Lesson summary: winter walk in the police station. Types of walks in the city center
State budgetary educational institution
Secondary school No. 386
Kirovsky district
Plan – summary of a combined walk
in the GPD for 2nd grade
"Autumn changes in nature"
Compiled by:
GPD teacher
Shishulina
Novella Sergeevna
St. Petersburg 2015
Target: Creating conditions for an organized form of recreation for children and expanding their horizons about natural objects, nurturing aesthetic feelings.
Tasks:
- Create conditions for identifying connections in nature. Trace the impact of changes in living and inanimate nature in the fall.
- Create conditions for organizing practical activities: observation and understanding of the signs of autumn.
- Provide an opportunity to form an understanding of concepts in the surrounding world. Independently observe seasonal changes in nature.
- Create conditions for the formation of socially useful skills. Cleaning up leaves on school grounds.
- Create conditions to ensure children's physical activity in the air: outdoor games.
Planned results:
- the formation of a holistic, socially oriented view of the world, its organic unity and diversity of nature;
- formation of aesthetic needs, values and feelings;
- formation of an attitude towards a safe, healthy lifestyle, motivation for creative work, work for results, and careful attitude towards material and spiritual values.
Regulatory UUD:
1. Learn to control and evaluate their actions.
2. They learn to take into account the identified action guidelines in collaboration with the teacher.
3. Make the necessary adjustments to the actions after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result.
Personal UUD:
1. Form an internal position, adequate motivation for educational activities, including educational and cognitive motives, focus on moral standards and their implementation.
2. They learn to notice and recognize discrepancies between their actions and their stated positions, views, and opinions.
3. Preservation, strengthening and further formation of the main value of the student - health. Formation of the need to take care of your physical and mental health.
Activities of the teacher. Children's activities.
Organizing time |
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The GPD teacher organizes a gathering of children, looks at how the children are dressed, and introduces the topic of the walk. Provides brief and clear instructions on children's behavior during walks in nature, and safety rules in order to prevent injuries. Organizes the departure of children from school. | Dress according to the season. They are built on a permanent place of the group. They listen carefully, complement the rules, and take note. |
Excursion - observation. |
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Organizing time. We move along the planned route - along the school yard. We talk about the topic of the walk. The teacher talks about seasonal changes and reads poetry. The first autumn month has arrived - September. People also call it “leaf-faller”, “frowning”, “howler”. The teacher suggests dividing into 5 groups, provides instructions on how to complete tasks, and appoints a person in charge in the group. Task No. 1 is performed by group 1: write down what the weather is like today and compare September days with summer days. Task No. 2: record and identify the connection between inanimate and living nature. Where have the insects gone and why are the leaves falling? Task No. 3: sketch the leaves that you see on the site and correctly determine its name. Task No. 4: Find from which tree the leaf fell? Name the tree correctly and find its “baby”. Task No. 5: sketch what clothes are people wearing? and why did she change? | Children answer questions.
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Socially useful work. |
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Cleaning up leaves in the school area. Organizing time. Makes riddles about leaf fall and autumn phenomena. Asks a problematic question. Why do you need to remove leaves? He directs his activities towards the aesthetic education of children: “Nature should be clean and beautiful, just like our appearance!” 1. Provides clear instructions on safety precautions, the procedure for performing the task and safety precautions. 2. Provides pupils with all necessary equipment. Provides each group with a rake and a bag for collecting leaves. 3.Gives clear instructions on what area each group is working in and monitors the quality of work. 4. To summarize: whose group did a better job cleaning? Why? Notes the diligence of work, diligence, and conscientiousness. | Children listen carefully to the instructions. They complement and answer questions. There is active discussion about why leaves need to be removed. They begin cleaning the school grounds. They work with the rake one at a time, collecting fallen leaves into a bag. Evaluate their work. They discuss and express their opinion: which group did the best job. |
Outdoor games. |
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Game "Tree, Bush, Grass". The teacher explains the rules of the game: If the driver says, “Bush.” (All players run up to the bush.) “Tree!” (To any tree.) “Grass!” (Put their palms on the grass.) The one who made a mistake drives. After the game, the teacher invites the children to find a plant that they have been observing throughout the year. Determine whether it is a shrub or a tree. Remember its name. Why do they think this? Determine what changes have occurred to this plant. Remember to sketch at home. | Children stand in a circle and listen carefully to the rules of the game. Ask clarifying questions. They remember what trees and shrubs grow on the school site. They choose a driver and count. They start the game. |
Reflection |
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When the children return to class, the teacher sums up the walk. Discusses “What was your most memorable moment from the walk?” For self-assessment of children, the technique of an unfinished sentence is used.
| Children answer questions orally, evaluate their activities, and draw conclusions. |
When taking a walk, it is important to pay attention to the students’ clothes and shoes, talk about what clothes and shoes are most appropriate for the weather conditions, and why.
