A cloud is a living or inanimate body. Inanimate nature is an important element of our environment

MINISTRY OF EDUCATION OF THE MOSCOW REGION

STATE BUDGETARY EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION OF THE MOSCOW REGION

"ACADEMY OF SOCIAL GOVERNANCE"

Department of Adaptive Education

Project type

Public lesson.

"Living and inanimate nature"

Pepinova Irina Vladimirovna,

Group No. 3

2013

EXPLANATORY NOTE

1. Lesson topic: "Living and inanimate nature"
2. Age of students - 7-8 years old (grade 1)
3. Item name: the world
4. Authors: G.G. Ivchenkova, I.V. Potapov
5. Lesson type : learning new material
6. Lesson type: a lesson of "discovery" of new knowledge.
7. The purpose of the lesson: to form the ability to differentiate living and non-living nature

Planned results:

subject: students will learn to differentiate living and non-living nature.

to form the concepts of "nature", "living nature", "inanimate nature" and develop the ability to differentiate them

development of thinking, ability to classify and exclude unnecessary concepts; memory development; visual and auditory attention and perception

the formation of respect and respect for nature, the development of the ability to see the beauty of nature

Regulatory UUD.

• show cognitive initiative in educational cooperation;
• independently assess the correctness of the action and make the necessary adjustments;
• in cooperation with the teacher, set new learning objectives;
• plan your actions; carry out final control; independently take into account the reference points of action allocated by the teacher.
• independently evaluate their activities in the lesson.

Cognitive UUD.

• build logical reasoning, including the establishment of cause-and-effect relationships.
• carry out summing up a concept based on object recognition, highlighting essential features and their synthesis;
• search for the necessary information to complete the task; establish analogies;
• analyze objects; make comparisons; select an object according to the necessary characteristics.

Communicative UUD.

• negotiate and come to common decision in joint activities.
• formulate personal opinion and position; to exercise mutual control and provide the necessary mutual assistance in cooperation.
• build a monologue statement.
• ask questions necessary to organize your own activities,
• formulate your own opinion and position.

Personal results: formation of educational and cognitive interest in educational material; ability to assess their learning activities.

Metasubject results:

• regulatory UUD: be able to accept and save the learning task; plan your actions in accordance with the task at hand; carry out step-by-step control over the result; adequately perceive the proposals and assessment of comrades;
• cognitive UUD: build a message verbally; analyze objects with the identification of essential features, compare and classify according to specified criteria;
• communicative UUD: be able to formulate their own opinion and position; to ask questions; take into account different opinions and justify your position; exercise mutual control.

Equipment and materials:

Personal Computer; presentation on the topic "Living and inanimate nature"; individual tasks on separate sheets; pens; colored pencils, children's drawings.

Lesson flow (see below)

During the classes:

1) Organizational moment

Guys, now we have a special lesson. It will be led by me and guests are present. Let's turn around and say hello to our guests

2) Setting the goals and objectives of the lesson

Guys, try to guess what we are going to talk about today. You will be prompted by the pictures that you see on the screen.

Slide number 1

Look my dear friend

What's around?

The sky is light blue

The sun is shining golden

The wind plays with leaves

A cloud floats in the sky.

Field, river and grass

Mountains, air and foliage,

Birds, beasts and forests

Thunder, fog and dew.

Person and season -

It's all around ... (nature)

About nature.

Slide number 2

Right. Today we are going to talk about nature. We will remember everything we know about her. The topic of our lesson is wildlife and inanimate nature.

3) Conversation

D let's take a look around. What surrounds us? What do you see?

Desks, computer, chairs, etc.

Right. Guys, is this nature?

No. These are things. They are made by human hands.

Okay. Now let's look out the window. What do you see there?

Trees, grass, sky, etc.

Can we call them nature?

Yes. This is nature. They are not made by human hands.

Right. This means that nature is what surrounds us and is not created by human hands.

