlighting essential and non-essential features, to synthesize; in the process of participating in microstudies using laboratory equipment, compare bird feathers;

Develop the ability to search for the necessary information to complete educational tasks using printed and electronic textbooks;

To develop the ability to construct an oral statement on the topic of the lesson.

3. Personal results:

Develop an orientation towards understanding the reasons for success in educational activities;

Develop educational and cognitive interest in new educational material and ways to solve a new particular problem;

Develop self-assessment abilities based on the criterion of success in educational activities.

Planned results:

1. Students will learn to name the main characteristic of birds.

2. Learn to recognize birds.

3. Learn to describe birds according to plan.

Equipment for the lesson.

Pleshakov A.A. "The world. 1 class". Textbook for general education institutions, part 2; Pleshakov A.A. "The world. 1 class". Workbook; various bird feathers; magnifying glasses; presentation for the lesson.

During the classes

I. Organizational moment.

II. Updating knowledge.

Now in the lessons of the surrounding world we are studying a large section “What and who?”. What groups of animals have we already met?(Insects and fish).

The first stop on our journey today is “The Kingdom of Insects”(Slide No. 1).

Who is the odd one out? (Caterpillar, spider) Why? What is the distinguishing feature of insects?(Six legs)

Next stop: Kingdom of Fishes(Slide No. 2).

What groups can these fish be divided into?(River and sea)Guess the riddles and name the group to which this fish belongs.

Puzzles:

At the bottom, where it is quiet and dark,

A mustachioed log lies.(Som)

The tail wags,

Toothy, but doesn't bark.(Pike)

Alone at the bottom

The pancake is lying flat.(Flounder)

I live deeply.

I swim easily

Toothy, big,

I am a fish of the sea. (Shark)

What is the distinctive feature of fish?(Scales) Did everyone understand the topic covered? Can we continue studying this section further?

III. Fizminutka

We're walking, we're walking,

We raise our hands higher.

Suddenly we see: by the bush

The chick fell out of the nest.

Quietly we take the chick

And we put it back in the nest.

IV. Determining the topic, setting the goal of the lesson.

Guys, Question Ant doesn’t know who the birds are. Do you know?(Those who fly, who have wings)

So, Ant will also become a bird if he flies on a hang glider?(No)

What question will we answer today in class? What will we learn about and what will we learn?(Children's answers)

I will read it in the textbook on page 36, and you follow with your eyes.

V. New material.

In what kingdom will we stop now?(Kingdom of Birds) (Slide No. 3)

A) Getting to know the characteristic features of birds(Slide No. 4). Look at the drawings of four animals and name them. Which of these animals can fly? Are they birds? And the chicken? Can a chicken fly?(Can do it, but very poorly)

We know that there are birds that cannot fly at all. So can we say that everyone who flies is a bird? Or do birds have some other distinguishing feature?

To find out, let's take a good look at the structure of a bird in the textbook using the example of a pigeon.

Pay attention to the shape of the bird's body. What is she like?(The smooth, streamlined body shape helps the bird overcome air currents and fly quickly)People have long observed this feature of the body shape of birds from nature and created a machine in its image and likeness. Which one?(Slide No. 5) (airplane)

Work in pairs: look at the picture, show each other what parts the pigeon’s body consists of?(Head, neck, torso, tail, wings, legs, beak)

(Slide No. 6) What bird do you see on the slide? Does a swan have named body parts?

One student shows on a slide. The teacher comments during the demonstration:

The BEAK is a bird's nose and mouth at the same time. Birds have different beaks because their food is also different. Birds that feed on insects have thin and sharp beaks. Those who peck the grains are thick and dull. Birds use their beaks to pinch, grab, dig and chisel. Birds use their beaks to weave nests, clean feathers, and feed their chicks. The largest beak on earth is that of the pelican, and the smallest of the birds of our stripe is that of the swallow. A bird without a beak is like us without hands!

LEGS – a bird needs them not only to walk. Birds use their legs to grab, row, defend and attack, and hold on to a branch when sitting. Usually 4 toes are clearly visible on a bird's foot. The shape of the fingers and the length of the legs of birds are different. Waterfowl have membranes of skin between their toes that help them row with their paws, like oars.

