Iron ore. Make chains. Iron ore Make a production chain around the world iron ore

Class: 2

Target: To acquaint with the natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.

Planned results: Metasubject

Regulatory: be able formulate learning task; understand learning task of the lesson and strive to fulfill it ; formulate conclusions from the studied material; answer final questions; realize the control and correction; evaluate the results of their activities in the classroom. Cognitive:classify objects by the nature of the material, show different production chains in color; read the text of the textbook; according to the drawings of the textbook trace production chains, model them, make up a story from pictures, give other examples of the use of natural materials for the production of products. Communicative: participate in pair and group work. Agree with each other, take the position of the interlocutor, show respect for the opinions of others.

Subject: find out what natural materials people use to make products; learn how to make simple production chains

Personal: take care of things; understand the need for respect for nature; respect the work of people.

Educational materials: A.A. Pleshakov "The World Around", workbook No. 1, computer, multimedia projector, screen, various objects made of clay, metal, wood, wool; cards are models. At students: signal flags, colored pencils (felt-tip pens)

1. Organizational moment, emotional mood. (slide1)

The cheerful bell rang
Is everyone ready? Everything is ready?
We don't rest now.
We are starting to work.

2. Checking homework.

A) Individual tasks on cards. (2 children receive assignments)

Emphasize with one line the products of industry, with two - the products of agriculture.

1. Tomato, book, carrot, phone, table lamp, potato, tractor, radish, onion, chair, iron, slippers.

2. Watermelon, cherry, chair, T-shirt, grapes, boots, coat, rocket, plum, school desk, pumpkin, cabbage, plane, garlic, cucumber.

B) The game "Is it true or not."

Let's play the game "Is it true or not" (working with signal cards-traffic lights: if it's true - green, if not - red)

Is it true that the economy is the economic activity of people? (Yes)

Is it true that trade gives us bread, milk, meat? (No)

Is it true that paper money was first used in China? (Yes)

Is it true that nowadays money is not made from wood? (Yes)

Is it true that clothes, shoes, furniture are produced in trade? (No)

Is it true that a painter, a bricklayer, a plasterer, a crane operator work in construction? (Yes)

Is it true that we can buy products and things in agriculture? (No)

Is it true that in order for us to drink a glass of milk in the morning, only the branches of agriculture and trade work? (no, transport, industry)

Is it true that, together with the builders, transport and industry specialists are involved in the construction of the house? (Yes)

Is it true that all sectors of the economy are connected to each other? (Yes)

Self-determination to activity

Look at the screen . (slide 2) The slide shows a variety of items.

(Shell, mittens, scissors, jug, ruler, spoon, scarf, mug, pencil)

Determine which is "extra"? (shell)

Why? ( Shell - created by nature, and the rest were made by man)

What is the name of what is made by human hands? ( handmade world)

Practical work.

Divide the rest of the items into groups according to the material. (Divide objects into groups.)

All of these items are familiar to you. Name them and explain what they serve. What do all these objects of the same group have in common? (They name the items. Tell what they are for - from clay (a vase, a pot, a brick, a clay whistle toy),

Wool (sweater, gloves, socks, scarf),

From metal (spoon, bowl, mug, scissors, metal constructor),

From wood (ruler, wooden spoon, matryoshka, notebook).

What will we talk about in class? (We will learn from what and how people make different products.)

Read the topic of the lesson in the textbook.

Formulate the learning objectives that we set for ourselves? (we will talk about objects, find out what they are made of). Read about it in the textbook.

Work on the topic of the lesson.

Conversation “What of what?” (Group work)

Now let's talk about each group of objects separately.

1. Wool (consider a group of items made of wool ) (slide 3)

We have determined that these things are made of wool. Where do they get wool from?

(p. 111 of the textbook) Look at the pictures and tell how woolen things are made.

1. Sheep shearing;

2. Making wool yarn, winding on bobbins;

3. Making a woolen cloth;

4. Drawing a pattern on the fabric;

5. Manufacturing according to patterns of clothing details.

What new did you learn about the manufacture of woolen products?

How did you make this scarf? How did you get the different colors?