We found out what nature is. Who will remember what nature is like? What two groups can the objects of nature be divided into? Let's take a look at the screen.

Slide number 3

What do you see?

Tree, cat, butterfly, etc.

Is it nature?

Yes.

What nature is it?

Alive.

Right. This is wildlife. What relates to wildlife?

Slide number 4

Animals, birds, fish, insects, plants, fungi, bacteria.

Slide number 5

Look at the screen. These pictures also show wildlife, but one picture is superfluous. Think which one.

A rock.

Right. Why is it superfluous?

Because he is not alive.

Right. How can we distinguish living from non-living?

Living things breathe, eat, grow, multiply, move, and die.

Slide number 6

Well done. We remembered the signs of wildlife. All living things must breathe, feed, move, grow, give offspring.

How does a person breathe? And the cat? And the fish?

What does a person eat? And the cat? And the cow? And the caterpillar?

How does a tree grow? And the butterfly? And the frog?

What kind of offspring does a person have? At the cat? Dogs? Bear?

How does a person move? And the bird? And the fish? And the tree?

We found out what belongs to living nature and how we can distinguish living from non-living. But what about inanimate nature? We look at the screen.

Slide number 7

So, inanimate nature is stones, earth, water, sun, mountains, sand, stars.

Slide number 8

We found out that we are surrounded by the world of things on the one hand and

Slide number 9

nature - on the other. Nature is everything that is not created by human hands.

Slide number 10

Nature is alive and inanimate. All living things breathe, grow, eat, move, give birth, die.

4) Consolidation of the studied material

physical education

Game "Guess where nature is"

Now we are going to play the game "Guess where the nature is". I will tell you a word, and you will say whether it is nature or not, and if nature is what, living or not. One, two, three, four, five, we begin to play. Try to give an answer - where is nature and where not.

The mountains.

Cat.

Doll.

Car.

Man.

Caterpillar.

House.

5) an individual task on separate sheets

6) Solution of the test "Living and inanimate nature"

Accompanied by a slide show. Children take turns reading and answering questions aloud.

Slide number 11

1) What is nature?

• Everything that surrounds us
• Everything that surrounds us and is not created by human hands
• Everything that is created by human hands

Slide number 12

2) What is nature?

• Nature is alive and inanimate
• Nature is only alive
• Nature is only inanimate

Slide number 13

3) What relates to inanimate nature?

• Bullfinch
• Table
• A rock

Slide number 14

4) What is living nature?

• Wood
• Doll
• Cloud

Slide number 15

5) What group can a person belong to?

• Man is living nature
• Man is inanimate nature
• Man is not nature

Slide number 16

6) What is not nature?

• Tit
• Lizard
• Underground

8) Working with cards

Filling the table " Live nature/Inanimate nature". Each student has their own copy of the table. Children enter the proposed words in the appropriate boxes.

10) Lesson summary

What did we study today?

What do you remember the most?

