Connections between living and inanimate nature. The relationship between living and inanimate nature. Living and inanimate nature - what is it, definition, description and photo What is inanimate nature definition

Nature is usually called everything that is not created by man, and it is the main object of study of the natural sciences. Nature is divided into living and nonliving. What is living nature and what is non-living? To a first approximation, the answer to the question posed is obvious. However, the line between living and nonliving in nature is not a clear line, but rather a blurry stripe.

Living and inanimate nature according to the school curriculum

In the lower grades, during natural history lessons, schoolchildren are taught to clearly distinguish: a flower, a bear, a bacillus - this is Live nature. A stone, a cloud, a star - lifeless. Probably, this is how we need to start studying the world around us, otherwise an unprepared person will simply get lost in the nuances and definitions, which will negatively affect the assimilation of the material. So, according to the school definition, wildlife is the totality of all living organisms that inhabit the world around us. Living organisms are capable of growing, reproducing and carrying hereditary information.

All nonliving things are devoid of these signs. The bodies of living nature include organisms belonging to the five kingdoms: viruses, bacteria, fungi, plants and animals. This position is generally accepted and is shared by most scientists. But it’s the majority, not all! For example, viruses, according to this classification, are considered living organisms, but they exhibit “living” properties only when they enter living cell, and outside of it they are just a set of DNA or RNA molecules (or even just their fragments) that do not show any activity. That is, they are recognized as representatives of the mentioned “blurred stripe”.

Noosphere

The noosphere, or sphere of mind (translated from Greek), is supposedly a new, higher stage of development of the biosphere, or the totality of all living organisms on our planet. It is clear that classic definition a living organism is not suitable for the biosphere, since it contains neither DNA nor RNA. The doctrine of the noosphere was created by the Soviet scientist V.I. Vernadsky (1863-1945). In the structure of the noosphere and biosphere, he identified several types of matter:

• alive;
• biogenic (that is, originating from living things);
• inert (coming from non-living);
• bioinert (partly living, partly inanimate, that is, that same “blurred stripe”);
• radioactive;
• atomically scattered;
• cosmic.

Thus, we see that there is little unambiguous in the world, and sometimes you cannot immediately determine what belongs to living nature and what does not. Without a doubt, as natural sciences develop, the criteria for defining “living” and “non-living” will change. Already today there is a theory according to which the entire Earth is a single living organism. A clear division into living and inanimate nature is acceptable only for school curriculum as a base, as a starting point for studying the diversity of the world around us.

Inanimate and living nature

Answers to pages 24 - 25

Tasks

1. Remember what relates to nature.

Nature is what surrounds us, but was not created by man. The sun, air, water, plants, animals - all these are objects of nature.

2. What do plants and animals need to live?

Animals are living beings. They grow, develop, and bear offspring. Animals eat, move, and build homes. Animals need food, air, water, warmth and light to live. The plant is alive. It grows, develops, bears offspring. Every plant dies someday. But many plants live a very long time. Plants need water, air, light and heat to live.

• Look at the photographs on p. 24 - 25. What two groups can the natural objects depicted on them be divided into?

All natural objects can be divided into two large groups: living and inanimate nature.

• Using chips different color indicate what is inanimate and what is living nature.

Sun, stone (minerals), cloud, icicles- This INANIMATE NATURE .
Tree, man, butterfly, bear - LIVE NATURE .

• Using the book "Encyclopedia of Travel. Countries of the World" give examples of objects of inanimate and animate nature in different countries.

Hungary:

Austria:

Greece:

United Arab Emirates:

Argentina:

• Think about how living things differ from inanimate objects.

LIVING NATURE: grows, eats, breathes, dies, bears offspring yours.

This video tutorial is intended for self-study topics “Living and inanimate nature”. First graders will get to know the beauty of our world - nature, which surrounds humanity literally everywhere. The teacher will also give a definition of living and inanimate nature.

Lesson: Living and inanimate nature

Nature decorates our world. With what pleasure we listen to the singing of birds, the babbling of a brook, the mysterious whisper of the forest! With what pleasure we admire the mirror-like surface of the rivers, the majestic bulk of the mountains.

Look, my dear friend,
What's around?
The sky is light blue,
The sun is shining golden.
The wind plays with the 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 nature around.

Rice. 1. ( )

Everything belongs to nature what surrounds us: the sun, air, water, rivers and lakes, mountains and forests, plants, animals and man himself. Doesn't apply to nature only what is made by human hands: the house in which you live, the table at which you sit, the book you read.