2. Wood (consider a group of objects made of wood) (slide 4)

It is clear that the ruler, stand are made of wood. But how did the notebook end up in this group? How did our textbooks come into being? The guys who prepared the messages will help us figure it out.

a) Student presentations on paper making.

There are different types of paper. Where is it used?

The mill produces paper.

• The writer writes the work.
• The artist makes illustrations
• The publishing house prints books.
• There are books in the store.

Children's performance.

Today, paper is made in factories where machines help people.

Machines are taken to work even when the future paper grows in the forest. Electric saws cut down trees. Timber tractors carry logs to the river. Machines bind the logs into rafts, and the rafts float along the river to the gates of the shop. Here other machines get down to business: a fast multi-saw machine cuts logs into logs; machine - debarking peels off the bark from them; a chipper cuts logs into chips; chips go on a self-propelled track to the boiler. Wooden porridge is cooked in a cauldron in a special solution. This porridge, when ready, becomes paper.

b) Showing a collection of different types of paper.

What is paper used for?

Is it easy to get paper? How should we treat our notebooks, textbooks, because they are all felled trees. And it takes at least 60 years to grow an adult tree.

They also make furniture, dishes, toys from wood. (Show.)

6.Fizminutka

Now guess what it's about? Sounds music "Bu-ra-ti-no!")(slide 5)

Why do you think we remembered Pinocchio? (made of wood)

And from what fairy tale? (“The Golden Key”. A. Tolstoy)

7. Conversation “What of what?” (continuation)

From ancient times in Russia, dishes were made from clay and such wonderful toys. (slide 6)

And how clay toys are made, we learn from a fragment of the film .

(Watching a fragment of the film “The Legacy of Grandfather Philemon”.)

A student's story about clay.

Clay is mined in a quarry by excavators. In its raw form, it is plastic. It is mixed with water to a thick paste, and then utensils or toys are molded from it. Drying, the clay hardens and becomes very durable. Then the products are fired in a kiln at a high temperature of 450°C. After firing, the clay becomes strong and will never become soft. The art of doing such things is called ceramics.

In ancient times, when there were no refrigerators, earthenware jugs were used to store cold water. The water remained cold as it seeped through the fine pores of the jug and evaporated, which helped to keep the water cold.
The Chinese were wonderful potters. Made from special white clay porcelain. When fired, this clay acquires a white color. This cup is also made of clay.

I must say that clay is used to make bricks, toys, tiles.

In the last group we had objects made of metal . (slide 7)

A student's story about the production of iron

No one makes iron, it is created by nature itself, like water, clay, sand ... And people only mine this iron and turn it into cast iron and steel.

Iron in the world is visible and invisible - it is in the sand (that's why it is yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is dissolved even in water.

Most iron in iron ores. It is from them that this most important metal is mined.

How is ore mined?

Here you can not do without a huge, powerful, steel copal - scoop, a small paper bag with an explosive charge and long wires. The miners will drill wells in the ground, plant explosives in them, and run electricity through the wires. Close your ears here. As the explosion crashes, tons of earth, stones will fly up into the air, scatter around, and the ore hidden under them will open. It happens that the ore itself has to be crushed by explosions. Finally, the explosions subsided. A walking excavator is taken to work. The excavator scoops up the ore with a bucket-scoop, turns around - and a whole wagon or a giant dump truck is loaded. But the ore was brought to the plant. How to turn it into iron? A hot fire helps people here. In huge, like high-rise buildings, furnaces - blast furnaces, flames rage day and night. Here, trolleys crawled to the very top of one of these domains along an inclined road. They will rise, tip over, pour the load into the furnace - and down. Some trolleys contain ore, others - white stone, limestone, and still others - fuel, dark gray spongy coke. He, like a pie, is baked from the best coal ground into flour. Well, limestone helps the coke to draw all the extra impurities out of the ore.
Coke burns hot, but it does not melt the ore. To make it burn even hotter, you need to constantly fan the fire, you need air, hot, red-hot. That is why there are several more towers next to the blast furnace. They heat up the air. Mighty fans drive air currents through the pipes, continuously fanning a firestorm in the blast furnaces. The flame is raging, the ore melts, the ore settles, the drops of cast iron metal gather into trickles, streams... The cast iron is heavy, it flows down to the bottom of the furnace, and all the excess that was in the ore rises, pops up with bubbled fiery foam. This is slag.