Conclusion

When planning the methodological work of the school, the pedagogical team tried to select those effective forms that would really allow solving the problems and tasks facing the school and teachers. primary grades.
When studying the standards of the second generation, I singled out for myself fundamental difference in transition to new level education. It is based on an activity-based approach. The child learns the world around him through activities that should become the basis of learning. It is activity, and not just a collection of certain knowledge, that is defined by the Standard as the main value of training. In conditions when the volume of information doubles, at least every five years, it is important not only to transfer knowledge to a person, but to teach him to master new knowledge, new types of activity. This is a fundamental change. My main task in preparing lessons is to get away from the teacher's monologue speech, to come to the conclusion that the child receives knowledge not because he attentively listens to the teacher, but because he comes into contact with new knowledge through activities. The teacher's functions have changed. The teacher only accompanies the child. I try to structure the lesson so that the student can feel himself the master of the lesson: what he can answer, when to answer, how to answer. With this approach, the student is not driven into a certain "framework", I give him the opportunity to express his opinion. Working in the system, applying the activity method, I strive to reveal the personality of the child, to instill in children an interest in education, in learning.
The key position of my methodological work is the formation of children's ability to learn, that is, to develop the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. When organizing educational activities in the classroom, I set myself the task of self-realization of students. The goal of training is the holistic development of the student's personality, that is, the most complete development of the active and creative possibilities inherent in it.
The introduction of new Federal state educational standards not only provides new opportunities for the student and teacher, but also increases the responsibility for the formation of the personality, the citizen. The new standard places new demands on primary education outcomes. They can be achieved thanks to modern teaching materials, including teaching aids of a new generation that meet all the requirements of the standard: the optimal development of each child on the basis of pedagogical support for his individuality, in a specially organized educational activity, where the student acts either as a learner or as a teacher, then in the role of the organizer of the learning situation.
All exercises are thought out so that each student, completing a series of tasks, can formulate the topic and goals of the lesson himself. The system of assignments of different levels of difficulty, the combination of the child's individual activities with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development.
When planning lessons, I try to follow the requirements for a modern lesson:
- independent work of students at all stages of the lesson;
- the teacher acts as an organizer, not an informant;
- compulsory reflection of students in the lesson;
- a high degree of speech activity of students in the lesson.

Take a look around. How beautiful! Affectionate sun, blue sky, transparent air. Nature adorns our world, makes it more joyful. Have you ever wondered what nature is?

Nature is everything that surrounds us, but at the same time it is NOT created by human hands: forests and meadows, sun and clouds, rain and wind, rivers and lakes, mountains and plains, birds, fish, animals, even man himself belongs to nature.

Nature is divided into living and inanimate.

Live nature: animals (including animals, birds, fish, even worms and microbes), plants, mushrooms, humans.

Inanimate nature: sun, space objects, sand, soil, stones, wind, water.

Signs of wildlife:

All wildlife objects:

Grow
- eat,
- breathe,
- give offspring,
and they are also born and die.

In inanimate nature, the opposite is true. Her objects are unable to grow, feed, breathe, or reproduce. Bodies of inanimate nature do not die, but collapse or pass into another state (example: ice melts and becomes liquid).

How to distinguish which nature an object belongs to?

Let's try together.

What nature is the sunflower part of? A sunflower is born - a sprout hatches from a seed. The sprout is growing. Roots come out of the ground nutrients, and leaves take carbon dioxide from the air - the sunflower feeds. The plant breathes, absorbing oxygen from the air. A sunflower gives seeds (seeds), which means it multiplies. In the fall, he dries up - dies. Conclusion: sunflower is a part of wildlife.

A person is born, grows, eats, breathes, has children, dies, which means that we can also be safely attributed to living nature. Man is part of nature.

The moon, the sun, a spring, stones do not grow, do not feed, do not breathe, do not give offspring, so these are bodies of inanimate nature.

Snowman, house, cars are made by human hands and do not belong to nature.

But there are also bodies of inanimate nature, which have individual characteristics of living organisms.

For example, crystals are born, grow, collapse (die).
The river is born from the melting of the glacier, it grows when small rivers flow into it, it dies, falling into the sea.
An iceberg is born, grows, moves, dies (melts in warm seas).
A volcano is born, grows, dies with the cessation of eruptions.

But all of them DO NOT feed, DO NOT breathe, and DO NOT breed.

If you break a piece of chalk in half, you get 2 pieces of chalk. Chalk remained chalk. Chalk is a subject of inanimate nature. If you break a tree or divide a butterfly into parts, they will die, because a tree and a butterfly are objects of living nature.

AT primary school difficulties arise in determining the belonging of an object not only to living and inanimate nature, but also to nature in general. Will you be able to complete the task correctly?

Find a group in which all objects belong to inanimate nature:

a) sun, water, earth, stones.
b) the moon, air, lunar rover, stars.
c) ice, earth, water, ship.

