Project topic creation of a calendar of historical events 4. Presentation "Creation of a calendar of historical events" on history

27.09.202027.05.2017

Working programm
"Learning to create a project"
Explanatory note
The working program of classes on extracurricular activities "Learn, explore, create" is drawn up taking into account the implementation of the requirements of the Federal State Educational Standard of primary general education based on the author's program R.I. Sizova and R.F. Selimova "To young smart girls and smart guys. I am learning to create a project" (Sizova R.I., Selimova R.F. Toolkit to the course “Young wise men and smart girls. I'm learning how to create a project. - M .: Publishing house ROST, 2013).
The work program "Learn, explore, create" is designed to organize extracurricular activities of the scientific and cognitive direction in grades 1-4 and is aimed at developing the ability of students to self-development, motivation for learning and understanding the world around them and themselves, a value attitude to knowledge.
Regulations that ensure the implementation of the program:
1. The concept of modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation of December 29, 2001 No. 1756-R.
2. "Recommendations on the organization of admission to the first class" (letter of the Ministry of Education of Russia dated March 21, 2003 No. 03-51-57 in / 13-OZ).
3. “On the organization of education in the first grade of a four-year elementary school” (letter of the Ministry of Education of Russia dated September 25, 2000 No. 2021 / 11-13).
4. "Recommendations on the organization of training for first-graders in the adaptation period", (letter of the Ministry of Education of Russia dated April 20, 2001 No. 408 / 13-13).
5. “On the system for assessing the educational achievements of junior schoolchildren in conditions of ungraded education in general educational institutions participating in an experiment to improve the structure and content of general education” (letter of the Ministry of Education of Russia dated 03.06.2003 No. 13-51-120 / 13).
6. "Recommendations for the use of computers in primary school”(letter from the Ministry of Education of Russia and the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Sciences dated
March 28, 2002, No. 199/13).
7. “The federal component of state educational standards primary general education” (appendix to the order of the Ministry of Education of Russia dated March 5, 2004 No. 1089).
8. “On exemplary programs for academic subjects federal basic curriculum” (letter of the Ministry of Education and Science of the Russian Federation dated 07.07.2005 No. 03-1263).
9. "Hygienic requirements for the conditions of education in educational institutions" (Sanitary and epidemiological rules and regulations SanPiN 2.4.2.1178-02 Approved by the Decree of the Ministry of Health of Russia dated November 28, 2002 No. 44)

The pedagogical expediency of this educational program due to the fact that it
the formation in students of the foundations of the ability to learn and the ability to organize their activities - the ability
accept, maintain goals and follow them in educational activities, plan their activities, implement them
control and evaluation, interact with the teacher and peers in the learning process. When implementing this
programs create conditions for project activities.
The main idea of the project activity is the focus of educational and cognitive activities of schoolchildren on
Work on the project gives students the experience of searching for information, the practical application of self-learning, self-development,
self-realization and self-analysis of their activities, develops the following general educational skills:
- thinking skills - teaching a younger student to analyze and generalize, compare, classify, etc.
- research skills are aimed at developing the ability to perform research work, observe,
identify, correlate, etc.
- communication skills are aimed at developing the child's ability not only to speak, but also to listen and hear
interlocutor, convincingly and calmly defend their opinion or accept the point of view and advice of others.
- social skills involve the development of the ability to work in a group, to cooperate in a mini-team, performing
different roles: leader or performer. They teach the child to build relationships in society: in a team, peers
- with the people who surround him;

The development of certain patterns of research design work can really begin as early as
primary school. Students who experience this work in elementary school are much easier to fit into
system of project activities of the main link of the school.
It must be said that in younger schoolchildren, perhaps even more than in students of the main element of the school,
a motive for working on projects, as a child of this age actively seeks to independently explore
the world around him. The task of adults is to support children's curiosity, not to stop the child's activity
numerous prohibitions, then with age the natural cognitive need of the child will become the basis of his
successful schooling. Project activity is a good mechanism for realizing this need
directly in the classroom.
Pedagogical expediency of project technology
The scope of project technology is large - from the learning process to education, personality formation
child. The essence of project technology is to stimulate students' interest in certain
problems, the solution of which involves the possession (and acquisition in the course of work) of a certain amount of knowledge and
practical use available and acquired knowledge in the course of the content of the project activity. So
Thus, this method allows you to really combine academic knowledge with practical experience in their application.
The relevance of the program is due to the fact that in the new socio-economic conditions of particular importance
acquires activities that most fully and effectively implement the socio-pedagogical potential
free time of children, significantly expands the traditional directions, forms, technologies of work with children.
Socio-pedagogical possibilities of various types of meaningful activities in which children are included in
within the Discover, Explore, Create program are based on the fact that they are associated with satisfaction
cognitive, social and spiritual needs of exceptional importance for children.
The activities of students in the framework of the implementation of this program are aimed not only at improving competencies
students in certain subject areas and on the development of the creative abilities of the child, but also on the creation
a product of value to others.
The program provides a combination of various types of cognitive activities, where
practically any abilities of the child, personal addictions to this or that type of activity are realized, which
opens up new opportunities for creating the interest of a younger student, both in individual creativity and in
collective.
This program is a preparation for independent research practice at the II stage of education.
This course is of particular importance for children focused on independent information search in
different fields of knowledge, thereby providing students with a wide range of opportunities for self-realization and
formation of a value attitude to the process of cognition.
Program goal:
Development of skills to use different sources of information to create projects;
Formation of business communication skills in the process of working on a project.
Tasks:
Tutorials:
Develop the independence of the child;
Develop the ability to self-education;
Teach the ability to plan your work;
To consolidate and deepen the knowledge and skills of students when working with project technologies;
Developing:
Create conditions for self-development of students;
Develop mental capacity and ability to solve mini-problems;
Develop attention, logic, creative thinking, curiosity, memory, ability to perceive;
Expand your horizons and enrich your vocabulary with new concepts from the world of the project;
Educational:
To cultivate self-respect for the positive self-esteem of the author of the project;
Cultivate a sense of self-control, reflection;
Program implementation
The program includes 136 hours of 1 lesson per week and is designed for children aged 7 - 11 years.
The content of the program is represented by the following modules:
"Learn" (32 hours)
The objectives of this module include the improvement of thinking processes: memory, attention, analysis, synthesis,
creative imagination, perception, orientation in space, etc.
"Exploring" (48 hours)
The objectives of this module include the formation of knowledge, skills and abilities necessary for the organization of work
by research search. Here, children get acquainted with the concept of "research", "research methods", etc.
"Creating" (48 hours)
The objectives of this module are: to form students' understanding of research work as a
one of the leading ways of obtaining new knowledge, developing the skills to work creatively in a team,
independent observations and experiments, create projects.
"Introducing" (8 hours)
The objective of this module is to develop the ability to generalize experience
scientific research, development of the child's personality, capable of self-realization and self-affirmation.
Main sections of the program
It is believed that having the opportunity to conduct their own educational research, the child will learn to do it himself. However, neither a junior schoolboy nor a student of incomplete high school, nor a high school student will be able to conduct any research if they are not specially taught this. You can, of course, try to teach this in the course of the exploratory search process itself, but it is much more effective in this regard. special programs on the development of research abilities of students.
In addition, any educational activity, and design and research here cannot be an exception, it requires a special system of support and quality control. It involves the development of content, forms of organization and methods for evaluating results.

