It is known that the bramble is a perennial shade-tolerant plant. Collection and storage

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Yura

Olya

Andrew

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Maksim

Sveta

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About animals

About children

fantasy

Nastya

Yura

Olya

Andrew

Dima

Maksim

Sveta

Varya

Masha

Dasha

Questions for comparison

Is it flat or 3D?

flat

flat

Are these shapes quadrilaterals?

quadrilateral

quadrilateral

Do these figures have right angles?

There are right angles

No right angles

common viper- the most common poisonous snake in central Russia. It is more common in mixed forests, in glades, swamps, overgrown burnt areas, along the banks of rivers, lakes and streams. After wintering, they usually appear on the surface of the earth in April - May. In summer, the burrows of various animals, voids in rotten stumps and between stones, bushes, haystacks, and caked heaps of dead grass serve as shelters for vipers. The common viper is a relatively small snake up to 75 cm long, specimens up to 1 m long have been seen in the north and in the central strip. The only general color property can be considered that a strip stretches along a certain background along the back, which usually looks like a zigzag. As a rule, the strip is darker than the background. Viper is ovoviviparous. Offspring are born in August. Young vipers are born 17 cm long and are already poisonous.

They feed mainly on small rodents, frogs, and insects. When meeting a person, the snake, as a rule, tries to hide.

ptarmiganbelongs to the grouse family. Distributed in the northern part of Eurasia and North America. These geographic latitudes are characterized by long, frosty and snowy winters. They lead a nomadic lifestyle. By color in winter, birds of both sexes are white and indistinguishable from each other. The female is reddish in summer. Partridge nesting sites are usually located in heather thickets and moss swamps. White partridges are diurnal birds. They spend the night in a safe shelter among tussocks of low-growing grass and bushes, and in winter they sleep buried in loose snow. Birds collect their food - mainly shoots of low shrubs - on the ground, slowly moving in small steps. Evaluating the height, age and quality of plants in a businesslike way, they choose the most juicy, vitamin-rich stems, leaves, flowers and seeds. In autumn, their diet is supplemented with ripe berries, and in summer with insects. The white partridge meticulously chooses a place for the nest, which must be securely hidden in the thickets. Having dug a hole in the ground, the female carefully lines it with dry blades of grass, and when the nest is ready, she starts laying eggs - one every 36-48 hours. Most often, females lay 8 - 11 eggs.

White Owl - bird of the owl family. Adult birds are painted snow-white with brownish streaks of various sizes or with brown transverse stripes. The number of brown spots varies widely in different individuals. Males are usually lighter than females, sometimes completely white. Distributed in the northern part of Eurasia and North America. These are nomadic birds.
Snowy owls nest on the ground. They are active around the clock. Being predators, they keep apart, live alone. The main food of snowy owls are lemmings and various birds, their chicks and eggs. If there are few lemmings in the tundra, snowy owls attack young and weak arctic foxes.
As such, snowy owls do not build nests, and lay their eggs directly on the ground in a hole, without any lining. Usually there are 4-7 eggs in a clutch.

No. 1. It is known that the bone -perennial herbaceous shade-tolerant plant.Choose from the list below statements that describe data signs of this plant and circle the corresponding numbers.

1. Birds and small animals like to feast on bones.

2. The plant has a lignified trunk and a powerful root system.

3. The bramble has a straight green stem, trifoliate leaves and white flowers.

4. In the first year, the plant forms a rosette of leaves. The following year, flowers form on green stems, and then seeds, after which the plant dies.

5. Grows best in deciduous and pine forests under dense canopy.

6. In folk medicine, a decoction of leaves and stems is used for diseases of the gastrointestinal tract.

7. In the first year after seed germination, only a rosette of leaves is formed. In subsequent years, the plant blooms, forms fruits and seeds. For the winter, the aerial part dies off, and in the spring the leaves grow back.

8. Occurs in open sunny places along forest edges and meadows.

ANSWER_________________________

№2 Swallow - a small graceful bird. The swallow flies swiftly, deftly and very rarely falls to the ground. The plumage of the swallow is black on the back, and white on the abdomen and near the tail. The chest is wide, the neck is not long, the head is flat. The wings are long and pointed, and the tail is forked or has a notch in the middle. The legs are not long, with long thin fingers. Swallows build nests by attaching them outside the building, while several pairs build their nests in close proximity to each other. Swallows are insectivorous - they catch their food right on the fly and during the season the swallow destroys a large number of insects.From the list of statements, select only those that speak of behavior swallows, and circle the corresponding numbers.

