© Kudrina S. V., 2010
© VLADOS Humanitarian Publishing Center LLC, 2010
© Design. LLC Humanitarian Publishing Center VLADOS, 2010
Introduction
This manual is aimed at professionals providing correctional and educational assistance to children with intellectual underdevelopment. It is intended to ensure that teachers are familiar with the new educational and methodical complex"The world". The CMC implements the author's program "The World Around", corresponding to the educational areas "Natural Science" and "Social Science", and ensuring the continuity of education of children with intellectual underdevelopment between preschool educational institutions, primary classes and middle school.
In addition to this guide educational kit are:
1. Textbooks "The world around" (grades 1-4).
2. Notebook for students on a printed basis (grades 1-4).
materials methodological manual introduce teachers to the main provisions of the teaching methodology, which formed the basis for the development of the program of the academic discipline "The World Around" and this TMC. They allow you to get an idea of the structure, content and specifics of working with all the manuals that make up the teaching materials, highlight the main trends modern approach to the organization of acquaintance with objects and phenomena of the natural and social environment, allow the teacher to develop his own approach to the use of the proposed materials in practical activities.
The manual consists of 5 parts. The former outlines general approaches, and the latter presents particular issues of teaching children with intellectual underdevelopment in grades 1–4.
Discipline "The world around" on the course "Development of oral speech based on the study of objects and phenomena of the surrounding reality" in the structure of teaching younger students with intellectual underdevelopment
1. Implementation of the concept of modernization of education within the framework of the course "The World Around" in the primary grades of the correctional school of the VIII type
Changes in the life of society in recent decades are reflected in various areas and, in particular, in education. The instability of modern society requires its members to be able to navigate well in a rapidly changing world and adapt to new situations in order to more successfully solve problems and achieve concrete results. Under these conditions, education, as a means of human socialization, should ensure the formation of the necessary qualities of the individual and a complex of practically significant knowledge and skills.
Main features state of the art education systems and the directions of the proposed changes are formulated in the “Concept of Modernization Russian education for the period up to 2010”. It reflects modern national interests in the field of education.
Accelerating the pace of society's life, expanding the possibilities of choice in various situations requires special training of future independent members of society, so that they can consciously make this choice and feel responsible for it.
The expansion of interaction between different cultures, a large flow of diverse information create the need for the child to form a calm, confident attitude to the new; the ability to analyze situations from the standpoint of their safety, interest, value; tolerance and sociability, which are based on a solid understanding of the foundations of the ongoing phenomena.
The development of production and the service sector will reorient vocational education to the training of young people, whose further professional activity will be marked by increased professional mobility.
Based on the above, the following are put forward as significant characteristics of a modern member of social and working life: education, morality, enterprise, responsibility, the ability to anticipate possible results decisions taken, ability to cooperate, mobility. Great importance is given to the formation of Russian self-consciousness without losing national roots.
The stated provisions of the "Concept ..." are proposed for implementation through specific steps to improve modern system education.
significant problems modern school considered to be content overload, inconsistency educational information modern requirements, weak structuring of the content of academic disciplines, the lack of a close connection between the content of academic disciplines and modern life. The solution to these problems, according to the concept of the "Concept", lies in maintaining the fundamental nature of natural science, humanitarian, art education, focusing on the modern needs of the individual, society and the state, i.e., the formation and amount of knowledge and skills, and the development of the personality of the student, his "cognitive and creative abilities." To do this, in the learning process, an integral interconnected system of universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students, should be formed.
In the general education school, the ideas of the "Concept ..." were reflected, among other things, in a new approach to the organization of the propaedeutic period in such educational areas as "social science" and "natural science" (biology, physics, chemistry, geography, history, social science, etc.). P.). In the Basic Curriculum, they are combined at the level of the initial stage of education into one integrated educational course "The World Around". The features of this course are:
1. Integration of knowledge of two areas: natural science and social science, which makes it possible to form an integral set of ideas about the world as a single world of nature and society, and the place of man in it.
2. Formation of the worldview of students based on a system of scientific views on the interaction of nature and society, which creates the basis for the conscious assimilation of environmental concepts and the formation of knowledge and skills that ensure the socialization of the child, the foundations of his safe life.
3. Familiarization of children with the main events in the history of the Motherland, which is one of the essential foundations for the formation of a child's civic feelings.
To achieve the goals of learning within the framework of the "World Around", several versions of the programs have been developed ("Green House" by A. A. Pleshakov, "Nature and People" by Z. A. Klepinina, "The World Around" by N. F. Vinogradova, "The World Around" O. T. Poglazova, B. D. Shilina, “Our Motherland and modern world. Past and Present” by N. I. Vorozheikin and N. F. Vinogradova, etc. The peculiarity of the programs creates a situation for the teacher to choose one of them that most fully meets the possibilities of a particular learning situation. In the Basic Curriculum of General Educational Institutions Russian Federation the number of hours allocated for the implementation of the above programs was determined: 1 hour in grades 1–2 and 2 hours in grades 3–4.
The “Concept for the Modernization of Russian Education” provides for the provision of special educational services to children with handicapped, including children with intellectual underdevelopment, according to their condition and with the task of fully integrating them into society.
Currently, there are two versions of the Basic Curriculum of the VIII type correctional school. In the first version, the educational areas "social science" and "natural science" are presented as follows:
As part of remedial classes in grades 1–4 lessons are conducted on the development of speech on the basis of familiarization with objects and phenomena of the surrounding reality (“ the world”), respectively, 1-1-2-2 hours (program of V. V. Voronkova).
In the second version, the named educational areas are presented differently:
The materials presented testify to the lack of consistency in the curriculum of correctional Schools VIII kind. Thus, in the first version, there is actually no propaedeutics of natural and social science disciplines studied in grades 5–9. In the practice of the work, an attempt is made to eliminate this problem with the help of a wider implementation of interdisciplinary connections between various academic disciplines, as well as through increased emphasis on the study of the social science and natural science content of the course of acquaintance with objects and phenomena of the surrounding reality (“the world around”).
The second version of the Basic Plan provides for a propaedeutic period. However, to a greater extent, it is focused on the propaedeutics of studying natural science courses (grades 0–5), rather than social science courses. The propaedeutics of the latter is provided for at the second stage of education (in grade 6). This, in our opinion, does not make it possible to fully solve the problem of the continuity of education and makes it difficult to carry out comprehensive work on the socialization of schoolchildren with intellectual underdevelopment.
The existing curricula are equipped with programs of educational disciplines, in particular, the programs "Development oral speech based on the study of objects and phenomena of the surrounding reality (the World around) ”(V. V. Voronkova) and“ The Living World ”(N. B. Matveeva). Despite the relative modernity of software equipment, a number of problems in the education and upbringing of children with intellectual underdevelopment associated with the formation of the prerequisites for a conscious and active attitude to life in modern society, do not have mechanisms for their solution, reflected in the structure and content of programs. At the same time, a variety of disorders and concomitant diseases of students correctional schools Type VIII, the wide variability of social situations in the development of children, the variety of learning conditions, the intensity of modern life determine the need to develop a variety of programs that ensure maximum approximation to the specific conditions of implementation while respecting the general educational space within the named educational areas.
The foregoing, as well as taking into account the results of an experimental study of the ideas of schoolchildren with intellectual underdevelopment about the natural and social environment, a significant practical experience, accumulated by educational institutions, gives grounds to introduce into the curriculum primary school correctional school of the VIII type, the subject "The world around us". This allows not only to increase the effectiveness of students mastering the content of the basic academic disciplines of these educational areas, providing propaedeutics for the formation of a relatively holistic, scientific, modernly structured system of knowledge and skills available to students with intellectual underdevelopment, but also:
- consistently, with gradual complication, to study the world around, to form ideas about the relationships in nature and people's lives, providing an orientation in themselves and the world around them that is accessible to a younger student with intellectual underdevelopment;
- to form adequate and socially significant ideas and skills of students;
- to ensure the accumulation of experience in the interaction of younger students with intellectual underdevelopment with the outside world;
– carry out extensive corrective work, through a wide range of corrective and developmental activities, in such areas as correcting ideas about the world around us, developing communication skills and joint activities, correcting cognitive processes and speech, the formation of skills to adequately interact with the world in which the child will live, that is, ultimately, provide the basis for the successful socialization of the student.
