Goals: introduce the goals and objectives of the section, the concept of “economics”; highlight individual parts (sectors) of the economy and show the interconnection of these parts; introduce the most important enterprises of your city (region).

Planned results: students realize the involvement of family members in areas of the country’s economy; will learn to explain what economics is and name its components; extract new information from various sources; prepare messages.

Equipment: photographs showing different areas of the economy.

During the classes

I. Organizational moment

II. Test work analysis

(Analysis of errors made in the test work, analysis of tasks that caused difficulties.)

III. Self-determination for activity

- Read on p. 103 textbook name of the new section. (Life of the city and village.)

- Read what we will learn by studying this section.

—What caught your attention? What did you want to study? (Children's answers.)

— What seems difficult and still incomprehensible?

- How do we cope with difficulties? (With the help of a textbook, additional literature, the Internet, adults.)

— Should we be afraid of difficulties?

- Read the first problem. What word is unclear? (Economy.)

- Guess what we will talk about in class. (About economics.)

- Read the topic of the lesson on p. 104. (What is economics.)

— Guess what educational tasks we will set for ourselves. (Children's answers.)

- Check your assumptions. Read the lesson objectives in the textbook.

IV. Work on the topic of the lesson

1. Completing the task in the workbook

— Solve the crossword puzzle. The word in the highlighted column will help you understand what economics is.

(Independent execution.)

Answers: bread, vegetables, mirror, ball, kettle, socks, fruit, car, computer.

— What word is in the highlighted column? (Economy.)

— What is economics? (This is a farm.)

2. Conversation, work from the textbook

- Read the text on p. 104.

— How did Seryozha and Nadya’s dad answer the question about what economics is? (Economy is the economic activity of people.)

The word "economy" is based on the word "oikos", which means "house" in ancient Greek. And the literal translation of the word “economics” is the art of housekeeping. Our economic life begins with what surrounds us, with household chores and worries.

— What does the economy consist of? How does dad talk about this?

(Students read.)

— What sectors of the economy are represented in our photographs. 104-105? (Industry, construction, agriculture, trade.)

— Tell us about one of these industries according to the plan on p. 105. (For example: agriculture produces bread, meat, milk, vegetables. These are food products that people cannot do without. Grain growers, agronomists, livestock breeders, combine operators, gardeners, beekeepers, etc. work here)

(It is advisable to listen to a story about each industry. The teacher complements the students’ answers and shows photographs.)

3. Completing the task in the workbook

(Independent execution. Check in pairs.)

V. Physical education minute

The sun lifts us up to exercise,

We raise our hands at the command “one”

And above us the foliage rustles merrily,

We lower our hands on the command “two”.

VI. Continuation of work on the topic of the lesson

- Read questions 1 and 2 on p. 105 textbook. Discuss them in pairs.

— How did you answer the first question? (Agriculture, transport, trade.)

— Who can explain, using specific examples, how the sectors of the economy are interconnected? (For example: without transport it is impossible to deliver materials for the construction of new houses.)

(Independent completion of task 3.)

— Remember how and where people work in our city (village). What sectors of the economy operate in our region?

(The teacher complements the students’ stories about the enterprises of their city (village).)

— Read the story “From the History of Money” by P. Fedorenko and L. Khailov on p. 106 and answer the questions provided.

- Come up with your own interesting questions for this story.

(Check in pairs.)

- Complete the story if you know anything else about the history of money.

VII. Reflection

(Students answer the questions in the textbook (p. 107, in the box).)

(Students take out one of the signs and explain their choice.)

VIII. Summing up the lesson

- What new word did you learn today?

-What does it mean?

— Have we completed the tasks of this lesson?

Homework

1. Workbook: No. 3,4 (p. 38).

2. With the help of adults, find information in additional literature and the Internet about what kind of money is used in different countries, and prepare a message about it.