The excursion part of the walk includes an introductory conversation, collective observation, individual independent observations, and a final part, where the teacher, summing up, draws the students’ attention to the overall picture of nature. The main attention in observation is paid to questions, questions-tasks, forcing students to examine the subject, compare, find differences and similarities, and establish connections between natural phenomena.
Techniques for developing observation skills:
1. Technique for recording observations. This could be sketches in notebooks, coloring black and white drawings, and notes. In this case, the teacher must demand that the drawing be as close as possible to the original. This forces children to carefully observe an object, peer into its details, notice details, and make repeated observations.
2. The development of students’ speech, intelligence, and observation skills can be helped by the use of folk signs, proverbs, sayings, and riddles during walks. This activates the cognitive activity of younger schoolchildren. Children really like to find signs of this or that natural phenomenon in various literature and predict the weather of the next days.
The labor part of the walk includes involving children in various pedagogically organized types of socially useful work in order to transfer to them experience, labor skills, and develop their creative practical thinking and hard work.
Discuss in advance with the caretaker about the provision of work equipment (rakes, garbage bags, buckets).
Note:
The teacher creates the emotional mood of the event by reading A. Pleshcheev’s poem “Autumn has come, the flowers have dried up...”
Signs: if the sun rises quickly and shines brightly, the weather will change; the sun sets in the fog - it means rain; If a birch tree turns yellow from the top in the fall, spring is early, and from the bottom it is late.
Sayings and proverbs: “And the bird senses that it will be cold”; “Eat the fruit of the tree, but do not remove the bark”; “The apple doesn’t fall far from the tree.”
Riddles about work equipment:
DAC-scratch:
Pick up armfuls! (Rake)
Iron nose
Rooted into the ground
Digs and digs
It loosens the earth. (Shovel)
Autumn riddles:
Gold coins fall from a branch. (Leaves in autumn.)
All the gentlemen left their caftans. One gentleman did not take off his caftan. (Foliage and needles.)
This forest fashionista
Changes his outfit often
In a white fur coat in winter,
All in earrings in the spring,
Green sundress in summer
On an autumn day she wears a raincoat.
If the wind blows,
The golden cloak rustles. (Birch)
In September and October
There are so many of them in the yard!
The rain has passed and left them,
Medium, small, large. (Puddles)
At the end of the walk, the teacher strictly monitors the children's return to school. Makes sure that the children change clothes after a walk and perform hygiene procedures.
The final result is a self-assessment of children, which uses the technique of an unfinished sentence.
List of used Internet resources:
Goals:
1. Learn to distinguish birds by plumage, size, habits.
2. Develop observation, memory, speech; develop movements, dexterity, speed of reaction, action on a signal.
3. Foster an emotionally positive attitude towards birds; kindness, responsiveness, desire to help and do good deeds; hard work.
Equipment: hoops, ropes, basket, toys for independent play activities (cars, sand sets).
Walking progress:
Feed the birds in winter!
Let it come from all over
They will flock to you like home,
Flocks on the porch!
Their food is not rich,
A handful of grain is needed.
A handful of grain is not scary
It will be winter for them.
It’s impossible to count how many of them die,
It's hard to see
But in our heart there is
And it’s warm for them.
Train your birds in the cold
To your window
So that you don’t have to go without songs
Let's welcome spring!
Conversation - observation:
Educator. What is this poem about?
Children. This poem is about birds, that they need to be fed in winter.
Educator. Look. We have a lot of bird canteens on our site. What are their names?
Children. Bird dining areas are called bird feeders.
Educator. Why did we hang them?
Children. Feeders are needed to feed birds.
Educator. What do we feed the birds?
Children. We feed the birds grains, millet, bread, and seeds.
Educator. Why do we help birds?
Children. So that the birds are fed and do not freeze in the cold winter.
Educator. What benefits do birds bring?
Children. Birds protect the forest from pests; they eat midges, mosquitoes, and caterpillars. They sing beautifully.
Educator. What poems do we know about bird feeders? Let's remember.
Poem about feeders.
