Subject: "When the house becomes dangerous."
Target: Formation of regulatory educational actions in students through awareness
boundaries of one’s own knowledge and skills on the topic “When a house becomes
dangerous"
Planned results:
personal:
formation of an active position of cooperation with peers;
the formation of internal positive motivation for the subject – the world around us;
developing a sense of citizenship,education of an individual who strives to actively participate in a healthy lifestyle, instilling respect for oneself as a carrier of information.
meta-subject:
developing the ability to identify and formulate cognitive goals;
to develop in students the ability to select and systematize
necessary information;
develop logical thinking through the formation of the ability to analyze, generalize, highlight the main thing, and solve problems;
continue work on developing skills to establish partnerships;
developing the ability to plan, control and evaluate one’s own educational activities;
plan educational collaboration with peers when working in a group - determine goals, functions of participants, methods of interaction;
developing the ability to listen and understand the oral speech of others, formulate and argue one’s own opinion.
subject:
give students the opportunity to independently determine the rules of behavior in the house;
developmentmental learning activities through problem solving, partial search activity when studying a topic.
Equipment:
textbook about the world around us for grade 4: in 2 hours. Part 1/ N.F. Vinogradova.M.: Ventana-Graf, 2014. – (Elementary schoolXXIcentury) - pp. 80-83;
computer, multimedia projector;
softwarefacilitiesMicrosoft Power Point, Microsoft Word.;
handouts - Applications.
Lesson type: combined.
The role and place of the topic in the course: second lesson in the section “You and your health”
Forms of organizing educational activities:
individual
group
frontal
During the classes:
Org. moment
Target
Teacher activities
Student activities
Psychological mood for the lesson
Motivate students to learn by creating an emotional environment .
Hello guys!
-
Look at your neighbor, smile at each other, wish each other and me good luck.
Greetings from the teachers.
Check their readiness for the lesson.
Updating knowledge.
1. Repetition of the material learned in the last lesson.
Remember what danger we talked about in the last lesson.
What homework assignment did you receive? (task in groups).
1 group. How did fire appear in human life?
2nd group. How do dictionaries explain the meaning of the word “fire”?
3rd group. What are the latest reports on the number of fires in the city and country?
Thanks to the groups.
Each of you completed a small task at home - making a leaflet on compliance with fire safety rules.
Now, after consulting in groups, you should choose the 3-4 best reminders that will be included in the safety book.
We exchange works and evaluate how accurately the work was done, correctly, without errors. (Music sounds. At the end of work
Group representatives post the best works on the board.)
Indeed, fire is a danger that awaits a person in the house. But if we follow fire safety rules, then we will not be afraid of fires in the house.
Children's message.
Work in groups.
Update educational knowledge and skills necessary to perceive new material.
To update mental operations that are necessary and sufficient for the perception of new material: analogy, generalization.
Establish interdisciplinary connections.
Look at the screen. - Did you recognize the fairy tale? (Russian folk tale Teremok")
Which fairy tale is the following plot from? (Three piglets)
How are they similar? (the heroes were looking for a home)
Which of the heroes of these fairy tales protected the house? (the piglets have a stone house)
Did the heroes of these fairy tales feel safe? (No)
So it turns out that home is a danger or is it still a fortress?
How do you think?
What do you think needs to be done to make your home safe? (safety rules must be followed)
Answer the teacher's questions.
Introduction to the topic of the lesson.
Statement of the problematic question of the lesson.
Organize the setting of educational goals for the lesson by students.
Agree on the purpose and topic of the lesson.
What do you think we will talk about in class?
(about the rules of safe behavior at home).
What will we learn in class? (what dangers await us at home)
What will we learn? (how to warn them).
We will start working on the rules with
work in groups.
Answer the teacher's questions.
Organizing actions aimed at solving the problem
(The task is given on cards)
1st group: Relate fairy tales to safety violations
"The wolf and the seven Young goats" -don't open the door to strangers,
“Sister Alyonushka and brother Ivanushka” -listen to your elders
“Kolobok”, “The Adventures of Pinocchio”, “Little Red Riding Hood”, “Cat, Rooster and Fox” -excessive trust in strangers
- "Cat house" -you can't play with matches
Group 2: Thawed patch task - fill in the missing words.