Additional material

Every day you hear the word “economy” on the radio or television. Do you know what it means? Any person faces the economy - he is a worker or a farmer, a mathematician or a singer, a student or a preschooler. Economy is the relationship between people that develops when some create a product and sell it, while others buy it. Anything that is bought or sold can become a product. These could be some things or services. Ideas also sell, be it a new car project or a scientific development. And a person’s labor power is sold, wages are paid for it. You ride the bus, buy bread, make phone calls, watch TV, read a book, and the economy is always with you.

Crossword "Economy"

1. At the sand pits,

The mountain is steep

Stands a giant

With an iron fist. (Excavator.)

2. I puff, puff, puff,

I don't want to get warm anymore.

The lid rang loudly:

“Drink tea, the water has boiled!” (Kettle.)

3. I wear trousers and a jacket together.

What do they call me? (Costume.)

4. They were lying around and lying around,

So that we put them on. (Felt boots.)

5. The cow gave it to us,

You need to drink to be healthy. (Milk.)

6. It’s worth it

The barrels are pecked. (House.)

7. This horse doesn’t eat oats,

Instead of legs there are two wheels.

Sit on horseback and ride it,

Just steer better. (Bike.)

8. In a snowy field along the road

My one-legged horse is rushing

And for many, many years

Leaves a blue trail. (Pen.)

9. Early in the morning at the window

Knocking, and ringing, and chaos.

Along straight steel tracks

Red houses are walking around. (Tram.)

How did the money come about?

Several thousand years ago people did not know what money was. They simply exchanged various objects with each other. The potters changed pots and jugs. Blacksmiths - arrowheads, knives, axes. Farmers - grain, vegetable oil, wine. Cattlemen - bulls, sheep, wool and leather. Victorious warriors - their captives.

But exchange is very difficult. After all, the value of things and products is different. It depends on how much labor is expended to make a particular thing or product. For one ram, for example, you could get two axes, or one trousers, or four jugs. To make sharing easier, people began to think about which item was most suitable for this. We tried a lot: livestock, food, furs, and pieces of fabric. But what inconvenient money it was! Sheep and bulls need to be kept and fed somewhere. Products deteriorate during storage. Fur is spoiled by moths. The fabric is rubbing...

Gradually, people realized that money should not be temporary, but permanent. They should not deteriorate during storage and passing from hand to hand. It is necessary that the money be easy to carry with you and even a small amount of it should be equal in value to an ox, a house, a ship, or a piece of land.

One of the first money that at least partially met the requirements were cowrie shells - mollusks caught in the southern seas. They were drilled and strung on a string like beads. But they were not very expensive - thousands of shells had to be counted for one bull. The most convenient money turned out to be metal ones. It was possible to mint coins of any value: from copper - cheaper, from silver - more expensive, and from gold - the most expensive.

Metal money still has an important drawback - it is heavy and takes up a lot of space. For rich merchants who traded with distant countries, it was dangerous and inconvenient to carry such cargo with them: no matter how you hide it, robbers or robbers would immediately find it. And so people came up with a way out: they transferred the gold to the bank for safekeeping, and instead took paper receipts for this gold with them on the road.

This is how paper money first appeared in the world, on which it is written how much gold is stored in the bank they are equal to.

Lesson type: integrated application of knowledge and methods of activity

Target:

— formation of a holistic picture of the world and awareness of man’s place in it based on the unity of rational-scientific knowledge and emotional and value-based understanding of the educational personal experience of communicating with people and nature;

Tasks:

Subject

They will learn to explain what economics is and name its components.

They will have the opportunity to learn to understand the involvement of family members in areas of the country’s economy.

Metasubject

Regulatory UUD:

Understand and retain the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; adequately perceive the teacher's assessment.

Cognitive UUD:

Search for the necessary information to complete educational assignments; construct a speech utterance orally; ability to structure knowledge.

Communication UUD:

Take into account different opinions and strive to coordinate different positions in cooperation; construct statements that are understandable to your partner; to ask questions; control your actions and the actions of your partner.