We made a feeder
We opened a canteen.
Sparrow. Bullfinch neighbor,
There will be lunch for you in winter.
Visit on the first day of the week
The titmice flew to us.
And on Tuesday, look,
The bullfinches have arrived.
Three crows were on Wednesday
We weren't expecting them for lunch.
And on Thursday from all over the world -
A flock of greedy sparrows!
On Friday in our dining room
The pigeon was enjoying porridge.
And on Saturday for pie
Seven forty flew in.
On Sunday, on Sunday
A spring guest has arrived to us -
Traveler starling...
That's the end of the song!
Educator Guys, what poem do we use to invite the birds to the feeders?
Hungry, cold,
Jackdaws, sparrows?
Hungry, pigeons,
My little ones?
We arrived to visit
We have a handful!
Peck, visit,
Don't be scared, bite!
Educator. What birds come to our feeders?
Children. Crows, sparrows, jackdaws, tits, pigeons, bullfinches.
Educator. Are they all the same or are they different in some way?
Children. All birds differ in size, beaks, tails, they have different plumage, they sing differently.
Educator. Let's play and see if you have learned to distinguish the birds that fly to our site.
Role-playing game.
Children take turns dressing up as birds. They tell you what the bird looks like and where it lives. What does it eat, how does it walk? The guys guess what kind of bird one of the children turned into.
The guys represent the birds: crow, tit, bullfinch, jackdaw, sparrow.
Individual work.
Educator Guys, who can show how a sparrow jumps? (Children show.)
1. Jumping on two legs, hands on the belt. They jump like sparrows.
Educator How birds sit on a branch, how they move along it
2. Steps along the rope with side steps, hands on the belt.
Outdoor games.
1. "The Birds and the Cage"
Progress of the game. Children are divided into two subgroups. One forms a circle in the center of the site; children walk in a circle holding hands - this is a “cage”. Another subgroup is “birds”. The teacher says: “Open the cage!”, and the children forming the cage raise their hands. “Birds” fly into a “cage” (in a circle) and immediately fly out of it. The teacher says: “Close the cage!” The children give up. The “birds” remaining in the “cage” are considered caught and stand in a circle. The “cage” increases and the game continues until there are 1–3 “birds” left. Then the children change roles.
2. "Geese-geese."
Progress of the game. The “geese” players line up against one wall; a place near the other wall is designated as their house; the “wolf” takes a place in the middle of the room; a dialogue takes place between the leader and the “geese”:
V.: Geese, geese!
G.: Ha-ha-ha!
V.: Do you want to eat?
G.: Yes, yes, yes!
V.: Well, fly!
G.: We can’t, the gray wolf under the mountain won’t let us go home!
V.: Well, fly if you want, just take care of your wings!
After this, the “geese” fly to their house, and the wolf catches them.
Labor activity.
Educator. Guys, how does the life of birds change with the arrival of spring?
Children. Birds fly in from the south and begin to build nests.
Educator. What do birds build nests from?
Children. And branches.
Educator. Now we will turn into birds and go collect twigs for the nest.
(Children collect branches on the site, put them in one place - build a nest for the bird.)
Independent play activity.
Seasonal planning of walks: winter.
Tasks: 1. Consolidate knowledge about seasonal changes in nature in winter, the names of the winter months.
2. Introduce folk signs, poems, riddles, and winter-themed outdoor games.
3. Develop attention, observation, and the ability to identify cause-and-effect relationships.
4. Develop the ability to see the beauty of nature.
5. Cultivate a caring attitude towards birds and a desire to help them.
Seasonal planning of walks: autumn.
Tasks: 1. Consolidate knowledge about seasonal changes in nature in autumn, the names of the autumn months.
2. Introduce students to floral, medicinal and wild herbaceous plants and trees.
3. Teach children to see relationships in nature.
4. Form aesthetic feelings when observing the beauty of the autumn forest.
5. Develop cognitive interest and love for native nature.
1st week | Looking at flower plants in flower beds For insects Beyond the thunderstorm Behind the leaves of the trees | Teacher's story Sensory exercises Riddles, signs Did. a game Questions Consideration | Working in a corner of nature: caring for indoor plants | - "Flowers" - “Flowers and Breeze” - "4 Elements" - “Recognize the flower by description” |
2nd week | Behind the falling leaves Fruits and seeds - travelers Behind the work of adults Coniferous and deciduous trees | Experience: determine which sheet is lighter Sensory exercises Consideration Poetry Puzzles Proverbs Signs | Collecting seeds for crafts and feeding birds in winter Help for adults | - “Find the same piece of paper” - “Which tree is the leaf from?” - “Which branch are these kids from?” - “Make a pattern of leaves” - “Hares in the garden” |
Seasonal planning of walks: spring.