The correct answer is a). The moon rover and the ship do not belong to inanimate nature, they do not belong to any nature, because they were created by human hands.

The connection between living and inanimate nature

Undoubtedly, animate and inanimate nature are related. Let's make sure together.

For example, the SUN: without heat and sunlight, neither man, nor plants, nor birds, nor even fish can live.

Let's continue. AIR. All living things breathe. And no one can live without him.

And finally, FOOD. A person eats various objects of living nature: plants, mushrooms and products that he receives from animals.

On the other hand, living organisms also invariably affect objects of inanimate nature. So, microorganisms, fish and animals living in the water support it chemical composition; plants, dying and rotting, saturate the soil with microelements.

Based on our observations with you, we conclude that our whole life is closely connected with nature.

Man learns a lot from nature and even creates objects that look like natural objects. For example, observing a dragonfly, man created a helicopter, and birds inspired the creation of an airplane. Every house has an artificial sun - this is a lamp.

Conclusion

Nature is everything that surrounds us and is not made by human hands. Nature has two forms: wildlife and inanimate nature. Living and inanimate nature are closely related, because all living things breathe air, all living things drink water, a person cannot live without food, and animals and plants give us food. Nature is our home. A person must protect and protect him, wisely use natural resources.

I think I even remember when I first wondered what can be considered a living being... I'm five years old, I'm sitting on a bench near the store and out of boredom peeling leaves from a boxwood bush growing nearby. And my mother, spanking me on the hands: "Don't touch, the bush is alive, it hurts!" True, to make sense of it, I tried much later, at the age of twelve.

Living and inanimate nature: how they differ

The main difference between living and non-living is that inanimate nature is static, is unchanged. Water, stone, air, igneous rocks - they change exclusively under the influence external environment, but their internal structure remains unchanged.

Life assumes continuous development - moreover, manifested not only externally, but also presupposing a change in the very structure of the organism. Any life on Earth develops in the form of various chains of molecules composed of nucleic acids... These chains - DNA- are a kind of program, according to which atoms are added not into a dead static element of nature, but into a living organism capable of existing, developing, inheriting the accumulated experience.

How can you define a living being

Thus, scientists have found several signs that help to understand what belongs to inanimate nature, and what to live... There are five signs that only representatives of "life" have:

1. In any living organism, a metabolism occurs, or, scientifically, metabolism(which manifests itself in breathing, digestion, sleep, growth).
2. They have more complex internal structurethan objects of the inanimate world.
3. Unlike inanimate, wildlife reacts vividly to any changes in the external environment, it is capable evolve.
4. Any living creature goes through several mandatory stages: embryonic (or other, occurring before separation from the "parent") development; birth; height; reproduction; and death... By the way, even the simplest single-celled organisms can share on their own kind - for example, viruses, amoeba.
5. And, finally, in a living organism there is always some uneven body structure - stripes on the fur, moles, an unequal number of suckers on the tentacles ... while elements of the inanimate environment are always perfectly symmetrical (look at a snowflake, a drop of water, or a grain of sand under a microscope).

Examples of inanimate nature

Everything that does not have "life" can be roughly divided into three categories:

• components of inanimate nature (atmosphere, water, lithospheric plates, snow, etc.);
• objects in which metabolic processes have stopped (dead animal, withered plant);
• and synthetic substancescreated by people (plastic, polyethylene, asphalt).

The most curious thing is that many minerals (for example, oil) can be attributed to two types at once! After all, this, according to geologists, is the decomposed remains of ancient animals, which turned into a combustible substance under the influence of pressure and enormous temperatures.

The purpose of the lesson:to acquaint children with living organisms and their properties.

Tasks:

• develop the ability to observe, think logically and creatively,
• educate respect to all living things around us,

• contribute to the formation in the minds of students of a single, integrally colored image of the world around them as at home, their own and common for all people, for all living things,
• to systematize and expand children's ideas about living and inanimate nature, developing interest in their knowledge, enriching moral experience, fostering love for the surrounding nature.