Due to the characteristics of children with intellectual underdevelopment, the originality of their learning activities defined characteristic features microsocial environment, it is advisable to organize classes on the course "The World Around" in a correctional school of the VIII type in grades 1–4. 2 h \ n (64 hours \ n).
2. The program of the course "The world around"
Explanatory note
The training course "The World Around" is studied at the lessons of the world around in grades 1-4 of the correctional school of the VIII type. This academic subject corresponds to two educational areas: "Natural Science" and "Social Science" and is propaedeutic to the course of natural history and basic academic disciplines the main school of the named educational areas. In turn, he himself is associated with the corresponding course in a preschool educational institution ("Formation of ideas about oneself and the world around").
Main tasks and areas of work
The main goal of the course "The World Around" is the correction and formation of a complex of ideas and skills in elementary school students with intellectual underdevelopment, providing an adequate age and social situation understanding and interaction with objects and phenomena of the surrounding world; preparation for further education within the educational areas "natural science" and "social studies" in secondary school.
The implementation of the goal of the course "The World Around" involves the organization of a complex impact aimed at solving the following tasks:
1. Formation of interest in objects and phenomena of the surrounding world, in training sessions.
2. Formation of skills:
- to select an interesting (educational) object or phenomenon;
- observe, interact with an object or phenomenon in order to accumulate ideas about it;
- describe the features of the object or phenomenon under study, pointing out the main ones;
– draw conclusions based on observation and practical actions;
- use the results obtained in future activities.
3. Correction and formation of a complex of interconnected ideas about objects and phenomena of the natural and social world, as well as the simplest relationships between them.
4. Formation of skills to adequately interact with objects and phenomena of the natural and social world when solving educational and everyday situations.
5. Formation of skills to verbally describe an object or phenomenon, report events, seek help, offer help.
6. Formation of the ability to organize joint activities and situational communication when interacting with the studied objects and phenomena of the natural and social world.
The tasks set guide the teacher's work in several interrelated directions.
Educational direction
The active and conscious inclusion of a person in an independent life is ensured, among other things, by the presence of a complex of accurate ideas about the objects and phenomena of the natural and social world (hereinafter: the objects of study), the relationships between them. An indicator of the formation of such ideas is the ability to operate with them.
The course "The World around" is focused on the accumulation by children of a complex of ideas about objects and phenomena directly surrounding the child, and about objects that provide the formation of a general, simplified, but versatile picture of modern reality. Particular attention in this work is paid to the formation of skills that are practically significant for a child of a particular age to interact with the objects of study.
The work in the educational direction is based on the correction and continuation of work on the formation of the child's sensory culture: the accumulation of sensory experience, the clarification and differentiation of images of perception, the generalization and formation on this basis of ideas about objects and phenomena of the surrounding reality. Representations are the basic form of existence of knowledge (in addition to concepts and information), formed in primary school correctional school.
Sensory development is closely related to the formation of thinking, attention, memory, speech. Therefore, a sufficient level sensory development the child is a necessary basis for the further formation of the ability to single out a learning object, arbitrarily concentrate and hold attention on it, correlate what he saw with what he perceived earlier, analyze, generalize, classify and compare objects.
Systematic work in the educational direction makes it possible to form the curiosity and observation of students - the basis for a more complete and deeper acquaintance and understanding of the surrounding reality.
Correction and development direction
Arbitrary operation of representations is possible due to their regulation by speech. Mastering speech, the child establishes a connection between the word and the image of the object, the word acquires a meaning for him, it becomes possible to use speech and understand the addressed speech. Due to this Special attention The program focuses on the development of oral speech of children in the following areas:
- expansion of the vocabulary that ensures communication of the child according to his age (the ability to get acquainted and introduce himself (say his name, surname and class); ask for help and thank for the services provided; correctly formulate a request or refusal; describe the subject he needs, etc.);
- accumulation of a thematic dictionary within the framework of the studied natural and social science topics;
- the formation of the ability to compose coherent narrative and descriptive oral statements;
- learning to participate in a conversation (forming the ability to answer questions with full meaningful answers, ask questions, formulate requests and instructions, make elementary generalizations).
The accumulation of a certain set of knowledge and skills cannot be the ultimate goal of education in a correctional school. It is important that the child knows how to use them, so that when working in this educational field there was a change, improvement of the student himself, the shortcomings of his development were corrected, gaps in education and training were filled, preparation for independent life was provided. To achieve positive results in this direction in the process of studying the content subject correction and development of the emotional-volitional sphere of the child is organized, work is carried out to form self-confidence and independence.
educational direction
The specifics of the course "The World Around" allows us to put forward as one of the priority areas educational work means of the subject.
On the material of the course, a systematic civic education of students is carried out. In this regard, children get acquainted with the life of their region, locality, the whole country. They learn to understand and use in independent statements the words "city", "settlement", "village", "village", "settlement", "capital", "country", "Motherland". They get acquainted with the Anthem, Flag and Emblem of our Motherland, its President, if possible, the head of the region, eminent citizens country and your region. Students learn to appreciate the beauty and richness of the nature of their native land and country. Get acquainted with the most famous monuments of nature and culture. They learn about holidays: state, regional, family, main religious (Christmas), basic ceremonies associated with memorable dates, celebration traditions. Also, children learn to organize their actions in accordance with the content of the holidays ( New Year, May 9, Birthday, etc.).
In the process of studying the course, students get acquainted with a variety of professions. For this, excursions to institutions and enterprises are organized, simulation and business games At school.
In parallel with the work within the framework of civic education, the tasks aesthetic education students. When getting acquainted with natural and social objects, the ability to see (notice) the amazing and interesting is being formed. For this, excursions to museums and nature are organized. Children get to know works of art, music, reproductions of paintings, folk crafts. Schoolchildren make sketches, make collections, hold competitions of works, during which their attention is drawn not only to the correctness, but also to the aesthetic design of the work. At the same time, schoolchildren are taught to notice the beauty and amazingness of specific natural phenomena. Acquaintance with artistic photographs of photographers-naturalists. The unconditional benefit is the involvement of the students themselves and their parents in such activities in the process of extracurricular and extracurricular activities by subject.
When studying the course "The world around us", a separate integrative area of work is the formation of elements of environmental literacy of students, such as:
- elementary knowledge about objects, phenomena of the surrounding world and the relationships between them, ideas about the unity of the natural and social world;
– the simplest skills to organize safe interaction with the outside world;
- conscious, valuable, careful attitude to the studied objects and phenomena of nature, people's lives;
– understanding the meaning of human environmental protection work and the desire to take part in it to the best of our ability.
The implementation of the set learning objectives in the lessons of the surrounding world is the result of learning. The degree of completeness of the implementation of tasks in relation to each child is his achievement. Therefore, the criteria for assessing the degree of implementation of the tasks set are the criteria for assessing the achievements of the child. Such criteria can be taken:
1. The presence of interest in the content of classes, the process and the result of their activities in the classroom.
2. Possession of a complex of ideas about the objects of study and the relationships between them.
3. Possession of practical skills to interact with the objects of study.
4. Manifestations of activity and independence in the work at the lesson, in the application of the formed knowledge and skills in solving new educational and educational tasks.
Reviewed and recommendedto the approval of the Ministry of Defense of primary school teachers
Protocol No. 1 dated 31.08.2016
Head of the Moscow Region _______Kochetova N.A.
Appendix to Order No. 80 of 09/01/2016
"I approve"
Director of boarding school:
E.E. Voevodina
Tambov Regional State Budgetary educational institution
"Znamenskaya boarding school for students with disabilities
health opportunities"
Working programm
for the development of oral speechbased on familiarization with objects and phenomena of the surrounding reality
for grade 4
Teacher: Kochetova N.A.
2016-2017 academic year
Spoken language is complex view speech activity. It includes answers to questions and dialogue, a description of objects and phenomena, one's own actions and impressions, etc.
Children with intellectual disabilities acquire speech much later than their normal peers. Their vocabulary is very poor. They often do not know the names of seemingly well-known objects. An even smaller circle of words is used to denote their actions. Occasionally, words appear in speech that characterize the properties and qualities of objects. Their speech suffers from inaccuracy and lack of generalizations: statements are monotonous, short, monosyllabic. Great difficulties arise in mastering narrative speech, the development of which is necessary for successful assimilation communicated knowledge.