WINGS - lift the bird into the air. The shape and length of the wings are different. In its structure, the wing resembles a hand - it also bends in two places. When a bird needs to fly, it jumps higher and quickly flaps its wings.

What part of the body is not visible? Why?(Legs are not visible, they are underwater)

What else do the dove and the swan have in common? Pay attention to what the birds' bodies are covered with.(Feathers) The presence of feathers is a characteristic feature of birds. No animals have feathers. Birds' entire body is covered with feathers. They save birds from bruises, from cold and heat, and camouflage them from enemies. Feathers are the clothing of birds.

Birds fly, catch prey in the air, escape from enemies... But the ability to fly is not a distinctive feature of birds. Give examples of birds that do not fly.

(Slide No. 7) OSTRICH is the largest bird in the world. It is too heavy for flight, and the feathers on the wings are short. An ostrich cannot fly away from its enemies. But he has long legs with strong muscles that help him run faster than his enemies. The ostrich is a tall bird and sees its enemy from afar. If he does not run away, but meets an enemy, then with his strong beak he can break the enemy’s skull. And on his thumb he has a dangerous claw with which he can beat an attacker to death.

(Slide No. 8) PENGUIN - uses its wings as flippers to swim in and under water. The penguin uses its wings to maintain balance. Wings and beak are the penguin's weapons in a fight.

Result: Tell me, on what basis will we distinguish birds from other animals?(Body covered with feathers)(Slide No. 9)

Let's see if we were right, what the Wise Turtle will tell us(in the textbook).

b) Physical exercise.

Swans fly, their wings make noise.(children walk, wave their arms)

They bend over the water and shake their heads.(lean forward, nod their head in different directions)

They know how to stand straight and proud(straighten up, stand straight)

And they land on the water very silently.(sit down at their desks)

V) Introduction to the structure of a feather. Practical work.

We found out the main distinguishing feature of birds - the presence of feathers. The feathers covering the bird's body are different. Let's look at them carefully. What is the difference?(Shape, color, size)Find these small and fluffy ones. This coverts feathers. They cover the bird’s body and at the same time retain the heat of the lowest layer – downy feathers And birds fly with the help flight or flywheel feathers These are hard and elastic feathers. Even though feathers are different from each other, they share common features. Let's conduct a scientific study.

1 group (5 people) - will conduct observation independently according to the instructions:

Card

Pour tap water into a glass.

Dip the feather into the water.

Take the pen out and see if it has changed? Is the pen wet? What happens to water droplets?

Try to conclude: what do feathers protect a bird from?

2nd group - all the other guys - will participate in the micro-study. Take any feather and examine it through a magnifying glass - a magnifying glass. All feathers have a shaft and grooves. Try to separate the grooves. Notice how firmly they are connected.

What will happen if the wind blows now?(Feathers will fly. They are light)

What do you think is inside the feathers?(Nothing. It’s empty inside, so they are very light)

Now let's listen to the performance of group 1.

So, why do birds need feathers?(Fly, keep warm, decorate)

You can often see very beautiful birds. In most birds, only the males are brightly colored. They use their coloration to attract females. The females of these birds most often have a uniform color, which helps them hide from enemies when they hatch eggs.

Draw in your notebook on page 25 No. 1 the feather of the bird that you examined.

G) Description of the bird according to plan. Work in pairs.

Look at the pictures in the textbook on page 37 and name some of the birds in our area.

In pairs, describe one of these birds according to the plan:(Slide number 10)

Story plan

Name

Sizes (large, medium, small)

Plumage color

Features of body parts (for example: beak, eyes, tail)

Performances of 2-3 pairs are heard.

VI. Summarizing. Reflection on educational activities.

What was the goal of the lesson? Have we achieved the lesson objectives? Why? What group of animals did we meet? Name the distinctive features of birds.

Rate yourself with the tutorial's emoticons. Who thinks that they have a good understanding of the material they have studied? Who is not yet confident in their knowledge and wants to consolidate it at home? Who had a very difficult time in class today and didn’t remember anything?(Slide No. 11)

VII. Homework.

VIII. Organizing time

Preview:

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CHILDREN SHOULD KNOW THE NOUNS: rook, starling, swallow, swift, cuckoo, crane, geese, swans, lark, thrush, nest, birdhouse, male, female, chicks, eggs, singer, insects, larvae, plumage, flock, countries, legs , neck, wing, eyes, tail, beak, head, stork, heron.