Personal

Knowledge of basic moral norms. awareness of oneself as a member of society; formation of the foundations of Russian civic identity; educational and cognitive interest in new educational material; awareness of one's ethnicity.

Main activities of students

Talk about the sectors of the economy according to the proposed plan;

Analyze the relationships between economic sectors in the production of certain products;

Model the relationships between economic sectors independently using the proposed method;

Extract information from various sources about the economy and the most important enterprises of the region and your village and prepare a message.

Basic Concepts

Economy. Sectors of the economy

Checking readiness to learn new material

1. Solve the crossword puzzle and you will find out what economics is.

Do you know the sectors of the economy? Sign the pictures yourself or with the help of a textbook.

Learning new material

History of money

We use paper or metal money. But it was not always so. People did not immediately come up with convenient money that you can carry with you, that takes up little space and that can be easily exchanged for any product: bread, a jug, a boat, etc.

How did people in ancient times manage without money? They exchanged various objects with each other. The hunter exchanged the sable skins he caught for a knife or arrowhead. The farmer sowed wheat, raised it, and exchanged the excess grain for a clay pot or an iron ax. But such an exchange was not always convenient. It happened that the potter wanted to get not grain for his pot, but beautiful beads from shells. But shell beads were traded for three bulls or a handful of salt, and the potter had neither bulls nor salt. What should I do?

Gradually, people realized that there must be one item for which they can exchange everything they need! This item was made of beautiful precious metals - silver and gold.

At first, when paying each other for goods, people weighed pieces of gold and silver on scales, immediately cut off a part from an expensive ingot and gave it for goods - a bull, bread or beads. Then they began to prepare pieces and thin plates in advance, different in weight and shape, and stamped them with the weight of the piece.
This is how coins made of precious metals appeared, similar to the ones you and I use. Now people pay for goods not with gold and silver, but with paper money and change coins, which are made of cheap metals.

History of money

What is economics

What is economics for?

Comprehension and understanding of acquired knowledge

Think and explain (orally) what each of these industries does: forestry, communications, catering, housing and communal services, banking sector, consumer services. Think about and explain (verbally) what each of these industries does.

What is economics

Solve the crossword puzzle and you will find out what economics is

Use your textbook to complete the definition.

Economy- This is the economic activity of people. All components of the economy are interconnected.

Do you know the sectors of the economy? Label the pictures yourself or with the help of a textbook.

In addition to those listed in the textbook, there are other sectors of the economy. For example, forestry, communications, catering, housing and communal services, banking sector, consumer services. Think about and explain what each of these industries does.
Forestry- a branch of the economy whose functions include: study and accounting of forests, their reproduction, protection from fires, pests and diseases, regulation of forest use, control over the use of forest resources.
Connection- Anyone who wants to use the services of telephony, television and radio broadcasting, and the Internet encounters the communications industry. Postal services are engaged in the receipt, forwarding and delivery of postal items, namely: parcels, letters, parcels, transfers.
Catering is a branch of the national economy engaged in the production and sale of prepared food and semi-finished products.
Department of Housing and Utilities(housing and communal services) - includes about 30 types of activities. The sub-sectors are home maintenance; landscaping (road and bridge maintenance, landscaping, sanitation and waste disposal)
Banking sector- providing clients with a wide range of banking services.
Consumer services for the population- part of the service sector, where non-productive and production services are provided to the population. (Hairdressing salon services, Dry cleaning of clothes, laundry services, Photography services. Bathhouse services. Professional cleaning services, Repair and maintenance services of household radio-electronic equipment, household machines and appliances. Sewing and repair of garments. Manufacturing and repair of furniture, etc. )

At home, find out from adults what sectors of the economy they work in. Write it down.

Mom and dad work in the consumer services sector. Mom works in a tailoring shop, and dad repairs household appliances and equipment. Grandmother works in the education industry - she is a teacher, and grandfather works in the transport industry - he is a driver.

Using the book "Encyclopedia of Travel. Countries of the World" fill out the table (according to the sample given in the first line).