Stages of design and research activities:

Development of research abilities
During the implementation of this stage of activity, students must master special knowledge, skills and abilities of research search, namely:
- see problems
- ask questions;
- put forward hypotheses;
- to define concepts;
-classify;
-observe;
- to conduct experiments;
- make inferences and conclusions;
- to structure the material;
- to prepare texts of own reports;
-Explain, prove and defend your ideas.
Programming this educational material carried out according to the principle of "concentric circles". Naturally, while maintaining the general focus of tasks, they become more difficult from class to class.
Independent work over the project
The main content of the work is the conduct of independent research by students and the implementation of creative projects. This stage acts as the main one. Classes within the framework of this stage are built in such a way that the degree of independence of the child in the process of design and research activities gradually increases.
Evaluation of the success of project activities
This part of the program is smaller than the others, but it is just as important as the previous two. Success assessment includes the activities necessary to manage the process of solving the problems of project-based research training (mini-courses, conferences, defense of research papers and creative projects, etc.). The child must know that the results of his work are of interest to others, and he will certainly be heard. He needs to master the practice of presenting the results of his own research, to master the skills to argue his own judgments.
During the implementation of this stage, the child compiles his portfolio. The absolute value of the portfolio lies in the fact that it helps to increase the student's self-esteem, maximize the disclosure of the individual capabilities of each child, and develop motivation for further creative growth. Two types of portfolios are recommended for compilation: cumulative and demonstration.
As a self-assessment of their activities, students use the "My Achievements" card. In it, the child is asked to evaluate their project using the following criteria:

Expected results of mastering the program for grades 1-2:
The student will know:
- what is an information project and a practice-oriented project;
- research methods: experiment, interviewing;
- rules for choosing a topic and object of study, types of project design;
- rules for the implementation of self-control;
- Rules for successful presentation of work.
The student will be able to:
- choose ways to solve the research problem;
-classify objects, phenomena and events;
- correctly identify the range of issues and problems in the implementation research work to draw up a plan of action
joint research;
- cooperate with adults;
- use different sources of information.

Events:
- exhibitions of creative works of students;
- mini-conferences on the defense of research projects.
Expected results of mastering the program grades 3-4.
The student will know:
- the main features of the research work;
- research methods: questioning, modeling;
- the basics of working with a computer;
- what is a social project and its significance for the life of others;
- ways and methods that stimulate the self-development of mental
processes that provide a sense of success at work;
The student will be able to:
- independently propose their own research ideas;
- correctly determine the range of issues and problems in the performance of research work;
- draw up a joint research action plan;
- collect and process the material necessary for the study;
- use various measuring instruments: calculator, stopwatch, tape measure;
- cooperate with adults and classmates;
- present their work, participate in the discussion of collective evaluation activities;
Ways to check the results of mastering the program.
As a summary, the results of the development of this program, the following can be organized
Events:
exhibitions of creative works of students;
mini - conferences on the defense of research projects;
school scientific and practical conference.
PLANNED RESULTS OF STUDENTS' MASTERING OF THE COURSE PROGRAM

Personal universal learning activities
The student will have:
-positive attitude to design and research activities;
-interest in new content and new ways of knowing;
- orientation towards understanding the reasons for success in design and research activities, including self-analysis and self-control of the result, analysis of the compliance of the results with the requirements of a specific task, understanding the suggestions and assessments of a teacher, adults, comrades, parents;
- the ability to self-assessment based on the criteria for the success of design and research activities.
The student will have the opportunity to:
- the internal position of the student at the level of understanding the need for design and research activities, expressed in the predominance of cognitive motives and preference social way performance evaluations;
- pronounced cognitive motivation;
- sustained interest in new ways of learning;
- an adequate understanding of the reasons for the success of design and research activities;
-moral consciousness, the ability to solve moral problems based on taking into account the positions of partners in communication, sustainable adherence to moral norms and ethical requirements in behavior.

Regulatory universal learning activities
The student will learn:
-accept and save the learning task;
- take into account the guidelines of action allocated by the teacher;
- plan your actions;
- to carry out final and step-by-step control;
- adequately perceive the assessment of their work;
-distinguish between the method and the result of an action;
- make adjustments to actions based on their assessment and taking into account the mistakes made;
-perform learning activities in the material, speech, in the mind.

- show initiative;
- independently take into account the guidelines of action selected by the teacher in unfamiliar material;
transform a practical task into a cognitive one;
- independently find solutions to the cognitive problem.
Cognitive universal learning activities
The student will learn:
- search for the necessary information to carry out educational research using educational and additional literature in the open information space, incl. controlled space Internet;
-use signs, symbols, models, schemes for solving cognitive problems and presenting their results;
- speak orally and in writing;
- focus on different ways solving cognitive research problems;
- own the basics of semantic reading of the text;
-analyze objects, highlight the main thing;
- to carry out synthesis (whole from parts);
- compare, classify according to different criteria;
- establish causal relationships;
- to build reasoning about the object;
-generalize (select a class of objects according to some attribute);
- bring under the concept;
- establish analogies;
- operate with such concepts as problem, hypothesis, observation, experiment, conclusion, conclusion, etc.;
- see problems, raise questions, put forward hypotheses, plan and conduct observations and experiments, make judgments, draw conclusions and conclusions, argue (defend) your ideas, etc.
The student will have the opportunity to learn:
- to carry out an extended search for information in accordance with research and project tasks using the resources of libraries and the Internet;
- capture information using ICT tools;
- consciously and arbitrarily build messages in oral and written form;
-build a logical reasoning, including the establishment of cause-and-effect relationships;
- operate with such concepts as phenomenon, cause, effect, event, conditionality, dependence, difference, similarity, generality, compatibility, incompatibility, possibility, impossibility, etc.;
- the use of research teaching methods in the main educational process and everyday practice of interacting with the world.
Communicative universal learning activities
The student will learn:
- to allow the existence of different points of view;
- take into account different opinions, strive for coordination;
- to formulate own opinion and position;
-negotiate, come to a common decision;
- observe correctness in statements;
- ask questions on the merits;
- use speech to regulate their actions;
- control the actions of the partner;
- own monologue and dialogic forms of speech.

The student will have the opportunity to learn:
- take into account different opinions and justify your position;
-argue your position and coordinate it with the position of partners in the development of a common decision in joint activities;
- taking into account the goals of communication, it is sufficient to fully and accurately convey to the partner the necessary information as a guideline for building an action;
- allow the possibility of people having different points of view, including those that do not coincide with his own, and take into account the partner's position in communication and interaction;
- exercise mutual control and provide partners in cooperation with the necessary mutual assistance;
-Adequately use speech for planning and regulation of their activities.
Requirements for the level of preparation of students
The following indicators can be used to evaluate the effectiveness of PID classes:
- ability to identify a problem
- the ability to set the goal of the study
- ability to formulate a hypothesis
- the ability to highlight the object of study
- the ability to determine the subject of research
- the ability to describe the parameters and criteria of the subject of research
- the ability to select appropriate research methods
- Ability to select tools
- ability to analyze results
- ability to evaluate intermediate and final results
- the degree of assistance provided by an adult in the implementation of the project
- behavior of students in the classroom: liveliness, activity, interest
- the results of the performance of test tasks, during which the degree of independence of performance is revealed
- an indirect indicator of the effectiveness of design and research activities can be an increase
progress in various school disciplines, as well as teachers' observations of students' work in other lessons
(increase in activity, efficiency, attentiveness, improvement of mental activity.

