Life of the forest and the surrounding world. Forest life. Game "Edible - Inedible"

Lesson type: combined

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 the child’s emotional and value-based understanding of his personal experience of communicating with people and nature;

Characteristics of student activities

Understand educational objectives of the lesson, strive to fulfill them.

Work in pairs: determine using the atlas - identification of mixed forest plants in the herbarium, learn based on illustrations in the textbook of representatives of the forest community, identify ecological connections in the forest. Tell based on his observations about what plants, animals, and mushrooms are found in the forests of his native land. Simulate power circuits. Discuss disruption of ecological connections in the forest community due to human fault, suggest solutions environmental problems. Characterize forest community according to the plan in the textbook, discuss stories about the forest from the book “The Giant in the Clearing.” Formulate conclusions from the studied material, reply to final questions and evaluate achievements in the lesson

Planned results

Subject

Know basic rules of behavior in the environment.

Be able to use the acquired knowledge to satisfy cognitive interests, search for additional information about their native land, about the life of forests, meadows and fresh water bodies, give examples of representatives of different groups of plants and animals.

Metasubject (Regulatory. Cognitive. Communicative)

P. - search for the necessary information to complete educational tasks using various sources. Establish cause and effect relationships.

R. - evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of the given task.

Process the information received: draw conclusions as a result of joint work of the whole class.

K. - formulate your opinion and position.

Personal results

A feeling of love for one's country, expressed in interest in its nature.

Ecological culture: value attitude towards the natural world; willingness to follow environmental behavior standards

Basic concepts and definitions

basic rules of behavior in nature

Preparing to learn new material

Let's find out what a forest is, what organisms make up the natural community of the forest. We will learn to characterize the forest community according to plan.

Remember what forest areas there are in Russia. Are there forests in your region? Remember your observations in the forest. What did you find particularly interesting?

1.Look at the plants of the mixed forest in the herbarium. Identify them with atlas-identifier.

2.According to the picture in the textbook (pp. 166 - 167), get acquainted with the diversity of living organisms in the forest. Name them by covering the signatures with a strip of paper, and then test yourself.

3.Use this drawing to talk about the ecological connections in a mixed forest.

4.What is a forest? Try to give a definition. Test yourself using the textbook text.

Learning new materialWHAT IS A FOREST

Spruce. 2. Aspen. 3. Pine. 4. Squirrel. 5. Dia-tel. 6. Oriole. 7. Oak. 8. Silkworm: butterfly and caterpillar. 9. Bark beetle. 10. Thrush.

Boar. 12. Euonymus. 13. Boletus. 14. Vole. 15. Animal soils. 16. Forest mouse. 17. Earthworm. 18. Weasel.

Everyone imagines a forest. But if you ask: “What is a forest?”, not everyone will answer easily. In any forest, the main plants are trees. There is no forest without trees. But the forest is not only trees. A forest is a complex unity of living and inanimate nature.

Shrubs and herbs grow in the forest, and many animals live. There are also mushrooms here. Plants provide food and shelter to animals, and animals distribute the fruits and seeds of plants. Mushrooms help trees grow and serve as food for many animals. We see that living organisms in the forest are closely connected with each other, they live together, together. Together they form a natural community.

The life of the forest community depends on inanimate nature. So, sunlight, air, and water are necessary so that plants can create nutrients in their wonderful “kitchen” and feed themselves and animals.

Forest life is impossible without soil. Here are the roots of plants, the mycelium of mushrooms, and many small animals live. There are also very tiny organisms that live in the soil that you cannot see without a microscope—bacteria. They are an important part of the forest community.

Comprehension and understanding of acquired knowledge

1. Based on your observations, tell us what plants, animals, and mushrooms are found in the forests of your region

2.Build a model of a food chain characteristic of the forest community in your region. Ask your desk neighbor to check your work. If necessary, correct the error by modifying the model

3. Explore the Natural Community Study Plan. We will use this plan in the following lessons. Using the same plan, we will characterize the studied natural communities.

Natural Community Study Plan

1.Name of the community.

2.What organisms make up the community.

3.Ecological connections in the community.

4. The meaning of community for a person.

5.Influence of a person on a community.

6.Community policing.

Read the text. Use the information you receive to talk about ecological connections in the forest community.