VERBS: fly, fly away, arrive, return, build, clean, set aside, howl, hatch, hatch, feed, grow up, get stronger, squeak, sing, curl, leave, say goodbye, gather, eat, peck, destroy, twist, pinch, glue, blind.

ADJECTIVES: big, small, singing, black, warm (edges), white, striped, caring, busy, spring, strangers, fluffy, ringing, field, distant, beautiful, long-legged, waterfowl, agile, vociferous.

LET'S TELL ABOUT BIRDS.
Migratory birds are birds that fly from us in the fall to warmer regions.
These birds are insectivores (eat insects) and feed on insects.

In autumn, insects hide, birds have nothing to eat, so they fly away.

Ducks, geese and swans fly away in a line - a string.

Swallows and starlings fly away in a flock.

Cranes fly away in a wedge - an angle.

And the cuckoos fly away one by one.
In spring, migratory birds return to us.

Birds have a head with a beak, a body with two wings, two legs with claws, a tail and plumage.

CHILDREN SHOULD BE ABLE TO IDENTIFY EXCESS AND EXPLAIN: WHY?
Magpie, crow, tit, swallow (swallow is a migratory bird, the rest are wintering).
Lark, sparrow, rook, starling.
Crow, duck, dove, sparrow.
Rook, tit, swallow, cuckoo.
Magpie, sparrow, woodpecker, swift.
Dove, swan, heron, crane.

Beetle, butterfly, chick, mosquito
(the chick is a bird, the rest are insects).

TO NAME CHICKS CORRECTLY:
Cranes are baby cranes.
Rooks - rooks.
Geese are goslings.
Starlings are starlings.
Ducks - ... .
Cuckoos - ... .
Swifts - ... .

CORRECTLY ANSWER THE QUESTIONS: WHOSE? WHOSE? WHOSE? WHOSE?
Whose beak?
The crane has a crane-like appearance.
The goose has goose.
The duck has... .
The cuckoo has... .
The rook has... .

ONE IS MANY.
Cuckoo - cuckoos.
Crane - cranes.
Starling - starlings.
Nightingale - nightingales.
Lark - larks.
Swan - swans.
Rook - rooks.
Duck - ducks.
Swallow - swallows.
Rook - rooks.
Stork - storks.
Gosling - goslings.

DESCRIBE AND COMPARE BIRDS ACCORDING TO PLAN:
Wintering or migratory bird?
Why are they called that?
Appearance (tail, head, wings, body, beak, feathers, colors...)
What does it eat?
Where he lives - a hollow, a birdhouse, a nest...

COMPILATION OF A DESCRIPTIVE STORY.
The rook is a black bird with a white beak. The rook has a head, body, wings, tail, and paws. The bird's entire body is covered with feathers. In the spring, rooks fly from warm countries, build nests and hatch chicks - rooks. Rooks feed on insects, worms and plant seeds. In the fall, when it gets cold, rooks gather in flocks and fly away to warm countries until spring. Rooks help humans; they destroy insects and caterpillars - pests of fields and vegetable gardens.

The grass is green, the sun is shining,
A swallow flies towards us with spring in the canopy.
With her the sun is more beautiful and spring is sweeter...
Shout out hello to us from the road quickly.
I'll give you grains, and you sing a song,
What she brought with her from distant countries.
(A. Pleshcheev)

SAY A WORD.
There is a palace on the pole, in the palace there is a singer, and his name is ... (starling).

CALL IT AFTERLY:
Nightingale - nightingale.
Crane - crane.
Swan - swan... .

WHO has WHO?
The cuckoo has a cuckoo, cuckoo.
The crane has a baby crane, crane babies.
The starling has a little starling, starlings.
The swan has a baby, swans.
The rook has a rook, rooks.
The duck has a duckling, ducklings.
The stork has a baby stork, baby storks.
The goose has a gosling, goslings.

END THE SENTENCE WITH "LONG-LEGGED CRANE":
In the field I saw... (a long-legged crane). I watched for a long time... (long-legged crane). I really liked this beautiful and slender... (long-legged crane). I wanted to approach... (long-legged crane). But he got scared and flew away. He flew beautifully, spreading his wings and circling in the sky... (long-legged crane). I told my mother about... (long-legged crane). Mom said that you shouldn’t come up and scare... (the long-legged crane). I promised my mother not to approach... (the long-legged crane) anymore. Now I will only watch from afar... (long-legged crane).