Tasks: 1. Consolidate knowledge about the signs of spring, the names of the spring months.
2. Introduce folk signs, poems, and proverbs about spring.
3. Develop observation, cognitive interest, speech.
4. Teach children to understand the relationships in nature.
5. Foster a caring attitude towards nature and all living things.
2nd week | Behind the bird cherry blossoms Behind the appearance of insects Bird behavior Behind the flowering of dandelion (long-term): 2) flowers in cloudy weather | Consideration Sensory exercises Puzzles Children's stories Comparison | Cleaning the area (with brooms) | - "Gardener" - “Butterflies” - “Bees and Swallow” - “Traps in a circle” |
3rd week | Behind the apple blossoms Behind the leaves Behind the first thunderstorm For dandelion flowering (long-term): 3) “Golden Meadow” (in sunny weather) | Consideration Proverbs Poetry Speech exercises Generalization | Caring for perennials in flower beds Preparing the soil for planting | - “Mouse in the House” - “Bees and Swallow” - “Hares in the garden” - “We are funny guys” |
Speech material for walks.
Autumn.
I. Ornamental plants.
Tasks:
Cut several flowers to make a bouquet.
Collect flower seeds.
Dig up unbloomed plants for a corner of nature.
Questions:
What do flowers bring to people?
What is your mood when you look at a flower garden?
Where does a person use flowers?
What garden flowers bloom before the first snow?
Didactic games:“Find a flower by description”, “Gardener”.
Teacher's storyabout the chrysanthemum (the legend of its origin), about dahlias, about the aster. (In the book by V.A. Korabelnikov “Colors of Nature”)
II. Insects .
Observations:
1. On a sunny day, look for butterflies.
2. Behind the flying silvery web, young spiders fly on them.
House. exercise: draw a cobweb and a spider.
Reading I. Krylov’s fable “The Dragonfly and the Ant.”
Questions:
Is it possible to touch insects with your hands?
What is the significance of mosquitoes in nature?
Is it possible to collect insects?
What beneficial insects do you know?
What benefits do bees, wasps, and bumblebees bring?
Is a spider an insect or not?
Are there poisonous spiders in our forests?
What benefits do spiders bring?
What helps a spider catch its prey?
Where does the web come from? (Arachnoid warts secrete a thick fluid.)
III. Thunderstorm, rain, clouds, cloudy sky.
Questions:
Which month has the most thunderstorms? (July is popularly called thunderstorm, it throws lightning, cripples oaks).
What should you not do during a thunderstorm? (Stand under a tall, lonely tree; swim in the river; ride in a car; hide under awnings with an iron roof).
What birds predict rain?
What types of clouds are there?
What universal remedy for rain was invented in China? (Umbrella)
Experience: determine the distance to the thunderstorm.
Speech exercise:
Tell me in one word: what's the weather like?
A game with fingers “Rain”.
Teacher's story about the thunderstorm:“A thunderstorm is heavy rain with lightning and thunder, sometimes with hail. Moist warm air rises to a great height, cools sharply and falls down in a shower of raindrops. During these processes, electricity is generated in the clouds, and then a spark—lightning—jumps between two clouds or between a cloud and the ground. When lightning passes through the air, it instantly heats it by thousands of degrees. This overheating causes the air to explode. We hear this explosion like thunder. There is no need to be afraid of thunder - it is just a sound. But lightning is really dangerous. Lightning strikes predominantly in places that have good electrical conductivity.”
IV. Wild medicinal plants.
Teacher's story:« Tansy - or wild mountain ash. Its leaves are wonderful: their ribs are always directed from north to south. Vacant lots overgrown with tansy are transformed and become colorful. Medicinal plant. Sagebrush - a very bitter plant. If you just wander through the wormwood thickets, you will feel bitterness in your mouth. Where wormwood grows, there are no mice or rats. Plantain – if you apply a leaf to the wound, the bleeding will stop. Nettle - a burning plant, there are hairs on the leaves that easily break off when touched, and they contain formic acid. Eaten by people and animals, it is rich in vitamins. Medicinal plant. Burdock – in a young burdock of the 1st year of life, only leaves grow. In the 2nd year it blooms, and lump balls (seeds) appear, and its name is “burdock”. The roots have healing properties and the juice strengthens the hair.”