Equipment:

• a painting depicting a children's playground
• containers with soil, sprouted bean seeds
• newspaper "We and Nature"

During the classes.

1. Organizational moment

2. Self-determination for learning activities. Problem statement.

There is no person who does not hear or say with admiration the phrase “What nature! Beauty! ”,“ I was in nature ”. What is it nature? Let's try to answer this question.

Let's mentally go out into the yard (a picture of a playground is attached to the board). In front of us is a playground. Consider this picture carefully. Name what is created by human hands and what exists independently of us.

(in accordance with the children's answers, the teacher writes down the named objects in the columns "Created by human hands", "Objects of nature").

So, what do we refer to as objects of nature? What is nature?

Output: Everything that is not created by human hands, and we ourselves are called nature.

3. Knowledge update

What can we attribute to nature?

(the teacher sets the hourglass and the children express their opinions within 1 minute, which the teacher fixes on the blackboard)

4 ... Designing and capturing new knowledge.

Now let's check ourselves!

(The teacher opens a board on which a table of wildlife objects; the teacher comments on each section, and the children say which of the above applies to each section.)

First of all, nature refers to:

• man
• animals (animals, birds, insects, fish)
• plants (trees, shrubs, flowers, herbs)
• mushrooms (growing on the ground and trees, single-celled mushrooms, which are used, for example, in baking, and lactic acid mushrooms)
• microorganisms that can be seen, for example, in a droplet of water. These include bacteria, microbes, viruses.
• stones that have existed for millions of years, minerals
• air is a mixture of invisible gases, it consists of the atmosphere of the earth and water (it is everywhere: in the oceans, seas, rivers, lakes, in the soil, there is a lot of water in the atmosphere)
• nature includes the Sun, the Earth's satellite moon, Earth, stars and planets

The diversity of nature amazes and delights people. To understand it, people classify all objects in nature. Nature is divided into living and inanimate.

(Open a board with a table of natural objects.)

Let's think what natural objects we can attribute to living, and what to inanimate nature.

On what grounds were we able to unite objects of living nature into one group, what do they have in common?

During the discussion, the children find out the signs of living organisms, which the teacher writes on the board:

• nutrition
• breath
• reproduction

5. Physical education

Please stand up from your seats. I will make riddles. If the answer relates to wildlife, then you squat, and if the answer is inanimate, then you clap.

We all like it
Without him we cry
And barely appears-
Look away, hide:
It is very bright
And the roast is old! (the sun)

Is it a bump?
No, not a bump.
Is it a barrel?
No, not a barrel.
Maybe a pumpkin with a tail
I ran to visit us,
I slipped under the porch
And grunt enough? (piggy)

On a fragrant flower
The flying flower has sat down. (butterfly)

Over the forests, cities,
Over the vast fields
Caravans are sailing
Unprecedented ships.
Keep their way around the earth
These miracle ships. (clouds)

Alena stands:
Green shawl,
Thin waist,
White sundress (birch)

Strange star
I fell from the sky.
I laid in the palm of my hand-
And she was gone. (snowflake)

6. Knowledge update

Can living organisms turn into non-living organisms?

Each living organism exists for a certain time, and then it dies, and new ones appear in its place. But if we do not take care of plants, animals, they can die before their due date, so we must always remember that nature is our generous friend, it creates all the necessary conditions for our life, in return we must protect and increase its wealth. But how to do it? How can we show concern for nature?

7. Practical experience.

Today we will try to increase natural wealth by planting beans seeds that we germinated in one of the previous lessons. If we do it correctly, with love and care, then the sprouts that appear will help us deal with the topic of the next lesson "Plants and Animals" (children plant sprouts in the ground)

8. Consolidation of the learned.

What is nature? Answer the question using the reference chart on the chalkboard.