Finally, the master gives a signal: “Iron is ready! It is possible to release melting. A minute, another ... and, scattering fountains of sparks, illuminating the sky with a fiery glow, liquid metal will pour into a huge ladle. There are many buckets, each on wheels. There is a whole cast-iron train on the rails. One ladle will be filled, the next one will immediately come under the jet. Where will the fire-breathing train go? His path is not far - to the neighboring shop. Here the cast iron is poured into moulds. In them, the liquid metal will harden and take the form of the same form into which it was poured. And we meet with cast iron every day. After all, ordinary frying pans, cast irons, radiators, grates into which streams run on the streets - all this is also cast from cast iron.

So, we got acquainted with some materials from which a person can make the items he needs. And now, to consolidate, we will complete the tasks in the notebook.

Consolidation (work in pairs):

Independent work on the “Workbook” p.39-40 No. 1,2

Show different production chains with arrows of different colors.

Write what people can turn these materials into.

(Grain, mill, bread. Iron ore, factory, scissors, etc.)

And besides clay, wood, metal, what materials can various objects be made of? (Plastic, rubber, glass, etc.)

What should people pay attention to when extracting various materials in nature for the manufacture of various products?

1) Extract no more materials than they are required.

2) Spend sparingly.

3) Plant new trees.

4) Restore land at the site of quarries.

8. The result of the lesson: (slide 8)

What question was answered in class?

Who now knows what dishes, clothes, comfortable things can be made of?

For the manufacture of various things, a person uses mainly materials available in nature. But their supply is not unlimited. Therefore, a person should carefully treat natural resources.

9. Reflection. (slide 9)

• I know that …
• I learned …
• I am satisfied…

10. Homework (slide 10)

Municipal budgetary educational institution

"Secondary school No. 2"

Shelekhov, Irkutsk region

Technological map of the lesson

the world around

according to EMC "School of Russia",2 class

“What is made of what?”

Petrova Elena Pavlovna,

primary school teacher,

first qualification category

Shelekhov, 2017

Technological map of the lesson of the world around, grade 2, UmK "School of Russia"

The goals of the teacher

Tasks

Create conditions forfamiliarization with the properties of some natural materials from which various objects are made; formation of elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product.

Educational :

To acquaint with the natural materials used in the manufacture of various items;

To acquaint with the simplest production chains in the manufacture of various items;

Form ideas about the environment.

Educational :

Develop mental operations: synthesis, analysis, generalization;

Develop the ability to work in a group.

Educational :

Raise interest in the subject through an understanding of the interaction between man and nature.

Cultivate a sense of camaraderie, accuracy, perseverance.

Cultivate respect for natural resources.

Lesson type

A lesson in discovering new knowledge, acquiring new skills and abilities

Planned
educational outcomes

subject(volume of development and level of competencies):

will learn :

Buildthe simplest production chains in the manufacture of various items

will have the opportunity to learn:

Find information (textual, graphic, visual) in the textbook, analyze its content.

Metasubject:

cognitive :

Independently identify and formulate a cognitive goal, pose a problem of a search character;

Apply information retrieval methods (using computer tools);

Conduct a reflection of the results of activities;

Evaluate your achievements, answer questions, correlate learned concepts with examples;

communicative:

Listen and engage in dialogue, participate in a collective (group) discussion of problems;

Participate in a collective (group) discussion of problems;

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

- to be able to listen to the interlocutor and conduct a dialogue, to master the dialogic form of speech, to enter into verbal communication.

regulatory:

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

Correct the plan and method of action in case of discrepancy between the hypothesis and the real result;

To master the ability to understand the learning task of the lesson and strive to fulfill it.

Personal:

Focus on interpersonal relationships when working in a group;

Acceptance and development of the social role of the student;

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

Formation of the personal meaning of teaching.

Forms of work

Frontal, group, individual.

Methods and forms of education

Explanatory and illustrative; verbal, visual, partially exploratory, practical, gaming.

Educational Resources

WMC"School of Russia":

Pleshakov A.A. "The world". Textbook for grade 2. Part 1. M.. Education, 2016.;

Workbook for 2nd grade. Part 1. M.. Education, 2016.;

- ;

Task cards;

Images of objects of the man-made world, tables, group report plan, envelopes with cards.