Guys, where have you heard the word “economy”?

How often do you hear this word? - Since we hear this word very often, it probably has an important meaning?

You agree with me?

Guys, revealing new concepts, would you be willing to create a collective project on the topic “What is economics?”

Keywords will be the plan for our project.

We have done a lot of preparatory work and you already have the material for this project, you will see it later. It was not without reason that we took to class projects that we had worked with before.

You and I will get a booklet - a brochure (the teacher shows a folder that will be filled out during work on the topic of the lesson and the materials of the circle work), which we will need in lessons about the surrounding world in elementary school and in economics lessons in high school. What name will our project have?

Keywords will be the plan of our project, sections in the book ( economy, industries, relationships, money)

And so we begin to work according to the plan (plan on the board), the first thing we need to find out?

Where can we find out the lexical meaning of the word economics?

You have explanatory dictionaries on your tables. Find the meaning of this word.

Do you understand everything you read?

The teacher gives a simplified meaning of this word and talks about its origin.

The word “economics” is based on two ancient Greek words: “ekos” - house and “nomos” - law. Literal translation: “the art of housekeeping”

Economy is the economic activity of people.

Economics is skillful housekeeping.

Economics is a science.

Do you need to know what economics is? Yes need.

Our economic life begins with what surrounds us every day - with household chores and worries.

Even the ancient Greeks understood. That farming must be conducted according to certain laws and rules. Each of you has a home economy, in which everyone has their own role, their own function: someone washes the dishes, someone cooks, someone goes to the store...

- Let us summarize the first stage of our work. Have you discovered the meaning of the word economics?

Please tell me what economics is?

The next stage of work is work on industries.

Who runs the household for whom? Housekeeping is run by people and for people, in order to make life comfortable.

What is the name of the country, what country do we live in?

Every country has factories, factories...

And also, what kind of farm?..

Please listen to a fairy tale

"Working women are bees"

Thank you, children. The content of the tale suggests that the lives of animals and people are closely connected.

Let's, as Filin said, depict the economic diagram in the form of a tree.

What industries do you know?

Where did you meet these concepts?

Children fill out the diagram on the board.

Guys, did you notice that we filled all the branches of the tree?

What does this mean?

Yes, but we will find out what in the future. You are interested?

You will think about this at home.

Each group prepared a project about one of the industries. The projects were defended during an elective class. One of the children tells how we worked.

Now, each group must have someone give a brief introduction to their industry. (Each group receives questions on which to prepare to talk about their industry) The group captains will tell us who. The story is accompanied by a slide show and a film about agriculture. (Film about school farming)

What kind of transport do we have most in our area?

And who controls it?

It's time to rest.

Which of the learned musical physical exercises is right for us?

Physical education minute. (Dance)

"The Driver's Song"

If you were ministers, what would you do to improve the life of your village?

Bottom line.

Let's summarize this stage of work on our project..

What industries does the economy consist of?

Which industry forms the economic basis of our region?

You have done a lot of work studying them, tell me whether the development of each industry is important for the economy.

Next page of our interconnection project. What relationships will we talk about?

Do you think the parts of the economy are connected?

Now you will do research work in groups and prove that the industries are interconnected.

(Each group receives an envelope containing drawings of various industries, the name of the industries and a question. Answering it, children make diagrams, sequential chains. A representative from the group defends the work)

What conclusion will we draw? Are the industries related?

Subject “The world around us”

Summary of an open lesson on the topic “What is economics?” 2nd grade 02.12.2015

Federal State Educational Standard, Educational and Cultural Center "School of Russia" Lapina A.A. Teacher MBOU "Secondary School No. 37" Bratsk

Teacher's goals

Target. Form the concept of “economy”.

Tasks.

Educational:

Form a new concept of “Economy”;

Create conditions for the formation of knowledge about economics;

Ensure the understanding of the interconnection of parts of the economy;

Develop the ability to see relationships between people within various sectors of the economy;

To teach the transfer of knowledge about economics to everyday situations.