(Everything that existed, exists and will exist independently of man and his efforts is called nature.)

What objects of animate and inanimate nature can you name?

What signs of wildlife have you recognized?

Man is also a part of nature. The creative group of our class prepared a photo newspaper "We and Nature".

(Students post a newspaper on the board)

The main task of man is to preserve and increase natural resources. After all, nature is our great friend! Let's protect nature!

9. Reflection of educational activities in the classroom.

When you get home and your parents ask you what you learned in class, what will you tell them?

Let's fill our mood screen - it's a tree today. If you don't like the lesson, you will glue a yellow leaf on the tree, if you liked it, then a green one, and if you liked it very much - a flower.

In this article, we will look at the differences between live and inanimate nature.

In this article we will try to provide you with information about animate and inanimate nature as detailed as possible. It will be especially useful for children who are just beginning to learn about this world.

Ocean, water, stream, river: living or inanimate nature and why?

Nature is our surrounding world, which is not created by man. Nature can be relatively divided into two categories: living and non-living. To understand the difference between “inanimate” and “living” nature, you first need to understand the definitions and the difference between them.

Of course, all objects that belong to living nature have the ability to grow, breathe, and develop. That is, this group includes: people, animals, plants and fungi and even microorganisms. In other words, it is everything that adorns the world, gives life and movement to the Earth. But without inanimate nature, all organisms and plants will not be able to exist, it is as if the source of life, and for some species even a place of residence.

For example, water, a river or other bodies of water are objects of inanimate nature, and serve as an excellent home for fish, algae, etc. But all water bodies constitute the hydrosphere of our planet, which is necessary for the existence and life of all living objects.

Rivers and streams are the arteries of our planet, thanks to which water fills lakes and seems to circulate along the earth. Many living creatures live in the water, but separately reservoirs are not considered a living being, because have the simplest molecular composition, do not breathe, do not grow or feed. This group also includes other objects and phenomena, for example, the sky, soil, stones, minerals, wind, rainbow, rain and many other seasonal changes and phenomena.

Air, clouds, rainbow: living or inanimate nature and why?

Despite the fact that there is a close connection between living and inanimate nature, there is also a difference between them. Wildlife directly depends on inanimate, because thanks to sunlight plants grow, photosynthesis takes place, and the sun is the main source of life. Without water and air, no creature can survive either, and soil is a place of life for many living objects.

Also, various weather and seasonal phenomena can be attributed to inanimate nature. For example, a rainbow can be found after a rain in summer, a cloudy sky is more often observed in autumn, and in winter the sky is covered with leaden clouds from which snowflakes fall.

It was from inanimate nature that life itself appeared, which is considered primary. And everything that we have created does not belong to objects pristine nature... Only with the help of the materials that the Earth provided us with, man was able to develop and create everything that he has today.

The distinctive characteristics of inanimate nature are:

• Inability to move.
• Inability to breathe, eat, reproduce, change. But over the years, many objects of inanimate nature can change their state of aggregation. For example, a stone can crumble into dust, or, the simplest example, is the circulation of water. As rain falls, after the sun heats the soil - the water evaporates, that is, it takes on the state of a pair. And also, in subzero weather, the water acquires the state of ice or snow.
• Failure to grow. Of course, mountains change in size, but they do not grow by cell division, as it happens in living objects.

An active volcano: wildlife or inanimate nature and why?

Of course, to many, the volcano may seem alive, especially during an eruption. In fact, it is not so. Volcanoes belong to inanimate nature, at least it can be designated as the thinnest place on the earth's crust.

The eruption occurs due to the degassing of magma. The principle of the eruption resembles sparkling water or champagne, which is shaken before opening. And in those places where the earth is loosely covered and lava comes out, sometimes with such pressure that a crater forms inside the volcano.

