Natural phenomena. Technological map of the lesson of the world around "Natural phenomena" outline of the lesson on the world around (grade 2) on the topic Winter natural phenomena

Everything that surrounds us and that is not created by human hands is called nature. All the changes that we can observe in the world around us are natural phenomena. Consider what are the phenomena of nature, depending on the time of year.

Natural phenomena

As you know, nature is alive and inanimate. Let's get acquainted with examples of the phenomenon of wildlife.

All living creatures inhabiting our planet - man, animals, birds, insects, fish, all kinds of plants, bacteria and various microbes - belong to the world of wildlife.

In winter, nature seems to fall into a dream, and all living things prepare for this state:

  • Trees and bushes shed their leaves . This is because in winter it is very cold and there is little light, and ordinary leaves cannot grow in such conditions. But at conifers trees leaves in the form of thin needles, which are not afraid of any frost. They fall off gradually, and new needles grow in their place.
  • In winter in conditions wildlife very little food . For this reason, some animals - bears, hedgehogs, chipmunks, badgers - hibernate in order to survive inclement weather. winter times. They dig warm, cozy burrows for themselves, and sleep there until spring arrives. Those animals that continue an active life in winter acquire a thick fur coat that does not allow them to freeze.

Rice. 1. Bear in the den

  • With the onset of the first cold weather, many birds go to warmer climes. to spend the winter there with great comfort. Only those species of birds that have learned to eat various feeds remain at home.

In winter, even those birds that live in the city have a very hard time. There are almost no insects, berries and grains too. To help your feathered friends wait for the gentle spring sun, you can make feeders and feed them in the cold season.

In spring, nature awakens, and plants are the first to react: buds bloom on the trees, new leaves appear, young green grass sprouts.

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Rice. 2. Spring forest

Animals are very happy with the long-awaited warmth. Now you can leave your lairs and minks, and return to active life. In spring, animals and birds have offspring, and their worries are added.

In summer and early autumn, nature pleases with warm weather, an abundance of fruits, vegetables, and berries. Animals raise their babies, teach them to get their own food, to defend themselves from enemies. In autumn, many animals stock up for the winter, preparing for the coming cold.

Phenomena of inanimate nature

To inanimate nature include all celestial bodies, water, air, soil, minerals, stones.

In winter, natural phenomena are very severe. It's good when it snows softly, and the world turns into winter fairy tale. It is much worse when a fierce blizzard, blizzard or blizzard reigns on the street.

In the steppe, open area, a storm is terrible in its strength - heavy snowstorm, which makes it difficult to see something even up close. Once in the center of the storm, many travelers lost their orientation in space and froze.

Rice. 3. Snowstorm

In spring, nature throws off its snow chains:

  • Ice drift begins on the rivers - melting and movement of ice along the stream.
  • The snow melts, the first thawed patches appear - small areas of thawed snow.
  • Warm winds begin to blow, winter precipitation changes to rains and spring showers.
  • Daylight hours are getting longer and nights are getting shorter.

All summer phenomena of inanimate nature are directly related to warming. Dry, sultry weather sets in, with variable precipitation. Rains can start suddenly, with thunder and lightning. But in half an hour after a heavy downpour, the sun will again brightly shine in the sky.

And only in summer you can admire such a wonderful natural phenomenon as a rainbow!

With the onset of autumn, the daylight hours shorten again, the air temperature drops, and it often rains for a long time. In the morning, at the first frost, on the surface of the earth and objects, a thin layer of ice may appear - frost.

What have we learned?

In grade 2, the world around us studies such interesting topic like natural phenomena. We learned that nature can be animate and inanimate, and its phenomena largely depend on the time of year.

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What are natural phenomena? What are they? You will find answers to these questions in this article. The material can be useful both for preparing for the lesson the world around us, and for general development.

Everything that surrounds us is not created human hands, is nature.

All changes occurring in nature are called phenomena of nature or natural phenomena. The rotation of the Earth, its movement in its orbit, the change of day and night, the change of seasons are examples of natural phenomena.

The seasons are also called seasons. Therefore, natural phenomena associated with the change of seasons are called seasonal phenomena.

Nature, as you know, is inanimate and alive.

Inanimate nature includes: the Sun, stars, celestial bodies, air, water, clouds, stones, minerals, soil, precipitation, mountains.

Wildlife includes plants (trees), fungi, animals (animals, fish, birds, insects), microbes, bacteria, humans.