1. Catches insects in flight.

2. The tail is forked or has a notch in the middle.

3. Flies a lot and rarely falls to the ground.

4. Swallow is a useful bird for humans.

5. Several pairs of swallows build their nests side by side.

6. Swallow toes are long and thin. ANSWER_________________________

To the question Is the berry a stone fruit tasty? What is known about her? Is the berry used in cooking? given by the author Madeleine the best answer is Kostyanik is a forest perennial herbaceous plant of the Rosaceae family with edible sweet and sour red berries resembling pomegranates. Contains: sugar, citric and malic acids, pectin and tannins, vitamins: E, C, group B. Berries are consumed fresh, they are used to make fruit drinks, juice, syrup, jelly, jam, jelly, compote.
Bone grows in pine forests, mixed, coniferous and birch forests, their edges, shrubs, upland steppe meadows and mountain slopes. It occurs in the forest zone of the European part, except for the south, in Siberia and the Far East.
Due to the presence of organic acids, mineral and other substances, the berries of stone berries have a healing value. In folk herbal medicine, they are taken for anemia, colds, gout and inflammation of the joints,
gynecological, gastric diseases, kidney diseases, hemorrhoids, diabetes mellitus, especially in metabolic disorders (gout).

Answer from °LiKaNtRoP™-13[guru]
Xs what is known about it but fabulously delicious :))

Answer from Request[guru]
There is nothing tasty in it!
And I have not heard about the use in cooking. Although, I'm not a cook, at all!

Answer from way[guru]
I don’t know what I know about it and I don’t know how it is used in cooking except for cooking .... but the jam from it is abolden.

Answer from Eurovision[guru]
bitter-sour taste, red, very healthy, compotes, pies

Answer from Yoerega[guru]
It grows in wetlands - a pure product, they do not argue about tastes, it can be used as an additional oxidizing agent, the aroma is fly away.

Answer from Anya[guru]
And we called berries similar to raspberries, only much larger. when you pick a berry. it breaks up into small berries. Very tasty When it rains sour and if the summer is sunny then sweet. We collected it in the forest along with raspberries and made jam.

Answer from I love[guru]
Kostyanik (lat. Rubus saxatilis) is a perennial honey plant of the genus Rubus of the Rosaceae family. Flowering in May-June, fruiting in June-July.

A plant with creeping or arcuately curving and rooting vegetative shoots and erect flower-bearing stems about 20 cm high. The leaves are tripartite, with long petioles. The flowers are white, five-membered, collected 3-10 in apical umbellate or racemose inflorescences. The fruit is a polydrupe, usually consisting of 1-6 large, bright red, juicy fruitlets, weakly connected to each other.
In Russia, it is found in many regions of the European part (except for the extreme south), in Siberia and the Far East. In Central Russia, it is known in all areas, confined to moist forests, mainly coniferous.
The fruits are eaten raw and processed (juices, fruit drinks, jam).
Related species:
Of our forest berries, stone berries (Rubus saxatilis) are almost the last to be remembered. But in vain!
Its rich in vitamins, delicious sour berries quench thirst well. Bone jam tastes good. It makes excellent fruit drinks and jellies.
Perennial herb from the Rosaceae family. The stem is erect, up to 30 cm high. The leaves are trifoliate, on long petioles. The leaves and stem are covered with spiny hairs. The flowers are white, in a corymbose inflorescence, bloom in late spring - early summer. The fruit is a red polydrupe, ripens in mid-summer. Reproduces mainly vegetatively (whiskers).
Boneberry is a common forest plant; also found on edges, clearings, clearings; enters the meadows of the steppe and forest-steppe zones, into the tundra.
Distributed throughout the temperate zone.

As objects for choosing general classification features, students were offered groups of plants, animals, substances or natural phenomena. At the same time, all the proposed objects and their main features were studied in the lessons of the surrounding world. Below is an example of one of these tasks.

Example 3

For each of the groups of natural phenomena from the first column, select from the second column a feature by which these phenomena can be combined into a group.

Write down your chosen numbers.

Correct answer:5 2 , 4 0% performance, while partially correctly performed, having received 1 point - 33%, completely (2 points) - 23%.
In this group of tasks, the performance results differed slightly, but the most difficult task for the fifth graders was to identify common features for a group of phenomena, and the simplest was the same operation for animals. In general, taking into account the form of the proposed tasks, we can talk about the formation of this skill.