In connection with the expansion and refinement of the range of ideas about objects and phenomena of the surrounding reality, it is enriched lexicon students: the relevant terms are introduced, the meanings of words (stem-trunk, grass-bush-tree) are visually differentiated, the difference between species and generic concepts (rose-flower) is shown, students exercise in an adequate and more accurate combination of words denoting objects, their signs and actions. In the process of direct observation of reality, the vocabulary of students is enriched; when organizing a conversation, it is activated, i.e. learned words are included in speech.
Target:
deepening of information revealing causal, investigative, temporal and other relationships between objects, phenomena and states of nature;
directed correction of defects in general and speech development children, their cognitive activity.
Z adachi :
clarify children's ideas about animate and inanimate nature, give new knowledge about its main elements;
on the basis of observations and the simplest experimental actions, expand ideas about the relationship between animate and inanimate nature, forms of adaptability of the living world;
develop the ability to observe natural phenomena, compare them, make oral descriptions, use the results of observations in speech;
to form students' knowledge about the nature of their region;
to form initial information about human environmental activities, to teach students to take care of nature;
to form elementary ideas and concepts necessary for teaching other academic subjects;
to expand and enrich the idea of the immediate surrounding world;
to teach the ability to see, compare, generalize, concretize, draw elementary conclusions, establish simple cause-and-effect relationships and patterns that contribute to the development of the analytical and synthetic activity of students, the correction of their thinking;
enrich students' vocabulary.
The work program was developed on the basis Curriculum boarding school, which was developed on the basis of the first version of the Basic curriculum of special (correctional) general educational institutions of the 8th type (Appendix to the order of the Ministry of Education of the Russian Federation dated April 10, 2002 No. 29/2065)
About the sample program
The work program is compiled on the basis of an exemplary Program (Programs for preparatory and grades 1-4 of correctional educational institutionsVIIIspecies edited by V.V. Voronkova, Moscow "Enlightenment" 2010)
Forms of organization of the educational process: lesson, excursions.
Forms of study:
Collective;
customized;
Group;
Frontal.
Learning technologies :
Gaming
Health saving
Information and communication
Problem-search
Learner-Centered
- technologies of multi-level and differentiated learning
ICT.
Types and forms of control:
current control;
Practical, oral, independent work.
The main method is conversations, the main component of which is the speech of students. The teacher only directs speech activity, activates, corrects mistakes, teaches how to observe correctly, express one's impressions.
Watching objects and phenomena on excursions, children learn to analyze, compare, draw simple conclusions, and generalize. Observations of nature expand knowledge about the world around us.
Practical work carried out during the lessons helps to consolidate the acquired knowledge.
Basic requirements for knowledge and skills of students.
Learners should be able to:
Name and characterize objects and phenomena, compare and classify,
Install elementary dependencies;
Actively participate in the conversation;
- observe, investigate the phenomena of the surrounding world, highlight the characteristic features of natural objects, describe and characterize the facts and events of culture, the history of society.
To speak coherently on the proposed topic on the basis of the
observations;
Comply with the rules of behavior and relationships with others;
Follow the rules traffic.
Learners should know
Names and properties of the studied objects, groups of objects, natural phenomena;
Rules and norms of interaction with adults and peers in communities of various types (class, school, family, cultural institutions);
Rules of the road, all cases of correct street crossing.
Along with these tasks, special tasks are also solved in the classroom, aimed at correcting the mental activity of schoolchildren.
The main directions of corrective work:
development of articulatory motor skills;
development of higher mental functions;
correction of violations of the emotional and personal sphere;
development of speech, possession of the technique of speech;
expansion of ideas about the world around and enrichment of the dictionary;
improvement of coherent speech;
correction of individual gaps in knowledge.
Information about the textbook used:
The world around: a textbook for the 4th grade of special (correctional) educational institutions of the 8th type. Author S.V. Kudrin. Moscow.
LLC Humanitarian Publishing Center VLADOS, 2014
Program content
Temporary representations
Year, seasons. Autumn - early autumn, mid-season, late autumn. Winter is the beginning, middle, end of winter. Spring - early, mid-spring, late spring. Change of seasons. The value of solar heat and light. Continuity of seasonal changes.
The interdependence of changes in inanimate and living nature, people's lives.
Summer. Generalization of summer observations of the state of inanimate and animate nature, the life and work of adults, and the activities of children.
Learners should be able to :
Name and distinguish the seasons;
Describe them
Use simple common sentences, use forms of familiar words;
Use in your speech, newly learned words and phrases;
Learners should know :
Names of months, seasons, natural phenomena
Animals.
Animals. Rabbit, pig - domestic animals (bred by man on purpose, with special properties). Name. External structure: naming and showing parts of the body. Food (what animals themselves feed on, what people feed them). Interaction with a person: value for a person (what the animal is kept for), care and care of the animal. Correlation with other studied domestic animals.
Elk, beaver are wild animals (they exist in nature independently of humans). Recognition. Name. External structure: naming and showing parts of the body. Habitat, main food. Correlation with other studied wild animals.
Generalization of ideas about animals based on the features of the external structure, integument of the body and habitat.
Birds. The turkey is a domestic bird. Name. External structure: naming and showing parts of the body. Food (what feeds itself, what people feed). Interaction with a person: value for a person (what a bird is kept for), care and care. Correlation with other domestic birds. Bird yard (farm).
Swan. Name. External structure: naming and showing parts of the body. Habits, lifestyle. Food. Correlation with other studied wild birds.
Generalization of ideas about birds based on the features of the external structure, integument of the body and habitat.
Wild and domestic animals. Differentiation.
Wild animals kept at home. Parrot. Recognition. Naming. Description of appearance. Lifestyle. Food. House keeping rules.
Reptiles. Viper. Recognition, naming. Habitat, lifestyle. External structure: naming and showing parts of the body.
Amphibians. Frog. Recognition, naming. Habitat, lifestyle. External structure: naming and showing parts of the body.
Fish. Perch. Recognition, naming. Habitat, lifestyle. External structure: naming and showing parts of the body. Generalization of ideas about the class of fish based on ideas about the shape, external structure and integument of the body, habitat.
Insects. Wasps are insects. Recognition. Naming. External structure: naming and showing parts of the body. Habitat. Features of behavior (aggressiveness).
Generalization of ideas about insects based on ideas about the external structure.
Learners should be able to:
Name and distinguish birds, animals, insects, fish;
Give them a description
Distinguish their types;
Participate in conversations and answer questions;
Use simple common sentences, use forms of familiar words;
Group plants according to certain characteristics;
Use in your speech, newly learned words and phrases;
Learners should know:
Names of studied birds, animals, insects, fish;
Nature protection rules.
Plants.
Fruits. Plum. The life form is a tree. Appearance, naming, place of growth, use. Hygiene procedures before eating.
The value of fruits for human life (prevention of beriberi, healthy nutrition).
Vegetables. Parsley dill. Life form - herbaceous plants. Appearance, place of growth, use. Hygiene procedures before eating. The value of vegetables for human life (prevention of beriberi, healthy nutrition).
Gourd cultures. Pumpkin. Life form - herbaceous plants. Appearance, place of growth, use. Hygiene procedures before eating.
Rye. Wheat. Life form - herbaceous plants. Appearance, place of growth, use.
Cowberry. Appearance, life form of the plant (shrub), place of growth, use. The value of berries in people's lives (prevention of beriberi, healthy nutrition, treatment of various diseases). Caring for plants.
Coniferous forest trees. Fur tree, pine tree. Recognition. Naming. External building. Life form (tree). Place of growth.
Shrubs. Hazel. Appearance, life form of a plant (bush). Place of growth. Careful attitude of a person to a plant. Usage.
Early flowering plants. Snowdrop, daffodil. External structure (root, stem (trunk), leaf, flower, fruit). Significance in nature (food of the first insects). Security, human use.
Autumn flowers. Meadow (tansy, chicory, etc.) and garden (asters, marigolds). Name. Life form (herbaceous plant). External structure (root, stem, leaf, flower, fruit). Human use as ornamental plants. Decorating the city's flowerbeds.