1. Summer! Heat! The windows are wide open,
We want to freshen up a little...
But ……………… much, my friend, (don’t look out)
So that I couldn’t accidentally fall out!
2.If your apartment is high,
If it's not easy to walk up,
The elevator will carry you upward like a feather,
But with strangers in the elevator………….! (don't sit down)
3. If you are sick, doctors will help.
They know how to treat diseases:
They will prescribe medicine for your illness -
To go home quickly...
But you yourself are the medicine………………! (never take it)
It's like candy, but the poison in it is a disaster!
4.Are you walking alone? Be careful!
Don't talk to ………………….: (to an unfamiliar passerby)
An angry person can offend!
He will lure you in - no one will see!
5. If the wire is suddenly damaged or broken,
Never take him…………..! (try)
The current will turn from a friend into a villain,
He can cause a lot of grief!
Group 3: Collect proverbs.
If only I knew where to fall, I would lay down straws.
God saves man, who save himself.
Beware of troubles while they're gone.
Don't touch the matches, there is fire in them.
4th group. Rate the rest of the reminders using the “+,-,?” .
- What dangers did we talk about while doing this task?
Look how much can happen to us when we are at home.
What conclusion can we draw?(The house is dangerous).
Work in groups.
Primary assimilation of new knowledge
Updating the knowledge children already have on the topic of the lesson.
Creating conditions for students to develop an internal need for inclusion in educational activities.
What do you think needs to be done to reduce this danger? (You must follow the rules of safe behavior at home). Look at the screen.
What rules do you need to know?
1. Rules for handling sharp objects.
2. Rules for communicating with strangers.
3. Rules for handling medicines. 
4. Rules for working with electrical appliances. 
Work in groups to develop rules for safe behavior in the home.
Assignment for1 group: Rules for using sharp objects.
Assignment for2 groups : Rules for communicating with strangers.
Assignment for3 groups: Rules for using household chemicals and medicines
Assignment for4 groups : Rules for using electrical appliances.
Each group reads the safety rules, finds an error, corrects it, and adds its own options.
The members of the entire group worked perfectly, to the fullest of their abilities.
The group worked well, but not at full strength. Many were silent.
The group worked without interest. Many had no desire to work.
Our safety book has been updated with new rules.
Indeed, only by observing safety rules can a house be considered a fortress.
Drawing up rules for safe behavior.
Work in groups.
Assessing group work.
Fizminutka
I read a poem, and you answer “either I or not me.” If you say “not me,” do one squat.
– Smoke suddenly rose in a column,
Who didn't turn off the iron?
- A red glow ran through
Who played with matches?
– The table and the cabinet burned down at once,
Who dried clothes over gas?
- The fire ran into the yard,
Who was it that lit the fire there?
- A pillar of fire engulfed the attic,
Who lit the matches there?
- The flame jumped into the foliage,
Who burned the grass at the house?
- Who threw it into the fire?
Unfamiliar objects?
Primary consolidation of the studied material. Generalization and systematization of material during active interaction between the teacher and students.
1.Assess how knowledge on the topic has changed
2. Be aware of your actions performed to achieve the goals of the lesson
3.Assess your own educational activities
I hope you now know these rules.
Now I suggest you complete a test task where you must choose the correct answer. Time to complete: 2 minutes.
1. You are alone at home, watching your favorite show, and suddenly your TV starts smoking. What should be done?
a) Fill the TV with water
b) call someone for help
c) try to put it out, and if that doesn’t work, call the fire department
G) turn off the current, throw a thick cloth over the TV, call 01
2. A fire started in the house that you cannot put out. What to do?
a) Run away
b) scream
V)call the fire department
d) hide
3. Telephone in case of fire:
a) 03
b)01
c) 02
d) 04
4. On the way home you saw a suspicious box. Your actions.
a) I’ll take it home.
b) I’ll pass by.
c) I’ll look inside.
G)I'll tell an adult.