Basic concepts

Natural resources, production chains, mining, wood, wool, metal, clay, crafts, man-made world.

During the classes

1. Motivation and self-determination to learning activities.

Target:

conscious

entry of the student into the space of educational activity .

2 minutes

Hello guys! Let's greet each other.

Let's smile at the sun

Let's give each other a hand.

Let's cheer up

For yourself and a friend.

Give the warmth of your smiles to me and a friend.

(multi-colored tokens on the board)

Choose the token you like.

Get into groups according to the color of the tokens.

My mother used to call me when I was a childWhy . Why?

And you can be called why? Then this lesson is for you... )

Welcome teachers, each other.

Emotionally tune in to the lesson.

Unite in working groups

Answer questions and give your opinion.

Regulatory : development of motives of educational activity.

Communicative : planning educational cooperation with the teacher and peers.

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

II . Updating knowledge and fixing

difficulties in

activities. ( Identification of the topic of the lesson and setting learning objectives ).

Target: to prepare students for the discovery of new knowledge, their performance of a trial educational action and to fix an individual difficulty.

2 minutes

There is a small island in the middle of the Pacific Ocean. ().

A tribe of wild natives lives on this island. ()

This box was brought to this island by a wave. Let's see what's in it.

(The box contains a clay pot, a metal spoon, a knitted scarf, a book, a wooden spoon).

Are you familiar with these items? What do they have in common? (Who made them?)

The natives liked these objects very much, but they saw them for the first time. They had a question.

What do you think the question arose among the natives?

Do you have any idea what we will talk about in our lesson?

Let's formulate the topic of the lesson.

(from cut cards I fold

What learning goals will we set for ourselves?

Let's start with the words:we will find out... ()

The question ant will help us with this

(Study p. 108)

What still seems difficult and incomprehensible? ()

Examining the contents of the box

Created by human hands.

What are they made of

What are different things made of?

FROM WHAT WHAT MADE

Uch. p.108 read lesson objectives

Production chains

cognitive : formation of mental operations: analysis, comparison, generalization.

Communicative : the ability to express one's thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others.

Regulatory : the ability to determine the topic and purpose of the activity in the lesson

I I I . Revealing

places and causes of difficulties

(staging

learning task)

Purpose: to organize and direct the perception of new material.

2 minutes

Around us are many objects created by human hands.

Where do people get the material to make them?

What natural materials are these objects made of?

What does the book have to do with them? What is she made of?

The natives did not have such products before, they want to learn how to create them.

They turned to us for help, so that we could explain how to make them.

Are you ready to tell them now? Why?

How can we help the natives?

What will help you gain new knowledge?

In nature

Clay, wood, metal, wool

No, lack of knowledge

We must first learn ourselves

Textbook, notebook, additional literature

cognitive : the ability to pose and formulate a problem with the help of a teacher.

Regulatory :

Personal :

physical-min

1 min

We will start working now

But first, let's rest.

Let's clap our hands

Let's stomp our feet,

We wink with our eyes,

Let's jump like bunnies.

perform movements

Communicative: the ability to express one's thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others; take into account different opinions.

IV . Building a project to get out of trouble

Target: staging

research goals,

choice of a method for solving a learning problem.

3 min

You have packages with tasks on your desks: the production of wool products, the production of clay products, metal products and the creation of a book.

Your task : each groupchoose one of the productions for study, study and prepare a short report about it.

At the end of the allotted time, you will be able tomake a report, listen to the performance of the guys, i.e. share the knowledge gained.

Your joint work in groups should go according to plan:

Plan: (plan on the board) ()

1. Study the text (Appendix 2-5)

2. Consider the drawings in the textbook on the pages (pp. 109 - 111).

3. Build a production chain.

4. Prepare a message.

children receive packages with tasks, distribute them within the group

responsibilities

Cognitive: the ability to find and highlight the necessary information; the ability to make assumptions and justify them.

Regulatory: pronouncing the sequence of actions in the lesson; formation of cognitive initiative.

V . Implementation of the constructed project.

( Solution of the educational problem)

Purpose: to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product.

15 minutes

Let's start researching.