Fallen leaves and other dead parts of plants form forest litter on the soil surface, which plays an important role
in the life of the forest. Under the influence of bacteria, it gradually rots, enriching the soil with humus. This maintains the circulation of substances in the forest.

The work of bacteria is facilitated by insects and their larvae, which also live in
forest floor and grind it. Plant remains crushed by them rot faster. Scientists have proven this with this experiment. In two identical vessels
collected forest litter. In one vessel it contained bacteria, insects and their
chinks, and in the other - only bacteria. In the first vessel, the litter quickly turned into dust and rotted, while in the second it was preserved quite
for a long time.

According to the given plan, give characteristics of the forest community. When revealing points 4-6, use the knowledge gained in the lesson “Forest and Man”.

Let's discuss!

What violations of ecological connections can occur in the forest due to human fault? Where it leads? What needs to be done to prevent such violations from happening?

check yourself

What is a forest? 2. Why is the forest called the unity of living and inanimate nature? 3. What groups of organisms make up the natural community of the forest? 4. How are the inhabitants of the forest related to each other?

Conclusion

Forest is a complex unity of living and inanimate nature. Living organisms of the forest (plants, animals, fungi, bacteria) constitute a natural community.

Homework assignments

1Write in the dictionary: natural community.

2.In the book "Giant in the Clearing" read the stories “Forest Paths”, “Into the Forest for Berries”, “Have Pity on the Birch”. Analyze your behavior in nature: were there any actions for which you are ashamed, or ones of which you are proud.

3. Observe the life of the forest. Use the identification atlas to recognize its inhabitants.

Lesnayanaturalzone

Naturalcommunity. Floorsforests

Lesson summary on the world around us, grade 4-B

Compiled by Dulyanitskaya T.A. primary school teacher MBOU "Dachnovskaya Secondary School" of the Sudak urban district

Topic: Forest life.

Practical work No. 16 “Examination of herbarium specimens of forest plants and their recognition.”

Goals:

1. To form students’ ideas about the forest as a natural community.

2. Introduce and explain the term “natural community”.

3. Introduce the diversity of forest inhabitants, forest layers, forest litter and microorganisms, and the role of fungi.

4. Develop the ability to find relationships in nature, in the community, to recognize plants and animals.

5. Develop children’s cognitive activity, ability to reason and generalize.

Formed UUD:

Cognitive: the ability to extract information, establish cause-and-effect relationships and dependencies between living and inanimate nature;

Communicative: carry out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks;

Regulatory: formulate educational objectives, determine the sequence of intermediate goals, taking into account the final result,

Assess the quality and level of mastery of the material;

Personal: show a positive attitude towards learning.

EQUIPMENT: herbarium; recordings of bird voices.

During the classes

I. Organizational moment . Communicate the topic and objectives of the lesson.

II. Checking homework .

What did you learn about in the last lesson?

– Give examples of different types of soil.

– Which soil is the most fertile?

– What are the soils like in our region?

– Why do you need to take care of soils?

– How should soils be protected?

Find errors in the text.

“Soil is the top solid layer of the earth. There are few soil types. The most fertile soils are tundra soils. Salts are responsible for soil fertility. Chernozem soils predominate in our region. Soils do not need protection.”

TEST “EARTH-NURSE. SOILS"

1. The characteristic soils of our region are:

a) chernozems; c) podzolic soils;

b) tundra soils; d) gray forest soils.

2. Chernozem soils predominate:

a) in the tundra; c) forest zone;

b) steppes; d) deserts.

3. Soil fertility depends on the amount of:

a) sand; c) humus;

b) clay; d) salts.

4. From humus under the influence of microorganisms the following are formed:

a) water; to the air;

b) stones; d) salt.

5. From the remains of dead plants and animals under the influence of microorganisms the following is formed:

a) sand; c) clay;

b) humus; d) silt.

6. The composition of the soil includes:

a) carbon dioxide, limestone, air, water;

b) water, air, sand, clay, humus, salts;

c) table salt, sand, clay, water, air.

7. To protect the soil in the fields it is necessary:

a) plow, fertilize, destroy harmful insects and animals;

b) plant trees, water abundantly, use pesticides;

c) carry out snow retention, plant shelterbelts, plow properly, water moderately and use fertilizers.

8. What color are the lowlands indicated on the map?

a) yellow; b) green; c) light brown.

