S. V. Kudrina
Software and methodological support for the lessons "The world around" in grades 1-4 of special (correctional) educational institutions of the VIII type. Teacher's Guide
© 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 designed to ensure that teachers are familiarized with the new educational and methodological complex "The World Around". 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 manual, the educational and methodological kit consists of:
1. Textbooks "The world around" (grades 1-4).
2. Notebook for students on a printed basis (grades 1-4).
The materials of the methodological manual introduce the teacher 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 in the modern approach to organizing familiarization with objects and phenomena of the natural and social environment, allow the teacher to develop his own approach to using the proposed materials in practice.
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.
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.
The main features of the current state of the education system and the direction of the proposed changes are formulated in the "Concept for the modernization of 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 the possible results of decisions made, the ability to cooperate, and mobility. Great importance is attached to the formation of Russian self-consciousness without losing national roots.
The stated provisions of the "Concept ..." are proposed for implementation through concrete steps to improve the modern education system.
The essential problems of the modern school are considered to be the congestion of the content, the inconsistency of educational information with modern requirements, the weak structure 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 the modern world. Past and present" by N. I. Vorozheikin and N. F. Vinogradov and others. fully meets the possibilities of a particular learning situation.The Basic Curriculum of General Educational Institutions of the Russian Federation determines the number of hours allocated for the implementation of the above programs: 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 disabilities, 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 around”), respectively, 1-1-2-2 hours (program of V. V. Voronkova).
In the second version, the named educational areas are presented differently:
The presented materials testify to the lack of consistency in the curriculum of correctional schools of the VIII type. 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.
Municipal Autonomous General Educational Institution
"Secondary school in the village of Moshenskoye"
Agreed: I approve:
Deputy Director for WRM Director of the school: ____________ (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 exemplary 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 of primary general education of 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.
The "living world" in special educational institutions of the VIII type is the initial link in the formation of natural science knowledge, the propaedeutic stage in the development of conceptual thinking on the basis of information about living 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 (people's actions) 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).
Metasubject results:
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 |
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| minimum level | enough level |
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| 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 |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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 |
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| 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. |
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| 2 quarter - 8 hours |
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| 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. |
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| To know about the way of life and habits of various groups of animals. | Be able to compare representatives of different groups of animals. Be able to compare and generalize. |
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| 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. |
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| 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 |
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| 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. |
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| 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. |
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| 3 quarter - 10 hours |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| Know the first signs of spring. | To be able to compare observed objects, observe objects of the surrounding world: find changes. |
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| 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. |
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| 4 quarter - 8 hours |
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| 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. |
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| 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. |
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| 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. |
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| Know the names of fish, their types, external structure and significance 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. By means of comparison, identify common and distinctive features, analyze the results of the comparison. |
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| 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. |
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| 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 |
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| 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. |
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| 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. |
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to 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
Explanatory note
Conversational speech is a complex type of 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 the successful assimilation of the communicated knowledge.
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 meanings of words (stem-trunk, grass-bush-tree) are visually differentiated, the difference between species and generic concepts is shown (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, 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 the general and speech development of children, their cognitive activity.
W 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 of the Curriculum of the 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 the simplest 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;
Obey the rules of the road.
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.
Fruit. 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.
A 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 activities 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.
Names of individual modes of transport: buses, trains, planes, helicopters, ships, motor 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 of Russian Science. Calendar of solemn dates. Decoration of the settlement for the holidays, a festive program of television and radio programs.
Settlements, 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).
Clothing. 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). Primary acquaintance with the internal structure of the 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 of 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.
The educational and thematic plan is based on the work program
TopicsQuantity
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. Handbook for elementary school student. 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/p
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
Independent work
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
Our Motherland - Russia
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 activities 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
THE WORLD. NATURAL SCIENCE
Explanatory note.
I. This work program is based on the following legal documents:
1. Law of the Russian Federation No. 237 "On Education in the Russian Federation".
2 of the Federal State Standard for Primary General and Basic General Education (Order of the Ministry of Education and Science of the Russian Federation No. 373 of 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 the curriculum of the "Kazan special (correctional) general education 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, which
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
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