To test the general logical ability to analyze objects with the selection of essential and non-essential features, tasks were included in the diagnostic tests, in which a list of statements describing a given object was given (in three versions - plants or animals, and in one version - the hardening procedure known to students). The students had to single out from the general list of features only the essential ones that would describe the indicated features of this object. A total of 8 statements were proposed, it was necessary to make a choice of three correct features. Below is an example of one of these tasks.

Example 4

It is known that bone perennial herbaceous shade tolerant plant .

Choose from the list below statements that describe data signs of this plant and circle the corresponding numbers.

1. Birds and small animals like to feast on bones.

2. The plant has a lignified trunk and a powerful root system.

3. The bramble has a straight green stem, trifoliate leaves and white flowers.

4. In the first year, the plant forms a rosette of leaves. The following year, flowers form on green stems, and then seeds, after which the plant dies.

5. Grows best in deciduous and pine forests under dense canopy.

6. In folk medicine, a decoction of leaves and stems is used for diseases of the gastrointestinal tract.

7. In the first year after seed germination, only a rosette of leaves is formed. In subsequent years, the plant blooms, forms fruits and seeds. For the winter, the aerial part dies off, and in the spring the leaves grow back.

8. Occurs in open sunny places along forest edges and meadows.
Write the circled numbers in your answer without separating them with commas.
Correct answer: 3 5 7 , the performance was 25%, while partially correctly performed, having received 1 point, - 33%, completely (2 points) - 9%.
To make the right choice of traits, students had to understand that these traits describe the stone as a perennial, herbaceous, shade-tolerant plant (these concepts are given in the lessons of the world around and the level of their assimilation is an important factor in the success of this task). In fact, the task requires the disclosure of a generalized concept studied in the lessons using particular examples. For example, item 7 of the task describes a perennial plant, and item 5 describes a shade-tolerant plant.

Most errors were associated with the choice of statements that did not fit the concepts declared for selection, for example, in the above example - statement 1.

In general, this group of tasks stands out as having caused the greatest difficulties. It can be recommended to teachers to include in the current control tasks for the assimilation of generalized concepts through their disclosure in particular features of certain objects.

The ability to compare objects was tested by tasks with a detailed answer based on the text. All the features of the objects necessary for comparison were described in the text. The students had to independently select four features to compare these objects, highlighting two similar and two different features. In the tasks it was not required to formulate a conclusion for comparison, that is, the comparison operation as a whole was not affected, taking into account the generalization of information on individual features. An example of one of the tasks is shown below.

Read the description of two natural phenomena.

And frost- these are deposits of ice crystals formed in frosty foggy weather and with a weak wind on thin long objects - branches and branches of trees, wires. Droplets of fog solidify, forming a continuous ice cover on objects. It looks extremely beautiful, gives the forest or park a striking elegance.

And
her- These are very small ice crystals, similar to tiny snowflakes that cover loose soil, window glass, rough walls of the house, benches. Hoarfrost is a beautiful white ice patches with bizarre patterns of tropical leaves or flowers. It is formed on frosty clear nights and with a weak wind from the water vapor contained in the air.

Compare frost and frost. In your answer, indicate two signs that are the same for both natural phenomena, and two signs in which they differ from each other.

So, for two plants or two aquarium fish, all four features were identified by an average of about 30% of students, for two minerals - 19%, and for natural phenomena (see example 5) - only 11%.

When highlighting features for comparison, the students preferred to use their own knowledge about the objects, rather than the information that was offered in the text, which indicates a misunderstanding of the way the task was performed.
Work with models was checked by a group of tasks on the material of the Russian language. An example of such a group is shown below.
Example 6

6.1. When parsing a word by composition, parts of the word are denoted as follows:
¬ - console,  - root,  - suffix, ¨ - the ending.

Choose the schema that matches the word HINT.

6.2 . C1. (1 point - 17%, 2 points - 32%)

Think of a plural noun

which matches the pattern ¬  ¨ .

Write down on the reverse side of the test form and disassemble this word by composition, after indicating the task number - C1.

The results of the assignments show that the fifth graders coped very well with the task of choosing a word parsing scheme for the specified word (89%). The completion of the task with a detailed answer was 40%. Only 32% of the tested students successfully completed the task, fulfilling two conditions:

• 
  they picked up a plural noun (the answers often included both verbs and adjectives, many also forgot about the plural);
• 
  the chosen word corresponded to the scheme of parsing the word by composition.