9. One centimeter of soil in nature is formed:

a) for 100–150 years; c) 5–10 years;

b) 250–300 years; d) 1–2 years.

Answers: 1(), 2(b), 3(c), 4(d), 5(b), 6(b), 7(c), 8(c).

III. Working on new material.

1.Self-determination for activity .

Guess the riddle.

This city is difficult

It is dense and dense. (forest)

Why is it called a city?

What will we talk about in class?

Read the topic of the lesson written on the board. Slide 2

Over the wide river,

Covered in darkness

In the deep silence

The forest is dense.

I.Nikitin

What lesson goal can be set in connection with the topic?

What will we do to achieve this goal?

What would you like to know about this topic?

Formulate your questions.

2.Forest - natural community .

*The teacher reads “The Tale of the Artist Who Decided to Paint the Forest.”

A TALE ABOUT THE ARTIST WHO DECIDED TO DRAW A FOREST

– What is a forest? - the artist thought. - Of course, trees!

I painted birch, spruce, pine and aspen trees, oak and linden trees. Yes, they turned out so similar that the branches were about to sway. And in the corner, as expected, I drew an old forest man. I hung the picture, and after a while I saw dry trunks.

The artist painted grass and flowers, but the forest dried up again.

– Did you draw insects? – the voice of the forester was heard again.

The artist painted insects, but they stuck to all the trees.

– We need birds, and also bushes and berries,” the forester continued.

I completed the drawing, but the forest still began to wither.

– Draw a toad and a lizard, mushrooms!

– No, said the artist.

They argued for a long time, and the artist agreed and painted many different animals. It was dark, and the artist wanted to turn on the light, but suddenly he heard the crackling of branches and someone snorting.

– This is a real forest! - said the forest boy and disappeared. Or maybe he was hiding. After all, thousands of inhabitants are hiding in the forest. And all of them together are the forest!

-Scientists call the forest a natural community. Why do you think?

This means that all its inhabitants live together and are closely connected with each other.

3. Tiers of the forest.

For living organisms, a forest is a large multi-story building. Each floor has its own name. Scientists call these floorsforests are in tiers and arranged in decreasing order. You can give the names of the tiers yourself after listening to the description riddles.

1) Perennial plants in which several solid stems arise from a common root.(Shrubs.)

2) Plants with soft green stems. (Grass.)

3) Perennial plants with large, hard stems.(Trees.)

Arrange the names of the tiers in decreasing order. (Trees, shrubs, herbs.)

*The teacher shows the “Tieres of the Forest” diagram.

*The teacher suggests filling out the table: working with the herbarium (in groups)

ate

pine trees

birch trees

aspen

raspberries

currant

viburnum

rose hip

stone berry

sorrel

lilies of the valley

What grows on the ground itself?(Lichens and mosses.)

4. Power circuits (work in pairs)

*Students work in pairs to build a model of a food chain.

*The teacher opens the diagrams on the board.

What do the arrows mean? (These are power circuits.)

You have already said that the forest is a home for living organisms. What else does it serve for animals?(Animals find food in the forest .)

Let's look at the food chains: oak → bark beetles.

A healthy young tree is not afraid of beetles; any damage to the bark is filled with resin. But when a tree ages, it can no longer cope with the multitude of bark beetles and dies, making way for young plants. Do bark beetles bring harm or benefit to the forest? (For young trees this is a benefit, but for old trees it is harmful.)

Nevertheless, bark beetles accelerate the circulation of substances. Everything in the forest is interconnected and inextricable. If these connections are disrupted, the ecological balance will also be disrupted. Plants cannot live without animals, and animals cannot live without plants. They live together and together form a natural community. They help each other. Give examples.

(A squirrel, storing food for the winter, takes acorns far from the tree on which they grew: this is how the seeds spread.)

5. Mushrooms.

There are other living organisms living in the forest. Who is this? Guess it.

Both on the hill and under the hill,

Under the birch and under the fir tree,

Round dances and in a row

Well done guys are wearing hats.(Mushrooms.)

Does the forest need mushrooms?

Find the answer to this question in the textbook. (The forest needs mushrooms. They help trees suck water with dissolved salts from the soil. Animals eat and heal with mushrooms. Mushrooms help decompose plant residues.)

Physical exercise.