Educational:

develop mental operations: synthesis, analysis, generalization;

Develop the ability to work in a group.

Educational:

Cultivate interest in the subject through understanding the interaction between humans and economic sectors.

Foster a sense of camaraderie, accuracy, perseverance.

Lesson type

Setting and solving an educational problem

Planned
educational results

Subject (scope of development and level of competence):

will learn: distinguish between sectors of the economy;

will have the opportunity to learn: find information (text, graphic, visual) in a textbook, analyze its content.

Metasubject :

educational –- independently identify and formulate a cognitive goal,

Set up a search problem;

Conduct analysis and synthesis when getting acquainted with sectors of the economy;

Apply information retrieval methods (using computer tools);

Conduct reflection on performance results;

evaluate your achievements, answer questions, relate learned concepts with examples;

communicative –-listen and engage in dialogue;

Participate in collective (group) discussion of problems;

Manage the behavior of group members, adjust and evaluate their actions;

be able to listen to the interlocutor and conduct a dialogue, master the dialogical form of speech, engage in verbal communication;

regulatory

Set a learning task based on the correlation of known and learned material;

Adjust the plan and method of action in case of discrepancy between the hypothesis and the actual result;

organize your workplace under the guidance of a teacher, master the ability to understand the educational task of the lesson and strive to fulfill it.

Personal:

Orientation in interpersonal relationships when working in a group;

Acceptance and mastery of the social role of the student;

Development of motives for educational activities, skills of cooperation with adults and peers in different social situations;

Formation of personal meaning of teaching

Methods and forms of training

Methods and methodological techniques: explanatory and illustrative; verbal, visual, partially search, practical, game.

Forms of work: frontal, group, individual.

Educational Resources

UMK "School of Russia": - Pleshakov A.A. "The world". Textbook for 2nd grade. Part 1. M.. Enlightenment, 2015.,

- Workbook for 2nd grade. Part 1. M.. Enlightenment, 2015.,

Test book for grade 2 M.. Education, 2015.

Presentation;

Cards – tests for individual questioning;

During the classes

Stage name, goal

Teacher activities

Student activity

UUD

1.Org. stage.

Good afternoon guys!

We are intelligent!

We are friendly!

We are attentive! We are diligent!

We are doing great studying!

We will succeed! ( slide 1)

We will continue our journey into the world of knowledge. I hope that our communication today will bring you new knowledge, and, therefore, new joys.

Greetings from the teachers. Organize their workplace, check the availability of individual educational supplies on the table

They greet each other.

Listen to the weather forecaster.

Regulatory: anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation.

Personal: knowledge of basic moral norms, awareness of oneself as a member of society; educational and cognitive interest in new educational material.

2. Self-determination for activity

Today we will begin to study a new section of the world around us. Open the textbook on p. 103 and read the title. ( slide 2) "Life of the city and village" ( slide 3)

Read what we will learn, what will we learn by studying this section?

What caught your attention? What did you want to study?

What seems difficult and still unclear?

How do we cope with difficulties?

Using a textbook, additional literature, the Internet, adults.

Regulatory: volitional self-regulation, structuring of knowledge, analysis of objects in order to identify features, selection of grounds and criteria for classifying objects

Personal: Anticipation of the result and level of knowledge acquisition, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result

Communication: planning educational cooperation with the teacher and with peers.

2.Introduction to the topic of the lesson

U. – A family of aliens came to visit us. She decided to settle in a new place, but they can’t decide where to choose a place of residence: in the city or in the village. ( slide 4)

Let's remember what a city and a village are (slide 5) How do they differ.

(slide 6) What do you see? What task can you give? (Distribute concepts into two columns: City, village - group work)

Let's remember the signs of a city and a village ( slide3)

Well done! This knowledge will help us study the topics of this section.

Where did the family decide to move?

They characterize and analyze positive and negative living conditions in the city and village.