(study the material according to the plan, build models of the initial problem situation.)

Group 1 "Manufacturingproductsfrom clay "()

2 group "Manufacture of products fromwool" ()

3 group "Manufacture of metal products» ()

Group 4 "Birth of a book"

In the course of independent work in groups, the teacher controls, directs, corrects. Informs about the end of the allotted time.

in groups they study educational material, prepare a presentation, make up production chains, analyze and compare new knowledge with existing ones.

cognitive : formation of a cognitive goal; search and selection of the necessary information.

Regulatory : ability to make a guess

Personal : the ability to recognize difficulties and the desire to overcome them.

Communicative : initiative cooperation in the search and selection of information, the ability to formulate one's thoughts orally with sufficient completeness and accuracy of thought.

V I . Primary

consolidation with pronunciation in external speech

Target:

reinforce new concepts

10 minutes

Presentation of the finished product (production chains, communication)

(chains are checked against the standards on the slides) ()

Performance of each group with a message on the completed task.

The rest analyze the received information.

The story is accompanied by slides prepared by the teacher.

cognitive : classification of objects according to the nature of the material

Regulatory: control, correction.

Communicative:

VII . Application of acquired knowledge

(Independent work with self-test according to the standard)

Target: perform tasks of a new type independently, to carry out their self-test, step by step comparing with the standard, identify and correct possible errors.

5 minutes

So, we got acquainted with some materials from which a person can make the items he needs.

Let's consolidate the knowledge gained.

Let's complete the task in the workbook. Page 70 #1

Circle the drawings with a blue pencil, where the production chain is "Papermaking".

Circle the drawings with a green pencil, which shows “Making objects from wool”

Red pencil "Making objects from clay"

Perform tasks in the "Workbook" on page 70 No. 1

make up

production chains.

Optional: complete the task in the notebook on page 71

Communicative : the ability to express one's thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others.

VIII . Reflection learning activities in the classroom.

Target:

To fix the new content studied in the lesson, and to organize reflection and self-assessment by students of their own learning activities.

3 min

What goals did we set for ourselves in the lesson. Have we reached them?

Did we help the natives in their request?

By extracting various materials, people change nature, often harming it. The quarry left after the extraction of clay is a wound on the surface of the earth, where the fertile layer is easily destroyed every spring. A cut forest is the destroyed home of many plants and animals. Natural resources are not unlimited, they must be protected.

You also need to remember that the knowledge and work of many people have been invested in every thing, so things must be treated with care.

Self-assessment task . ()

Complete the sentences:

It was interesting to know that…

I was surprised...

It was difficult…

And I would appreciate the work .... (emoticons)

And I have to tell everyone:

Thank you for the lesson!

Draw conclusions and generalizations on the topic of the lesson

Students analyze their activities in the lesson, perform reflective-evaluative activities

cognitive : reflection of methods and conditions of action; control and evaluation of the process and results of activitiesCommunicative : the ability to express one's thoughts with sufficient completeness and accuracy.

Regulatory : adequate self-esteem.

Homework.

P. 108-111, workbook p. 71 No. 3, No. 4

Write down homework

Regulatory: act according to the planned plan; to transform a practical task into a cognitive one.

Appendix 1.

WHAT

WHAT

MADE?

FROM

WHAT

WHAT

MADE?

FROM

WHAT

WHAT

MADE?

FROM

WHAT

WHAT

MADE?

Annex 2. Texts for studying in groups

1 group: Clay making:

Clay is mined in quarries with excavators.

When raw, it is soft, but when dried, it hardens.

The clay is mixed with water to form a thick paste.

Then dishes or toys are molded from it.potter's wheel *.

The pieces are then fired in a kiln at a high temperature to harden them.

After firing, the clay becomes strong and will never become soft.

The art of doing such things is calledceramics .

People who make pottery are called potters.

2. Look at the textbook illustration on page 109

Make upproduction chain * manufacture of clay products. Glue and write it down on a piece of paper.

potter's wheel, vase, quarry, clay, kiln.

Explanation:

* A potter's wheel is a spinning stone disk on which a potter sculpts dishes.

*Potter - a master of making dishes and household items from clay.

Annex 3

2 group: .