Fruits and seeds. Variety of fruits and seeds. Primary idea of distribution methods. The development of a plant from a seed on the example of peas or beans. Definition and distinction.
Learners should be able to :
Name and distinguish vegetables and fruits
Name and identify plants
Describe them;
take care of plants;
Participate in conversations and answer questions;
Write a story-description;
Use simple common sentences, use forms of familiar words;
Group items according to certain characteristics;
To designate signs of objects with words;
Use in your speech, newly learned words and phrases;
Learners should know :
Know the names of the studied vegetables and fruits, nuts;
Names of the studied plants;
Nature protection rules.
Mushrooms
Mushrooms. Hat mushrooms. Appearance. Recognition. Naming. value in nature. Human use. Other mushrooms.
Nature conservation activities available to children (culture of observing wildlife, familiarization with caring for pets, feeding birds, preparing for the arrival of migratory birds, caring for wild animals and wild plants, rules for harvesting mushrooms and wild berries, germination and care for a cultivated plant, maintenance of indoor plants)
Learners should be able to:
Name and identify mushrooms
Name the parts of the mushroom;
Describe them;
Participate in conversations and answer questions;
Write a story-description;
Use simple common sentences, use forms of familiar words;
Group items according to certain characteristics;
To designate signs of objects with words;
Use in your speech, newly learned words and phrases;
Learners should know:
Names of edible and inedible mushrooms;
Human world
Russia is a multinational country. Our nationality. Some other nationalities. National costumes.
Entourage.
Family. Personal data of the child (last name, first name, patronymic, age, date and place of birth). Other family members, their age. Younger, older, older family members.
Clarification of ideas about the occupations of all family members, the professions of parents. Generalization of ideas about the family, formed in grades 1-4.
Friends. Joint leisure. Common hobbies: music, books, computer games and classes on the computer, classes in circles.
School. Farewell to elementary school. Presentation of children's progress.
Far environment.
institutions.
The shops. Device (building, departments, signs, shop windows, price tags, access systems). The main professions of people working in the institution. Features of the organization of interaction between visitors and employees of the institution.
Intercity transport: road, rail, air, water.
naming certain types transport: buses, trains, planes, helicopters, ships, ships. Railway stations and airports. Generalization of ideas about transport, formed in grades 1-4.
Solemn dates. November 4 - National Unity Day. holidays in our country. Day Russian science. Calendar of solemn dates. Decoration of the settlement for the holidays, a festive program of television and radio programs.
Settlements, a country. Our homeland is Russia. Map of Russia. The capital of our country is Moscow. President of Russia. Settlements of our country: city, town, village. The work of residents, various settlements. The city where the child lives. Naming. Location on the map of Russia.
Achievement of our country in science and arts. Great people of the country or region.
The money of our country. Recognition. Naming. Familiarization with the denomination of coins and banknotes. Receiving and spending money.
Things (man-made objects).
Cloth. Seasonal clothes. Hats. Professional clothes. Compliance with safety measures at work (on the example of school workshops).
Shoes. Seasonal street shoes. The combination of elements of the costume: shoes, headgear, clothes according to the season, style, color.
Functional purpose. Games and activities on the computer.
Learners should be able to :
Choose a safe route of movement along the street;
Name the types of transport;
Distinguish transport depending on its purpose, place of movement, where it is used;
Describe them;
Comply with the rules of the road;
Navigate the store
Name and recognize banknotes and coins;
Name the types of clothes and shoes;
Describe them;
Choose clothes and shoes depending on the season;
Participate in conversations and answer questions;
Use simple common sentences, use forms of familiar words;
Group items according to certain characteristics;
To designate signs of objects with words;
Use in your speech, newly learned words and phrases;
Learners should know :
Your personal information;
Home address and school address;
Traffic Laws;
Names of furniture and its purpose;
Names of clothes, shoes and their purpose;
Man and health care.
The external structure of the human body (head, torso (chest, abdomen), limbs: upper and lower). Initial acquaintance with internal structure human body (internal organs).
Rest and work at home. Sleeping mode. Diet. Our communication.Consolidation of ideas about safe behavior, formed in grades 1-3.
Prevention of diseases and injuries. Prevention of colds: hardening, dressing according to the weather, airing the premises, preventing drafts.
Prevention viral diseases(flu) - taking vitamins, hygiene of the nasal cavity and mouth, prevention of contact with sick people. Behavior during colds (bed rest, compliance with doctor's prescriptions) and infectious diseases (isolation of the patient, ventilation, separate dishes and laundry, taking medication as prescribed by the doctor, bed rest). Call a doctor from the clinic. Cases of admission to the hospital. Call an ambulance by phone. Description of the patient's condition.
Learners should be able to :
Name and distinguish between parts of the body, sense organs, internal organs;
Describe them;
Participate in conversations and answer questions;
Use simple common sentences, use forms of familiar words;
Group items according to certain characteristics;
To designate signs of objects with words;
Use in your speech, newly learned words and phrases;
Ask for help;
Observe the rules of personal hygiene;
Learners should know :
Names of sense organs, body parts;
sleep mode, power mode;
Rules of a healthy lifestyle, personal hygiene.
Rules for safe behavior in everyday life, in nature.
Repetition of material
Daily weather observations. Systematic observations of seasonal changes in nature. Excursions into nature to make these observations.
Learners should be able to:
Participate in conversations and answer questions;
Write a story-description;
Use simple common sentences, use forms of familiar words;
Use in your speech, newly learned words and phrases;
Learners should know:
Nature protection rules.
Educational thematic plan compiled on the basis of the work program
ThemesQuantity
hours
Temporary representations - 15 hours
Season: summer.
September is the beginning of autumn.
October
November
Late fall. (Excursion)
(Excursion).
Blue March.
April is the middle of spring.
May-end of spring (Excursion)
Animals - 13 hours
Pets: rabbit.
Pets: pig.
Wild animals: moose.
Wild animals: beaver
Domestic birds: turkey.
Wild birds: swan.
Wintering and migratory birds.
Snakes: viper
Amphibians: frog
Fish.
Insects: wasp
Plants-12 hours
Fruit: plum
Vegetables. Dill, parsley
Vegetables, fruits, berries.
Cereal crops.
Flowering plants.
Fruits and seeds
Nuts.
Houseplants.
Practical care of indoor plants.
Primroses. Narcissus
Mushrooms - 1 hour
The world of people-15 hours
You and your family.
Our Motherland is Russia.
Flag, Coat of arms, Anthem of Russia.
The shops.
Excursion to the store.
Classes on the computer.
The labor of people.
Man and health care - 7 hours
How a person is "arranged".
Daily regime.
Our food
.
Polyclinic.
Excursion to the clinic.
Repetition-2 hours
Repetition of the past
Literature and teaching aids
Kudrina S.V. The world. Textbook for the 4th grade of special (correctional) educational institutionsVIIIkind. - M.: VLADOS, 2014.
Katkova E.G. Entertaining tasks and test questions in natural science. - M .: Intellect - Center, 2005.
Kudrina S.V. The use of a conditionally competitive game in the process of studying the ideas of schoolchildren with intellectual underdevelopment about the world around them. // Materials of the regional scientific-practical conference "Psychology of Education-2005" - Saratov: scientific book, 2005
Nikolaekova E.I. Tests in natural history: 1-4 cells. - M .: "First of September", 2002.
Sukharevskaya E.Yu. Okruchewing world. Student Handbook elementary school". 1-4th grades. "Legion". Rostov-on-Don, 2010.
Khudenko E.V. "A practical guide to the development of speech for children with developmental disabilities"//Edited by V.V. Voronkova. - M., 2007.
Khudenko E.D., Ostanina E.V. A practical guide to the development of speech. – M.: Russiko, 1994.
Encyclopedia in 3 volumes “What is. Who it". - M .: "Pedagogy - Press", 2008.
Calendar - thematic plan
p/n
Lesson topic
Watch
Types of control
Calendar
terms
1 quarter - 17 hours
Season: summer.
Practical work
2.09.16
September is the beginning of autumn.