Village: few multi-storey buildings, good roads, clean air, river, everyone in the village knows each other, helps neighbors, you can grow “clean” vegetables, fruits and other food products.

City. Multi-storey buildings, no need to heat the stove - there is central heating, a gas stove, public transport works, there are theaters, museums, but a large amount of transport pollutes the air

Regulatory: volitional self-regulation, structuring of knowledge, analysis of objects in order to identify features, selection of grounds and criteria for classifying objects

PERSONAL: Anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result

Communicative: planning educational cooperation with the teacher and with peers.

3.Motivation (self-determination) for educational activities. Goal: conscious entry of the student into the space of learning activity.

–Wherever a person lives, no matter what he does, both an adult and a child: going to school, buying bread, reading a book or going on a visit by bus - everywhere there is...

U. – Everyone knows this word. Even without knowing its definition, everyone is faced with its content

They express their assumptions, opinions, listen to the opinions of others. They comprehend the teacher’s questions by ear and construct answers to them correctly. Master the skills to work with sign-symbolic means

Regulatory UUD:

Understand the learning objective of the lesson and strive to complete it;

Plan your action in accordance with the task.

Cognitive UUD:

make comparisons and classifications; use sign-symbolic means.

Communication UUD:

construct statements that are understandable to your partner.

The ability to self-assess based on the criterion of success in educational activities;

The student’s internal position is at the level of a positive attitude towards school.

4.Updating knowledge, 1)statement of the problem.

2) Determining the topic and goals of the lesson.

BUT ECO KA MI ( slide 7)

U. –What word is encrypted? Formulate a topic.

U. – That’s right, the topic of our lesson is “What is economics?” (slide 8)

– Please define the goals of our lesson using the phrase: ( slide 9)

– I think I'll find out...

Let's open the textbook on page 104 and read again what we will learn about in the lesson. ( slide 10)

So, we will get acquainted with the concept of “economy” and learn its components.

Economy

What is economics?

I think I'll learn about economics

I would like to know about the sectors in the economy.

Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, carry out analysis and classification according to given criteria; act according to the planned plan, as well as according to the instructions contained in the sources of information: the teacher’s speech, the textbook.

Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, and show a friendly attitude towards partners.

Personal: a broad motivational basis for educational activities, including social, educational, cognitive and external motives;

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria

5.New material.

1) Fixing an individual difficulty in a trial action.

Goal: To prepare students for the discovery of new knowledge, to perform a trial learning activity and to record individual difficulties. 3) Identifying the location and cause of the problem.

Target: Restore completed operations and record the place - step where the difficulty arose.

4) Constructing a project for getting out of the difficulty

Target: setting lesson goals and

choosing a way to solve a learning problem,

5) Implementation of the constructed project.

Target: Students put forward hypotheses and build models of the original problem situation.

2. Acquaintance with the meaning of the word “economy”.

U. Where can you find the meaning of an unfamiliar word? (slide 11)

U. – You can turn to the dictionary, go to the Internet, and enter the word “economics” in a search engine.

Now let’s find out for ourselves what economics is.

Workbook page 67. Solve the crossword puzzle. (Work in groups) What is this? (slide 12)(checking slide 13)

The literal translation is “the art of housekeeping.” (slide 14)

Even the ancient Greeks understood that farming had to be conducted according to certain laws and rules.

Our country is also our home. Therefore, we will talk to you about the country's economy.

Economy is the economic activity of people in a country or an economy.

Everything in the country's economy is clearly distributed. The entire economy is divided into parts called industries.

(slide 15)

Every day we come across different subjects of economics.

Let's try to determine the name of different sectors of the economy by product groups.

1.So, our economy begins every day with the fact that every day we come across different objects: clothes, shoes, furniture, books, food. Where is all this produced for us? (factories, factories) This branch is called industry. ( slide 16-17)

2. Bread, milk, vegetables, meat? Where does this come to us from? ... Yes, from agriculture. ( slide 18-19)

3. Another part of the economy, without which you and I could not live, since we would find ourselves on the street, there would be no factories, there would be no industry, since the machines would not be able to work all year round in the open air. This is construction.

