Presentation on the topic earth is the breadwinner. Presentation on the topic “the earth is the nurse” There is a lot of message about the land being the nurse

Project “The Earth is our breadwinner” Integration: PR, RR, HER. Project participants: children 5-6 years old, teacher. Number of children: 8 people. Goal: To form the foundations of environmental culture in children. Cognitive tasks: - introduce children to the composition of the earth; - introduce children to how soil is formed, to some properties of soil, stones, clay; - to form in preschoolers an idea of ​​the importance of soil in nature and in human life. Developmental tasks: - exercise the ability to compare and analyze; - to develop children’s interest in inanimate objects; Educational objectives: - teach children to work in pairs, develop communication skills; - cultivate a love for nature; - learn to see the unusual in the ordinary. Material: water, stones, sand, clay, black soil. Equipment: slide presentation, water containers, spoons, pieces of paper, colored pencils, oilcloth aprons, model of soil structure, napkins. Preliminary work: reading T. Shorygina’s fairy tale “How the soil was formed.” Progress of the lesson: Educator: Guys, I’m very glad to see you. Please stand in a circle. All the children gathered in a circle, I am your friend and you are my friend. Let's hold hands tightly and smile at each other. Educator: Now look at our guests, give them a smile too. Educator: Guys, I want to invite you to our laboratory to conduct experiments. Do you agree? To find out what we will conduct experiments with, we need to solve the riddle. She is richer than anyone in the world, Children run and rush along her. And in spring it’s all in color, and so beautiful at dawn. And feeds all the people in the world. What is this? Tell me, children. Answer: Earth-Nurse Educator: I wonder why the earth is called a wet-nurse? (Answers) Educator: Do you, dear guys, know what the topmost fertile layer of the earth, which is penetrated by plant roots, is called? (Answers). This is the soil. It can be different: clayey, sandy, and the most fertile soil is called chernozem. - Guys, let's remember the fairy tale about how the soil was formed on our Earth. - Now look at what our Earth looked like many centuries ago (on slide 1). Educator: That is why, to preserve the soil, it is very important to protect plants where they are and plant where they are not. Educator: Guys, let's see what can grow on sandy, rocky and fertile soil (Slide 2). What do you think is the difference, why do plants grow better in fertile soil? (Answers) Educator: And now I suggest you come to this table and see in what order the layers of the Earth are located. Look and tell me how the layers are arranged, why? (Answers) Educator: Guys, it’s time to take your places in our laboratory. (Children sit at the tables, put on aprons) Educator: Guys, look at what is on your tables and listen carefully to the task. You need to examine the soil, check what it consists of. Educator: Experiment No. 1 “Identify types of soil” - Look at soil samples and name them (Sandy, clayey, rocky, chernozem). Experiment No. 2 “There is air in the soil” - Take a glass of water and throw a lump of soil into it. - What are you observing? (Air bubbles come out of the soil) - What conclusion can be drawn? (There is air in the soil) - So, dear scientists, what did we learn about the soil by conducting this experiment? (There is air in the soil). Educator: Experiment No. 3 “There is water in the soil” - Take some fresh soil, pour it onto a paper napkin and press it lightly with your palm. - Pour the soil back into the plate. - Look carefully at the napkin on which the soil was located. - What do you see? (There was a wet mark on the napkin.) - What conclusion can be drawn? (There is water in the soil). - What did we learn from this experiment? (There is water in the soil). Educator: And now there is an important task ahead. You need to sketch the results of the experiment. Mark two lines on the piece of paper (Soil layer). Between them, draw the components of the soil - sand (dots), clay (brown), pebbles in an oval, air (bubbles), water (blue square). - Tell me, can someone live in the soil? (Worms, bugs) - That's right. The soil is home to many living things. And some inhabitants of the soil, living in the soil, help it become even better. For example, an earthworm, laying its paths in the soil, thereby loosens it, which in turn fills the soil with air even more. And you and I already know that air and water are necessary for plants to live. - Guys, what role do you think soil plays in human life? What benefit does it bring him? (A person grows vegetables, fruits, flowers, bread on it). - Yes. Thanks to the soil, a person gets food. That's why they call the earth a nurse. Conclusion: Soil is located on the surface of the earth. Soil consists of air, sand, clay and pebbles, air and water.