Carefully examine the drawings and determine what is natural and what is made by human hands.

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Rice. 7. ( )

The sun, the tree and the ant are nature.

The teapot, airplane, toys are made by human hands.

It's called nature everything that surrounds us and is not made by human hands. Nature is divided into living and nonliving. Inanimate nature includes the sun, air, water, mountains, stones, sand, sky, stars. Living nature includes plants, animals and fungi.

Let's consider the signs of living and inanimate nature.

Figures 8 and 9 show two stars: sea and cosmic.

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Rice. 9. ( )

Which star is breathing? The starfish breathes, but the space star does not breathe.

Which star is growing? The starfish is growing, but the cosmic star is not growing.

Which star is feeding? Feeds Starfish, space does not feed.

Which star gives birth? A starfish gives birth to offspring; a starfish does not produce offspring.

Can a starfish live forever? No, she's dying.

A starfish is a living thing because it breathes, grows, feeds, gives birth and dies.

A cosmic star is inanimate because it does not breathe, does not grow, does not feed, and does not give birth.

Nature has two forms, living and non-living. Wildlife items have distinctive features:

1. Life expectancy - they grow;

2. eat;

3. breathe;

4. give offspring.

Objects of inanimate nature do not have such signs.

Look at the pictures and determine whether these objects are part of living or inanimate nature.

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The chicken breathes, eats, grows, gives birth, dies. This means that the chicken belongs to living nature.

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The stone does not breathe, does not feed, does not grow, does not give birth, and is destroyed. This means that the stone belongs to inanimate nature.

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A sunflower grows, eats, breathes, reproduces by seeds, and dies. This means that the sunflower belongs to living nature.

Distribute objects into two groups: living and inanimate nature.

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Wildlife includes a boy, a sparrow, a tree, and a dog.

Inanimate nature includes mountains and clouds.

Carefully examine the drawing and determine what is unnecessary.

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The extra one is the snowman, he is made by human hands and does not belong to nature. Crab and rose are living nature.

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The extra one is a frog, it belongs to living nature. Rainbows and thunderclouds belong to inanimate nature.

What nature is man a part of? A person grows, eats, breathes, gives birth to offspring, which means that a person is part of living nature.

Look at the pictures, what signs of living nature are depicted in them?

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Rice. 27. ( )

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Figure 25 shows growth, Figure 26 shows nutrition, Figure 27 shows breathing, Figure 28 shows offspring.

Let's imagine for a moment that inanimate nature, namely the sun, air and water, will disappear. Will plants, animals and man himself then be able to exist? No, living and inanimate nature are interconnected. Let's look at examples of such connections.

1. Without sunlight and heat cannot exist for most animals, plants and man himself.

2. Without water, all living things die.

3. All living things breathe air. The air must be clean.

Do you think people could live without nature? Of course not,Our whole life is connected with nature.We breathe air, quench our thirst with water, a person cannot live without food, and animals and plants give us food.

Nature is our home. Man must take care and protect nature. Nature is very rich, but its wealth is not limitless. And a person must use these riches as a reasonable and a kind person. The great Russian writer Mikhail Prishvin tells his readers about this in his story “The Pantry of the Sun.”

Needed for fish pure water. We will protect our water bodies.

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Various valuable animals live in forests, steppes, and mountains. We will protect our forests, steppes, and mountains.

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Fish are water, birds are air, animals are forest, steppe, mountains, but man needs a homeland. To love and protect nature means to love and protect the Motherland!

The next lesson will cover the topic of Plant Diversity. During the lesson you will get acquainted with an important part of nature - plants.

1. Samkova V.A., Romanova N.I. The world 1. M.: Russian word.

2. Pleshakov A.A., Novitskaya M.Yu. The world around us 1. M.: Enlightenment.

3. Gin A.A., Faer S.A., Andrzheevskaya I.Yu. The world around us 1. M.: VITA-PRESS.

1. Regional center information technologies ().

2. Festival pedagogical ideas "Public lesson" ().

1. Tell us how living nature differs from inanimate nature.

2. Give examples of living and inanimate nature based on your own observations.

3. Is there a connection between living nature and inanimate nature?

4. * Draw two pictures. In one drawing, depict only objects of living nature, and in the other - inanimate nature.

Nature - this is everything that surrounds us, except what is made by man. Nature is divided into living (plants, animals, insects, fungi, humans, bacteria, viruses) and non-living (for example, the Sun, Moon, mountains, soil, rainbow, water, sky, etc.).