List of educational and methodological support
Literature for students:
Sizova R.I., Selimova R.F. "For young smart girls and smart people. I'm learning to create a project" Grade 1. Workbooks in two
Sizova R.I., Selimova R.F. "For young smart girls and smart people. I'm learning to create a project" Grade 2. Workbooks in two
parts. - M .: Publishing house ROST, 2013).
Sizova R.I., Selimova R.F. "For young smart girls and smart people. I'm learning to create a project" Grade 3. Workbooks in two
parts. - M .: Publishing house ROST, 2013).
Sizova R.I., Selimova R.F. "For young smart girls and smart people. I'm learning to create a project" Grade 4. Workbooks in two
parts. - M .: Publishing house ROST, 2013).

Literature for the teacher:
1. Sizova R.I., Selimova R.F. Methodical manual for the course “Young wise men and smart girls. I'm learning how to create a project. -
M. : ROST Publishing House, 2013.
2. A. I. Savenkov "Methods of research teaching of younger students" A manual for teachers, parents,
educators. Publishing house "Fedorov", Samara, 2013
3. Sheremetyeva M.A. Development of research skills of older preschoolers and younger
schoolchildren.
4. Project activity in elementary school \ ed. M. K. Gospodnikova and others. Volgograd: Uchitel, 2012.
5. Organization of project activities at school: work system / ed. S. G. Shcherbakova and others. Volgograd: Teacher,
2012.
6. N.V. Babkina “Cognitive activity of younger schoolchildren”, publishing house “Arkti”, Moscow, 2012

Curriculum for grade 1 "Learning to create a project"

Name of sections and topics

Total hours

Theoretical lessons
Workshops
Control tasks

1
"Learn"

2
"Exploring"

12
4
7
1

3
"Creating"

12
2
9
1

4
"Introducing"
2

Total hours
34
12
19
3

Curriculum for Grade 2 "I am a researcher"

Name of sections and topics

Total hours

Theoretical lessons
Workshops
Control tasks

1
"Learn"

2
"Exploring"

12
2
9
1

3
"Creating"

12
2
9
1

4
"Introducing"
2

Total hours
34
8
24
3

Curriculum for Grade 3 "First Projects"

Name of sections and topics

Total hours

Theoretical lessons
Workshops
Control tasks

1
"Learn"

2
"Exploring"

12
2
8
2

3
"Creating"

12
1
9
1

4
"Introducing"
2

Total hours
34
5
24
5

Curriculum for grade 4 "Our projects"

Name of sections and topics

Total hours

Theoretical lessons
Workshops
Control tasks

1
"Learn"

2
"Exploring"

12
2
8
2

3
"Creating"

12
1
9
1

4
"Introducing"
2

Total hours
34
5
24
5

Thematic planning for grade 1 "Learning to create a project"

Name of sections and topics

Total hours

the date of the

UUD

according to plan
actually

1
Who am I? My family.
1
03.
09

Review and read workbooks. Discuss the content of the notebooks. Focus on the content of the textbook. Perceive and analyze educational information (symbols, content, headings, location on the page, drawings, diagrams, dictionary). Enter into communication, observing the rules of communication, express your point of view. Develop the ability to work with information.

2
What I love to do. Hobby.
1
03.
09

To form the ability to find information in dictionaries and reference books;

Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

3
What I want to talk about the most. Selecting a project topic.
1
10.
09

To form skills to work with the text, to find the necessary information. Speak with a message. Understanding the concept of "theme".
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

4
How to choose material? Your helpers. Stage.
1
10.
09

Develop the ability to work in a team.

Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

5
Repetition. Let's remember
1
17.
09

We apply knowledge in practice.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

6
Problem.

Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

7
Problem. Solution.
1
24.
09

Learns to see the problem, to form the ability to obtain the missing mode of action (knowledge). Work on the concept of "problem".
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

8
Hypothesis. Assumption.

Make assumptions about the unknown, assumptions about how to test your hypotheses, the ability to stage a search and try out known and unknown ways of acting.

Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

9
Hypothesis. We play guessing.
1
01.
10

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve the subject learning task consisting of several steps.

10
Objective of the project.
1
01.
10

11
Project task.

To form skills and abilities in finding ways to solve the problem of projects. Work on the design concept of "project task".
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

12
Selecting the right information
1
08.
10

13
Interesting people. Your helpers.
1
22.
10

Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

14
Project product.

Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

15
Product types. Layout.

Acquaintance with the forms of the product of project activities. Choosing the right shape for the project.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

16
Repetition of the passed design concepts.
1
29.
10

We apply knowledge in practice. We learn how to correctly use the studied design concepts in the process of independent work.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

17-18
Business card. How to write a business card for a project.
2
05.
11

We learn to present our achievements (to turn the result of our work into a product intended for others). Making business cards out of cardboard.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

19-20
Mini message. Seven-minute
performance.
2
12.
11

Defend your point of view, develop resourcefulness, self-confidence. Form and develop
communicative competencies, to form the ability to "keep" the audience in sight.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

21
Performing in front of a familiar audience.
1
19.
11

Defend your point of view, develop resourcefulness, self-confidence. To form and develop communicative competencies, to form the ability to "keep" the audience in sight.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

22-23
We play scientists. Coloring a flower in different colors. It is interesting.
2
19.
11

Coloring a flower in two colors.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

24
Preparation of answers to the proposed questions "from the audience" on the topic of the project.
1
03.
12

Defend your point of view, develop resourcefulness, self-confidence. To form and develop communicative competencies, to form the ability to "hold"
audience in sight.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

25-26
Trial performances in front of an unfamiliar audience.
2
10.
12

Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

27
Repetition. Let's remember.
1
17.
12

Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

28
We play scientists. "Mobile phones". It is interesting.
1
24.
12

We learn to control and evaluate our activity and progress in it. different types. We make mobile phones from plastic cups.

29
We play scientists. Getting electricity with hair. It is interesting.
1
24.
12

To form the foundations of practical thinking and consciousness. Getting electricity with a comb.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

30
We play scientists. Drinking bowl for flowers. It is interesting.
1
14.
01

Acquaintance with various competitions of projects. Making a drinker for flowers.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

31
Test. "What have I learned?"
1
14.
01

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

32
2
21.
01

To form the ability to evaluate your work and see the error-prone places.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

33
Wishes to future designers. Tips for the summer from the wise Dolphin.

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to discover and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher.