Volcanoes are objects of inanimate nature, because lava does not move with its own capabilities, but because of the accumulation of gas inside. And in the process of movement of lithospheric plates, volcanoes are obtained, through which magma passes outward. While magma rises under pressure along the volcano's vent, it heats up and turns into lava. But there are times when the pressure is not high, and due to this, the magma comes only to the throat of the volcano.

Sun, Moon, Earth, planet, celestial bodies: living or inanimate nature and why?

It is hard to believe, but the huge Sun, which can warm the entire planet, is the same star as the rest of the stars in the sky, but located closer to the Earth and that is why it seems so huge. The star is a huge, flaming ball of gas.

Sun and moon

From solar energy, the existence of all living beings and objects directly depends. But despite the fact that the sun emits energy, it, like all other stars, celestial bodies and planets, does not belong to living nature. Indeed, in order to distinguish between a living and an inanimate object, it is necessary to characterize the object or phenomenon according to the following characteristics:

• Ability to exchange information, release energy
• The ability of self-development, growth
• Reaction to stimuli
• Ability to reproduce
• The ability to breathe and eat

Of course, all living organisms have some or all of these characteristics. Non-living objects or phenomena are not able to have many of these functions, but there are exceptions, such as comets, the Earth, which revolves on its axis, and the Sun, which radiates energy for our planet, and many others.

Soil: wildlife or inanimate nature and why?

Nature is all objects, matter, bodies that surround us and are created without human help. They distinguish both living and inanimate nature, some move, grow and disappear, while others do not change for thousands of years. The existence of such groups is simply impossible separately, thanks to everything that the primary inanimate nature gives us, we exist.

The sun gives life energy, it is impossible to live without water - these are the veins of our planet, which help the development and moisturize the soil in which plants grow and other living organisms live.

The soil for us is a necessary condition for life. This is the upper loose layer of the planet, on which living things live and plants grow. The soil consists of sand, clay, water, inorganic and organic substances, and the dark color is given by the presence of humus and humus. The more of these substances, the more fertile the land, therefore black soil is considered the most valuable.

The soil saturates the plants with various nutrients, water and minerals, which promotes the growth and development of fruits. But at the same time, the earth is the main habitat, both inside and on the surface.

All pollution, when a person throws out waste of non-plant or animal origin, affects the composition of the earth, as a result. Plants that feed from contaminated soil can die or bear poisoned fruits.

Tree, leaf of a tree, stump: wildlife or inanimate nature and why?

The main characteristic of living nature is the ability to grow and develop. Trees belong to the class of living nature, because has various abilities that are characteristic of such a group. For example, a tree grows, feeds on water and humus that is in the soil, some bear fruit, and also die, although they have a very long lifespan.

• The leaves on the tree belong to wildlife, even when the leaf falls off. It turns into humus under the influence of living microorganisms.
• As for the stumps, then this part of the tree belongs to living nature. With the help of the roots, the tree stump also absorbs nutrients from the soil to maintain life, otherwise the tree simply dries up. But if a tree is chopped for firewood, it is no longer considered living nature, but more like material for building or kindling a fire.

Trees and other plants are incredibly essential to our lives, thanks to photosynthesis, which is only possible with plants - we breathe. Fruits - we eat and get all the necessary vitamins and substances. Flowers are pleasing to the eye and a lot of fun. Of course, the role of plants in our life is huge and that is why, you need to appreciate and care for the environment, because our life depends on it.

Flower, grass: wildlife or inanimate nature and why?

Already in early spring, as soon as everything around begins to melt, the first snowdrops break through the snow. With the advent of spring, all nature wakes up, grass appears, buds and leaves bloom.

• Unconditionally, all plants belong to the group of living nature, this is because they can grow, feed on water from the soil and minerals, as well as all living objects, flowers and grass die off. Flowers can even breathe, only in the opposite direction, instead of oxygen, they inhale carbon dioxide. Thus, they cleanse our environment and allow all living beings to breathe. Therefore, forests are considered lungs of the planet and it is strictly forbidden to cut them.