In this article we will look at winter, spring, summer and autumn phenomena nature in animate and inanimate nature.

Winter natural phenomena

Examples of winter phenomena in inanimate nature Examples of winter phenomena in wildlife
  • Snow is a kind of winter precipitation in the form of crystals or flakes.
  • Snowfall - heavy snowfall in winter.
  • A snowstorm is a strong blowing snowstorm that occurs mainly in flat, treeless areas.
  • A blizzard is a snow storm with strong winds.
  • A snowstorm is a winter phenomenon in inanimate nature, when strong wind raises a cloud of dry snow, and impairs visibility at low temperatures.
  • Buran - a blizzard in the steppe area, in open places.
  • A blizzard is the transfer of previously fallen and (or) falling snow by the wind.
  • Black ice is the formation of a thin layer of ice on the surface of the earth as a result of a cold snap after a thaw or rain.
  • Icing - the formation of a layer of ice on the surface of the earth, trees, wires and other objects that form after freezing of raindrops, drizzle;
  • Icicles - icing with a drain of liquid in the form of a cone pointed downwards.
  • Frosty patterns are, in fact, frost that forms on the ground and on tree branches, on windows.
  • Freeze - a natural phenomenon when a continuous ice cover is established on rivers, lakes and other bodies of water;
  • Clouds are accumulations of water droplets and ice crystals suspended in the atmosphere, visible in the sky with the naked eye.
  • Ice - as a natural phenomenon - is the process of transition of water into a solid state.
  • Frost is a phenomenon when the temperature drops below 0 degrees Celsius.
  • Hoarfrost is a snow-white fluffy coating that grows on tree branches, wires in calm frosty weather, mainly during fog, appearing with the first sharp cold snaps.
  • Thaw - warm weather winter with melting snow and ice.
  • The hibernation of a bear is a period of slowing down of life processes and metabolism in homoiothermic animals during periods of low food availability.
  • hibernation of hedgehogs - due to lack of nutrition in winter period hedgehogs hibernate.
  • The color change of a hare from gray to white is the mechanism by which hares adapt to changing environments.
  • The squirrel's color change from red to bluish-gray is the mechanism by which squirrels adapt to changing environments.
  • Bullfinches, tits arrive
  • People dressed in winter clothes

Spring natural phenomena

Titles spring phenomena in inanimate nature Names of spring phenomena in wildlife
  • Ice drift - the movement of ice downstream during the melting of rivers.
  • Snowmelt is a natural phenomenon when snow begins to melt.
  • Thawed patches - a phenomenon early spring, when areas that have thawed from snow appear, most often around trees.
  • High water is a phase of the water regime of the river that repeats annually at the same time with a characteristic rise in the water level.
  • Thermal winds are common name for winds associated with the temperature difference that occurs between a cold spring night and a relatively warm sunny day.
  • The first thunderstorm atmospheric phenomenon when electrical discharges occur between the cloud and the earth's surface - lightning, which is accompanied by thunder.
  • Snow melting
  • The murmur of streams
  • Drops - falling from roofs, from trees of melting snow in drops, as well as these drops themselves.
  • Flowering of early flowering plants (bushes, trees, flowers)
  • The appearance of insects
  • Arrival of migratory birds
  • Sap flow in plants - that is, the movement of water and dissolved in it minerals from the root system to the aerial part.
  • bud break
  • Emergence of a flower from a bud
  • Foliage Appearance
  • Birdsong
  • Birth of baby animals
  • Bears and hedgehogs wake up after hibernation
  • Shedding in animals - changing the winter coat to thorns

Summer natural phenomena

Summer natural phenomena in inanimate nature Summer natural phenomena in wildlife
  • A thunderstorm is an atmospheric phenomenon when electrical discharges occur between a cloud and the earth's surface - lightning, which is accompanied by thunder.
  • Lightning is a giant electric spark discharge in the atmosphere, can usually occur during a thunderstorm, manifested by a bright flash of light and accompanying thunder.
  • Zarnitsa - instantaneous flashes of light on the horizon during a distant thunderstorm. This phenomenon is observed, as a rule, in the dark. Thunder peals are not heard due to the distance, but flashes of lightning are visible, the light of which is reflected from cumulonimbus clouds (mainly their tops). The phenomenon among the people was timed to coincide with the end of summer, the beginning of the harvest, and is sometimes called bakers.
  • Thunder is a sound phenomenon in the atmosphere that accompanies lightning strikes.
  • Hail is a type of rainfall consisting of pieces of ice.
  • Rainbow is one of the most beautiful phenomena of nature, resulting from refraction sunlight in water droplets suspended in the air.
  • A downpour is heavy (torrential) rain.
  • Heat is a state of the atmosphere characterized by hot air heated by the sun's rays.
  • Dew - small drops of moisture that settle on plants or soil when the morning coolness sets in.
  • Summer warm rains
  • The grass is green
  • Flowers are blooming
  • Mushrooms and berries grow in the forest