(slide 20-21)

4. But industry or agriculture itself did not come to our house. We purchased their products for money by going to various stores, markets, retail outlets, etc. What industry helped us? This is trade. ( slide 22-23)

5. The economic sector also helped me and your parents to get to work if we live far away. How can we get to work? This is transport( slide 24-25)

Result: I presented the economy (economy) of our country in the form of a tree. These are the most basic sectors of the economy.

(slide 26)

Look at them carefully and answer this question: are the parts of the economy interconnected? ?(slide 26)

Let's think about it. Tell me, what industries helped us so that we could drink a glass of milk in the morning? (slide 27)

Who is pictured? (slide 28)

What is the name of the person who shepherds them?

What happens when a cow eats grass? So, it’s time to...(milk) the cow.

Who milks the cows?

Guys, all this activity that we have considered is called livestock farming- this is part of one of the sectors of the economy called - Agriculture. Look at how many types of activities and professions are engaged only in order to get milk. But her journey does not end there.

Think about what people will do with the milk they get from cows?

How can it get there? Who is driving the car?

What is the name of a car with a tank body for transporting milk?

Guys, we are faced with another sector of the economy - which one? Transport. What significance does it have?

Do you think agriculture has anything to do with transport?

Where have we come?

What is a dairy?

What happens to milk after it has been processed? What are they doing with him?

So we met another branch of the economy - food industry.

The food industry processes products that come to it from agriculture and produces from them the products that we use as food.

The food industry is part of a large branch of the economy called - industry.

The factory produced a variety of dairy products. Where will they be taken? We start the engines and go to the store.

Who works in the stores?

Does anyone know what this branch of the economy is called?

Yes exactly trade helps us purchase the goods and products that we need.

Where does the milk then go?

Look how long our milk has traveled before ending up in our home. How many different people worked, how much time has passed since his birth.

And look, in this example we are convinced that ALL industries are INTERCONNECTED. (slide 29)

D. Economics - from other - Greek. The words EKOS - house and NOMOS - law, literally - rules of housekeeping.

Conclusion. Economics is ECONOMY or ECONOMIC ACTIVITY

Factories

From agriculture

Construction

Trade

Transport

Cows

Shepherd

Milk will appear in her udder

They need to be milked

Milkmaids

The milk will be taken to the city to the dairy plant.

He will be taken by car. Driver

Milk tanker

Transports goods, delivers something.

Transport transports goods that agriculture provides

To the dairy

-a plant where milk is processed and various dairy products are made from milk

pour them into beautiful bottles, boxes, bags

To the dairy store

Sellers

Trade

To our home

Regulatory:

Communicative:

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages in oral and written form.

Personal: educational and cognitive interest in new educational material;

The ability to self-assess based on the criterion of success in educational activities.

6. Application of acquired knowledge through the creation of a problem situation.

Independent work with self-test according to the standard. Target: independently complete tasks of a new type, carry out self-testing, step by step comparing them with the standard, identify and correct possible errors.

Work in pairs. – You have gained new knowledge, now you need to apply it. R.t. p.68. (slide 30)

Bottom line. U. – What sectors of the economy did you write down?

Yes.

Communicative:

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages verbally and in writing make a simple plan.

Regulatory: plan (in collaboration with the teacher, independently, with classmates) your actions to solve the problem; act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Structuring knowledge, analyzing objects to identify features, choosing bases and criteria for classifying objects, consciously constructing an oral statement

7.Work on the key words of the lesson:

Good. The importance of economics. Parts of the economy.

Relationship

Money

U. The basis of any activity is PERSON. He produces and consumes various objects, goods - benefits.

U. - Goods are what a person needs for life. (slide 31)

3. The importance of economics.

Let's determine if economics is important?

What does a person need for life, what benefits?

– Where does this come from in your family?