Questions:
What roadside plants do you know?
How are they useful? (They have healing properties, birds feed on their seeds, they are the first to develop soils where other plants cannot grow).
V. Migratory birds.
Teacher's story:“Birds are great travelers; in flocks and alone they fly from the places where they were born to where they will spend the winter. Bird flocks fly mainly at night, so we rarely see birds flying away. During flight, birds adhere to a certain order. This makes it more convenient and easier for them to fly. The pack is led by a leader. Cranes fly in a “wedge” (angle). They have the most beautiful and strict order. Herons and geese fly in a “line”, wing to wing. During long flights, ducks line up in a “line” one after another. But there are ducks whose structure resembles a gentle “arc”. In starlings, thrushes and other small birds, no order is noticeable. So they fly in a “crowded flock”. Only large birds of prey (eagles, hawks) fly on their own, alone.”
Speech game "The birds have arrived,
Pigeons, tits..."
Questions:
What birds fly to the site and are found in the city?
Which birds are no longer visible? Why?
Who watched the flight of a flock of birds?
Why do birds fly south?
Can any bird be the leader of a flock?
What birds are called migratory?
Observations: observe the birds in the area and their habits. Note appearance, voices. Fix the names. Invite the children to jump like a sparrow and walk around, often stepping with their feet, like pigeons.
Games: “Birders”, “Hunters and Ducks”, “Quail”, “Cranes-Cranes”.
VI. Forest, trees, shrubs, leaf fall, fruits and seeds.
Questions:
What color are the leaves on the trees? (from lemon yellow to dark purple)
Are there pine and spruce trees in the park? What color are they?
What is the main color of autumn? That's why early autumn is called golden.
Which trees have yellow leaves most often? (birch, linden, poplar) Red? (rowan, aspen, maple) Green? (alder, willow, lilac)
What does the appearance of yellow leaves on trees mean?
Why do the leaves turn yellow? (Green leaves contain a special substance - chlorophyll, which is constantly destroyed, but is formed again in the light. In summer, the sun shines for a long time, so the leaf remains green. With the onset of autumn, the leaves receive less light, chlorophyll is destroyed and does not have time to be restored, the leaf turns yellow. The brightness of autumn leaves depends on what the weather is like).
Where are more yellow leaves: at the top or at the bottom? inside the crown or outside?
Note and compare the coloring of a birch tree growing in the open and in the shade. How is it different?
Find the tallest tree. What is it called? The lowest.
Which tree has smooth bark and which has rough bark?
Listen to the sounds of the autumn forest. Why did it become quiet?
Smell the smells of the autumn forest.
Why do people love rowan? What benefits does rowan bring to humans and birds?
What is leaf fall? Why do the leaves fall?
Does leaf fall benefit or harm trees?
What helps trees shed their leaves faster? (wind)
Name red berries that are dangerous to humans. (Elderberry, wolfberry)
What does acacia shoot from and why?
Why do tree fruits have wings?
How many wings do maple and birch seeds have?
Larch - why is it called that? Is this a coniferous tree or a deciduous one?
Do larch have prickly needles or not?
Speech exercises:
What is the name of the rowan grove? Rowan jam? Rowan bush?
What can a leaf do? (fly, spin, tremble, rustle, fall, bloom, turn yellow, etc.)
Experience: determine which leaf is easier: yellow or green? Why?
Games: “One, two, three, run to the tree!”, “Scouts of the forest”, “Find the tree by the leaf”, “Find the same leaf”, “Where are the children from this branch?”, “Find the tree by the seeds”, “Confusion "(put the fruits of one tree to the leaves of another and offer to untangle).
Game exercises:listen to the leaves fall; run on fallen leaves; throw the leaves up and watch them spin; lie on piles of leaves; collect a bouquet of leaves, collect larch branches with cones for a winter bouquet.
Teacher's story about Indian summer:(from September 14 to 21). “Since ancient times, Indian summer has been considered the best time of autumn. If the first day of Indian summer is clear, then the whole autumn will be warm.”