Class: 4

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Textbook: A.A. Pleshakov “The World Around Us” Publisher: Moscow “Enlightenment”, 2012.

Goals: introduce children to different types of soils and their composition, human environmental activities; promote a caring attitude towards the earth; promote the development of logical thinking, observation, and the ability to express one’s thoughts.

Equipment: laptop, projector, screen, presentation.

Didactic material: soil samples, minerals (oil, peat, coal), explanatory dictionaries (author S.I. Ozhegov), cards with riddles and symbols, textbooks and workbooks, map of natural areas.

I. Motivation for educational activities.

Hello guys! Are you ready for new discoveries?

We are a good friendly class,

Everything will work out for us!

Then let's start working! Let's wish each other good luck!

II. Checking homework.

Today we have another meeting of the “Researchers” club. Let me introduce the participants of our meeting. Our class today is divided into groups (captains' presentation). Let's remember the rules for working in groups. (Repeat the rules).

Task No. 1. Let's remember what minerals we talked about in the last lesson.

(On the tables of each group there are envelopes with three riddles. At the teacher’s command, work begins. Time is given for discussion - 3 minutes.)

Very durable and resilient
A reliable friend for builders
Houses, steps, pedestals
They will become beautiful and noticeable (granite)(Slide 2).

The kids really need it
He's on the paths in the yard,
He's at a construction site and on the beach,
And it’s even melted in glass (sand).

Flowing through the pipe
The pies are baked by gas.

He won't run without it
No bus, no taxi,
The rocket won't rise
Guess what it is? (oil).

No wonder she was stewing
In a blast furnace
Turned out great
Scissors, keys... (iron ore).

If you meet me on the road,
Your feet will get stuck
And make a bowl or vase,
You'll need it right away (clay).

They cover the roads with them
Streets in villages (limestone).

It brings warmth to homes,
Helps melt steel
Making paints and enamels
It's black and shiny
The assistant is real (corner).

Plants grew in the swamp,
Became fuel and fertilizer (peat).

Now let's check it out. (Teachers read the riddles and name the answer, each team).

Task No. 2. Now let's talk about some minerals in more detail. Each group must prepare a story about a mineral. But which ones you will learn about by opening these magic boxes (the Teacher invites the captains to choose one of the boxes that contain oil, peat, coal).

Teams must determine what kind of mineral it is, name its main property, where it is used, and select a symbol from envelope No. 2. (Slide 3).

Now let's start defending our projects. (Teams present, others can agree or add something).

What do these minerals have in common?

What other mineral has this same property?

Fizminutka

Like in spring, at an early hour (tilts)
The seeds have sprouted for us (turns).
We went out and reached for the sun (stretched),
Turn around and smile!
Hello sun! This is us! (we spread our arms to the sides)
We just came out of the ground (walking).

III. Formulating the topic and objectives of the lesson.

There is a word lost in the title of the topic of our lesson, find it by solving the riddle. (Slide 4).

“.........................-nurse”
They beat me, stab me, turn me over, cut me,
But I endure everything and cry with kindness (earth).

Today we have to find out why the land is called the “nurse” and whether it needs protection.

So, what is the purpose of our lesson? (Students state the purpose of the lesson again.)

IV. Discovery of “new knowledge”.

Soil and its composition.

How many of you know what the top layer of earth is called? (the soil)

Try now to find the meaning of the word “soil” in the dictionary. (Working with explanatory dictionaries, finding out the meaning of the word).

Let's remember the composition of the soil? (Slide 5).

Introduction to soil samples.

The science of soils - soil science - was created by the Russian scientist - soil scientist Vasily Vasilyevich Dokuchaev. More than 100 years ago, he proved that the main types of soils are located on the earth according to zonation. Each natural zone has its own soil type. He compiled the first soil maps of Russia and created a scientific classification of soils. Now let's get acquainted with the different types of soils.

The soils are not the same in different places in our country. Soil scientists distinguish 6 main types of soils. Let's look at sections of the main soil types (Slides 6,7).