Game "Edible - Inedible"

*Students repeat the exercises after the teacher, guess riddles (if the answer is an edible mushroom, then the students stand; if the answer is an inedible mushroom, then the students squat).

1. These friendly guys

They grow on a stump in the forest.

They call them... (Honey mushrooms).

(Children are standing.)

2. And this is a handsome man on a white leg,

He's wearing a red hat

There are polka dots on the hat. (Fly agaric.)

(Children sit down.)

3. Gray hats,

Speckled legs.

They grow under the birch tree.

What are their names? (Boletus mushrooms.)

(Children are standing.)

4. Among the young pines

In a shiny dark hat

A fungus is growing... (Oil can.)

(Children are standing.)

5. Sisters are growing up in the forest.

Red... (Foxes.)

(Children are standing.)

6. He has a homely appearance,

A shuttlecock on the leg will decorate it.

Don't touch this mushroom.

Keep in mind - it is very poisonous!

Don't take them from the clearing,

They are called... (Toadstools.)

(Children sit down.)

7. I stand on a thick leg,

I stand on a smooth leg.

Under the brown hat

With soft velvet lining. (Borovik.)

(Children are standing.)

Well done! You know edible and inedible mushrooms.

- The golden rule of a mushroom picker: “If you don’t know, don’t take it!”

What are the rules for picking mushrooms?

6.Importance of forest litter.

Close your eyes and imagine that you are back in the forest. What lies under your feet? (Remains of old grass, dry branches, old leaves.)

Scientists call this forest floor. Some of the old foliage and dead plants gradually rot, turning into humus. This is the work of microorganisms, bacteria, insects. Therefore, a lot of old leaves do not accumulate in the forest. And for some animals, the forest floor helps during cold winters. What animals does the forest floor help in winter?

(Beetles, hedgehogs, bears, that is, those who hibernate.)

*Students read the article “On forest litter and microorganisms” on p. 168 textbook.

7. Animals of the forests .

*work in pairs - complete task 2 p. 164

IV. Consolidation of what has been learned .

How do plants and animals live in the forest? (Plants grow in tiers in the forest. Animals divide these floors among themselves: some live in trees, others in bushes, others on the ground or even underground. All living organisms live together, plants in the forest more than animals.)

What can you call a forest? (A forest is a natural community.)

1.Work in groups .

Compose a story about a forest community according to the proposed plan on page 165 of the textbook.

*Listening to 2-3 stories.

Give examples of natural balance in the forest, based on the diagram:

2.Forest fires.

What can disturb the natural balance in the forest?

*Students complete the task “Let’s Discuss!” us. 168–169 textbook.

3. The significance of the forest.

So what is the forest for?

V. Summing up.

*Students read the conclusion on p. 169 textbook.

What was the purpose of the lesson?

What knowledge have we discovered?

*answers to questions in the “Test Yourself” section p. 169

Reflection.

What sparked your interest?

What new did you learn in the lesson?

How do you feel when you finish the lesson?

Homework.

pp. 164–169. Answers to "Test Yourself" questions.

A message about any animal or plant in the forest of our region.

Technological map for studying the topic “FOREST – natural community” The world around us.

4th grade teacher Vorobyova Natalya Sergeevna

Subject

Forest life. Forest is a natural community.

Purpose and objectives of the topic

1) Introduce children to the concepts of “natural community;

2) Show the relationship between all components of the natural forest community;
3) Form a caring attitude towards nature;
4) Develop cognitive activity, the ability to reason, and express one’s thoughts.

Planned result

Cognitive skills:

-plan your activities, compare and select the necessary information; analyze, group; justify your opinion; be able to convey content in a condensed, selective form.

Regulatory skills:

- carry out the educational task in accordance with the rule.

- Determine your own assessment criteria, give self-assessment, mutual assessment.

Communication skills:

Participate in the work of the group, distribute roles, negotiate with each other.

Subject Skills:

-select relevant information and educational material; prove the correctness of your answer.

Personal skills:

Appreciate and accept the basic values ​​of “goodness”, “caring attitude”.

Basic Concepts

Concepts:

Forest is a natural community.

Interdisciplinary connections

Russian language, the world around us, literary reading, technology

Resources:

- basic

- additional

Textbook "The world around us", part 1.A. A. Pleshakov

Handout

Power Point presentation “Forest – natural community”

Map “Natural zones of Russia”

Poster "Forest Life".