Thematic plan Grade 2 "I am a researcher"

Name of sections and topics

Total hours

the date of the
Types and forms of educational activities

according to plan
actually

1
Circle of your interests. Hobby. Hobbies

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

2
Choosing a theme for your project.

Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

3
Introduction to the concept of "formulation"

Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

4
Choice of assistants in the work on the project

They form the ability to make assumptions about the unknown, assumptions about how to test their hypotheses, the ability to stage a search and try out known and unknown methods of action. Get acquainted with the advice of the Wise Dolphin.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

5
Stages of work on the project
1
11.
02

6
Relevance of the project topic

To form skills and abilities in finding ways to solve the problem of projects. Work on the project concept of "project goal". Learn to set a goal in a specific story situation.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

7
Problem. Solution

To form the ability to find important, essential features in any undertaking, in any process. Work on the concept of "problem".
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

8
Problem. Solution

9
Objective of the project

Learn to interpret and summarize information, choose ways to obtain information. Work on concepts.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

10
Project objectives

Meet with interesting people and their professions. Develop communicative competence.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

11
Collection of information for the project

Learn to interpret and summarize information, choose ways to obtain information. Work on concepts
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

12
Meeting interesting people. Interview
1
11.
03

Meet interesting people and their professions. Develop communicative competence.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

13
Data processing

14
What is a project product?

Acquaintance with the forms of the product of project activities. Choosing the right shape for the project.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

We learn to evaluate our work according to the developed criteria.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

We learn to evaluate our work according to the developed criteria. Independent work with the test
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

17
Selection of information for a seven-minute presentation
1
01.
04

To form the skills of public presentation of the results of work.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

18
creative work. Presentation

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

19
The importance of the computer in creating projects

We learn to create our own creative ideas and bring them to realization in a creative product.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

20-21
First steps in compiling
presentations on the computer
2
08.
04

To form the skills of public presentation of the results of work.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

22-23
Combining the text of the speech with the display of the presentation
2
15.
04

To form the skills of public presentation of the results of work.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

24
Preparing answers to questions from the audience
1
29.
04

Defend your point of view, develop resourcefulness, self-confidence.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

To form and develop communicative competencies, to form the ability to "keep" the audience in sight.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

26-27
Test "Good advice from the wise Dolphin"
2
06.
05

We learn to present our achievements (to turn the result of our work into a product intended for others).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

28-29
Introspection

We play scientists. It is interesting

2
13.
05
13.
05

We learn to evaluate our work according to the developed criteria. Independent work with the test.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

30-31
Various design competitions
research activities
1
20.
05

Acquaintance with various competitions of projects.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

32
Trial performance in front of an unfamiliar audience
Memo of the jury of the competition

To form the skills of public presentation of the results of work. To form the ability to evaluate your work and see the error-prone places.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

33- 34
Introspection - reflection after the speech
Tips for the summer of the wise Dolphin

We learn to draw direct conclusions, conclusions based on the available facts. Express gratitude to team members, your designers. Enter into communication, observing the rules of communication, express your point of view.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

Calendar-thematic plan Grade 3 "First projects"

Name of sections and topics

Total hours

the date of the
Types and forms of educational activities
UUD

Theoretical lessons

1
Circle of your interests. Hobby.
Hobbies. Stages of work on the project. (notebook No. 1).

Form the ability to present their hobbies, achievements. Understand the concepts of project stages.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

2
Choosing a theme for your project. Selection of material for the project. Problem. Solution.

They form the ability to create their own creative ideas and bring them to embodiment in a creative product. They master the means and methods of implementing their own ideas. They develop the ability to see the problem and find the necessary ways of action.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

3
Select your research topic. Assumption. Hypothesis. Decision
tasks.

They form the ability to make assumptions about the unknown, assumptions about how to test their hypotheses, the ability to stage a search and try out known and unknown methods of action. Get acquainted with the advice of the Wise Dolphin.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

4-5
Requirements for the project passport.
Drawing up a project passport.
Workshops.

Develop skills in drawing up a project passport.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

6-7
Requirements for compiling questionnaires for the project. Questioning.

8
Poster. Requirements for creating a poster. Conditions for placing material on a poster.

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

9-10
Practical lessons. Create a mini poster.

11-13
Studying and mastering the possibilities of the MPP program. Insert photos, drawings, shapes, diagrams.

14-16
MRR program. Animation. Setting
animations.

17-19
MRR program. Design. (notebook number 2)

20-21
Photo on slides. Work with
photographs on slides.

22-23
computer requirements
presentations.

Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

24-25
Consolidation of the acquired skills and abilities in working with the MPP program.

26-28
Practical lesson. Drawing up the first presentation according to the given text.

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

29-30
Preparation of project documentation for the performance at the competition. Data processing. Interview. Business card.

31
Tests. Testing. Introspection. Reflection.

32
What are your impressions of working on
project.

Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

33
Wishes to future designers.

34
Thank you page for those who
surrounded and supported you this year. (project leader - teacher, consultants - parents, assistants - friends, Wise Dolphin). Tips for the summer from the Wise Dolphin.

Receive advice from the Wise Dolphin for the summer. They organize a round table "Minutes of Revelation". Make up a speech book. Get information about experiments at home "It's interesting."
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

Calendar-thematic plan Grade 4 "Our projects"

Name of sections and topics

Total hours

the date of the
Types and forms of educational activities
UUD

Theoretical lessons
Practical classes, excursions

1
Your interests and hobbies
1

2
Project types

3
Research and creative project.

They form the ability to make assumptions about the unknown, assumptions about how to test their hypotheses, the ability to stage a search and try out known and unknown methods of action. Get acquainted with the advice of the Wise Dolphin.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

4
creative project

5-6
Role-playing project

Get acquainted with the types of questions for questionnaires; develop skills in the preparation of questions for the survey.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

7-8
A research project with the development of a hypothesis and its subsequent verification.

Get acquainted with the conditions for placing project material on the poster; develop skills in creating a poster.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

9-10
Information and research project

They form the ability to create a poster with links and illustrations, graphic diagrams and plans. Develop the ability to create messages of various nature (oral and written texts).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

11
Information-oriented project

They study and master the possibilities of the MPP program. They form skills and abilities when working with photographs, drawings, figures, diagrams.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

12
Practice-oriented project

Form the ability to set up animations on the slide. They try to do the following work on their own: insert a photograph, a drawing. Get acquainted with new concepts: animation, imitation. Creative work: creation of the magazine "The World through the Eyes of Animals".
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

13-14
Monosubject project

Develop imaginative thinking, taste, logic. Form the ability to creatively approach the creation of things. They get acquainted with the concepts of "design", junk, modern, interior, curtains.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

15
Interdisciplinary project

They form the ability to work with the commands “Cropping”, “Borders of the picture”. Conduct experiments, create photographs on slides.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

16
Types of presentation projects

Get acquainted with the concept of "presentation", with the requirements for a computer presentation. They form the ability to find errors in the finished presentation and correct them.
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

17
Types of project presentation as a report of the participants of the research expedition

Form the ability to use the acquired knowledge in the test check.
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps. Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

18
Type of project presentation within the framework of a scientific conference

Use the knowledge gained in the preparation of a presentation to a given text. Create your first presentation on the given text. Divide the text into parts, create slides for parts of the text, draw up captions on the slides. Working on design and animation. decide logical tasks.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

19
Proper preparation of the presentation for the project

Develop the ability to create a project folder, highlight the necessary information and filter out unnecessary data; form the ability to interview and create a project business card.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher

20-21
Working with the Memo when preparing a public speech

They form the ability to evaluate their work and see the gaps in it, develop self-criticism. Perform a test on the topic "Advice from the Wise Dolphin."
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

22-23
Work with the "Memo" on compiling a list of used literature during the work on the project

Form the ability to sum up some of the results of their activities.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

24
Typical mistakes of designers

They form the ability to draw conclusions, conclusions in the form of advice to future designers. They solve puzzles, logical problems, find patterns.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

25
Criteria for the final assessment of students' project activities

They form the ability to express gratitude to those who surrounded and supported the designer during the year. They write words of gratitude to their teacher, draw pictures for memory.

Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

26
MPP programs. Formation of skills in working with a diagram

They form the ability to evaluate their work and see the gaps in it, develop self-criticism. Perform a test on the topic "Advice from the Wise Dolphin."
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

27
MPP program. Formation of skills in working with a table

Familiarize yourself with the rules for compiling tables.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

28
Practical work

Use the knowledge gained in the preparation of a presentation to a given text. Create your first presentation on the given text. Divide the text into parts, create slides for parts of the text, draw up captions on the slides. Working on design and animation. Solve logical problems
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

29
Testing. Introspection. Reflection.

30
Using Internet Resources When Preparing a Presentation

They study and master the possibilities of the MPP program. They form skills and abilities when working with photographs, drawings, figures, diagrams.
Regulatory: learn to detect and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

31
Microsoft Office Word program. Formation of skills in working with text and setting up paragraph margins

32
What are your impressions of working on the project?

They form the ability to express gratitude to those who surrounded and supported the designer during the year. They write words of gratitude to their teacher, draw pictures for memory.
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

33
Wishes to future designers

They form the ability to evaluate their work and see the gaps in it, develop self-criticism. Perform a test on the topic "Advice from the Wise Dolphin."
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Communicative: organize educational interaction in a group (distribute roles, negotiate with each other, etc.).

34
A page of gratitude to those who surrounded and supported you this year. Wise Dolphin's advice for the summer.

Receive advice from the Wise Dolphin for the summer. They organize a round table "Minutes of Revelation". Make up a speech book. Get information about experiments at home
"It is interesting".
Personal: explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).
Cognitive: independently assume what information is needed to solve a subject educational task, consisting of several steps.

Heading 1Heading 2Heading 3Heading 4Heading 515

« Create a calendar

historical events"

Prepared by the student of the 4th grade "B"

Class teacher Smokolova T.A.

Organizing time

The bell rang and fell silent - the lesson begins. You quietly sat down at your desks, Everyone looked at me. Wish you success with your eyes And forward, for new knowledge!

Fundamental question What is a calendar? Calendar (lat. calendarium, calemdae- the first day of the month) - time counting system The objectives of the project: - to maintain interest in the most important events of the past, - to cultivate independence. Over a long history, people have come up with many different calendars. In Russia for a long time there were three calendars: civil, ecclesiastical and popular(natural) calendar, and these three different calculations of time did not always coincide. For example, New Year's Eve civil calendar in ancient times, it fell on March 1, which did not correspond much to the rhythm of economic life. church calendar opened the year on 1 September. In 1348, at the Orthodox Cathedral in Moscow, it was decided that both the civil and the church year should begin on September 1. This order lasted until the era of Peter I, by his decree, the new year began to be calculated from January 1. Peter I introduced the Julian calendar in Russia, while most European countries used the more accurate Gregorian.

Historical information about calendars.

1715 Peter I issued a decree forbidding residents of the capital to tamp boots and shoes with staples and nails (for the safety of wooden pavements)

Having laid Petersburg, Peter I immediately began to take care of its streets. The laying of each new street was approved by him personally. At first, they were just lanes. Even the main street - the Nevsky prospect - was only a clearing from the Admiralty to the Novgorod road. There was no pavement on it: two ordinary ditches were dug along the edges to drain water.

Student performance

« Create a calendar

historical events"

Project Novoprutskaya Anastasia

On September 13, 1745, the first geographical Atlas of Russia was published. He was released Russian Academy Sciences and is recognized as the first official atlas of the state.

"Atlas of Russia" - a unique representative of early Russian cartography - is a collection of nineteen special maps "representing the All-Russian Empire with border lands, composed according to the rules of geographical and latest observations, with the General Map of this great empire attached, the diligence and work of the Imperial Academy Sciences".

Many cartographers worked on the creation of the atlas, performing instrumental surveys of Russian lands by decree of Peter I, for twenty years.

Project - Ivanova Raula.

Project – Ivan Logunov

On this day in different countries of the world, in the name of caring for environment and people's health, many change to public transport, bicycles or become pedestrians.

Project - Ivan Nikishkina

Project - Andrey Bogdanova

September 25, 1763 By order of Catherine II, the Pavlovsk Hospital, the first public hospital in Russia, was opened in Moscow.

The medical department in the hospital has always been set up to the height of the requirements of science, outstanding figures of medicine were appointed to the management. Here worked: Leventhal, Lorey, Uronosov, Rein, Vinogradov, Nesterov and others.

From the very beginning of its formation to the present day, the Pavlovsk Hospital has been the largest medical and scientific center, and a magnificent monument of architecture and art of the 18th-19th centuries.

Project – Pavel Bogdanova

The huge Tatar army of the Golden Horde, led by Mamai, moved to Russia.

In a fierce battle between the rivers Don, Nepryadva and Beautiful Mecha, Russian army led by Prince Dmitry, won a victory on the Kulikovo field over the Tatar army.

After the Battle of Kulikovo, Prince Dmitry received the nickname Donskoy and stopped paying tribute to the Tatars.

Project - Kharichkina Sofia

The history of the program and its ageless heroes

"GOOG night kids!" - TV show for children preschool and primary school age. Issued September 1, 1964.

"GOOG night kids!" became the first domestic program for kids, and the kids loved it

PROJECT - Zubkova Darya.

slide 1

Municipal budgetary educational institution secondary school No. 165 Project "Creating a calendar of historical events"

slide 2

Calendar (lat. calendarium, calemdae - the first day of the month) - a system of counting time. Project objectives: - to maintain interest in the most important events of the past, - to cultivate independence.

slide 3

slide 4

01.01. Monetary reform began in the USSR: 10 old rubles are exchanged for 1 new ruble 02.12. A Soviet heavy artificial Earth satellite was launched into orbit on 02.15.

slide 5

02.18 Soviet researchers of Antarctica opened a new research station in the area of Queen Maud Land. The station was named Novolazarevskaya 02.19 The installation of a telescope was completed at the Crimean Astrophysical Observatory of the USSR Academy of Sciences 03.09 A spaceship with an experimental animal was launched into orbit in the USSR 03.18 underground river discovered by geologists in the waterless Mirzor-Abad basin of Tajikistan. A well with a depth of 80 meters gives every second 500 liters of water 03.25. The fifth spaceship-satellite was put into orbit in the Soviet Union 04.12 In the USSR, a spaceship with a man on board was successfully launched into space. Yuri Gagarin orbits the planet in 108 minutes and returns safely to Earth

slide 6

05.11 Radar detection of the planet Venus was made in the Soviet Union. 06.03 During the meeting between Khrushchev and Kennedy in Vienna (June 3-4), the Soviet leader proposes that the US President hold a conference to conclude a peace treaty with Germany and declare Berlin a free city, also discuss the issue of disarmament and, in parallel, negotiate a ban on nuclear tests 07.20 Working in the Kiev Historical Museum, the famous Soviet archaeologist Academician B.A. Rybakov finished deciphering the mysterious signs on a 4th century Slavic jug. 08.06 Pilot-cosmonaut Major German Stepanovich Titov went into space aboard the Vostok-2 spacecraft

Slide 7

08.10 The 5th International Biochemical Congress took place in Moscow. The idea of ways to decipher the code of heredity was first put forward at the congress. 10.17 The 12th Congress of the CPSU began its work in Moscow. N. Khrushchev makes new revelations of Stalin and announces that communism will be built by 1980 The congress announced a possible rupture of Soviet-Chinese relations 10.31 Stalin's body was removed from the mausoleum and reburied in the necropolis on Red Square near the Kremlin wall 12.08 All-Union meeting of astronomers on lunar exploration 12.09 USSR breaks off relations with Albania

Kopaygora Daria

Project for literary reading on the topic: "Creating a historical calendar"

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Preview:

Fundamental questionWhat is a calendar?