Tundra soils are common in tundras, podzolic soils are common in taiga and mixed forests, gray forest soils are common in deciduous forests, and chernozem soils are common in steppes. Swamps are characterized by bog soils, while meadows are characterized by meadow soils. (Working with a map of natural areas).

The most common soils in our country are podzolic, the most fertile are chernozems. (Examination of samples of podzolic and chernozem soils). These soils are rich in humus. The darker the soil, the more fertile it is. During the Second World War, the Nazis exported our black soil to Germany.

Bog soils contain a layer of peat. And in meadow soils, a thick layer of turf formed by the intertwining roots of herbaceous plants is clearly visible.

We became acquainted with different types of soils, but did not answer the question “Why is our land called a wet nurse?”

Let's listen to the tale of the magic pantry (student's story) (Slide 8).

“I'll tell you a story about a magical pantry. If you put a handful of grain in it, you will get a hundred handfuls in return. If you hide a potato, you will get a lot out. It's under our feet. And it is called earth. Yes, only then is she kind and generous, when people are kind to her, and when they skillfully cultivate the land: plow, fertilize, water. And rightly so. How is it possible to take everything from the earth and give nothing in return? Yes, here any pantry will be empty in an instant. So it is with the magic pantry. Mother Earth has been feeding people for a long time. But people did not always realize what wealth it concealed. At a time when people did not yet know how to plow and sow, they took only what the earth itself stored for them: berries, mushrooms, juicy stems. Then people realized that they could specially bring grains from the fields with them and plant them near their homes. The first ears of bread have grown. First barley, then wheat, rye. This is how the land became kind and generous, giving people rich harvests.”

Continue the saying: What goes around comes around... (Slide 9) How do you understand its meaning?

So why is the earth called the nurse? (The earth feeds people, plants grow on it that people eat).

But not only humans are fed by the earth, but also insects, birds, and animals.

Soil protection (Slide 10).

But she, our nurse, needs protection. After all, one centimeter of soil is formed in nature in 250-300 years! Therefore, our soil needs protection and careful treatment. But you will learn what you need to do for this by reading in the textbook on pages 32-34. (Checking what you read using conventional signs).

Look at the symbols in the workbook and say what needs to be done to protect the soil.

Drawing up a leaflet on soil protection (work in groups). Compare with the standard. (Slide 11).

V. Reflection.

The meeting of the Researchers club is coming to an end. Let's summarize our research work. Students' answers are based on the following principle:

Today's lesson was interesting...

It was a discovery for me...

I can use my experience...

Even in the old days, our ancestors called our land a wet nurse. They took it with them to distant countries as a talisman. They composed poems and songs about her. So let us also love, appreciate and take care of our nurse!

The great Russian scientist V.V. Dokuchaev said that land is more valuable than pearls and gold. People can live without gold, but without land...? (Slide 12).

Self-assessment of activities using the Knowledge Ladder, assessment of work by the teacher.

VI. Homework. (Slide 13).

Anatoly ONEGOV.

Science and life // Illustrations

Cucumbers, similar to pears, grow in the garden when there is a lack of potassium in the soil.

After the barley, oats were sown in the fields.

The area of ​​meadows is reduced, followed by a decrease in the amount of livestock and manure.

You've probably come across ugly cucumbers in cucumber beds at the end of summer, when almost the entire crop has been harvested. Some of them look like peppers - the tails of the cucumbers are thin and curled; others - like a pear - the “head” is poorly developed, and the bottom is swollen exactly like a pear. Cucumbers that look like twisted peppers grow in garden beds when plants lack nitrogen, and fruits that resemble pears grow when plants lack potassium.

Nitrogen, phosphorus, potassium, as well as sulfur, magnesium, calcium, and iron are required by plants in large quantities, which is why they are called macroelements. Plants need other substances necessary for nutrition - microelements - in much smaller doses. Microelements are considered: boron, manganese, copper, molybdenum, zinc, silicon, cobalt, sodium, iodine.

It has long been known how plants behave when they lack one or another macro- or microelement in their diet. There will not be enough nitrogen - and the plants will immediately slow down their growth, and the leaves will turn from green to light green.