Sources of additional literature.

Organization of space

Work frontal, individual, group

Technology

Training and development tasks for each stage

Formation of UUD

Teacher activities

Activity

students

Stage 1. Organizational

Target- motivating students for learning activities by creating an emotional environment

Stage I. Organizational

Emotional mood.

The bell rang, let's start our lesson.

Today we have guests, let's welcome them, they came to us to see how capable, hardworking you are, throughout the lesson they will observe your activities and appreciate your work... Let's try!

Personal UUD

Communicative UUD

Get the kids ready to work.

Greet guests, teachers and each other. Get ready for work

Stage 2

Checking homework

Let's start our work by checking the D/z

Page 77 test No. 24 (writing on the board) – 6 minutes to work

We turned our eyes to the screen. In the last lesson we studied the topic...

Let's fix the mistakes... SLIDE 2

Soil is the top solid layer of the earth. There are few soil types. The most fertile soils are tundra soils. Swamp soils predominate in our region. Salts are responsible for soil fertility. Soils do not need protection.

Cognitive UUD

Monitoring the execution of work

Independent (individual) activity

Stage 3. Updating knowledge

Target- update knowledge

Stage II. Updating knowledge

Introduction into educational activities.

– I want to invite you there today

Where are the goodness and miracles

If you pay attention, children,

You will discover these wonderful secrets...

Well, are you ready to learn something new and unknown...

"Find out by description"

This zone has favorable conditions for animals to live: there is enough food, it is easy to hide, build a nest or hole. Not only animals, birds, insects live here, but also frogs, toads, and snakes.

What natural area are we talking about?

Show the Forest Zone on the map? Compare its area with other zones.

What do you remember about this zone? What kind of forests are there?

LET'S CHECK YOUR ANSWER SLIDE 3

Read these words, discuss in groups what kind of words they are, prove what word they were formed from?

* Determine the TOPIC of the lesson, GOALS of the lesson

A picture of a forest is hung.

Personal UUD

Regulatory UUD

Communicative UUD

Turn on students

in discussing problematic issues.

Create a problematic situation through which students could name the topic of the lesson and determine goals.

Dialogue with the teacher

Participate in discussing problematic issues, formulate your own opinion and give reasons for it.

Stage 4

Discovery of new knowledge.

Target- searching and discovering a new way of acting

Stage IV. Discovery of new knowledge.

SLIDE 4 – student reading

- There are coniferous, deciduous and mixed forests.

There are forests, dense and sparse, dry and wet. In some, the soil is covered with thick mosses, and in others, green herbs. Some are filled with the chirping of birds, while others are silent... Why?

Discuss in groups and give your answer: What determines the diversity of forests (climatic conditions, human economic activities...)

Let's look at our forest- why is he rich... (drawing a diagram on the board)

Guys, how do animals, plants, mushrooms live in the forest in relation to each other?

What does together mean, choose synonyms...

***A forest is a natural community (complete the topic of the lesson).

Communicative UUD

Cognitive UUD

Regulatory UUD

Organize student work

provide

control

for the implementation

tasks.

Turn on students

into discussion of issues.

Realize mutual control and render in cooperation the necessary mutual assistance Participate in discussing issues formulate own opinion and argue his.

Stage 5. Application of new knowledge.

Target - teach to apply knowledge in practical tasks;

V stage. Application of new knowledge.

Group work(rules for working in groups).

- Let's remember the rules of working in a group

- Let's create an algorithm for completing the task (write on the board)

2. Discuss

3. Execute

4. Check

5. Perform

Today we have a meeting with biologists, zoologists, researchers, scientists, ecologists, botanists.

SLIDE 5

Group 1 – p178 compose (draw) “Floors of the Forest”. Tell. Give examples.

Group 2 – pp. 178 – 179 Divide into groups “Who lives where”, give examples.

Group 3 – Create a power supply chain.

Group 4 – page 179 the meaning of mushrooms, what mushrooms are needed for.

Group 5 – page 180 Forest litter – what it consists of, its role in the life of the forest.

Group 6 – draw up a memo “Rules of behavior in the forest.”

Group performance - display student work on the board.

Conclusion - teacher's reading.

“One artist decided to paint a forest.

– What is a forest? - he thought. - Of course, trees!