5.) Your friend has a headache, you decided to help him. What will you do?
A) I'll tell mom or dad.
b) I’ll find the cure myself.
V) I'll turn to the Internet for help.
6. Calling an ambulance:
A)03
b) 01
c) 02
d) 04
Exchange work with each other. Check your neighbor's work. Rate it.
Check if it worked for you.
1-g 4-g
2-in 5-a
3-b 6-a
Without errors - rating “5”;
1-2 mistakes - score “4”;
3 mistakes - score “3”;
Performing a test task.
They complete the test and exchange work.
Peer review. Key check.
Lesson summary. Homework.
Give a qualitative assessment of the work in the lesson.
1. Let's summarize our work.
Continue the sentence:
I know that …
I can…
I learned…
Today we repeated many rules for safe behavior at home. However, the rules for working on a computer were not affected. Your homework will consist of this - to prepare a memo on the rules of working on a computer.
Analyze work in class.
Reflection.
Give an emotional assessment of the work in the lesson.
What was the most interesting thing for you?
What difficulties have you experienced?
Thanks for the work.
Reflection on work in the lesson. Filling out self-assessment sheets.
The topic of the lesson is “When the house becomes dangerous.”Lesson type: combined.
Lesson format: research lesson.
Teaching methods: problem-search (research), problem-based learning technology, problem-based dialogue technology.
The role and place of the topic in the course: this lesson is included in the section “You and your health” and is a lesson in this section on studying the rules of behavior at home.
This lesson was preceded by the following topics (in accordance with calendar and thematic planning): “Rules of a healthy life”, “Let's talk about bad habits”.
Forms of organizing educational activities:
group; individual;
frontal
Purpose of the lesson: organize students’ research activities on the topic of the lesson.
LESSON OBJECTIVES FOR THE TEACHER
EDUCATIONAL: enable students to independently determine the rules of behavior in the house.
EDUCATIONAL: developing a sense of citizenship; stimulate students’ work to further develop the ability to communicate through work in pairs, groups, the ability to listen and correctly evaluate classmates’ answers.
DEVELOPMENTAL: create conditions for the development of: independent mental activity, cognitive activity.
Lesson equipment and resources:
computer, multimedia projector;
Microsoft Power Point, Microsoft Word software;
the world around us: a textbook for grade 4: in 2 parts. Part 1. - M.: Ventana-Graf, 2008. - (Primary school of the XXI century) - p.66-72;
handouts - cards “Find matches ... I”, designation of tables with colored cards (green, yellow;
Bandage, iodine, cotton wool.
Features of the lesson: lesson using information and communication technologies.
Health-saving technologies: physical exercises for the eyes, gymnastic exercises, changing types of activities in the lesson, work in groups, pairs.
During the classes
Slide 1
Organizing time
Leading up to the problem
How are the pictures similar? (Russian folk tale "Teremok")
Slide 3
Name fairy tales whose plot is similar to the plot of the Russian folk tale “Teremok”. (Russian folk tale “Rukovichka”, V.V. Bianchi “Teremok”, A. Tolstoy “Teremok”)
Slide 4
Look at the pictures and find the difference? (In the first case, animals gather in the house because the walls of the house provide protection. In the second case, we observe that the house may turn out to be a danger.)
Read it. Name the genre of the work.
Read and match the proverbs to the pictures.
1. It’s good to be away, but better at home.
1. The house is painted by the owner.
1. The house is like a full cup.
1.My home is my castle
2. Woe to him who lives in a disorderly house.
2. If the hut is crooked, the housewife is bad.
2. Life is bad for someone who has nothing in the house.
1. Nice for someone who has a lot of stuff in the house.
2.Runs away from the house like hell.
1. And the walls in the house help. At home, straw is also edible.
What conclusion can be drawn from what has been said?
Formulation of the problem
What problem will we solve in class today?
Drawing up a research plan
Hypothesizing a solution to a problem (is a strength because...; is a danger because...)
2. Selection of research methods
How and where can I check statements? (dictionary, teacher, adults, Internet, textbook)
3. Study sequence plan
Shall we draw up a work plan to prove our statements?