If there is not enough phosphorus, their growth, flowering and fruit ripening will be delayed, the leaves will begin to turn purple and side shoots will not form.

If there is not enough potassium, the leaves will become limp, brown spots will appear on them, and the edges will turn yellow.

With calcium deficiency, plants will not grow and will remain tiny dwarfs.

And in the absence of copper, they cannot develop at all and die soon after emergence.

Plants obtain all of the listed nutrients from the soil. Potassium, phosphorus, calcium, sulfur, iron... are in the ground, the same clay that lies below the top fertile layer of soil is rich in them. But nitrogen is not contained in the soil - it comes from the air as a result of the activity of special bacteria, which absorb nitrogen in the air and enrich the soil with this element.

For such bacteria to work successfully, two conditions are required: access to oxygen in the soil and its weak acidity. This is why soils in low, damp places are much poorer in nitrogen than soils in high, dry places.

Unfortunately, the natural accumulation of nitrogen in the soil is slow, but cultivated plants can extract it very quickly - it only takes a few years. Other nutrients can also be removed from the soil quite quickly.

Back in the very beginning of the eighties in Finland, I was shown a drawing from a book addressed to schoolchildren. In the picture there were two loaves of bread next to each other. One is small, and the other is a giant bread. Under the picture there were the following captions: just recently, in order for our body to receive all the microelements it needs, it was enough to eat a small loaf of bread; Now that the earth has already worked for people, in order to get the same amount of necessary microelements, we need to eat this giant bread. This is how they explained to Finnish schoolchildren that without adding microelements to the soil, normal life for people would soon be impossible at all. It was no longer said that all macronutrients should be added to the soil - this was the truth.

Once in the scientific literature I read about grain harvests that were collected under Tsar Alexei Mikhailovich in the Russian North (we were talking about monastery lands). These harvests were characterized by the following numbers: “sam-5”, “sam-7”, “sam-11”, or even “sam-13”. What is “sam-5”? They sowed a pound of grain, but received five pounds And "sam-13" - they sowed one pood, but grew 13 poods! Very high figures even today: if you spend at least 200 kilograms of grain per hectare of arable land, then the harvest can be 26 centners per hectare. Please note that in those times there were no today's seeders, and grain was not sown in rows, but scattered by hand, and the grain grew in a continuous thick wall. With this method of sowing, not 200-250 kilograms of seeds were used per hectare of arable land, but 400, and the harvest "sam-13" looked different : not 26 centners per hectare, but 52 centners! And this is on northern arable land, orphan podzols, which were once reclaimed from the forest with the help of fire! The entire forest was burned to the ground, and the soil - its top fertile layer - burned out along with it. Ash at the site of the ashes it contained all the macro- and microelements, but there was no nitrogen. There was no nitrogen left in the soil - it evaporated. There was nothing living in the burnt soil: neither aerobic microorganisms, nor bacteria that could bind nitrogen and transfer it to the soil. The bare desert only produced some kind of harvest for a year or two using ash (ash was the first mineral fertilizer that man encountered). Then people abandoned the recent fire, and it was gradually overgrown, first with willowherb (fireweed), then with raspberries, and later with birch, aspen, and alder. And on such ashes in the 17th century they harvested a harvest that is now unattainable for many modern farms?! And the magic wand was the most ordinary manure, which in the spring was taken out to the fields and plowed into the soil. Manure turned out to be the second fertilizer that man encountered, and it was organic, providing food for various microorganisms, and complete, containing all the nutrients necessary for the plant, including nitrogen.

At the same time, when rich harvests were collected in the northern lands, manure there was a commodity, had its own price, and cows were often kept on the farm not for milk and butter, but for fertilizer.

In the spring, the manure, still covered in snow, was transported to the fields. After the snow melted, when the ground dried out, it was plowed under. The arable land filled with manure rested until the fall, and in the fall the field was sown with winter rye. The next year, the rye was harvested, the stubble left over from the grain was plowed in the fall, and in the next spring, a spring crop, the same barley, was grown in this field. In the third year, oats were sown after barley.