Signs of wildlife- birth, breathing, growth, nutrition, reproduction, movement, dying (death).

At home, complete tasks and games on this topic:

• Find and print pictures of living/inanimate nature and invite the child to sort the photographs; pictures from the World on Palm (about animals, sea inhabitants, natural phenomena, etc.) are very useful.

• Conduct a Physical Minute:

The wind blows in our faces

The tree swayed.

The wind is quieter, quieter, quieter,

The tree is getting higher, higher, higher

Talk about what living object of nature you were talking about, name the signs by which this object was classified as living nature. Discuss what inanimate object was in the poem (wind).

Discuss different living/non-living objects and figure out why they are classified as such (discuss using pictures). Play and consider various situations with natural objects, for example, tell a child that a stone fell and split into 2 parts, is it alive or not? No. But there was 1, but now there are 2? Explain why such division is not considered reproduction. Stone is the body of nature. But bodies in nature can change. Or the water in the river moves, but it is not alive. Moves due to elevation changes.

• Listen to the sounds of nature and identify the sounds of living nature (birds singing, croaking frogs, etc.) and non-living ones, the sound of rain, the howl of the wind. You can choose a picture with an image to match the sound.

• Tell that a tree is an object of living nature, and a log or table made of wood is inanimate. Conclusion: these are objects made from natural objects. Make a lotto: an object of nature is a thing obtained from an object of nature.

The sparrow lives under the roof,

In a warm hole is a mouse's house,

The frog's home is in the pond,

The warbler's house is in the garden.

Hey chicken, where's your home?

- He is under his mother’s wing.

Name the objects of living/inanimate nature. Talk about the role of nature in our lives. Conclusion: nature provides clothing, food, materials for housing, and a good mood.

• Display your mood on the leaves of various trees.

• Read the poem, find the objects indicated in it in the pictures, determine what relates to living/inanimate nature

Look my dear friend,

What's around?

Sky, light blue,

The sun is shining golden

A cloud floats in the sky.

Field, river and grass,

Mountains, air and forests,

Birds, animals and forests,

Thunder, fog and dew.

Man and season -

It's all nature around.

2. Take pictures depicting living/inanimate nature, add pictures depicting houses, cars, clothes, toys, etc. Ask your child to put living things, non-living things, and everything else into piles into a third pile. When the task is completed, ask him how he thinks he connects the pictures in the third pile. If the child cannot answer immediately, lead him to the idea that everything that he put in a separate pile is what a person did: he built a house, sewed clothes, created vehicle etc.

See how human life in the city differs from life in nature. Discuss how things made by a person help him in life ( ex : clothes protect from the cold, a car helps you move quickly, etc.).

Tasks-games (for children who can speak). These games are perfect for traveling on public transport when you can’t sort out the cards:

- you name an object from the human world, the child describes why this object was created (you can also add what substances it is made of - wood, glass, metal, plastic, etc.);

- you ask to name as many objects as possible that were created to make a person faster (plane, car, train, scooter, etc.);

- stronger (truck, excavator, crane, etc.);

- more beautiful (girls like it, and the list is long - lipstick, perfume, comb...);

— improve vision (glasses, binoculars, microscope).

- you can fantasize and come up with items with a combination different properties(for example, a flying refrigerator for delivering ice cream)

• Game of 12 questions (from Lena Danilova’s website) (you can choose any number, but my children play and insist on 12). Someone makes a wish for an object (necessarily a noun, in singular– this is a reason to talk about grammar). The second one, asking questions, tries to guess what is planned.

If you teach a child to group objects, then he will be able to talk about anything, based on the signs of groupss. During the game, learn to ask questions correctly, each new question must reduce the number of items in the group. With the little ones, start the game with the three of you, dad conceives the object, and the two of you guess.For example, the word chamomile was conceived.

1 question – an object from the human world? No (we conclude - this is the natural world)Question 2 – does the subject belong to living nature? Yes (we will choose from groups belonging to wildlife)

Question 3 – is this an animal? No (then we continue to list unnamed groups of wildlife - plants, mushrooms)

Question 4 – is this a plant? Yes (now we will show that this group can also be divided into trees, bushes, herbaceous plants) etc..

Invite your child to dream up. Let the child imagine that he is in a fairyland. Let the child close his eyes, and you tell him more about this country (here everything depends on the mother’s imagination). The inhabitants of this fabulous country (you can even come up with a name for it) have never heard of the Earth where you and your baby live. Invite your child to tell you about your home and nature. Let the child talk in his story about what kind of nature, animals are around (living/non-living nature) and about what a person was able to do and what benefits it brings to people living in his “country”.