Examination of the fruits of bushes (berries) with the teacher’s story:“Red berries on viburnum, rowan, rosehip, hawthorn, elderberry - like a traffic light on the bushes. But this is a traffic light not for people, but for birds: “Come and help yourself!” Plants attract guests for good reason. Inside the berries are seeds that birds distribute over long distances. At the rowan tree - bunches of berries. The berries look like small apples. Viburnum berries - brushes, but they are distinguished by a denser burgundy-red color and bright shine, round, without holes, edible, medicinal. Berries elderberries – small, like beads, juicy, like bunches of grapes. They have an unpleasant odor and are poisonous to humans. Wolfberry – has shiny red fruits the size of a pea, almost fused, two next to each other tightly sitting on a branch. The berries are poisonous. Berries hawthorn - shiny red, slightly elongated, at the bottom they have small thin leaves - tendrils. The berries are edible and medicinal. Fruit rosehip - almost the same in shape as that of hawthorn, but the berry is more rounded, and in the lower part it is elongated in the shape of a bottle. Useful."
Examination of seeds of trees and shrubs with a story from the teacher:"The fruit of the maple consists of 2 parts, each has a large wing, which is why the maple fruit is called lionfish. Watch how the lionfish falls: it rotates quickly, so it stays in the air for a long time. And the wind, picking it up, carries it far from the tree. Let's open the fruit: inside it is a seed - the embryo of a tree. Acacia - fruits - the pods burst, a cracking sound is heard, small peas spill out, this is how it multiplies. Small nuts birch trees – have two transparent wings on the sides. A light brown seed larches located on the edge of a sail-like wing. The seeds, caught by the wind, scatter in different directions, fall to the ground and go to sleep for the winter. In the spring they will sprout and become new trees.”
Teacher's story about larch:“Larch needles are also leaves, only of a different shape; they are called needles. Larch has strong wood and does not rot in water. It retains its strength in buildings for centuries. Larch is of great importance in the national economy and has healing properties. Lives 300-500 years."
VII. Air, wind, dew, sun, sky, clouds, fog, shadow.
Teacher's story:“The sky is the air that surrounds our earth. People, animals, and plants breathe air. The air is constantly moving. Air movement is wind. The sun heats the air."
Teacher's story about the use of wind by man(windmill, weather vane, ships with sails, airplanes, balloons, etc.); about useful and dangerous wind (tornado, tornado, hurricane, sandstorm, tsunami, storm).
Teacher's story about dew:“Dew is droplets of water that settle from the air when the air temperature drops. Spring dew has healing properties."
Teacher's story about the sun:note the lower position of the sun in the sky than in summer. The dependence of living nature on the sun as a source of heat and light. The celestial path of the sun is shortened, the day is shortened, and all living nature receives less heat and light.
Teacher's story about clouds:“Clouds are accumulations of water dust. Water is heavier than air, which is why rain clouds float lower than other clouds. They do not fall to the ground only because they are supported by an upward flow of air, constantly coming from the ground.”
Teacher's story about the fog:“In autumn there is often fog. Fog is cooled droplets of water suspended in the air. When there are no clouds at night, the ground cools more than in cloudy weather. This causes dew, frost, and fog to form. The foggiest month is September.”
Experiences: 1. Put a piece of sugar in the water, what happens. (Air bubbles appeared around the sugar).
2. Slowly release the air from the balloon. If you put your hand under the stream of escaping air, you can feel it.
3. Drown an empty closed bottle and a full bottle in a puddle. Why doesn't an empty bottle sink? Now let's open the empty bottle, tilt it, water enters the bottle and air comes out: air bubbles appear.
4. Blow on a leaf, a feather. What comes out of your mouth? What holds the feather on?
Questions:
Can you see, hear or touch the air?
Is the air colder at the bottom or at the top? At the foot of a high mountain or at its top? (Flowers are blooming at the foot of the mountain, there is snow at the top).
Where is it easier to breathe: in the forest or on the city streets? In an apartment or in a park?
Why do you need to regularly ventilate your classroom or apartment?
What pollutes the air?
What should a person do to keep the air clean?
What is wind? How to determine if there is wind?
Why do jackdaws and crows sit with their noses to the wind? (otherwise the wind would raise the feathers and freeze the body).
How is dew different from frost?
What do clouds look like?
Do the clouds stay in one place or move? What does the movement of clouds depend on?
What color are the clouds? What shape are they? Are there many or few of them in the sky on a clear day?
What happens when a cloud covers the sun?
At what time of year and in what weather can cumulus clouds be observed? Spindrift clouds?
In what weather can you see a shadow? Why? When is a shadow longer and when is it shorter?
Where do people escape the heat in summer? Why is it not so hot in the shade?