The oats were harvested, and only the next spring the manure was again transported to the field. That is, manure was applied to the ground once every four years: 40 tons per hectare of arable land. This amount of manure was produced in four years by one cow with a calf and a small flock of sheep. It turns out that one cow could provide one hectare of arable land with complete fertilizer. If you want to plow and harvest from two hectares of arable land, get two cows.

By the way, 40 tons of manure per hectare of arable land is the current fertilizer norm for growing bread, potatoes, and cabbage. This proportion must also be maintained in our garden if we make do with organic fertilizers alone. On a bed 1 meter wide and 10 meters long, 40 kilograms of manure must be applied once every four years - at the rate of 4 kilograms of manure per 1 square meter, or a bucket of manure (raw) per 2 square meters of garden. Using fresh manure applied in the fall, you can grow either cabbage or potatoes; then root vegetables, green vegetables. Before the third, and even more so the fourth crop, the soil must be amended, because we do not let our land fallow.

This is how the secret of high yields in our northern land was revealed to me. And what was the situation with grain harvests to the south, in the same central zone of our country?.. Here the harvests were much smaller, and over the years they continued to decline. Let's open the Complete Encyclopedia of Russian Agriculture, Volume X. The rye harvest in Russia in the last decade of the 19th century (average for all regions) was 40 pounds per tithe, a little more than 6 centners per hectare. While in Germany it is 14 centners per hectare. But rye is the main bread for the Non-Black Earth Region, 6 centners per hectare is not pure profit, from here we must also subtract the grain that was left for seeds. What did the peasant and his family have to do then for a whole year of life?

In front of me is a small book - a lecture by Professor K. A. Timiryazev “Science and the Farmer”. On the cover there is an author's note: "The royalties from this book are intended for the benefit of the hungry."

The book appeared in 1906 and, apparently, is in no way dedicated to a specific year of famine caused by the elements - we are talking about the victims of another, chronic famine in Russia:

“At the present time, unless some of Shchedrin’s generals do not realize that Russia is fed by the peasant. He himself calls the land his nurse. But is this really so? This is what, just yesterday, one could read in the newspapers: “ According to information received at the Highest meeting approved under the chairmanship of I. A. Goremykin on meeting the needs of the rural population, it turns out that in total in 50 provinces, the amount of bread per capita of both sexes does not reach the annual food standard for one soul, 20 poods - by 3.4 poods, i.e. 17 percent less than the norm." The one who feeds Russia is undernourished himself. And he is undernourished because the old nurse, the earth, refuses to continue to feed him... What needs to be done, to solve this problem of two ears of grain? Who will bring this solution?"

The cause of chronic hunger in Russia lay primarily in the lack of manure. At one time, the German proverb “the meadow is the breadwinner of the arable land” was widely known. Moreover, it was known exactly what size meadow could feed arable land with an area of ​​1 hectare: 2 hectares of meadow - 1 hectare of arable land. These figures can be confirmed by the same manure rate: one cow supplies 1 hectare of arable land with manure, and a cow feeds hay during the stall period on a 2-hectare meadow.

But such “meadow-arable land” relationships were preserved only where there was plenty of land. In the north there was prosperity, in the south the population grew very quickly and in order to feed people, it was necessary to increase arable land at the expense of meadows. The area of ​​meadows was reduced, the amount of livestock and manure decreased, and then crops fell.

But this is not all the troubles of the land, which was once known as a generous nurse. The meadows, where hay was harvested for livestock year after year, of course, lost their strength, their fertility, because at that time they were not fertilized. Each time, the hay contained less and less macro- and microelements necessary for plant nutrition. It turns out that manure became less and less valuable. In addition, slightly more than 40% of potassium and phosphorus, which are spent on the construction of plant tissues, were returned to the field. This is how the arable land lost its strength, because the meadow lost its strength, and then the manure. But hay was harvested from the same meadow year after year in the north, and the yields there remained quite high for a long time.

It turns out that in the north, hay was most often cut from floodplain meadows, from lowlands that were washed by spring waters every spring. Spring water carried with it a large amount of nutrients, washed out in different places during the flood, and left them in the floodplain of a river, stream, or in a damp low meadow. The soil was fertilized every spring again and again, and therefore beautiful grass always grew here, used to feed livestock.