If a child speaks poorly, then with the help of a toy (inhabitant magical land) ask leading questions, take the toy with you for a walk and let the child introduce it to your “country” in real life. It will show what trees grow, what birds fly around, what flowers grow, what houses and cars people have built, etc.

The purpose of this exercise is to develop imagination, imaginative thinking, and the ability to group phenomena and concepts.

Invite your child to invent something himself. Let these be the most fantastic inventions, the main thing is that the child himself comes up with them and tells them what they are for. You can try to make some of them (if possible) or draw, sculpt, etc.

Talk to your child about the importance careful attitude to nature.

People, look around!

How truly beautiful nature is!

She needs the care of your hands,

So that her beauty does not fade.

What the park whispers...

About every new fresh stump,

About a branch broken aimlessly

My soul is mortally sad.

And it hurts me so tragically.

The park is thinning, the wilderness is thinning,

The spruce bushes are thinning...

It was once thicker than the forest,

And in the mirrors of autumn puddles

It reflected like a giant...

But they came on two legs

Animals – and through the valleys

The ax carried its echoing swing.

I hear how, listening to the buzz

Murderous axe,

Park whispers, “Soon I won’t...

But I lived - it was time...”

The main idea of ​​the poem is that man, with his own hands, destroys a park, a beautiful corner of nature. And it is worth thinking to everyone living on Earth that by destroying nature, we are destroying our lives, since we are part of nature.

Spare the animals and birds,

Trees and bushes.

After all, these are all words,

That you are the king of nature.

You're only a part of her

Dependent part.

Without her, what is your power?

And power?!

Prishvin “Blue Bast Shot”, “Forest Master”, “Pantry of the Sun”.

Paustovsky “ Hare's feet", "Meshcherskaya side".

Astafiev “Why did I kill the corncrake”, “Belogrudka”, “Tail”

Most people played “living and non-living” games in childhood. Game details in each special case may differ, but the gist is that the presenter names the item, and the players must decide which group to assign it to. However, is everything so simple in assigning status to one or another object?

This article, with visual pictures and examples, as well as tasks for self-preparation and self-test, will help you understand the concepts of “object” and “natural phenomenon”, their classification and what characteristics they have, and will also help you remember once and for all the differences between the words “living” " and "non-living".

Lesson topic: “Objects of living and inanimate nature”

Everything that surrounds us, but was not made by human hands, that is, what was created without his participation, all organic and inorganic components of the Universe are called nature. The science in which scientists have collected basic knowledge about objects and phenomena on Earth is called natural science.

Educational pictures for children

Live nature

Living is something that breathes, eats, grows and reproduces, such as insects, plants, fungi, animals and man himself.

Examples in pictures

Signs of wildlife

The main characteristics of living objects are:

• birth, development and growth;
• reproduction;
• nutrition;
• breath;
• movement;
• death.

Thus, after birth, any organism eventually grows into an adult (from a seed/kitten/chick/baby to a tree/cat/bird/adult) capable of producing offspring.

Throughout life cycle objects of living nature need food (water for plants, plants for herbivores, meat for carnivores) and an air environment that is necessary and suitable for breathing (to absorb the necessary gas-air mixture from water, fish and other inhabitants of aquatic spaces have gills, land animals animals and humans pass air through their lungs, and plants have special cells to absorb carbon dioxide).

Living organisms have the ability to move: for example, a person has legs, animals have paws, fish have fins and a tail, and plants turn their leaves towards the sun, thereby moving, like it, from east to west during the day).

The life cycle ends with death, when the body stops breathing, moving, and absorbing food.

Inanimate nature

Objects such as air, wind, clouds, water, snow, mountains, sand, fallen leaves are classified as inanimate objects nature. And although there are objects that are capable of movement (waterfall, snowfall, leaf fall) or growth (mountains), they cannot breathe, feed and reproduce, unlike living objects.

Examples in pictures

Signs of inanimate objects of nature

Unlike objects of living nature, inanimate bodies do not grow, do not eat, do not breathe, and so on. So they are different:

• sustainability;
• low variability;
• inability and lack of need to eat and breathe;
• inability to reproduce;
• inability to move and grow.