Calendar (lat. calendarium, calemdae -

first day of the month) - time system

Objective of the project:

As much as possible to study the dates of historical events

Project objectives:
-maintain interest in the most important events of the past,

Cultivate independence

Introduce students to significant dates

Historical information about calendars.Over a long history, people have come up with many different calendars. In Russia for a long time there were three calendars:civil, ecclesiastical and popular(natural) calendar, and these three different calculations of time did not always coincide. For example, New Year's Evecivil calendarin ancient times, it fell on March 1, which did not correspond much to the rhythm of economic life.church calendaropened the year on 1 September. In 1348 . At the Orthodox Cathedral in Moscow, it was decided that both the civil and the church year would begin on September 1. This order lasted until the era of Peter I, by his decree, the new year began to be calculated from January 1. Peter I introduced the Julian calendar in Russia, while most European countries used the more accurate Gregorian.
Important historical events in Russia
Baptism of Russia 988

According to The Tale of Bygone Years, in 6496 from the creation of the world (that is, approximately in 988 AD)Kyiv Prince Vladimir Svyatoslavich decided to be baptized by the Church of Constantinople. After that, in the reign of Emperors Basil II and Constantine VIII Porphyrogenitus, the clergy sent by Patriarch Nicholas II of Constantinople Chrysoverg baptized the people of Kyiv in the waters of the Dnieper and (or) Pochaina.

1237-1240 - The conquest of Russia by the Mongol-Tatars

1480 - The final deliverance of Russia from the Mongol-Tatar yoke
The overthrow of the Mongol-Tatar yoketook place in 1480. The sovereign of Moscow Russia refused to pay tribute to the Khan of the Great Horde Akhmat. The Great Horde was the successor of the Golden Horde, from which during the 15th century the Nogai Horde, Kazan, Astrakhan, and Crimean khanates gradually broke away. The Russian principalities by this time had finally united under the leadership of Moscow.
In 1472, Khan Akhmat organizes an invasion of Russia in order to subjugate it again. However, in the battle in 1480, Khan Akhmat made a second attempt to subdue Russia. Russian and Horde troops approached the Ugra River, where a general battle was to take place between them. However, the Lithuanians, allies of the Mongol-Tatars, could not approach the Ugra because of the attack on them by the Crimean Tatars. In addition, problems began in the White Horde. These circumstances forced Akhmat to retreat without a fight. This way it happenedoverthrow of the Mongol-Tatar yoke. On the Oka River, the Mongol-Tatars received a serious rebuff from the Russian soldiers and retreated.
1367 - Construction of the stone Kremlin in Moscow
In 1366-1368, under Grand Duke Dmitry Donskoy, the wooden walls of the Kremlin were replaced by walls and towers from local white stone(according to archeology, the towers and the most important parts of the wall were made of stone, from where there was the greatest danger of an assault). Since this period, the name “White-Stone Moscow” is often found in the annals. Shortly after the construction of the white stone walls, they twice - in 1368 and 1370 - withstood the siege of the troops of Prince Olgerd
1613 - Rise to power in Russia of the Romanov dynasty.
After the end of the Time of Troubles and the election of Mikhail Romanov as Tsar, a new political situation developed in the country. Zemsky Sobors played a significant role in the administration of the state, which resolved issues of foreign policy, finance, and taxes. Under Tsar Mikhail, Zemsky Sobors met regularly. The still weak tsarist government needed the support of various social groups - the boyars, the nobility, the clergy, the townspeople and service people, and the peasants.
1550 - Sudebnik of Ivan the Terrible.
Sudebnik of Ivan IV, Sudebnik of 1550- a collection of laws of the period of the estate monarchy in Russia, a monument of Russian law of the 16th century, the first legal act in Russian history, proclaimed the only source of law. Adopted at the first Zemsky Sobor in the Russian kingdom in 1549 with the participation of the Boyar Duma. In 1551, the Sudebnik was approved by the Stoglavy Cathedral, convened on the initiative of Tsar Ivan IV the Terrible. Contains one hundred articles.
The Sudebnik of Ivan IV has a general pro-state orientation, eliminates the judicial privileges of specific princes and strengthens the role of the central state judicial bodies. By this, the Sudebnik of 1550 develops the trends laid down in the Sudebnik of 1497 government controlled and judiciary.
1696 - decree on the creation of a fleet in Russia
During the second Azov campaign in 1696 against Turkey, the first time the Russians put forward 2 battleships, 4 firewalls, 23 galleys and 1300 plows built on the Voronezh River. After the conquest of the fortress of Azov, the boyar duma discussed Peter's report on this campaign and decided to start building the navy on October 20, 1696. This date is considered the official birthday of the regular Russian Navy, whose ships were built at the shipyards of the Voronezh Admiralty.
1721 - Proclamation of Russia as an empire
The empire was proclaimed on October 22 (2) November 1721 following the results of the Northern War, when, at the request of the senators, the Russian Tsar Peter I the Great assumed the titles of Emperor of All Russia and Father of the Fatherland.
capital Russian Empire from 1721 to 1728 and from 1730 to 1917 there was St. Petersburg (1914-1917 Petrograd), and in 1728-1730 - Moscow.
The Russian Empire was the third largest state that ever existed (after the British and Mongol empires) - it stretched to the Arctic Ocean in the north and the Black Sea in the south, to Baltic Sea in the west and Pacific Ocean in the east. The head of the empire, the All-Russian Emperor, had unlimited, absolute power until 1905.
1803 - Decree on free cultivators. The peasants received the right to redeem themselves with land.
February 20th 1803 - a legislative act of the Russian Emperor Alexander I, according to which the landowners received the right to free serfs one by one and in villages with the issuance of a land plot. Published as part of the reformation of the Russian Empire, which took place in the 1800s.
For their will, the peasants paid a ransom or performed duties. If the agreed obligations were not fulfilled, the peasants returned to the landowner. Nevertheless, nothing prevented the landowner from letting the peasant go free of charge - everything was determined by the agreement between the peasant and the landowner. The peasants who received their will in this way were called free or free cultivators (hence the popular name of the decree).
1837 - built first railroad in Russia.
The decree of Emperor Nicholas I of March 21, 1836 on the construction of the Tsarskoye Selo railway was published on April 15, 1836. Construction began on May 1, 1836. The road was opened on October 30, 1837. Track width 1829 mm.
Initially, the Tsarskoselskaya railway was laid from St. Petersburg to Tsarskoye Selo, and later it was extended to the dacha town of Pavlovsk, while the total length of the route increased to 27 kilometers. The first trial trip of a horse-drawn train between Tsarskoye Selo and Pavlovsk took place on September 27, 1836.
1861 - The abolition of serfdom in Russia.
Peasant reform in Russia(colloquially abolition of serfdom) - a reform begun in 1861 that abolished serfdom in the Russian Empire. It was the first in time and the most significant of the "great reforms" of Emperor Alexander II; was proclaimed by the Manifesto on the abolition of serfdom of February 19 (March 3), 1861.
The long overdue, belated reform opened the way for the development of capitalism in Russia and for industrialization. Russia and the United States were the last of the "great powers" of their time to end slavery on their territory. It is no coincidence that Karl Marx compared the process of emancipation of serfs in Russia with the movement for the emancipation of slaves.
1917 - Revolution in Russia
Russian revolution(Great Russian Revolution) - the conventional name for the revolutionary events that took place in Russia in 1917, starting with the overthrow of the monarchy by the February Revolution, when power passed to the Provisional Government, which, in turn, was overthrown as a result October revolution Bolsheviks who proclaimed Soviet power.
1918 - 1922 - Civil War in Russia
Civil war in Russia- a series of armed conflicts between different political, ethnic, social groups and state entities on the territory of the former Russian Empire, following the coming to power of the Bolsheviks as a result of the October Revolution of 1917.
The Civil War was the result of a revolutionary crisis that struck Russia at the beginning of the 20th century, which began with the revolution of 1905-1907, aggravated during the World War and led to the fall of the monarchy, economic ruin, and a deep social, national, political and ideological split in Russian society. The apogee of this split was a fierce war throughout the country between armed forces Soviet power and anti-Bolshevik authorities.
Great Patriotic War 1941-1945
war of the Union of Soviet Socialist Republics against Nazi Germany and its allies (Bulgaria, Hungary, Italy, Romania, Slovakia, Finland, Croatia). Having won a military victory over Germany, Soviet Union made a decisive contribution to the defeat of Nazism in Europe.
1961 - First manned flight into space
On April 12, 1961, Yuri Gagarin became the first person in world history to fly into outer space. The carrier rocket "Vostok" with the ship "Vostok-1", on board of which Gagarin was, was launched from the Baikonur cosmodrome. After 108 minutes of flight, Gagarin successfully landed in the Saratov region, not far from the city of Engels. Starting from April 12, 1962, the day of Gagarin's flight into space was declared a holiday - Cosmonautics Day.
1991 - The collapse of the USSR and the fall of socialism.
As a result of which, on March 17, 1991, an all-Russian referendum was held, as a result of which the post of President of the RSFSR was introduced.
On June 12, 1991, as a result of the first nationwide elections, B. N. Yeltsin became President of the RSFSR, receiving 45,552,041 votes, which amounted to 57.30 percent of those who took part in the vote, and significantly ahead of Nikolai Ryzhkov, who, despite the support of the allied authorities, received only 16.85 percent of the vote. Together with B. N. Yeltsin, Alexander Rutskoi was elected Vice President. On June 1, 1991, representatives of the democratic movement, G. Kh. Popov and A. A. Sobchak, were elected mayors of Moscow and Leningrad. After the election, the main slogans of B. N. Yeltsin were the fight against the privileges of the nomenklatura and the maintenance of Russia's sovereignty within the USSR. On July 10, 1991, Boris N. Yeltsin took an oath of allegiance to the people of Russia and the Russian Constitution, and took office as President of the RSFSR.