Autumn natural phenomena

Autumn phenomena in inanimate nature Autumn phenomena in wildlife
  • Wind is a stream of air moving parallel to the earth's surface.
  • Fog is a cloud that has descended to the surface of the earth.
  • Rain is one of the types of atmospheric precipitation falling from clouds in the form of liquid droplets, the diameter of which varies from 0.5 to 5-7 mm.
  • Slush is liquid mud formed from rain and sleet in wet weather.
  • Hoarfrost is a thin layer of ice that covers the surface of the earth and other objects on it at sub-zero temperatures.
  • Frost - light frost in the range of 1 to 3 degrees Celsius.
  • Autumn ice drift - the movement of ice on rivers and lakes under the influence of current or wind at the beginning of the freezing of water bodies.
  • Leaf fall is the process of falling leaves from trees.
  • Flight of birds to the south

Unusual natural phenomena

What natural phenomena still exist? In addition to the seasonal natural phenomena described above, there are several more that are not associated with any time of the year.

  • Floodcom called a short-term sudden rise in the water level in the river. This sharp rise may be due to heavy rains, melting a large number snow, the discharge of an impressive volume of water from the reservoir, the descent of glaciers.
  • Northern lights- the glow of the upper layers of the atmospheres of planets with a magnetosphere, due to their interaction with charged particles of the solar wind.
  • Ball lightning- a rare natural phenomenon that looks like a luminous and floating formation in the air.
  • Mirage — optical phenomenon in the atmosphere: the refraction of light streams at the boundary between layers of air that are sharply different in density and temperature.
  • « Shooting star"- an atmospheric phenomenon that occurs when meteoroids enter the Earth's atmosphere
  • Hurricane- extremely fast and strong, often of great destructive power and considerable duration, air movement
  • Tornado- an ascending whirlwind of extremely rapidly rotating air in the form of a funnel of great destructive power, in which moisture, sand and other suspensions are present.
  • Ebb and flow- these are changes in the water level of the sea elements and the World Ocean.
  • Tsunami- long and high waves generated by a powerful impact on the entire water column in the ocean or other body of water.
  • Earthquake- are tremors and vibrations of the earth's surface. The most dangerous of them arise due to tectonic displacements and ruptures in the earth's crust or the upper part of the Earth's mantle.
  • Tornado — atmospheric vortex, arising in a cumulonimbus (thunderstorm) cloud and spreading down, often to the very surface of the earth, in the form of a cloud sleeve or trunk with a diameter of tens and hundreds of meters
  • Eruption- the process of ejection by a volcano on earth's surface red-hot debris, ash, an outpouring of magma, which, having poured onto the surface, becomes lava.
  • floods- flooding of the territory of the earth with water, which is a natural disaster.

Class: 2

Goals:

  • educational: to systematize knowledge about animate and inanimate nature; introduce the concept of "phenomena of nature", "seasonal changes".
  • Educational: develop skills of observation, curiosity, attention.
  • Educational: develop the ability to work in a group.

Equipment: textbook world around grade 2, author Pleshakov A.A., workbook world around grade 2, author Pleshakov A.A., cards with words, tokens (yellow, white, green, red) for each student, 4 illustrations (times of the year).

DURING THE CLASSES

1. Organizing time

Now check it out buddy
Are you ready to start the lesson?
Everything is in place
Is it all right
Pen, book and notebook?
Is everyone seated correctly?
Is everyone watching closely?
Everyone wants to receive
Only a rating of "5".

2. Systematization of knowledge

Look my dear friend
What's around?
The sky is light blue
The sun shines golden
The wind plays with leaves
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, beasts and fox,
Thunder, fog and dew.
Man and season
It's all around... (nature).

- In the last lesson, we remembered what relates to nature. Give examples of objects of nature. (Trees, stars, flowers, water)
- What two groups can objects of nature be divided into? (Alive and non-living)
- The poem I read also talks about nature, prove it? (List examples from the poem).