For example, a mountain, having once appeared on Earth, will not disappear or die, it can only change its state (for example, collapse and gradually turn into dust under the influence of precipitation or winds); the sea also cannot die, since water only changes its state of aggregation (can be in the form of water, steam or ice, depending on atmospheric conditions, such as temperature or pressure), so the evaporation of water from a reservoir leads to the formation of clouds and clouds that rain. The so-called “growth” of a mountain or lake also cannot be attributed to a sign of living nature, since this does not occur due to the formation of new cells, but due to the addition of new ones to existing parts of objects.

Connection of natural objects

Without inanimate objects, the existence of living organisms would be impossible. So, the most important are soil, water, air and sun.

• Soil is an extremely important environment, as it protects living organisms from toxins, neutralizing them, and significant physical and chemical processes also occur in it: dead animals and plants decompose and form minerals and natural fertilizer for plants.
• Air is necessary for the respiration of living organisms, as well as for the formation nutrients in other environments.
• Water is also necessary for all life on Earth. Without it, life on the planet could not appear and exist. For some animals and plants, water is their home, for others it is an integral part of their diet.
• The sun produces the heat and energy necessary for the emergence and maintenance of life, and is also part of the process of photosynthesis in plants, which allows the conversion of carbon dioxide (a product of the respiration of animals and humans) into the oxygen necessary for life and respiration.

Thus, natural objects are closely related. Moreover, this dependence works in both directions. Thus, the rotting of dead creatures enriches the soil with necessary substances and microelements, terrestrial and underwater plants change the composition of the environment due to photosynthesis, and fish living in reservoirs maintain the physical and chemical properties of water.

Schemes of object interaction

The interaction of living organisms with each other, with groups of other earthly creatures, as well as with their habitat, is studied by the science of ecology. The diagrams below represent models of the relationships between living and nonliving objects on Earth.

Concept of natural phenomenon

Concept of natural phenomenon

Changes in nature that occur independently, not by the will of man, are called natural phenomena. Most of them depend on the changing seasons and are called seasonal weather (natural) phenomena. Since nature is divided into living and nonliving, phenomena are also divided according to the same principle.

Examples of natural phenomena

• Winter

It would seem that in winter nature “sleeps”. However, most animals give birth to offspring in their cozy, specially prepared houses in winter. By spring, the kids will have grown up and will be ready to enter a new big world for them.

• Spring

In spring, nature “comes to life” after winter. Animals emerge from their burrows and raise a new generation. Many animals shed their winter coats and change color from winter white to summer gray or brown.

Young plants and green grass begin to appear from under the melted snow, buds swell and bloom on the trees. Gradually, the bare branches of the trees become overgrown with bright green foliage, and the blossoming flowers begin to emit pleasant aromas, thereby attracting the attention of insects. Insects pollinate flowers, collecting food for their large families and allowing the first fruits to set.

• Summer

Flowering and pollination, as well as fruit ripening, which began in the spring, continue throughout the summer.

• Autumn

Autumn is the time of harvests and preparations. Birds and animals begin to stock up on ripe fruits for the winter, setting up their houses so that they can feel warm and comfortable when raising their offspring.

Plants dry out, leaves on trees turn bright red and yellow, and then fall off.

Examples of inanimate phenomena

• in winter

Winter is always associated with a drop in temperature. This occurs due to the fact that the sun's rays either do not reach the ground due to increased cloudiness, or are reflected from snow and ice.

The most characteristic phenomena for winter are snowfall (the fall of frozen particles of water in the form of snow to the ground), blizzards (the transfer of falling snow over long distances due to strong wind) and freeze-up (covering the surfaces of reservoirs with a crust of ice).

• in spring

Under the influence of solar energy, the air and soil warm up, and an increase in temperature is observed. Snow and ice begin to melt, streams flow along the ground, broken ice floes float along rivers, snowfall gives way to rain.

Frequent spring a natural phenomenon- thunderstorm (discharges of electricity in the atmosphere).

• In summer

Rain and thunderstorms occur throughout the summer. Heat also adds to the summer phenomena ( high temperatures air).

The brightest weather phenomenon- a rainbow that appears after rain or downpour as a result of the refraction of sunlight in water droplets and separation white to the spectrum.

• in autumn

Most notable autumn phenomenon can be called defoliation (the process when trees shed their leaves on the eve of winter).

Also in autumn, prolonged rains, fogs, decreased temperatures and frosts are common.

Self-test tasks

1. Determine what in the picture is a living object and what is an inanimate one. Why?
2. Compose a report with a presentation on the topic “The main differences between living and inanimate nature. Examples."
3. Prepare a drawing diagram with objects of living and inanimate nature.