–What can you use to buy the necessary goods?

– With the money that parents earn.

–Your parents work in various parts of the economy: on the railroad, there are moms and dads as salespeople, drivers, engineers, doctors, dog handlers, teachers. Having received money for their work, the parents in the family distribute it.

Yes.

–Food, clothing, housing.

– Parents buy.

To purchase any product, you need to pay money for it.

Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, act according to the plan, take into account the rule in planning a solution, the ability to work according to the plan, control the process and results of one’s activities.

Communicative: participate in dialogue, in general conversation, following the accepted rules of speech behavior, draw up small oral monologues, “holding” the logic of the narrative.

Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages verbally and in writing make a simple plan.

8. Physical education break

Perform movements according to the text under the guidance of the teacher. Prevent fatigue. Focus on a healthy lifestyle

9.From the history of money

You have just named me another element of the economy, without which it cannot exist. I will read the definition of this word, and you try to define this part.

Metal and paper signs that are a measure of value during purchase and sale, or a means of payment and an object of savings. (slide 32)

You can find out how money appeared by reading the text of the textbook on page 106 (Slide 33)

Why do we need money?

Money

Read the text meaningfully. Analyze
drawings and relate them to the text. Express their opinion
support it with examples.

Structuring knowledge, analyzing objects to identify features, choosing bases and criteria for classifying objects, consciously constructing an oral statement

Communicative: enter into educational collaboration with classmates, participate in joint activities; ask questions, answer questions from others; evaluate the thoughts, advice, suggestions of other people, take them into account.

Cognitive: independently find the necessary information in textbook materials, educational literature, use it to solve educational and cognitive problems; select a method for solving a specific language or speech task.

Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, act according to the intended plan, as well as according to the instructions contained in the sources of information: the teacher’s speech, the textbook.

9. Lesson summary.

Now it's time to test yourself on the topic ECONOMY. What did you learn and what did you remember?

Find the correct answer to the question. (test) (slide 34)

So, why is it important to study economics?

Openly reflect on and evaluate their activities in the classroom

Because the economy surrounds us everywhere, we are closely connected with it.

Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, and show a friendly attitude towards partners.

10. Reflection educational activities in the classroom.

Target: Record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities

Reflection. Continue the sentence: - It was interesting to find out that...

I was surprised... - It was difficult...

Now I know that …(slide 35)

Regulatory: record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities plan (in collaboration with the teacher, independently, with classmates) their actions to solve future problems.

11. Homework.

pp. 106-107, workbook p. 69 No. 4, No. 5, No. 6. (slide 36)

Listen to the teacher's explanation. Make appropriate notes. Accept learning tasks in accordance with their level of development

Regulatory: act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Cognitive: independently find the necessary information in the textbook materials, in the required educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria.

Further information: History of money

We use paper or metal money. But it was not always so. People did not immediately come up with convenient money that you can carry with you, that takes up little space and that can be easily exchanged for any product: bread, a jug, a boat, etc.
How did people in ancient times manage without money? They exchanged various objects with each other. The hunter exchanged the sable skins he caught for a knife or arrowhead. The farmer sowed wheat, raised it, and exchanged the excess grain for a clay pot or an iron ax. But such an exchange was not always convenient. It happened that the potter wanted to get not grain for his pot, but beautiful beads from shells. But shell beads were traded for three bulls or a handful of salt, and the potter had neither bulls nor salt. What should I do?
Gradually, people realized that there must be one item for which they can exchange everything they need! This item was made of beautiful precious metals – silver and gold.
At first, when paying each other for goods, people weighed pieces of gold and silver on scales, immediately cut off a part from an expensive ingot and gave it for goods - an ox, bread or beads. Then they began to prepare pieces and thin plates in advance, different in weight and shape, and stamped them with the weight of the piece.
This is how coins made of precious metals appeared, similar to the ones you and I use.
Now people pay for goods not with gold and silver, but with paper money and change coins, which are made of cheap metals.