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Municipal budgetary educational institution secondary school No. 44 Author of the project: Kopaigora Daria Kl. Supervisor: Muratova E.G. Project "Creating a calendar of historical events"

Calendar (lat. calendarium, calemdae - the first day of the month) - a time counting system Project goal: - study the dates of historical events as much as possible Project objectives: - maintain interest in the most important events of the past, - cultivate independence, - introduce schoolchildren to significant dates Fundamental question What is a calendar?

Historical information about calendars. Over a long history, people have come up with many different calendars. In Russia for a long time there were three calendars: civil, church and folk (natural) calendars, and these three different time calculations did not always coincide. For example, the meeting of the new year according to the civil calendar in ancient times fell on March 1, which did not correspond much to the rhythm of economic life. The church calendar opened the year on September 1. In 1348, at the Orthodox Cathedral in Moscow, it was decided that both the civil and the church year should begin on September 1. This order lasted until the era of Peter I, by his decree, the new year began to be calculated from January 1. Peter I introduced the Julian calendar in Russia, while most European countries used the more accurate Gregorian.

Important historical events in Russia 988 - Baptism of Russia. Kievan Rus accepts Orthodox Christianity. According to The Tale of Bygone Years, in 6496 from the creation of the world (that is, approximately in 988 AD), the Kyiv prince Vladimir Svyatoslavich decided to be baptized from the Church of Constantinople. After that, in the reign of Emperors Basil II and Constantine VIII Porphyrogenitus, the clergy sent by Patriarch Nicholas II of Constantinople Chrysoverg baptized the people of Kyiv in the waters of the Dnieper and (or) Pochaina.

The overthrow of the Mongol-Tatar yoke took place in 1480. The sovereign of Moscow Russia refused to pay tribute to the Khan of the Great Horde, Akhmat. The Great Horde was the successor of the Golden Horde, from which during the 15th century the Nogai Horde, Kazan, Astrakhan, and Crimean khanates gradually broke away. The Russian principalities by this time had finally united under the leadership of Moscow. In 1472, Khan Akhmat organizes an invasion of Russia in order to subjugate it again. However, in the battle in 1480, Khan Akhmat made a second attempt to subdue Russia. Russian and Horde troops approached the Ugra River, where a general battle was to take place between them. However, the Lithuanians, allies of the Mongol-Tatars, could not approach the Ugra because of the attack on them by the Crimean Tatars. In addition, problems began in the White Horde. These circumstances forced Akhmat to retreat without a fight. Thus, the Mongol-Tatar yoke was overthrown. On the Oka River, the Mongol-Tatars received a serious rebuff from the Russian soldiers and retreated. 1237-1240 - The conquest of Russia by the Mongol-Tatars 1480 - The final deliverance of Russia from the Mongol-Tatar yoke

In 1366-1368, under the Grand Duke Dmitry Donskoy, the wooden walls of the Kremlin were replaced by walls and towers made of local white stone (according to archeology, the towers and the most important parts of the wall were made of stone, from where there was the greatest danger of assault). Since this period, the name “White-Stone Moscow” is often found in the annals. Shortly after the construction of the white stone walls, they twice - in 1368 and 1370 - withstood the siege of the troops of Prince Olgerd 1367 - Construction of the stone Kremlin in Moscow

After the end of the Time of Troubles and the election of Mikhail Romanov as Tsar, a new political situation developed in the country. Zemsky Sobors played a significant role in the administration of the state, which resolved issues of foreign policy, finance, and taxes. Under Tsar Mikhail, Zemsky Sobors met regularly. The still weak tsarist government needed the support of various social groups - the boyars, the nobility, the clergy, the townspeople and service people, and the peasants. 1613 - The coming to power in Russia of the Romanov dynasty.

Sudebnik of Ivan IV, Sudebnik of 1550 - a collection of laws of the period of the estate monarchy in Russia, a monument of Russian law of the 16th century, the first legal act in Russian history, proclaimed the only source of law. Adopted at the first Zemsky Sobor in the Russian kingdom in 1549 with the participation of the Boyar Duma. In 1551, the Sudebnik was approved by the Stoglavy Cathedral, convened on the initiative of Tsar Ivan IV the Terrible. Contains one hundred articles. The Sudebnik of Ivan IV has a general pro-state orientation, eliminates the judicial privileges of specific princes and strengthens the role of the central state judicial bodies. By this, the Sudebnik of 1550 develops the tendencies of state administration and legal proceedings laid down in the Sudebnik of 1497. 1550 - Sudebnik of Ivan the Terrible.