But even in previous times, not every farm was provided with floodplain lands. And there were not always enough ordinary, non-floodplain meadows. And then they plowed up those lands where they had recently prepared hay for livestock, forgetting that without a sufficient amount of manure there would not be the desired harvest.

But for many years man has polluted the air, water and land. Now we are thinking about caring for nature.

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Slide captions:

Eastern District Department of Education SPECIAL (CORRECTIONAL) GENERAL EDUCATION BOARDING SCHOOL OF TYPE II No. 30 named after. K.A. MICHAELIAN EARTH IS OUR NURSING TODAY AND TOMORROW.

We are accustomed to believing that our country is the richest in natural resources. Indeed, Russia has a lot of forests, rivers and land, so you can spend these treasures without worrying about the future. But for many years man has polluted the air, water and land. Now we are thinking about caring for nature.

Half of the world's population does not have access to clean water. Our country ranks second in the world in terms of water reserves. Although there is a lot of water, we must learn to conserve it. Modern enterprises purify water and reuse it without polluting nearby water bodies. Residents of cities and villages should have new pipes, modern taps, and meters, which will save water consumption. In agriculture, water must also be used rationally. Humans are 80% water. If there is good, clean water in the city, there will be healthy and strong people.

The forest and its inhabitants also need human protection. History has shown us that large areas of forests have disappeared in Europe in recent years. For example, in modern Germany there are no historical forests; all forests were planted by human hands. We don't want this. The forest is the “green” lungs of our cities, a storehouse of healthy products, it protects rivers, roads, and provides shelter and food for animals and birds. There are 300 times fewer bacteria in forest air than in city air.

By cutting down trees and plowing the land, people are reducing the habitat of animals. Very often, people, having been in the forest, leave behind mountains of garbage and broken bottles in cozy clearings, the bottoms of which can cause forest fires. That is why it is so important that the forest is always clean and fresh!

Nature reserves help save animals. “Losiny Ostrov” is a national park located in our district. Its territory is 12 thousand hectares. 500 species of plants grow there, 280 animals and 200 species of birds live there. Residents of our area set up feeders in the park in autumn and winter. My family and I go there to feed squirrels with nuts, tits, sparrows and pigeons, and ducks with bread.

But there is also soil - one of the main resources that gives people food. This is a thin fertile layer that covers the entire landmass of our planet. Soil is formed as a result of the interaction of air, water and living organisms. The land resources of our country are enormous, but the amount of fertile land is continuously decreasing: new roads and cities, plants and factories are being built. But the soil has a remarkable property - it can restore itself independently with the help of the cycle of substances in nature. Now our task is not to take anything away from nature, but to return old debts to it and preserve the wealth we have. THE SOIL

Scientists have long thought that the deterioration of living conditions on earth could have catastrophic consequences. They decided to create a working model of the biosphere. This would help prepare for life in space: if you suddenly have to move to other planets. In addition, such systems can be useful in the event of extreme deterioration of life conditions on Earth.

American scientists built a huge room under a glass cover, where all the natural conditions of the earth were: desert, savannah, forest and even man-made reservoirs. Plants were supposed to provide both oxygen and light food, and goats, chickens, and ocean creatures were supposed to provide hearty meals. Conditions were created for artificial precipitation, and moisture fell in heavy rains. The oxygen that trees released was necessary for the respiration of people, animals and microorganisms, and their absorption of carbon dioxide was supposed to increase plant productivity. At first everything was fine, but after a few weeks the microorganisms depleted the air, people suffered from a lack of oxygen and food. The savannah and forest quickly became filled with bacteria that destroyed them. A huge number of insects have multiplied, especially cockroaches and ants. BIOSPHERE - 2

ORGANIZATION OF THE BIOSPHERE - 2

No matter how hard scientists tried to take into account every little detail, they were unable to repeat what Mother Nature created. This experiment showed that humans are not yet able to create artificial conditions for the circulation of substances without failure. Now our task is not to take anything from nature, but to repay old debts to it and preserve existing wealth. Skryleva Varvara, 4 “A” class.

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