B) find a match;
C) try to answer the hypothesis question.
D) information about the result obtained. Conclusion.
Conducting research
Collection, processing of information
“Sleeping beauty” do not open the door to strangers
“Sister Alyonushka and brother Ivanushka” listen to your elders
“The Wolf and the Seven Little Goats” be careful with piercing and cutting objects
“Kolobok”, “The Adventures of Pinocchio”,
“Little Red Riding Hood”, “The Cat, the Rooster and the Fox” excessive trust in strangers
“Cat House” cannot be played with matches
Analysis and synthesis of the received materials
Preparation of the research report
Slide 6
About 2 million years ago, the first people appeared in Africa. At first they did not know how to use fire. Fires, lightning, and volcanic eruptions terrified primitive people, and they fled in fear from the fire. But over time, man managed to tame the fire given by nature (for example, preserved after a forest fire). They took care of him and constantly supported him. It is not surprising that severe punishment awaited the one through whose fault the fire went out.
Then people learned to make fire. Archaeological excavations show that more than a million years ago, people could already create fire by rubbing wooden planks against each other or creating a spark by striking stone against stone.
- However, once out of human control, it turns into a terrible disaster - fire. To avoid a fire, to prevent it, you need to know how the fire breaks free.
FIRE is an uncontrolled combustion process that destroys material assets and creates a danger to human life.
Most often, a fire occurs due to violation of fire safety rules when operating household electrical appliances, gas appliances and heating stoves, inattention, carelessness in handling burning objects and flammable materials.
Fire is dangerous due to open flame, high air temperature, toxic gases, smoke and other unfavorable factors.
It has been known since ancient times that it is easier to prevent a fire than to extinguish it.
What items are dangerous in the house? (pictures on the slide “dangerous objects”)
Slide 7
Since these items are dangerous, then they should not be in the house. (Safety rules must be followed).
VII. Summarizing
1. Work in pairs to develop safety rules in the house.
Working in a notebook p. 26 No. 73
Students in pairs develop safety rules “How to protect yourself from burns”
“How to breathe if there is smoke all around”, “Sharp objects are dangerous!”, “How to use a gas stove”, “Working with a computer”.
2. Research report with demonstration material.
3. Discussion of the results of the completed work.
Slide 8
VIII. Exercise for the eyes
IX. Checking independent work in pairs
Students read the rules “Safety Rules at Home”
So is home a fortress or a danger? (A house is a fortress when you follow the rules of safe behavior in the house.)
Slide 15
Let’s answer the question “How to use it correctly?”
Slide 19
X. Physical exercise
Game “I AM NOT ME”. I read a poem, and you answer “either I, or not me.” If you say “not me” - one squat.
Smoke suddenly rose in a column,
Who didn't turn off the iron?
A red glow ran through
Who played with matches?
The table and the closet burned down at once,
Who dried clothes over gas?
The fire ran into the yard,
Who was it that lit the fire there?
A pillar of fire engulfed the attic,
Who lit the matches there?
The flame jumped into the foliage,
Who burned the grass at the house?
Who threw it into the fire?
Unfamiliar objects?
XI. Systematization of knowledge
Let's answer the questions of the "Safety Rules" test
1. You are alone at home, watching your favorite show, and suddenly your TV starts smoking. What should be done?
a) Fill the TV with water
b) call someone for help
c) try to put it out, and if that doesn’t work, call the fire department
d) turn off the current, throw a thick cloth over the TV, call 01
2. You return home in the evening and smell a strong smell of gas. What will you do?
a) First of all, I’ll turn on the light and use a match to check where the gas is coming from.
b) I’ll go and smell where it smells from.
c) I’ll open the window, try to turn off the gas and call 04 and all this
I will do it without turning on the light.
d) I’ll call the gas service and go outside to wait for them to arrive.
3. A fire started in the house that you cannot put out. What to do?
a) Run away
b) scream
c) call the fire department
d) hide
4. Telephone in case of fire:
Slide 20
Checking tests. Self-esteem
Let's make a syncwine on the topic we've studied.
Line 1 – one word – the title of the poem, usually a noun.