As can be seen from Table 5, students of the 5th grade showed the lowest results when completing tasks to test the ability to navigate in a variety of ways to solve problems, which in this test was tested on the basis of mathematics. In these tasks, it was necessary not only to solve the problem, but also to use data from the table, i.e. the ability to work with graphic information was an integral part of the success of these tasks. Students had to isolate the relationship between the information presented in different columns of the table, choose a way to solve the problem (different from the algorithms known to them) and demonstrate understanding by performing the appropriate calculation. The probability of a mathematical error in the calculations was reduced, since students were allowed to use a calculator during testing. Unfortunately, only a third of the fifth-graders were able to fully cope with these tasks, while most of the errors are associated precisely with the wrong choice of the solution method.

The work for the initial diagnostics included 3 tasks that tested this group of skills. One of the tasks controlled the ability to choose the approximate content of a book by its title, and two tasks controlled the work with tabular information. At the same time, tasks for understanding tabular information and converting a table into a bar chart were complicated by the use of additional computational operations. Table 6 shows the average percentages of completion of the corresponding groups of tasks by fifth-graders.

Table 6

Below is an example of tasks for working with tabular data, which caused the most difficulties.

Example 7

Malvina opened a laundry. The cost of electricity consumed by the laundry depends on the day of the week and the time. The table shows the cost of electricity for 1 hour, provided that one washing machine is running continuously.

7.1. In the laundry of Malvina on Tuesday from 9.00 to 17.00 one washing machine worked. How much should Malvina pay for electricity for that day?
Correct answer: 56 pounds (39%).
7.2. Which diagram correctly reflects Malvina's money spending if on Friday she worked continuously every hour for two washing machines from 11.30 to 16.30, and on Saturday only one washing machine worked every hour - from 19.00 to 23.00?

1)	Correct answer - 52%	2)
3)		4)

In the first task, the students experienced obvious difficulties not so much with identifying information from the table, but with counting the number of hours of operation of the washing machine. In the second task, the main mistake was that the fifth graders forgot to take into account the work of two washing machines on Friday and chose the third answer (22%) instead of the correct first answer.

In general, we can note a sufficient level of formation of skills in working with information, while recommending that more often use contexts related to practice-oriented situations in mathematics lessons.
4. Reading skills

Table 7

According to the diagnostic results, we can talk about the formation of the primary school graduates' skills to highlight the main topic of the text, draw simple conclusions on the content of the text, restore the text plan and answer questions that require the search for explicitly given information. For all these skills, the results of the tasks exceed 60%.

On average, half of primary school graduates (54%) demonstrated the ability to independently explain the meaning of unknown words (or expressions), based on the content of the text. Here, the greatest difficulties were caused by tasks in which words were offered, one of the meanings of which is often used in everyday speech, but in the text this word has a different meaning. An example of one of these tasks is shown below.
Example 8(text "Not confused")

While reading, you came across words that are not used often, but their meaning in this text is quite clear.

For each word from the first column, find the correct interpretation of its meaning from the second column, indicated by a letter.

Specify the correct answer.

In the text, the word “threshold” occurs in the meaning of a river rapid, which should be noted. However, answer No. 2 (AV), in which the word “threshold” was interpreted in the usual everyday sense, was more common than the correct answer No. 3 (BV).

Example 9(text "Not confused")

C6. (1 point - 28%, 2 points - 16%)

Which of the following folk proverbs most accurately reflects the main idea of ​​the text?

Indicate the number of the proverb you have chosen. Explain why.

Many students took the proverb “As it comes around, it will respond” as the correct answer, as, most likely, more familiar to them.

In the other two options, these tasks contained a question on the proposed text, to which it was necessary to provide a coherent justification for the statement of 2-3 sentences, for which two points were given. Below is an example of such a task.
Example 10(text "Wonder Island")

Why do you think this miracle happened, and Alyosha and his father found so many vigorous aspen mushrooms?

For the successful formation of the ability to make value judgments, it is necessary to discuss with students the understanding of the author's position during the lessons, to form the ability to express their own value judgments, to compare the author's position with their own point of view, to focus on linguistic features and text structure, etc.

Comparative analysis of mastering metasubject skills

students with different levels of school achievement
To characterize the educational achievements of participants in the starting diagnostics in terms of meta-subject skills, as in previous years, the level of school performance determined by the average school grade in four subjects was used (Table 8).