Frontal survey
7.09.16
Seasonal changes in nature, early autumn. (Excursion)
Frontal survey
9.09.16
Fruit: plum
Individual tasks
14.09.16
Vegetables. Dill, parsley
16.09.16
Vegetables, fruits, berries.
current control
21.09.16
Cereal crops.
Frontal survey
23.09.16
Flowering plants.
current control
28.09.16
Autumn flowers in the meadow and flower bed. (Excursion)
Independent work
30.09.16
Fruits and seeds
Frontal survey
5.10.16
Nuts.
Individual tasks
7.10.16
Coniferous trees: spruce and pine.
Frontal survey
12.10.16
Mushrooms, parts of a mushroom. Mushrooms are edible and inedible.
current control
14.10.16
October
Practical work
19.10.16
You and your family
Frontal survey
21.10.16
16-17
Houseplants. Practical care of indoor plants.
Practical work
26,28.10.16
2 quarter - 14 hours
Frontal survey
9.11.16
Frontal survey
11.11.16
November
Frontal survey
16.11.16
Late fall. (Excursion)
Individual tasks
18.11.16
Flag, Coat of arms, Anthem of Russia.
Independent work
23.11.16
Moscow is the capital of our Motherland.
Frontal survey
25.11.16
localities in our country.
Frontal survey
30.11.16
The money of our country. Receiving and spending money.
current control
2.12.16
The shops.
Independent work
7.12.16
Excursion to the store.
Frontal survey
9.12.16
City and intercity transport. Rules of conduct in transport.
Individual tasks
14.12.16
Seasonal changes in nature, weather: December
(Excursion).
current control
16.12.16
Health protection. Cold and flu.
Practical work
21.12.16
Clothes and shoes for every season. Hats. Practical shoe and clothing care.
Practical work
23.12.16
3 quarter – 20 hours
Diversity of animals in nature.
Weather and nature in winter (Excursion)
Independent work
11.01.17
Pets: rabbit.
Frontal survey
13.01.17
Pets: pig.
Frontal survey
18.01.17
Wild animals: moose.
Individual tasks
20.01.17
Wild animals: beaver
Independent work
25.01.17
Domestic birds: turkey.
Frontal survey
27.01.17
Wild birds: swan.
Frontal survey
1.02.17
February is the month of snowstorms and blizzards.
current control
3.02.17
Last month of winter. (Excursion)
Independent work
8.02.17
Wintering and migratory birds.
Frontal survey
10.02.17
Diversity of animals in nature.
Practical work
15.02.17
712
Snakes: viper
Frontal survey
17.02.17
Amphibians: frog
current control
22.02.17
Fish.
Individual tasks
1.03.17
Insects: wasp
Frontal survey
3.03.17
Insects are harmful and beneficial.
Independent work
10.03.17
Blue March.
current control
15.03.17
Modern occupations with friends. Music and books.
Individual tasks
17.03.17
19-20
Classes on the computer.
Individual tasks
22,24.03.17
4 quarter-14 hours
Seasonal changes in nature in spring. (Excursion)
Frontal survey
5.04.17
The labor of people.
Independent work
7.04.17
April is the middle of spring.
Frontal survey
12.04.17
Seasonal changes in nature: mid-spring. (Excursion)
Frontal survey
14.04.17
How a person is "arranged".
current control
19.04.17
Daily regime.
Independent work
21.04.17
Our food
Frontal survey
26.04.17
Children's health and recreation.
Individual tasks
28.04.17
Polyclinic.
Frontal survey
3.05.17
Excursion to the clinic.
current control
5.05.17
Primroses. Narcissus
Practical work
Committee of the Kosikhinsky District Administration Altai Territory for education and youth affairs
Municipal budgetary educational institution "Kosikhinskaya secondary school"
Accepted methodologicalassociation
primary school teachers
Protocol
№___ dated "____" _______ 201__
I approve:
School principal ________N.A. Kostenkova
Order No. ______ dated ______ 201__
Working programm
in the subject "World around"
4th grade
(1 hour per week, total 35 hours)
The program was compiled on the basis of the Program of special (correctional) educational institutions of the VIII type, edited by Dr. pedagogical sciences V.V. Voronkova - M.; Enlightenment, 2013
Compiled by:
Primary school teacher Guba S.A.,
teacher of the first qualification category
2016-2017 academic year
Explanatory note
The work program for students of grade 4 of type VIII was developed on the basis of:
Law of the Russian Federation "On Education"
Author's program V.V. Voronkova "The development of oral speech based on familiarization with objects and phenomena of the surrounding reality"(Programs of special (correctional) educational schools of the VIII type. Preparatory, grades 1-4. Edited by V.V. Voronkova. Prosveshchenie Publishing House, 2013)
This subject is specific for teaching younger mentally retarded students. Its introduction into the curriculum is due to the significant lag of mentally retarded children in their development from their peers with normal intelligence. Classes, therefore, the subject are integrative in nature, are considered as correctional.In the process of studying the subject ofthe vocabulary is enriched and refined, skills are formed withcomparisons and classificationsdescription of objects, natural phenomena, setdevelopment of elementary dependencies, active participation in the conversation. TOurs is aimed at correctioncognitive and speechactivities,higher mental functions.
The main teaching method is conversation. Conversations are organized in the process of getting acquainted with objects and phenomena of the surrounding reality at subject lessons, excursions, while observing seasonal changes in nature and people's work, based on existing experience, practical work, demonstration of educational films, filmstrips, subject and plot pictures.
On excursions, students get acquainted with objects and phenomena in a natural setting; at subject lessons - on the basis of direct sensory perceptions. By observing, children learn to analyze, find similarities and differences, draw the simplest conclusions and generalizations. Observations of the weather and seasonal changes in nature expand our understanding of the world around us, develop attention, observation, and sensory perception. In the process of direct observation of reality, the vocabulary of students is enriched; when organizing a conversation, it is activated, that is, learned words are included in speech. Practical work helps to consolidate the acquired knowledge and skills.
Target: Enrichment and refinement of the dictionary. Naming objects and phenomena, characterizing them according to their main properties. Comparison with other objects and phenomena. Classification of objects.
Tasks:
Invite students to participate in the conversation.
To achieve correct, complete and distinct answers to questions, the ability to ask questions, to supplement the statements of comrades.
Description under the guidance of a teacher of objects and natural phenomena after observing them and talking.
Drawing up, under the guidance of a teacher, short stories about the studied plants and animals, about natural phenomena, seasonal changes in nature.
The use of newly learned words in speech, the expression of spatial and temporal relationships between specific objects through prepositions and adverbs.
Students form elementary ideas and concepts that are necessary when teaching other academic subjects, the idea of the immediate surrounding world is expanded and enriched, they receive some ideas about the world that is outside the field of their sensitive experience.
Teaching the ability to see, compare, generalize, concretize, draw elementary conclusions, establish simple cause-and-effect relationships and patterns contributes to the development of the analytical and synthetic activity of students, the correction of their thinking.
In connection with the expansion and refinement of the range of ideas about objects and phenomena of the surrounding reality, the vocabulary of students is enriched: the relevant terms are introduced, the meaning of words is clearly differentiated (stem - trunk, grass - bush - tree
)
,
shows the difference between species and generic concept (rose - flower
)
,
students practice in an adequate and more accurate combination of words denoting objects, their signs and actions. In the process of direct observation of reality, the vocabulary of students is enriched; when organizing a conversation, it is activated, that is, learned words are included in speech.
The main teaching method is conversation. Conversations are organized in the process of getting acquainted with objects and phenomena of the surrounding reality at subject lessons, while observing seasonal changes in nature and people's work (virtually), based on existing experience, practical work, demonstration of educational films, subject and plot pictures.
The main component of the conversation is the speech of the student herself. The teacher directs her speech activity, activates her, corrects mistakes, teaches her to focus on certain objects and phenomena, correctly observe and establish connections, express her impressions and judgments in verbal form. When formulating answers to questions, the student consolidates the ability to correctly build sentences; describing objects, phenomena, talking about what she saw, she learns a coherent statement.
Practical work helps to consolidate the acquired knowledge and skills. Observations of the weather and seasonal changes in nature expand our understanding of the world around us, develop attention, observation, and sensory perception.
Proper organization of classes, specific teaching methods and techniques contribute to the development of speech and thinking of students.