Tasks: 1. Find shade from trees and buildings on the site. The shadow always moves behind the sun. 2. Find places on the site where you can hide from your shadow (in the shade of trees, buildings)
Speech exercises:
Choose related words to the word “wind” (breeze, breeze, wind, wind, wind, wind, wind, windmill, etc.)
What kind of wind can it be? (strong, weak, northern, southern, cold, warm, hurricane, etc.)
What can the sun be like? (activation of definition words in speech).
Speech game “Clear Sun”:
Who shines for us from afar? (The children answer all questions in unison:
Who paints the sides of apples? “The sun is clear!”)
Who likes to get up early?
Who goes to bed early?
Wind games: paper ribbons, windmills, turntables, paper airplanes.
Games with the sun: letting in sunbeams using a mirror.
Shadow games: “Run from your shadow”, “Outline my shadow”.
VIII. Frost, frost, first snow, Cover.
Teacher's story:“Rime is frozen droplets of water in the air. When frost covers the trees, they look fabulous. In cold air, moisture is found in the form of small suspended crystals. Having touched an object, the crystals linger on it. Most often, frost occurs in fog and weak winds.”
Speech exercises:
What kind of snow can it be?
Choose definition words for the word “frost”.
IX. Adult labor in autumn.
(Digging flower beds, planting trees and shrubs, harvesting and burning leaves, collecting vegetables, preparing animal feed, harvesting grain, salting, canning vegetables and fruits).
Didactic games:“Nature and man” (what is created by man and what nature gives to man), “Magic bag”, “Find out by description” (guess vegetables, fruits by touch, by description).
Work assignments:involve children in helping adults as much as possible.
Winter.
Speech exercises:
Selection of adjectives for the words: snow, frost,
sky, weather, trees.
Questions: 1.Why does it snow and not rain in winter?
2. Why do they say that December ends the year and begins winter?
3. Why do beautiful carved snowflakes sometimes fall, and sometimes snow thorns or snow flakes?
4. Which birds eat which food?
5. When does astronomical winter begin?
6. Do trees sleep or die in winter?
Experiments.
In frosty weather, snow is crumbly and cannot be used to sculpt. The warmth of your hands makes the snow wet.
In warm weather, the snow is wet and you can make a snowball out of it.
Snow keeps you warm. In frosty weather, take out 2 bottles of water: bury one in the snow, leave the other in the air. At the end of the walk, compare which bottle has colder water.
Origin of sediments. The transformation of snow into water when melting, water into ice when freezing, water into steam when boiling, steam into water when cooling.
Spring.
Experiments.
1. Offer to touch a tree trunk heated by the sun with your hand. On the south side the trunk is warm, here the snow melts and a funnel is formed.
2. Remember where the insects went in the fall. Suggest looking under the bark of trees, in cracks. Bring a piece of bark to class, place it on a white sheet of paper, and watch how the insects crawling out of the bark come to life.
Questions:
Why didn’t snow fall from the roof in winter, but now it’s starting to fall?
Which bird is called the harbinger of spring?
What is sap flow?
Where does precipitation come from?
How are icicles formed?
What trees are pruned and for what purpose?
Why can't you burn last year's grass?
Why are young leaves sticky?
Compiled by Svetlana Nikolaevna Barabanova, primary school teacher at State Budget Educational Institution Central Educational Institution No. 1613 of the South-Western Administrative District of Moscow.
2012-2013 academic year
The manual offers a model for organizing students’ extracurricular activities,
oriented towards the implementation of the Federal State Educational Standard. The construction of an educational space in the second half of the day in the GPD mode comprehensively covers all areas and types of classes with schoolchildren. Walks and excursion activities, developed using the technology of developing critical thinking, will allow the teacher to intensify the cognitive activity of students, develop artistic creativity, the ability to analyze information from the standpoint of logic and pose inquisitive questions, argue reasonedly, and make decisions in non-standard practical situations.
Intended for educators of after-school groups, primary school teachers, and organizers of children's leisure activities.
Detailed description
Introduction
Children attending an extended day group experience a pronounced deficit in physical activity. Experts say that for the normal development of a primary school child, muscle work should account for up to 75% of the total daytime time. As practice shows, only 30% of schoolchildren are involved in extracurricular forms of physical exercise, lead an active lifestyle, regularly walk in the fresh air, and the remaining 70% attend only physical education classes and their stay in the fresh air is limited only to the way to school and home.