Name cards appear on the board at the same time as the answers.

sky, sun, wind, cloud, field, river, grass, mountains, air, foliage, birds, animals, fox, thunder, fogs, dew.

- And now let's try to distribute these cards into 2 groups:

wildlife is not Live nature

Students are invited to attach a card to one of the columns.

grass, foliage, sky, sun, wind, cloud, field, river,
birds, animals, mountain fox, air, thunder, fogs, dew

- Check if the cards are distributed correctly? (Correctly).
What is the difference between living things and non-living things? (Living beings breathe, eat, grow, reproduce and die.)
- But the foliage does not breathe like a person, and we attributed it to wildlife? (Foliage breathes in its own way, with the help of special cells).
How are living and non-living things connected? (Without heat, light, air and water, living beings could not live).

Conclusion: Everything in nature is interconnected and wildlife cannot exist without inanimate nature.

Fizminutka

We became students
We follow the regime ourselves:
In the morning when we woke up
Smiled, stretched.
For health, mood,
We do exercises:
Hands up and hands down
Raised on toes.
Then sat down, then bent down
And they smiled again.
And then we washed
They dressed carefully.
Breakfast was not in a hurry
To school, to knowledge, striving.

3. Learning new material

- This morning, going to school, each of you looked out the window, why? (Find out how we need to dress)

– Changes are constantly taking place in nature: sometimes the wind blows, sometimes it's raining snow will fall, then the sun will shine. All these changes in nature are called natural phenomena or phenomena of nature. And we, every morning, leaving the house must take into account all natural phenomena.

- Why can't we walk down the street in shorts and a T-shirt now? (Cold)

- Why is it cold? (Autumn)

- Natural changes have occurred: it is getting colder, the foliage is turning yellow, migratory birds fly away, the insects are gone. Many natural phenomena are associated with the change of seasons (seasons), so they are called seasonal. So the changes we have named take place in the fall.

What seasons (seasons) do you know? (Autumn winter spring Summer)

– How many are there? (4)

Now we will be divided into 4 groups.

Children are invited to choose any token. Tokens 4 colors: yellow, white, green, red.

We have formed 4 groups.

- Guys with yellow tokens must identify at least 5 seasonal changes, what time of year? (Autumn). Correctly.
- Guys with tokens white color must identify at least 5 seasonal changes, what time of year? (Winters). Correctly.
- Guys with green tokens must identify at least 5 seasonal changes, what time of year? (spring). Correctly.
- Guys with red tokens must identify at least 5 seasonal changes, what time of year? (Summer). Correctly.

4. Group work(5 minutes.)

Listen to the performances of each group.
Illustrations with the given time of the year are hung on the board as help and confirmation of what has been said. Attention is drawn to changes in animate and inanimate nature.

Conclusion: each season is good in its own way, has its own characteristics, that is, its own seasonal changes.

5. Consolidation of the material covered

Work in workbook on page 9

#1 - we need to write down the answer to the question: what are natural phenomena? (Phenomena of nature are changes occurring in nature).

No. 2 - Two pictures are given, we are offered to consider them and find the mistakes made by the artist. (1 picture - children swim in the river and there are ice floes on the river, it is snowing and flowers are blooming; 2 picture - the bird feeds the chicks and lilies of the valley have blossomed, Christmas trees in the snow, and trees with yellow leaves).

How many mistakes are made in 1 picture? (5).
How many mistakes are made in picture 2? (four).

Conclusion: I think that you will never make such mistakes, for this you need to know what natural or seasonal changes occur in nature.

Grading.

6. Summing up

- What did you learn at the lesson? (About the phenomena of nature)
- What are the phenomena of nature? (with seasonal changes)
- Give examples autumn changes? (Rain, the days are shorter, the birds are flying away)

Date: Teacher:

School: Methodist: .

Class: 2 Student:

Synopsis of the lesson of the world around.

Topic:

The goals of the teacher's activity:

Introduce the concept of "natural phenomena", "seasonal phenomena", with various types thermometers and how to use them;

Learn how to measure air temperature.

Planned results

Personal:

Realize the importance of the ability to measure temperature for your daily life;

Arouse interest in learning activities;

develop kindness, emotional responsiveness.

Subject:

Know what a natural phenomenon is, a thermometer;

Distinguish between the phenomena of inanimate and living nature;

Give examples of phenomena in inanimate and animate nature, including seasonal ones.