Features of the course content in grade 4:
Enrichment and refinement of the dictionary. Naming objects and phenomena, characterizing them according to their main properties. Comparison with other objects and phenomena. Classification of objects. Participation in a conversation. Correct, complete and distinct answers to questions, the ability to ask questions, to supplement the statements of comrades. Description under the guidance of a teacher of objects and natural phenomena after observing them and talking. Drawing up, under the guidance of a teacher, short stories about the studied plants and animals, about natural phenomena, seasonal changes in nature. The use of newly learned words in speech, the expression of spatial and temporal relationships between specific objects through prepositions and adverbs.
The place of the subject in the curriculum
The study of the subject "The world around us (man, nature, society)" is given 1 hour per week in accordance with the basic curriculum. The total number of hours is 34.
During the study of the course "The world around" junior schoolchildren at the level accessible to them mastermethods of knowledge of nature and society , including observation, measurement, experiment. To do this, the educational process must be equipped with the necessarymeasuring instruments: scales, thermometers, centimeter rulers, beakers.
Educational thematic planning
p/n
Sections, topics training course
Number of hours
Theoretical
Practical
Laboratory works
Approximate
Working programm
Seasonal changes.
City, village, village.
Inanimate nature.
Total:
Course content
Seasonal changes (6h)
Weather (clear, overcast, rain, snow). weather every day. Changes in nature, the life of plants and animals in the autumn months: cooling, leaf fall, wilting of herbs, flowers, the appearance of seeds, fruits, departure of birds; in the winter months: cold, snow, ice, frost; in the spring months: warming, icicles, melting snow, arrival of birds, bud break, first flowers, flowering of fruit trees.
City, village, village (5h)
The main street of the city, village. Institutions of the city, village, village (post office, telegraph, telephone center, shops, market, cinema, club, museum, factory, factory, hospital, pharmacy, etc. Road traffic. Rules of the road: correct street crossing (all cases).
Inanimate nature (7h)
Sun and different seasons. Calendar. Air and the meaning of air. Thermometer. Wind. Direction of the wind.Mushroom parts, mushrooms edible and inedible.
Wildlife (17h)
Elk, deer. Appearance, food, habits. Goose, turkey. Appearance, food, habits. Benefits for people. Departure and arrival time of different birds. Rest and work at home. Sleeping mode. Diet.
Annex 2
Thematic (lesson) plan for studying the subject
"The world"
Numberlesson
Paragraph
textbook
Title of the section, topic of the lesson
date
Type of control and feedback
Informational resources
I quarter (9 hours)
Seasonal changes (6h)
1
Summer. Calendar.
Current
Presentation.
Summer.
2
Vegetables, fruits, berries.
Current
Illustrations of vegetables and fruits.
3
Field plants: cereals. Winter and spring crops. Care for them.
Current
4
Field plants: cereals. Parts of plants. Eating, processing.
Current
Presentation.
Parts of plants.
5
Seasonal changes in nature (autumn). Weather monitoring Thermometer.
Current
Thermometer.
6
Mushrooms. Variety of mushrooms.
Current
Presentation.
Mushrooms.
City, village, village (5h)
7
Transport. Types of transport. Traffic Laws.
Current
Illustrations. Types of transport.
8
Fish. Body parts of fish. Nutrition. Aquarium fish care.
Current
Presentation.
Fish.
9
Russia is my motherland. Moscow is the capital of our country.
Current
Presentation.
II quarter (7 hours)
10
St. Petersburg is a city on the Neva.
Current
Presentation.Moscow is the capital of our country.
11
Seasonal changes in nature (autumn).
Current
Presentation.Saint Petersburg.
Inanimate nature (7h)
12
Villages and big cities. What gives the city to the village and the village to the city.
Current
13
Our town. City institutions.
Current
14
Current
Presentation.
Winter.
15
Furniture. Types of furniture, purpose, care of furniture.
Current
Illustrations. Furniture.
16
Apartment. Rooms, their purpose.
Current
III quarter (11 hours)
17
Seasonal clothes. Hats. Shoes.
18
Seasonal changes in nature (winter).
Current
Wildlife (17h)
19
Dishes. Types of dishes, purpose, care.
Current
20
Houseplants. Care for them. Practical lesson.
Current
21
Current
Presentation.
Domestic and wild animals in winter.
22
Migratory and wintering birds. Domestic birds.
Current
Presentation.Migratory and wintering birds.
23
Seasonal changes in nature (winter).
Current
24
Family. adults and children in the family.
Current
25
The money of our country. Receiving and spending money.
Current
Presentation.Money.
26
Appliances.
Current
Presentation.
Migratory birds.
27
Seasonal changes in nature (spring).
Current
Presentation.
Wintering birds.
IV quarter (8 hours)
28
Health protection. Hygiene.
Current
29
Mid-spring, overflow.
Current
30
Insects in spring. Frog.
Current
31
Trees, shrubs, herbs. Comparison.
Current
32
Early flowering plants.
Current
33
Seasonal changes in nature (spring)
Current
34
Health protection and safe behavior in summer.
Current
35
Final lesson.
Current
Planned results of mastering the program by students
manifestation of a sense of pride in their homeland;
formation of initial skills of adaptation in the world through the development of the basics of safe life, the rules of behavior in the natural and social environment;
awareness of personal responsibility for one's actions, including in relation to one's own health and the health of others, to objects of nature and culture;
installation on a safe, healthy lifestyle based on knowledge about human organ systems, hygiene of organ systems, rules of conduct in dangerous situations (in an apartment, house, on the street, in the surrounding area, in nature), rules environmental safety in everyday life.
Meta subject results
Regulatory
understand learning task specified by the teacher;
save the educational task of the lesson (independently reproduce it in the course of work on various stages lesson);
highlight known and unknown knowledge and skills from the topic of the lesson;
plan your actions during the lesson;
record at the end of the lesson satisfaction / dissatisfaction with their work in the lesson; be objective about your successes/failures;
control and correct their behavior in accordance with established rules;
set new learning goals in cooperation with the teacher.
cognitive
analyze objects of the surrounding world, drawings with the selection of distinctive features;
classify objects according to specified (main) criteria;
compare objects on various grounds;
establish causal relationships between phenomena, objects.
Communicative
listen to a partner in communication and activities, do not interrupt, do not cut off in mid-sentence, delve into the meaning of what the interlocutor is talking about;
use polite words in case of being wrong, “I’m sorry”, “I’m sorry, I didn’t mean to offend you”, “Thank you for the remark, I will definitely take it into account”, etc .;
write a story on a given topic.
Subject Results
be aware of the need for careful attitude to historical and cultural monuments;
classify objects of wildlife, referring them to certain kingdoms and other studied groups;
discover relationships in nature, between nature and man, use to explain the need for respect for nature;
use the texts and illustrations of the textbook, other sources of information to find answers to questions, explanations, prepare your own messages about nature;
develop correct posture;
follow the rules of rational nutrition, hardening, disease prevention;
understand the need for a healthy lifestyle and follow the relevant rules;
behave properly in case of fire, water supply failure, gas leak;
observe the safety rules on the streets and roads, distinguish between road signs of different groups, follow their instructions;
understand which places around us can be especially dangerous, anticipate hidden danger and avoid it;
observe the rules of safe behavior in nature.
Basic requirements for the level of training:
Students should be able to:
Name and characterize objects and phenomena, compare and classify, establish elementary dependencies;
Actively participate in the conversation;
Speak coherently on the proposed topic based on observations;
Perform practical work to care for the home, planting plants in the school area, harvesting;
Observe the rules of personal hygiene;
Obey the rules of the road.
Students should know:
Names and properties of the studied objects, groups of objects, natural phenomena;
Rules of the road, all cases of correct street crossing
Educational and methodical teaching aids:
1. N. B. Matveeva, M. A. Popova. Textbook for special (correctional) educational institutions of the 8th type "Living World" Grade 4; M.; "Education"; 2013
2. “Program for special (correctional) educational institutions of the VIII type, edited by Doctor of Pedagogical Sciences V. V. Voronkova “Preparatory class, grades 1-4”, approved by the Ministry of Education and Science of the Russian Federation 4th edition M .: Education, 2006 - 192 p.