1. Read the text. Prepare a short message for the guys. (You can cut the text into parts for performance)

Sheep wool is used for the production of knitted products.

Shearing sheep. Get wool. The finished wool is called a wave.

At the spinning mill, threads are spun from wool and twisted into large spools - bobbins* .

From threadson a loommake fabric.

The fabric is dyed and printed.

In the atelier, a tailor sews clothes from fabric. Or woolen things are knitted from yarn.

2. Look at the textbook illustration on page 111

Make upproduction chain * manufacture of wool products. Glue and write it down on a piece of paper.

Use pictures (attached) and words (write the words under the appropriate pictures):fabric, sheep, clothing, yarn, wool .

3. Prepare a short message.

The performance of the group should be no more than 3 minutes.

*Explanation:

bobbins are large spools on which yarn, threads, ropes are wound in factories

* production chain - a sequence of actions in any production (from raw materials, i.e. material, to finished products).

Appendix 4

3rd group: Production of metal products .

1. Read the text. Prepare a short message for the guys. (You can cut the text into parts for performance)

Mined underground in a mineiron ore * .

Then the ore enters the plant in the furnace. In the furnace, it melts and becomes liquid. It is boiled in special large boilers. This is how steel is made.

The steel is then poured into molds that look like huge glasses or ingots and allowed to cool. Cooled ingots are transported to factories. In factories, steel is rolled out and various metal products are made from them.

2. Look at the illustration on the sheet.

Make upproduction chain * manufacturing of metal products. Glue and write it down on a piece of paper.

Use pictures (attached) and words (write the words under the appropriate pictures):

Furnace, steel, product, ingots, iron ore

3. Prepare a short message.

The performance of the group should be no more than 3 minutes.

Explanation:

* iron ore is a mineral mined underground in mines or quarries in places where there are mountains

* production chain - a sequence of actions in any production (from raw materials, i.e. material, to finished products).

Appendix 5

4th group: Birth of the book .

1. Read the text. Prepare a short message for the guys. (You can cut the text into parts for performance)

Trees are brought from the forest. Tree logs are cut into small chips (sawdust) by chippers. The chips are boiled in huge cauldrons in a special liquid. It turns outtree pulp called cellulose * . Then this porridge is poured like batter on special mesh trays. Machines shake these screens so that all the liquid is glassed. When all the moisture drains, wood fibers remain on the grid. They are squeezed out, smoothed out with special rollers, and wide thick sheets of paper are obtained, they are taken toprinting house * . In the printing house, books are printed and taken to stores.

2. Look at the textbook illustration on page 110

Make upproduction chain * book making. Glue and write it down on a piece of paper.

Use pictures (attached) and words (write the words under the appropriate pictures):

paper, book, logs, printing house, wood chips.

3. Prepare a short message.

The performance of the group should be no more than 3 minutes.

Explanation:

*Printing house - an institution where books, magazines, newspapers are printed.

* production chain - a sequence of actions in any production (from raw materials, i.e. material, to finished products).

Appendix 6

Turning clay into a product

Making products from wool

Manufacture of metal products

How a book is born

Today I suggest you take a little break from serious matters and play a little, but, of course, not just like that, but in some kind of educational game. As they say - "Playing, learn!" (some attribute the authorship of this phrase to A.S. Makarenko). In addition, this game will tighten up your vocabulary and improve the great and mighty - and what could be better, right?

Make a chain "Iron ore - ________ - ________"

Here is such a task. So let's go:

Make a chain "Grain - ________ - ________ ________ - ________ - ________

Corn! The peasant, triumphant... I propose to help him cope with this difficult linguistic problem.

“Grain - Flour - Rye dough - Bread - Croutons” (I preferred rye, because I just love Riga rye bread, and even croutons from it ... yes with butter ...).

"Grain - Cleaned grain - Breeder's laboratory - Prototype - Result". The last point can be both luck and fiasco: the breeder may succeed in “giving birth” to a new variety of wheat, or may fail.

By the way, bread may not be the end of the “grain” chain: it may well be replaced by bulgur (groats from whole wheat) or the same rice.

Finally, I'll try to combine the chains into one:

Iron ore - steel plowshare - plow - Grain - flour - leavened dough - billet - loaf.

Bon appetit!