• Living and inanimate nature is one and depends on one another. It should always be remembered that inanimate nature is primordial and primary, and living beings have an impact on the structure and objects of inanimate nature. For example, a person dries a swamp, chops down trees, which radically changes the structure of the air, throws garbage and waste into water bodies and onto the ground, which negatively affects the state of habitation for living beings. Some animals also dig holes and change soil conditions.

All creatures and organisms draw vital energy from inanimate nature, life is simply impossible without air, water, solar heat and soil.

Growing and plucked nuts: living or inanimate nature and why?

Nuts are food of plant origin, they contain a whole complex of AA, they are saturated with B vitamins, vegetable proteins, etc. This is a very satisfying product, and one of the most beloved products for many animals, therefore, before winter, thrifty animals prepare a large supply of nuts for the winter.

Of course, the walnut is part of the tree, and as long as it hangs on it, it is also considered living nature. After all, the nut grows, develops, feeds and dies. Despite the fact that nuts can be stored for a very long time, over time, under the influence of microorganisms, the nut disappears and dries out.

All plants belong to wildlife, ranging from the unicellular ciliate slipper to giant trees like the baobab. Despite the fact that plants do not move long distances, they can move leaves, turn towards the sun, grow, breathe carbon dioxide and reproduce. All flora units need nutrition, which is obtained from soil and water. Of course, after the plant dies, it falls into the class of inanimate nature, and it doesn't matter if it is leaves, flowers or fruits.

All plants are certainly beneficial, because cleanse our world of various secretions and allow us to breathe oxygen. But besides this, plant foods contain a large amount of nutrients and vitamins, which is why it is so important to consume vegetables and fruits in your diet every day.

Similar items of animate and inanimate nature: list

The fact that living and inanimate nature is very closely related is extremely clear, it is quite easy to determine the difference between these concepts, even intuitively. There are a lot of differences between objects of animate nature and inanimate, in some cases the characteristics are obvious, but there are cases that we can confuse due to the fact that an object of inanimate nature is endowed with the abilities of another group, for example:

• Clouds, sea waves, Earth, etc. have the ability to move, the main thing is to understand that this is facilitated by phenomena of inanimate origin. Volcanic eruptions are also part of inanimate nature, although many consider it to be alive.
• The ability to grow in crystals and stalactites in caves, but this is also due to the fact that the increase does not occur due to living microorganisms, therefore such objects belong to inanimate nature.
• Old age and dying are inherent in living things and organisms, but objects of inanimate nature also have such abilities. For example, stars are born, grow, increase gradually and disintegrate; erode and thus, rocks are crumbling and crumbled, but this process is carried out under the confluence of external factors.
• Another similarity for many objects of animate and inanimate nature is the force of gravity, earth, water, animals, plants, stones and others, amenable to the physical laws of nature.
• Also, there are similarities in appearance, for example, shells and lichens can look like stones, many bacteria and mineral conglomerates, etc.
• In both groups of nature, chemical reactions occur. For living organisms, it can be metabolism, and in inanimate nature - peat burning, after lightning. This also includes the formation of minerals and minerals.
• Many believe that plants and mushrooms belong to the class of inanimate nature, but this is not the case, despite the fact that plants cannot move from place to place, they still know how to move leaves and turn towards the sun. In addition, the ability to grow, develop and die off indicates that representatives of such classes are unambiguously related to living nature.

In order to fully understand the similarities and differences between living and inanimate nature, one must remember that the creations of inanimate nature are characterized by resistance to external factors, weak variability. Living beings know how to breathe, develop, live and die. The formation of life is a normal natural stage in the development of matter, and since inanimate nature originally appeared, then many scientists do not consider the Earth to be the only space bodythat has life on it.

Video: Objects and phenomena of animate and inanimate nature