Logistics of the educational process
1.Computer.
Appendix 3
Work program correction sheet by subject
"The World Around" (2016-2017 academic year)
p/nSection name
Lesson topic
date
holding
according to plan
Reason for adjustment
Corrective actions
date
holding
in fact
Examination sheet of the work program of the subject
Subject: _____________________________________ Grade: _____________________
Program compiler: _____________________________________________________________
Expert: ___________________________________________________________________________
Date of completion: "_____" __________________ 201___
Criteria and indicators
Criterion severity
THE WORLD. NATURAL SCIENCE
Explanatory note.
I. This working programm compiled on the basis of the following legal documents:
1. Law of the Russian Federation No. 237 "On Education in the Russian Federation".
2 Federal state standard primary general and basic general education (order of the Ministry of Education and Science of the Russian Federation No. 373 dated 06.10.2009).
3. The curriculum of the State budgetary special (correctional) educational institution for students, pupils with disabilities
health opportunities "Kazan special (correctional) general education school No. 172 III, IV types" for the 2015-2016 academic year.
4. Programs of special (correctional) educational institutions of the VIII type preparatory, grades 1-4 / edited by VV Voronkova. –M.: Enlightenment,
5. Programs for grades 5–9 of special (correctional) educational institutions of the VIII type / edited by VV Voronkova. –M.: Vlados, 2014.
general and basic general education.
II. Place of the subject in the curriculum:
IN curriculum"Kazan special (correctional) general educational school No. 172 III, IV types" in the class of children with intellectual disabilities
the surrounding world ("Living World" in the third grade, "Natural Science" in the fifth grade) is in the subject area "Natural Science" and "Social Science". Program
textbook and grades 3 and 5 consists of 64 lessons. At school, 1 hour per week, 35 hours per year is allotted for the subject, in connection with which similar topics of the textbook program were combined under
one common theme.
III. Learning objectives:
Clarifies children's ideas about animate and inanimate nature, gives new knowledge about its main elements;
Expands ideas about the relationship between animate and inanimate nature, about the forms of adaptability of the living world to environmental conditions based on observations and
the simplest experimental actions;
Develops the ability to observe natural phenomena, compare them, make oral descriptions, use the results of observations in speech and
experimental work, note phenological data;
Forms students' knowledge about the nature of their region;
Forms initial information about human environmental activities, teaches children to respect nature.
IV. The role of the subject in the formation of key competencies:
The program is aimed at the versatile development of the personality of students, contributes to their mental development, provides civil, moral, aesthetic
upbringing. The program contains material that helps students achieve the level of general education knowledge and skills that they need for social adaptation.
V. Interdisciplinary connections:
The surrounding world ("Living World") as a subject is based on such primary school subjects as: literary reading, Russian language, work that
allows you to feel the practical orientation of the lessons. Natural science has the following interdisciplinary connections: writing and speech development leaving and recording contacts
Municipal Autonomous General Educational Institution
« high school s.Moshenskoe»
Agreed: I approve:
Deputy Director for WRM School Director: ____________ (A.M. Anishina)
__________________ (G.A. Pavlova)
"____________"______________2017 "__________" _______________2017
Adapted work program
on the subject "Living world"
Grade 4 (home schooling)
2017 - 2018 academic year
Considered at a meeting of the department Compiled by: teacher
primary school teachers: Vazhnetsova V.A.
Minutes No.______ dated _____________________2017
Head of the Department: ____________________________________
S. Moshenskoye - 2017
Explanatory note
The work program for the course "Living World" was developed on the basis of the main sample program"Programs of special (correctional) educational institutions of the VIII type: grades 0-4" edited by I.M. Bgazhnokova - M., 2011 in accordance with the requirements of the Federal State educational standard primary general education in 2009). Living world (N.B. Matveeva). The proposed program is textbook oriented Grade 4: Textbook for special (correctional) educational institutions VIII species: N.B. Matveeva, M.A. Popova, T.O. Kurtova., M .: "Prosveshchenie", 2016.
"Living World" in special educational institutions Type VIII is the initial link in the formation of natural science knowledge, the propaedeutic stage in the development of conceptual thinking on the material of information about animate and inanimate nature, as a subject for the development of speech should enrich and develop an active vocabulary.
The Living World course solves the following correctional - educational and educational tasks:
clarifies children's ideas about animate and inanimate nature, gives new knowledge about its main elements;
on the basis of observations and the simplest experimental actions, expands ideas about the relationship between animate and inanimate nature, about the forms of adaptability of the living world and environmental conditions;
reinforces ideas about the Sun as a source of light and heat on Earth, to understand the role of the Sun as the cause that determines the change of seasons, its importance in the life of wildlife;
clarifies the information available to students about the air and the formation of ideas about the role and participation of air (oxygen) in the life of plants, animals and humans;
develops the ability to observe natural phenomena, compare them, make oral descriptions, use the results of observations in speech;
forms students' knowledge about the nature of their region;
forms the initial information about the environmental activities of man, teaches students a careful attitude to nature.
The main teaching method is conversation. The main component of the conversation is the speech of the students themselves. Proper organization of classes, specific teaching methods and techniques contributes to the development of speech and thinking of students.
The Living World program is not built on the principle of planning for a quarter, it presents blocks of topics, the sequence of study of which can be varied by the teacher independently.
The leading teaching methods are conversations, stories, observations and the compilation of descriptions of natural objects or natural phenomena based on them.
The Living World course program is designed for 34 hours (1 hour per week, 34 training weeks).
1st quarter - 8 o'clock, 2nd quarter - 8 o'clock, 3rd quarter - 10 o'clock, 4th quarter - 8 o'clock.
The results of the development of the subject
Personal Outcomes:
Evaluate life situations(the actions of people) in terms of generally accepted norms and values: in the proposed situations, mark specific actions that can be assessed as good or bad.
To explain from the standpoint of universal human moral values why specific actions can be assessed as good or bad. Independently determine and express the simplest rules of conduct common to all people (the foundations of universal human moral values).
Regulatory UUD:
Determine and formulate the purpose of the activity in the lesson with the help of the teacher.
Speak the sequence of actions in the lesson with the help of the teacher.
Learn to express yourselfѐ assumption (version) based on work with the illustration of the textbook.
Learn to work according to the plan proposed by the teacher.
Learn to distinguish the right task from the wrong one.
Learn together with the teacher to give an emotional assessment of their activities in the lesson.
The means of forming these actions is the technology of evaluating educational achievements (educational success).
Cognitive UUD:
Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher.
Get new knowledge: find answers to questions using a textbook, your own life experience and information received in the lesson.
Process the information received: draw conclusions as a result of joint work.
Process the information received: compare and group objects and their images.
Transform information from one form to another: retell small texts, name their topic.
Communicative UUD:
Jointly agree on the rules of communication and behavior in the classroom and follow them.
Subject Results:
1st line of development - be able to explain the world: name the surrounding objects and their relationships with the help of a teacher; explain how people help each other live; name living and non-living natural resources and their role in human life; name the main features of each season.
2nd line of development - be able to defineѐ attitude to the world: evaluate the correct behavior of people in nature; evaluate the correctness of behavior in everyday life with the help of a teacher
Seasonal changes in nature . Weather (clear, overcast, heavy rain, light rain, snow). Signs of summer: sunny, hot days, warm rains, green leaves, flowering herbs, picking berries, mushrooms. Signs of autumn: cloudy days, cold rains, fogs, discoloration of leaves on trees and shrubs, leaf fall, wilting of grasses, onset of cold weather, departure of birds. Signs of winter: short days, long nights, frosts, hoarfrost, snowfalls, blizzards, thaws. Signs of spring: lengthening of the day, an increase in the number of sunny days, warming, melting of snow and ice, ice drift, first spring flowers, swelling of buds on trees, the appearance of leaves, the arrival of birds, the first thunderstorm. Children's games in different seasons. Seasonal work in the garden, in the garden. Participation of children in the work in the garden and in the garden.
Inanimate nature. The soil. Soil composition (sand, clay, stones). The simplest soil properties. Forms of the Earth's surface (plains, ravines, hills, mountains).