Lesson type: learning new material.

Equipment: textbook grade 2 "World around" part 1 (A.A. Pleshakov),educational presentation.

Stages. Methods. Receptions.

Time

Student activities

UUD

1. Organizational moment // Motivational

Verbal: teacher's word

14:20-14:21

Hello guys! My name is Nina Valerievna, today I will give you a lesson on the world around you.

Good afternoon! I tell the boys (boys wave their hands)

Good afternoon! I tell the girls (girls wave their hands)

Good afternoon! I tell everyone who is ready to work.

You can sit down.

Welcome teachers.

Emotional mood for the lesson.

L: provide motivation for learning new material, arouse interest in learning activities.

2. Updating knowledge

Verbal: frontal survey.

Verbal: educational dialogue.

Practical: do the exercise

14:21-14:27

Guys, let's repeat the topic of the last lesson, I will read you a poem, and you listen carefully to it.

Look my dear friend

What is around?

The sky is light blue

The sun shines golden

The wind plays with leaves

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests

Thunder, fog and dew.

Man and season

It's all around ... (nature).

In the previous lesson, we started talking about nature. Let's remember what nature is like?

Now we will work with you in pairs, you have tablets on your tables, distribute objects of animate and inanimate nature into groups. When you are ready, raise your hands together with your partner, in the form of a house. But before starting work, let's remember the rules for working in pairs, look at the board, and start working.

Let's check with you, the correct answers are on the slide, check them with yours, and raise your hand from someone in the same way.

Explain why you did it the way you did.

Repeat what you have learned.

Anwser the questions.

Read responses. Explain why the responses were distributed in this way.

K: interaction with the teacher in the frontal mode.

K: the formation of the ability to build interaction and cooperation with a partner.

P: the formation of the ability to determine the goal and the success of completing one's task

3. Statement of the educational task, goal setting

Verbal: teacher's word.

Practical: do the exercise.

14:27-14:30

(On the anagram board.)

MTNUA DRUAGA ZHDOD P L STO HELL I

Try to guess the encrypted words. (Fog, rainbow, rain, leaf fall.)

How can all this be summed up in one word?

Guess what the lesson will be about today.

Check your assumptions. Read the topic of the lesson on p. 28 textbook. (Natural phenomena.) That's right, the topic of today's lesson: Natural phenomena.

- And what else will be discussed in the lesson, you will find out by answering the question what should you do first of all if you feel that you are sick? (To measure the temperature.)

What instrument is used to measure temperature? (Thermometer, thermometer.)

So what else are we talking about today? (About thermometers, about how to measure temperature.)

What learning objectives will we set?

And what does our Ant say? N, Read about it in the textbook.

Comment on photos.

Anwser the questions.

Formulate the topic of the lesson.

Determine the purpose of the lesson.

K: interaction with the teacher in the frontal mode, the ability to display subject content in oral speech.

R: the ability to receive and retain learning goal and task;

R: goal setting;

4. Solving particular problems

Verbal: answers to questions.

Practical: reading the text.

Verbal: teacher's word; answers on questions.

Practical: do the exercise in a group

14:30-14:35

14:35-14:40

14:40-14:50

Work with the textbook on p. 28.

All changes in nature are called natural phenomena or phenomena of nature.

Let's turn to the textbook and read what else applies to natural phenomena. Guys, page 28, find the text. We begin to read it in a chain, one sentence at a time, until I stop you.

Now answer me the question, what are natural phenomena?

Now tell me what is natural phenomena?

Guys, find the pictures on p. 28. Consider them and answer my question, what phenomena can occur with these objects of inanimate nature and living beings? (Icicles can melt, or they can grow. Clouds can rain, snow, hail. Snowflakes can melt. Birds fly south in autumn and return in spring. A caterpillar can turn into a butterfly, etc.)

What other phenomena can occur in animate and inanimate nature? Give your examples. (Snowfall, hoarfrost, ice drift, northern lights, rainbow, thunderstorm, rain, fog, wind, flood, dew, black ice - phenomena of inanimate nature;

leaf fall, breeding of chicks, the appearance of cubs in animals are phenomena of wildlife.)

Guys, look at the board, I gave my examples of phenomena in nature.

Working with cards.

Many natural phenomena are associated with the change of seasons (seasons), so they are called seasonal.

How many seasons do you know? (4: summer winter autumn spring)

Let's watch a short video with you.