Line 2 – two words (adjectives or participles). Description of the topic.
Line 3 – three words (verbs). Actions related to the topic.
Line 4 – four words – a sentence. A phrase that shows the author's attitude to the topic.
Line 5 – one word – an association that repeats the essence of the topic, usually a noun.
Independent work of students.
Examination.
Practical work
Situation. You were cutting bread and hurt your finger. Your actions. (Students demonstrate in practice the provision of first aid to a student)
Slide 21
XII. Reflection. Lesson summary
Continue the sentence:
I know…
I can…
I learned…
I distribute booklets “Rules for safe behavior at home”
Giving ratings with comments. D\z school With. 66-72 read, vol. p. 26 task 72.
Game “This is me, this is me, these are all my friends”
Leading:
Who is perky and cheerful,
Keeping loyalty to the rules,
Protects his native school
From the fire?
Leading:
Who's the neighbor's kids
Explains in the yard
That playing with fire is not without reason
Ends in fire?
This is me, this is me, these are all my friends!
Leading:
Who's sneaking in the corner
Burned a candle in the attic?
The old table caught fire -
Barely escaped alive?
Leading:
Who helps firefighters?
Doesn't break the rules
Who is an example for all the guys:
Schoolchildren and preschool children?
This is me, this is me, these are all my friends!
Slide 22
Well, now I’m calm, you know and will always follow the safety rules in the house. Thank you for attention!
Sections: Primary School
Lesson type: combined.
Lesson format: lesson-research.
Teaching methods: problem-search (research), problem-based learning technology, problem-based dialogue technology.
The role and place of the topic in the course: This lesson is included in the section “You and your health” and is a lesson in this section on learning the rules of behavior at home.
This lesson was preceded by the following topics (in accordance with calendar and thematic planning): “Rules of a healthy life”, “Let's talk about bad habits”.
Forms of organizing educational activities:
- group;
- individual;
- frontal
The purpose of the lesson: organize student research activities on the topic of the lesson.
Lesson objectives for the teacher
- Educational: give students the opportunity to independently determine the rules of behavior in the house.
- Educational: developing a sense of citizenship; stimulate students’ work to further develop the ability to communicate through work in pairs, groups, the ability to listen and correctly evaluate classmates’ answers.
- Developmental: create conditions for the development of: independent mental activity, cognitive activity.
Lesson equipment and resources: computer, multimedia projector, bandage, iodine, cotton wool.
Software: Microsoft Power Point, Microsoft Word.
Textbook: The world around us: a textbook for grade 4: in 2 parts. Part 1. – M.: Ventana-Graf, 2008. – (Primary school of the XXI century) – p.66-72.
Handout: cards “Find matches ... I”, designation of tables with colored cards (green, yellow.
Lesson Features: lesson using information and communication technologies.
Health-saving technologies: physical exercise for the eyes, gymnastic exercises, changing types of activities in the lesson, work in groups, pairs.
DURING THE CLASSES
Slide 1
I. Organizational moment
II. Leading up to the problem
Slide 2
– How are the pictures similar? (Russian folk tale “Teremok”)
Slide 3
– Name fairy tales whose plot is similar to the plot of the Russian folk tale “Teremok”. (Russian folk tale “Rukovichka”, V.V. Bianchi “Teremok”, A. Tolstoy “Teremok”)
- Read it. Name the genre of the work.
– Read and match the proverbs to the pictures.
1. Away is good, but home is better.
1. The house is painted by the owner.
1. The house is like a full cup.
1. My home is my castle
2. Woe to him who lives in a disorderly house.
2. If the hut is crooked, the housewife is bad.
2. Life is bad for someone who has nothing in the house.
1. Nice for someone who has a lot of stuff in the house.
2. Runs away from the house like hell.
1. And the walls in the house help. At home, straw is also edible.
– What conclusion can be drawn from what has been said?
III. Formulation of the problem
– So, is our home a fortress or a danger?
– What problem will we solve in class today?
IV. Drawing up a research plan
1. Hypothesize the solution to the problem (is a fortress because...; is a danger because...)
– The group that answered that the house is a “fortress” occupies the green table. The group that said the house is "danger" occupy the yellow table.