Live nature.Plants. Trees, shrubs, herbs, flowers. Recognition, distinction.Animals. Pets. Goat, sheep. The main parts of the body, nutrition. Benefits for people.Wild animals. Hedgehog, bear. Appearance, food, habits. How they winter.Birds. Bullfinch, titmouse, rook, starling. The size of the birds. Body parts of birds. What is the body covered with? Distinguishing these birds. Benefits for people. Feeding birds in winter. Preparing for the meeting of birds in the spring. Migratory and wintering birds, on the example of bird watching in the area.Domestic birds. Chicken, duck.
Human.Head and brain, nutrition. Daily routine and healthy lifestyle.
This work program takes into account the characteristics of the student. Forms of education: practical exercises, the use of bright accessible visual material, the use of Internet resources.
Teaching methods: storytelling, conversation, work with a book, observation, research, viewing screen aids, practical work, didactic games.
Educational and thematic planning and the main activities of the student
Sections Lesson Topics | Qty. hour | Dates | Planned subject results | Types of control |
||||
minimum level | enough level |
|||||||
Know the signs of summer and autumn, their difference: sunny hot days, warm rains, green leaves on trees, picking berries, mushrooms, air temperature, water, amount of heat. | To be able to correlate seasonal changes in inanimate nature with changes in human life. Speak coherently on the proposed topic based on observations. | current control |
||||||
Know the names of vegetables and fruits, garden plants and vegetable gardens. Mushrooms and their structure. Know the harvest time. | Be able to identify and distinguish between groups of plants (fruits - garden plants, vegetables - garden plants). Learn to distinguish edible mushrooms from non-edible ones Name and characterize objects, compare and classify. Participate in a conversation, complete the answers of comrades. |
|||||||
Know the names of field plants; the main organs of the plants of the field: root, stem-culm, leaves, spike, panicle, (cob), grains. | To be able to distinguish field plants, describe them; find similarities and differences in their structure. Learn to listen to friends and help. To be able to characterize objects, find common and difference. |
|||||||
To know about garden plants, about their use by man. Seasonal work in the garden. | Be able to compare and distinguish between garden plants. Use simple logical expressions. Justify your assertion in an elementary way. | |||||||
Know a number of common medicinal plants (calendula, St. John's wort, plantain, etc.), their help to people. Park (square) | Know how to use medicinal plants correctly (for their intended purpose). Creation of parks Describe the herbarium, drawings or pictures. Focus on accomplishing the task at hand. |
|||||||
Know about the lifestyle of wild and domestic animals in autumn; about the role of man in the life of domestic animals. | Correlate seasonal changes in inanimate nature with changes in the life of wild and domestic animals in autumn. Be able to compare, establish cause-and-effect relationships; control the correctness of the work. |
|||||||
Know the main signs of late autumn. | Distinguish the signs of late autumn, explain the reason for seasonal changes in the life of wildlife. Be able to compare, classify. | current control |
||||||
Know the names of different types of nuts; know about eating them. | Be able to compare and distinguish nuts in appearance, taste. Express your thoughts clearly and logically. |
|||||||
2 quarter - 8 hours |
||||||||
Know the names of the most common trees and shrubs. | Be able to distinguish between trees, shrubs, herbs. To be able to classify, compare, find similarities and differences. Establish cause and effect relationships. |
|||||||
Know about lifestyle and habits various groups animals. | Be able to compare representatives of different groups of animals. Be able to compare, generalize. |
|||||||
To know about the soil, about its composition, importance for plant life. Know about the soil, its properties, importance for plant life | Build a monologue statement on the proposed topic. Maintain proper posture at work. |
|||||||
Know how to cultivate the soil: loosening, watering, etc. | ||||||||
Know about the forms of the earth's surface: plains, lowlands, ravines, hills, mountains. | Be able to describe the various forms of the earth's surface: plains, ravines, hills, mountains. Build a monologue statement according to the proposed topic. Sit correctly at the desk, watch your posture. | current control |
||||||
Know the signs of winter: snowfalls, frosts, snowstorms, snow sparkles beautifully in the sun, in winter the sun rises late, sets early, days are shorter, nights are longer, etc. | To be able to observe objects of the surrounding world: to find changes. Be able to compare observed objects. |
|||||||
Know about the influence of the sun on changes in nature (air temperature, water, amount of heat), on the change of seasons. | Be able to correctly name the studied objects and phenomena. Actively participate in the conversation, supplement the answers of a friend. |
|||||||
3 quarter - 10 hours |
||||||||
Know about the lifestyle of wild and domestic animals in winter; about the role of man in the life of domestic animals. | Correlate seasonal changes in inanimate nature with changes in the life of the house. and wild animals in winter. Be able to classify, compare, give complete answers to questions. |
|||||||
Know about the types of people's work in the winter. Winter games and sports. | Correlate seasonal changes in inanimate nature with changes in human life in winter. Be able to build a monologue statement on the proposed topic. |
|||||||
Know about evergreen trees, about the main parts of a tree. | Be able to identify and describe evergreens, distinguish between coniferous and deciduous trees. To be able to compare, highlight common and difference. Be able to listen to the story and highlight the main thing. |
|||||||
Know about phenomena in inanimate nature: freezing of rivers (freezing), hoarfrost, hoarfrost, drizzling rain, ice drift, thawed snow, downpour, hail, dew, fog. | Be able to correctly name the studied objects and phenomena. Be able to listen carefully to your teacher and friend. Read correctly and consciously with observance of intonation. |
|||||||
Be able to compare observed objects. Distinguish the signs of the seasons, explain the cause of seasonal changes in the life of wildlife. Observe objects of the surrounding world, find changes, describe objects. |
||||||||
Know the main parts of the body, nutrition. To know about the benefits brought to people, about the role of a person in the life of a house. animals. | Be able to distinguish a cow, horse, sheep, pig from other houses. animals; describe habits and lifestyle. To be able to competently and logically correctly express their thoughts, build their story, based on the support table. |
|||||||
Know the characteristics of wild animals: elk and deer (appearance, food, habits). | U. to distinguish elk and deer from other wild animals, habits and way of life. |
|||||||
Know the first signs of spring. | To be able to compare observed objects, observe objects of the surrounding world: find changes. |
|||||||
Know the main parts of the body, habits, nutrition. To know about the benefits brought to people, about the role of man in the life of poultry. | Be able to distinguish a goose, a duck from other poultry; describe habits and lifestyle To be able to describe objects and an object according to a plan and a picture, to combine objects according to a common feature, to find something superfluous and to substantiate the judgment expressed. |
|||||||
4 quarter - 8 hours |
||||||||
Know the characteristics of wild birds, lifestyle, habitats. | Be able to compare wild duck and goose with domestic duck and goose. To be able to compare, find similarities and differences, draw elementary conclusions. |
|||||||
Know the names of migratory birds. | Be able to recognize migratory birds by description. Be able to describe an object from a picture, according to a plan. |
|||||||
Know the features of insects: appearance, where they live. Know about the features of bees, their role in the life of nature; about the benefits that people bring | Be able to distinguish between harmful and beneficial insects. Be able to explain, provide assistance, accept the help of a teacher. |
|||||||
Know the names of fish, their types, external structure and meaning in human life. Know the names of aquarium fish, their features (nutrition, maintenance, care). | To be able to recognize, identify, distinguish between fish among representatives of other groups of animals. Identify by comparing common and features, analyze the comparison results. |
|||||||
To know about the influence of man on nature; rules of conduct in nature. Know the types of rare plants and endangered living things, the rules of behavior in nature. | To be able to protect and preserve nature, to take an active part in the protection of the nature of their region. |
|||||||
Know the basic rules for disease prevention. Know the importance of health for human life. | Know how to take care of your health; make the right health decisions. To be able to develop the correct daily routine, combine work and rest, rationally allocate time, | current control |
||||||
Z. about the meaning of the goal. brain for human life; injury prevention goal. brain. | Be able to follow the rules of mental hygiene. Know how to properly assess situations. |
|||||||
Know the signs of the coming summer: the sun is warm, hot, dew, fog, there are clouds and clouds in the sky, summer rain, picking berries. | To be able to observe the objects of the surrounding world, to determine the changes that occur with the object. To be able to observe objects of the surrounding world, to find changes; make notes in notebooks. |