What changes in nature have you noticed with the change of seasons? And how else are they called (Phenomena of nature)

Now you will be divided into groups according to the seasons. Each group will get one of the seasons, you will have to name four signs of this season. (Slides No. 7-10. Seasons: summer, autumn, winter, spring). You have 5 minutes to work. Then one student from the subgroup will present the answer at the board.

They answer questions.

Think, give answers.

Anwser the questions.

Anwser the questions.

Work in groups.

R: comprehend account. material; act taking into account the guidelines allocated by the teacher;

P: build a speech statement

P: ability to work with text. analyze the content, generalize, isolate the main thing. build a discussion on the topic of the lesson under the guidance of a teacher.

5.Dynamic pause

Verbal: teacher's word

14:50-14:52

Guys, let's get up and stretch a little.

(Video physical education minute).

Do physical exercises.

K: interaction with the teacher in the frontal mode;

6. Solving particular problems

Verbal: teacher's word

Hands-on: look at illustrations

14:52-14:58

Let's open the notebook on p.20 exercise number 1, and write down the definitions, what are natural phenomena? Who can repeat the definition? Now write in your notebook.

What season is it now?

Today you went to school. What was the weather like for you?

Depending on the weather, people are dressed in appropriate clothes. And how, being at home, you can determine what to wear?

Air temperature is measured special device- thermometer.

Guys, open up. 30 and find the definition of a thermometer, N, read it. Now write the definition in your notebook.

Now look closely at the illustration in the textbook. What is shown on it? Are they the same or different? What do they have in common, how do they differ?

All of them are similar in structure: there is a glass tube with liquid and a scale. The difference is that the scale in thermometers is different.

Why do you think different thermometers have different scales? (Children's answers.)

Look at the blackboard, what does a thermometer consist of?

Now open p.22 in your notebook, find the task under the number one, write down the parts of the thermometer.

Now let's see a cartoon about a thermometer.

What did you learn from the cartoon?

How does the column with liquid in the thermometer tube change when it heats up? And if the temperature goes down, what does the thermometer do?

Now in the workbook, find the number 2.. Mark with arrows what happens to the column of liquid in the thermometer tube when it heats up and when it cools.

They answer questions.

Accept new information.

P: development of the ability to analyze a cognitive object;

K: awareness of the importance of joint activities;

8. The result of the lesson.
Reflection.

Homework.

Verbal: teacher's word

14:58-15:00

Guys, our lesson is coming to an end, let's remember what we talked about today.

What are natural phenomena?

What are seasonal events?

How is temperature measured?

What tasks did you enjoy doing?

Who is satisfied with their work today, loudly say to yourself "Well done."

Thanks for the lesson, bye!

Determine whether the goal of the lesson has been achieved.

Conduct a self-assessment.

L: determine the personal meaning of studying the topic;

R: the ability to give self-esteem.

Natural phenomena - Pleshakov, 2nd grade. 1 part workbook

1. Use the textbook to complete the definitions.

1) Natural phenomena are all changes occurring in nature.

2) A thermometer is a device for measuring temperature.

2. Mark (paint over the plate) objects of nature in green, natural phenomena in yellow. Make pairs of "object - phenomenon" (connect the plates with lines).

3. Complete the table (write at least three examples in each column). If you want, write down the phenomena that can happen to the objects of nature listed in the table on p. eighteen.

4. Ant Question, as in the past academic year, drew pictures. He tried very hard, but Seryozha and Nadia's dad said that Ant had mixed up something again. Find mistakes. Count and write down how many mistakes are in each picture. Prove the correctness of your decision. (SUMMER 5) SPRING 2

1) Label the parts of the thermometer.

2) Mark with arrows what happens to the liquid column in the thermometer tube.

Signs of autumn - leaf fall, days become shorter, birds fly away to warmer climes, prolonged rains, harvesting, an abundance of mushrooms.

Signs of winter - lowering the temperature to negative values, the sun shines, but does not heat, reservoirs are covered with ice, heavy snowfall, animals have changed color and their fur has changed to warmer, some fall into hibernation.

signs of spring - the sun begins to warm, the day becomes longer, the snow melts, birds fly in from warm lands, the buds of trees swell, the first vegetation appears, animals wake up from hibernation, the first thunderstorm.

signs of summer - flowering and fruiting vegetation, cessation of night low temperatures, hot sun, warm rains, animals and birds have offspring.


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