During the second Azov campaign in 1696 against Turkey, for the first time the Russians put forward 2 battleships, 4 firewalls, 23 galleys and 1300 plows built on the Voronezh River. After the conquest of the fortress of Azov, the boyar duma discussed Peter's report on this campaign and decided to start building the navy on October 20, 1696. This date is considered the official birthday of the regular Russian Navy, whose ships were built at the shipyards of the Voronezh Admiralty. 1696 - decree on the creation of a fleet in Russia

The empire was proclaimed on October 22 (2) November 1721 following the results of the Northern War, when, at the request of the senators, the Russian Tsar Peter I the Great assumed the titles of Emperor of All Russia and Father of the Fatherland. The capital of the Russian Empire from 1721 to 1728 and from 1730 to 1917 was St. Petersburg (1914-1917 Petrograd), and in 1728-1730 - Moscow. The Russian Empire was the third largest state that ever existed (after the British and Mongol empires) - it stretched to the Arctic Ocean in the north and the Black Sea in the south, to the Baltic Sea in the west and the Pacific Ocean in the east. The head of the empire, the All-Russian Emperor, had unlimited, absolute power until 1905. 1721 - Proclamation of Russia as an empire

February 20, 1803 - a legislative act of the Russian Emperor Alexander I, according to which the landowners received the right to free the serfs individually and in villages with the issuance of a land plot. Published as part of the reformation of the Russian Empire, which took place in the 1800s. For their will, the peasants paid a ransom or performed duties. If the agreed obligations were not fulfilled, the peasants returned to the landowner. Nevertheless, nothing prevented the landowner from letting the peasant go free of charge - everything was determined by the agreement between the peasant and the landowner. The peasants who received their will in this way were called free or free cultivators (hence the popular name of the decree). 1803 - Decree on free cultivators. The peasants received the right to redeem themselves with land.

The decree of Emperor Nicholas I of March 21, 1836 on the construction of the Tsarskoye Selo railway was published on April 15, 1836. Construction began on May 1, 1836. The road was opened on October 30, 1837. Track width 1829 mm. Initially, the Tsarskoye Selo railway was laid from St. Petersburg to Tsarskoye Selo, and was later extended to the dacha town of Pavlovsk, while the total length of the route grew to 27 kilometers. The first trial trip of a horse-drawn train between Tsarskoye Selo and Pavlovsk took place on September 27, 1836. 1837 - the first railway in Russia was built.

The peasant reform in Russia (colloquially the abolition of serfdom) is a reform begun in 1861 that abolished serfdom in the Russian Empire. It was the first in time and the most significant of the "great reforms" of Emperor Alexander II; was proclaimed by the Manifesto on the abolition of serfdom of February 19 (March 3), 1861. The long overdue, belated reform opened the way for the development of capitalism in Russia and for industrialization. Russia and the United States were the last of the "great powers" of their time to end slavery on their territory. It is no coincidence that Karl Marx compared the process of emancipation of serfs in Russia with the movement for the emancipation of slaves in 1861 - The abolition of serfdom in Russia.

The Russian Revolution (Great Russian Revolution) is the conventional name for the revolutionary events that took place in Russia in 1917, starting with the overthrow of the monarchy by the February Revolution, when power passed to the Provisional Government, which, in turn, was overthrown as a result of the October Revolution of the Bolsheviks, who proclaimed the Soviet power. 1917 - Revolution in Russia

The Civil War in Russia is a series of armed conflicts between various political, ethnic, social groups and state entities on the territory of the former Russian Empire that followed the Bolsheviks' coming to power as a result of the October Revolution of 1917. The Civil War was the result of a revolutionary crisis that struck Russia at the beginning of the 20th century, which began with the revolution of 1905-1907, aggravated during the World War and led to the fall of the monarchy, economic ruin, and a deep social, national, political and ideological split in Russian society. The apogee of this split was a fierce war throughout the country between the armed forces of the Soviet government and the anti-Bolshevik authorities. 1918 - 1922 - Russian Civil War

war of the Union of Soviet Socialist Republics against Nazi Germany and its allies (Bulgaria, Hungary, Italy, Romania, Slovakia, Finland, Croatia). Having won a military victory over Germany, the Soviet Union made a decisive contribution to the defeat of Nazism in Europe. Great Patriotic War 1941-1945

On April 12, 1961, Yuri Gagarin became the first person in world history to fly into outer space. The carrier rocket "Vostok" with the ship "Vostok-1", on board of which Gagarin was, was launched from the Baikonur cosmodrome. After 108 minutes of flight, Gagarin successfully landed in the Saratov region, not far from the city of Engels. Starting from April 12, 1962, the day of Gagarin's flight into space was declared a holiday - Cosmonautics Day. 1961 - First manned space flight

As a result of which, on March 17, 1991, an all-Russian referendum was held, as a result of which the post of President of the RSFSR was introduced. On June 12, 1991, as a result of the first nationwide elections, B. N. Yeltsin became President of the RSFSR, receiving 45,552,041 votes, which amounted to 57.30 percent of those who took part in the vote, and significantly ahead of Nikolai Ryzhkov, who, despite the support of the allied authorities, received only 16.85 percent of the vote. Together with B. N. Yeltsin, Alexander Rutskoi was elected Vice President. On June 1, 1991, representatives of the democratic movement, G. Kh. Popov and A. A. Sobchak, were elected mayors of Moscow and Leningrad. After the election, the main slogans of B. N. Yeltsin were the fight against the privileges of the nomenklatura and the maintenance of Russia's sovereignty within the USSR. On July 10, 1991, Boris N. Yeltsin took an oath of allegiance to the people of Russia and the Russian Constitution, and took office as President of the RSFSR. 1991 - The collapse of the USSR and the fall of socialism.

Conclusion Historical calendar is historical memory

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A presentation on the topic "Creating a calendar of historical events" can be downloaded absolutely free of charge on our website. Project subject: History. Colorful slides and illustrations will help you keep your classmates or audience interested. To view the content, use the player, or if you want to download the report, click on the appropriate text under the player. The presentation contains 8 slide(s).

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Municipal budgetary educational institution secondary school No. 165

Project "Creating a calendar of historical events"

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Essential Question What is a calendar?

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historical events of 1961

01.01. Monetary reform began in the USSR: 10 old rubles are exchanged for 1 new ruble 02.12. A Soviet heavy artificial Earth satellite was launched into orbit on 02.15.

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02.18 Soviet researchers of Antarctica opened a new research station in the area of Queen Maud Land. The station was named Novolazarevskaya 02.19 The installation of a telescope was completed at the Crimean Astrophysical Observatory of the USSR Academy of Sciences 03.09 A spaceship with an experimental animal was launched into orbit in the USSR 03.18 Geologists discovered an underground river in the waterless Mirzor-Abad basin of Tajikistan. A well with a depth of 80 meters gives every second 500 liters of water 03.25. The fifth spaceship-satellite was put into orbit in the Soviet Union 04.12 In the USSR, a spaceship with a man on board was successfully launched into space. Yuri Gagarin orbits the planet in 108 minutes and returns safely to Earth

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