CHOOSE THE PREPOSITION RIGHT BY MEANING (FROM, IN, TO, OVER, ON, ON):
The rook flew out... the nest. The rook has arrived... the nest. The rook flew up... to the nest. The rook is circling... with his nest. The rook sat down... on a branch. The rook walks... in the arable land.

WE IMPROVE THE ABILITY TO RELL.

RETELL THE STORY BY QUESTIONS:
The rooks have arrived.
The rooks arrive first. There is still snow all around, but they are already here. The rooks will rest and begin to build nests. Rooks build nests on the top of a tall tree. Rooks hatch their chicks earlier than other birds.

Which birds arrive first in spring?
What do the rooks immediately begin to do?
Where do they build their nests?
When do they hatch their chicks?

Harbingers of spring.
The cold winter has passed. Spring is coming. The sun is rising higher. It heats up more. The rooks have arrived. The children saw them and shouted: “The rooks have arrived! The Rooks Have Arrived!"

What was the winter like?
What comes after winter?
How does the sun warm in spring?
Who arrived?
Who did the children see?
What did they shout?

RELL THE STORY IN THE FIRST PERSON:
Sasha decided to make a birdhouse. He took boards, a saw, and sawed the planks. From them he put together a birdhouse. The birdhouse was hung on a tree. May the starlings have a good home.

COMPLETE THE SENTENCE:
There is a nest in the tree, and in the trees... (nests).
There are branches on the branch, and on the branches... .
There is a chick in the nest, and in the nests - ....
There is a tree in the yard, and in the forest - ....

GUESS THE RIDDLES:
Without hands, without an ax
A hut has been built.
(Nest.)

He appeared in a yellow fur coat,
Goodbye, two shells.
(Chick.)

There's a palace on a pole,
There's a singer in the yard,
And his name is...
(Starling.)

White-billed, black-eyed,
He walks importantly behind the plow,
Finds worms and beetles.
A faithful watchman, a friend of the fields.
The first harbinger of warm days.
(Rook.)

READ THE POEMS ABOUT BIRDS, LEARN ONE OF THEM BY MORE.
Starlings.
We even got up at night
Looking out the window into the garden:
Well when, oh when
Will our guests arrive?
And today we looked -
A starling sits on an alder tree.
They arrived, they arrived,
We've finally arrived!

Target

formation of ideas about the life of birds in nature.

Planned results

Subject

Will learn: recognize birds in the picture; give examples of birds; recognize birds in the picture; describe the bird according to plan; highlight essential features of natural objects; know that birds are animals whose bodies are covered with feathers.

Metasubject (Regulatory. Cognitive. Communicative)

Regulatory: understand the learning objective of the lesson and strive to fulfill it

Cognitive: look at textbook illustrations; extract the necessary information from them; explore the structure of a bird's feather; describe the bird according to plan; compose and tell a fairy tale based on a drawing; work in pairs and conduct self-tests.

Communicative: ask questions, ask for help, formulate your difficulties. Answer questions and evaluate your achievements.

Personal results

Recognize the diversity and beauty of birds.

Basic concepts and definitions

Airspace, bird body parts, migratory birds, flightless birds.

Preparing to learn new material

Let's find out what animals are called birds. We will learn to identify birds and describe them according to plan.

Remember what birds you know. Look at the drawing. Which of these animals is a bird?

Learning new material

Study the structure of the bird's body from the drawing. Find the indicated parts in other birds depicted in the textbook. What is the body of all birds covered with?

Head. Neck. Torso. Beak. Wings. Legs. Tail.

Practical work.

Consider the bird's feathers. Study their structure.

Name these birds. Find out birds unknown to you with the help of an identification atlas. Check yourself with. 90

Comprehension and understanding of acquired knowledge

Orally describe one of the birds according to plan: Name; sizes (large, medium, small); plumage color; features of body parts (for example, beak, eyes, tail).

Conclusion

Birds are animals whose bodies are covered with feathers.

1.Who are birds? 2. Name the main characteristic of birds.

3. Give examples of birds. 4.What plan did we use to describe the bird?

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