2. Selection of research methods
– How and where can you check statements? (dictionary, teacher, adults, Internet, textbook)
3. Study sequence plan
– Shall we draw up a work plan to prove our statements?
V. Conducting the study
1. Collection and processing of information
Searching for information on the Internet, dictionaries, from adults
- “Sleeping Beauty” – do not open the door to strangers;
- “Sister Alyonushka and brother Ivanushka” - listen to your elders;
- “The Wolf and the Seven Little Goats” - be careful with piercing and cutting objects;
- “Kolobok”, “The Adventures of Pinocchio”, “Little Red Riding Hood”, “The Cat, the Rooster and the Fox” excessive - trust in strangers;
- “Cat House” - you can’t play with matches.
2. Analysis and synthesis of the received materials
Structuring the collected material, highlighting main and secondary ideas, removing information not related to the research topic.
3. Preparation of the research report
– The answers of the two groups are the same. The house is dangerous.
Slide 6
– About 2 million years ago, the first people appeared in Africa. At first they did not know how to use fire. Fires, lightning, and volcanic eruptions terrified primitive people, and they fled in fear from the fire. But over time, man managed to tame the fire given by nature (for example, preserved after a forest fire). They took care of him and constantly supported him. It is not surprising that severe punishment awaited the one through whose fault the fire went out.
Then people learned to make fire. Archaeological excavations show that more than a million years ago, people could already create fire by rubbing wooden planks against each other or creating a spark by striking stone against stone.
–
However, once out of human control, it turns into a terrible disaster - fire. To avoid a fire, to prevent it, you need to know how the fire breaks free.
FIRE is an uncontrolled combustion process that destroys material assets and creates a danger to human life.
Most often, a fire occurs due to violation of fire safety rules when operating household electrical appliances, gas appliances and heating stoves, inattention, carelessness in handling burning objects and flammable materials.
Fire is dangerous due to open flame, high air temperature, toxic gases, smoke and other unfavorable factors.
It has been known since ancient times that it is easier to prevent a fire than to extinguish it.
– What items are dangerous in the house? (pictures on the slide “dangerous objects”)
Slide 7
– Since these items are dangerous, then they should not be in the house. (Safety rules must be followed).
VI. Summarizing
1. Work in pairs to develop safety rules in the house.
Working in a notebook p. 26 No. 73
Students in pairs develop safety rules “How to protect yourself from burns”
“How to breathe if there is smoke all around”, “Sharp objects are dangerous!”, “How to use a gas stove”, “Working with a computer”.
2. Research report with demonstration material.
3. Discussion of the results of the completed work.
Slide 8
VII. Exercise for the eyes
VIII. Checking independent work in pairs
Students read the rules “Safety Rules at Home.”
– So is home a fortress or a danger? (A house is a fortress when you follow the rules of safe behavior in the house.)
Slide 15
– Let’s answer the question “How to use it correctly?”
Slide 19
IX. Fizminutka
Game “I AM NOT ME”. I read a poem, and you answer “either I, or not me.” If you say “not me” – one squat.
- Smoke suddenly rose in a column,
Who didn't turn off the iron?
- A red glow ran through
Who played with matches?
– The table and the cabinet burned down at once,
Who dried clothes over gas?
- The fire ran into the yard,
Who was it that lit the fire there?
- A pillar of fire engulfed the attic,
Who lit the matches there?
- The flame jumped into the foliage,
Who burned the grass at the house?
- Who threw it into the fire?
Unfamiliar objects?
X. Systematization of knowledge
– We will answer the questions of the test “Safety Rules”
1. You are alone at home, watching your favorite show, and suddenly your TV starts smoking. What should be done?
a) Fill the TV with water
b) call someone for help
c) try to put it out, and if that doesn’t work, call the fire department
d) turn off the current, throw a thick cloth over the TV, call 01
2. You return home in the evening and smell a strong smell of gas. What will you do?
a) First of all, I’ll turn on the light and use a match to check where the gas is coming from.
b) I’ll go and smell where it smells from.
c) I’ll open the window, try to turn off the gas and call 04, and I’ll do all this without turning on the lights.
d) I’ll call the gas service and go outside to wait for them to arrive.