I painted birch, spruce, pine and aspen trees, oak and linden trees. Yes, how similar to the real ones they turned out - the branches are about to sway. And in the corner, as expected, I drew an old forest man. I hung the picture, and after a while I saw dry trunks on it.

– This is not a forest! – the voice of the old forest man was heard from the corner of the picture. – Without flowers, without herbs, there is no forest!

The artist painted grass and flowers, but the forest dried up again.

– Did you draw insects? – the voice of the forester was heard again. The artist painted insects, but they stuck to all the trees.

– We need birds, and also bushes and berries,” the old forest man continued. The artist also painted them, but the forest is still withering away.

– Draw a toad and a lizard!

The artist agreed and finished drawing many different animals. It was dark, and the artist decided to turn on the light, but suddenly the crackling of branches and someone’s snorting were heard.

– This is a forest! - said the old forest man and disappeared. Or maybe he didn’t disappear, but hid behind a bush or tree. After all, thousands of inhabitants are hiding in it. And all together they are the forest.”

LET'S SAVE THE FOREST! THE FOREST IS OURS... (in chorus)

Regulatory UUD

Communicative UUD

Cognitive UUD

Organize work in groups

provide

control

for the implementation

tasks.

Realize mutual control and render in cooperation the necessary mutual assistance

Evaluate correctness of tasks.

Stage 6. Reflection on learning activities

Target - learn to analyze your activities, the activities of students, evaluate

Stage VI. Reflection on educational activities.

What educational task was facing us?

Have we completed it?

Why is a forest called a natural community?

Let's hear from our guests how they appreciated your work.

We give the floor to the parents.

At the next lesson, after checking your D\W, looking at the evaluation sheets, and listening to the opinions of the guests, I will evaluate the work of each student.

Well done.

HOMEWORK: pp. 175-181 prepare an oral report; assignments in a notebook.

Thank you for the lesson.

Personal UUD

Communicative UUD

Regulatory UUD

Formulate the final result of their work in class.

Evaluate

your result and the result of other students

1. Imagine that you are entering a forest. A poem by V. Rozhdestvensky will help you with this.

When you enter the forest, fragrant and cool,
Among the spots of sunshine and strict silence
Your breast greets you so joyfully and greedily
Breath of wet herbs and aroma.
Your foot slides on a scattering of needles
Or rustles the grass, shaking off drops of dew.
And the gloomy canopy of broad-legged
Intertwined with foliage and young ones.
Hello, haven of peace and freedom,
Unpretentious forest of the native north!
You are full of freshness, and everything in you is alive,
And you have so many mysteries and miracles!

What forest did you end up in? Prove it. Underline the names of the trees mentioned in the text.

We found ourselves in a mixed forest, as conifers (pines, spruces) and deciduous trees (alder, birch) were mixed here.

Write what other trees can be seen in such a forest.
In such a forest you can also see larch, aspen, linden, maple, oak, elm, and fir.

2. Fill out the table.

Forest inhabitants.

3. What animals of the forest are mentioned in the riddles? Cut out their images in the Appendix and stick them next to the riddles.

What kind of forest animal Stood up like a post under a pine tree And stands among the grass - Are your ears bigger than your head? Answer: Hare
	He looks like a shepherd. Every tooth is a sharp knife! He runs with his mouth bared, Ready to attack a sheep. Answer: Wolf
Touching the grass with hooves, A handsome man walks through the forest, Walks boldly and easily Horns spread high. Answer: Elk
	This resident in clear weather Without a flashlight he climbs into the hole. He likes to work only in the dark. He wears a brown suede tailcoat. Answer: Mole
I walk around in a fluffy fur coat, I live in a dense forest. In a hollow on an old oak tree I'm gnawing nuts. Answer: Squirrel

4. Write what the role of mushrooms is in nature.

• They suck up moisture and salts from the soil and give it to the trees.
• Insects lay larvae in them.
• People love to collect and eat them.
• Forest nurses. They are involved in the circulation of organic substances and destroy plant residues.
• Animals eat them.

5. Compose and write down 2 - 3 food chains characteristic of the forest zone.

Boletus - Wood mouse - Weasel
Spruce - Bark beetle - Thrush

Exchange notebooks with your desk neighbor. Check each other's work.

6. Write the names of the mushrooms, use the identification atlas.