3. A fire started in the house that you cannot put out. What to do?
a) Run away
b) scream
c) call the fire department
d) hide
4. Telephone in case of fire:
a) 03
b) 01
c) 02
d) 04
Slide 20
Checking tests. Self-esteem
– Let’s compose a syncwine on the topic we’ve studied.
Line 1 – one word – the title of the poem, usually a noun.
Line 2 – two words (adjectives or participles). Description of the topic.
Line 3 – three words (verbs). Actions related to the topic.
Line 4 – four words – a sentence. A phrase that shows the author's attitude to the topic.
Line 5 – one word – an association that repeats the essence of the topic, usually a noun.
Independent work of students.
Examination.
XI. Practical work
Situation. You were cutting bread and hurt your finger. Your actions. (Students demonstrate in practice the provision of first aid to a student)
Slide 21
XII. Reflection. Lesson summary
– Continue the phrase:
- I know…
- I can…
- I learned…
I distribute booklets “Rules for safe behavior at home.” Giving ratings with comments. D\z school With. 66-72 read, vol. p. 26 task 72.
Game “This is me, this is me, these are all my friends”
Leading:
Who is perky and cheerful,
Keeping loyalty to the rules,
Protects his native school
From the fire?
Guys:
Leading:
Who's the neighbor's kids
Explains in the yard
That playing with fire is not without reason
Ends in fire?
Guys: This is me, this is me, these are all my friends!
Leading:
Who's sneaking in the corner
Burned a candle in the attic?
The old table caught fire -
Barely escaped alive?
Leading:
Who helps firefighters?
Doesn't break the rules
Who is an example for all the guys:
Schoolchildren and preschool children?
Guys: This is me, this is me, these are all my friends!
Slide 22
– Well, now I’m calm, you know and will always follow the safety rules in the house. Thank you for attention!
Sections: Primary School
Class: 4
Lesson objectives.
1. Formation of regulatory educational actions in students through awareness of the boundaries of their own knowledge and skills on the topic “When the house becomes dangerous”; development of skills in determining the topic and goals of the lesson, the ability to independently solve problematic problems, the ability to self-control and control.
2. Development of students’ personal actions through the formation of the ability to express their personal opinion, education of an individual who strives to actively participate in a healthy lifestyle, and instilling respect for oneself as a carrier of information.
3.Develop communicative educational activities through group work, developing a perception of a holistic picture of safe standards of behavior and their compliance.
4. Development of mental educational actions through solving problematic problems, partly through search activity when studying a topic.
Methodological support for the lesson.
Textbook “The world around us”, workbook, presentation “When the house becomes dangerous”, test.
During the classes
I. Report the topic of the lesson.
What is the name of the section we are working on? (You and your health)
Lesson topic: “When the house becomes dangerous. (3 slide)
Working with the textbook.
Open the contents of the textbook, page 125. Find the name of the lesson topic.
There can be different dangers in the house, but what situations does the textbook offer us?
Fire is friend and enemy.
How to protect yourself from burns.
How to breathe if there is smoke all around.
Sharp objects are dangerous!
How to use a gas stove.
We work with a computer.
These are the situations we will look at in this lesson. The material is large, so we work in groups.
II. Distribution of work in groups. (4 slide)
1 gr. - Fire is friend and enemy.
2 gr. - How to protect yourself from burns.
3 gr. - How to breathe if there is smoke all around.
4 gr. - Sharp objects are dangerous!
5 gr. - How to use a gas stove.
And the material “Working with a computer” remains, we will work on it individually.
By what plan do we consider usually dangerous situations?
1. Causes of dangers.
2. How to behave?
Depending on the material, you have the right to propose your own plan.
The groups are given 15 minutes to work. If necessary, you can contact me for help.
(Students work in groups independently, distributing functions.
The teacher exercises partial control and directs the work of the groups).
III. Exchange of received information.
Activation of attention.
You will now share information, you have the right to add, but then you will need to take a test on new material. Therefore, be careful!
1. Fire is friend and enemy.
Children read the plan and introduce the content to the class.
1) When fire is a friend, and when fire is an enemy.
2) Causes of fire.
3) How to behave during a fire.
Viewing the presentation while the children are presenting the material.
If there is a fire in the house, run away immediately.
Get the kids out of the burning house.
Don't hide in a burning house.
Don't try to put out the fire.
Call 01.
And I would also like to add one rule: do not panic and do not lose your composure. (This rule works positively in any other situation)
Approximate plan.
1) The cause of burns.
2) How to behave so as not to get burned.
View the presentation while communicating.
When walking past the kitchen stove, do not catch your hand on the handle of a frying pan or pot.
Do not remove the lids from pots in which water is boiling.
Do not handle pans with hot liquid.
Before you get into the bath water, check with your finger to see if it is too hot.
When opening a water tap, start with cold water and then gradually add hot water.
Additional Information.
If you get a burn, run the burned area under cold water.
If there is a bubble at the burn site, why can’t it be pierced? (To avoid infection)
3. How to breathe if there is smoke all around.
Approximate plan.
1) Why is smoke dangerous during a fire?
2) How to behave if you see smoke.
View the presentation after answering.
Leave the premises immediately.
If it is impossible to leave the room, then tightly close the door to the room in which something is burning.
Plug the door cracks with any rags.
Call for help.
Breathe through the wet rag.
4. Sharp objects are dangerous.
Approximate plan.
How dangerous are sharp objects?
What should you do if your finger is cut or your hand is scratched?
View the presentation.
Wash the area of the abrasion or wound with boiled water.
Apply iodine around the wound. (The wound itself cannot be smeared, but why? You can also get a burn).
Apply a bandage or seal with a special plaster.
If the bleeding does not stop, raise your hand up.
Show the wound to an adult.
5. How to use a gas stove.
The houses have electric gas stoves. How to use a gas stove?
Approximate plan.
Why do children need to know how to use a gas stove?
What rules must be followed to avoid trouble?
View the presentation.
Before lighting the stove, close the kitchen window.
First light a match and then open the gas burner.
Do not cover the pan with a lid. (This rule must be observed when using both electric and gas stoves)
While the stove is on, do not be distracted by any other activities.
Who remembers what work you have to do now?
1. Work on the test. Choose the correct answer.
Fire – friend and foe?
Often the cause of a fire is:
a) lighter; b) iron; c) gas stove; d) person.
If there is a fire in the house:
a) stay at home and try to put out the fire;
b) do not hide in a burning house and do not try to put out the fire. Leave the house immediately.
In case of fire call:
a) 01; b) 02; c) 03; d) 04.
How to protect yourself from burns
When you open the water tap, start:
a) with cold water and then add hot water;
b) with hot water and then add cold water.
How to breathe if there is smoke all around?
Seeing smoke:
a) open the windows and ventilate the room;
b) leave the premises immediately.
Breathe through:
a) a wet rag;
b) a dry rag.
Sharp objects are dangerous!
If your finger is cut or your hand is scratched:
a) rinse with tap water;
b) rinse with boiled water.
If the bleeding does not stop:
a) raise your hand up;
b) lower your hand down.
How to use a gas stove.
What's first:
a) light a match and then open the gas burner;
b) open the gas burner and then light a match.
V. Self-examination of tests according to the sample. The teacher offers a self-test with answers in which mistakes were made. When checking, the students' task is to find incorrectly underlined answers. . (Presentation)
Check if you agree with these answers.
VI. Independent work in notebooks.
Rules for working with a computer
Open the notebooks to page 26, no. 73.
Using the textbook material on page 71, make a memo “Rules for working with a computer” and briefly write it down in your notebook. If you can, supplement the memo with other rules for working with a computer.
1. Sit at a distance of 50-70 cm from the monitor.
2. The picture should not be too faded and not too bright.
3. Work no more than 10 minutes a day
4. Sit straight at the computer.
VII. Frontal check.
VIII. Lesson summary.
After our lesson, what will you want to tell at home?