The morbidity rate of children who regularly attend an extended day group and are daily in the fresh air, playing a variety of outdoor games, is much lower, since moderate physical activity and walks increase the body's resistance to adverse environmental influences and are therefore the most important means of promoting health and preventing diseases. At the same time, all physiological mechanisms of immune defense are activated. All this is effective only when the goal is to strengthen health and ensure the harmonious development of a person.
Walk - This is one of the forms of recreation for children in an extended day group.
There are various types of walks, which gives the teacher the opportunity to diversify them throughout the year. Each type of walk has its own purpose and rules that must be followed. The walk can be interrupted by stops for short, quiet rest, or, conversely, it can be full of active games and entertainment.
Types of walks
Walk-observation.It is based on observations
behind objects, plants, animals, seasonal changes in nature, natural phenomena or anomalies.
Walk with a task.Before or during the walk, children receive a task that they complete individually or in groups.
Search walk.Involves searching for some previously hidden item or object, reading animal tracks
and birds in the snow, competition between teams to navigate a route, working with a compass, etc.
Information walk.Contains rich educational material and encourages children to independently search for information.
Creative walk.This type of walk is aimed at developing children's creative abilities. During the walk, students create bouquets of leaves, compositions of snow, come up with riddles and fairy tales, and make sketches from life.
Walk-workshop.During the walk, children conduct practical experiments and set up experiments.
Target walk.It has one, clearly defined goal, for example: to remember the name of the street, to notice “traces” of a person’s good or bad behavior.
Walk-entertainment (play walk).Such a walk includes fun games and activities with or without the use of various sports equipment (jump ropes, balls, gymnastic sticks, boomerangs), rhythmic musical games, round dances, solving entertaining problems, charades, puzzles, and showing tricks.
Walking tour.This is a walk that is based on walking.
Sports walk.It includes cross-country skiing, downhill sledding competitions, throwing snowballs at a target, and cycling races.
Excursion classesin an extended day group have health-improving and educational purposes, different from educational excursions. This is one of the forms of recreation, therefore, when using them, one should use methods and means of organizing leisure time.
On social science excursionsIt is necessary to show children how the division of social labor occurs in practice, to reveal the specifics of mass professions, to highlight the labor and military traditions of the people using examples from their native land. As a result of such work, a socially valuable attitude towards work and working people and the need to work are formed.
On nature excursionsSchoolchildren are introduced to the diversity of the surrounding nature and human activity that transforms nature.
Goals and objectives and walks and excursions: organize practical activities in nature (observation, growing plants, caring, planting, cleaning, collecting); participate in socially useful work in nature (cleaning up the area, weeding flower beds, making feeders, birdhouses); develop the desire for knowledge, observation, curiosity, and the ability to navigate the terrain; to form correct ideas and concepts about the world around us, a respectful attitude towards working people, the ability to behave correctly in nature, a desire to study and protect nature; to intensify the independent activities of children; identify the natural connection between phenomena in nature; study the laws of natural development; to cultivate feelings of patriotism, collectivism, camaraderie, and respect for nature; provide physical activity for children in the air.
The notes on walks and excursions presented in the manual were developed usingmethods and techniques of technology for the development of critical thinking (CT).
Critical thinking is an active process of cognition, the ability to analyze information from a logical perspective
in order to apply the results obtained to both standard and non-standard situations, pose questions, develop a variety of arguments, and make independent decisions.
The lesson, based on the technology of developing critical thinking, has its own structure, which is a three-stage model: challenge, comprehension, reflection (reflection) (VOR).
Let's take a closer look at the three-stage BOR model.
I stage. Call.
At this stage, important cognitive activities of children are activated.
Firstly, the level of children's knowledge is determined. Previously acquired knowledge becomes the basis for mastering new material.
Secondly, subconscious interest is activated, which determines the personal goal of each student.
II stage. Understanding.
At this stage, the learner comes into contact with new information. This contact can take the form of performing experiments, observing, looking at, reading a text, listening to a text, writing, etc. Here the teacher has the least influence on the student, setting himself the task of choosing methods and forms of work that will maintain a high level of activity in children.
III stage b. Thinking (reflection).
At this stage, new knowledge is consolidated
and actively restructuring one's ideas to include new concepts. It is at this stage that students appropriate knowledge and make it their own. This is a kind of analysis of one’s own thoughts, an attempt to express new information in one’s own words, and an exchange of ideas.
At all three stages, individual forms of work, work in pairs, in groups of rotating or permanent composition, and collective work can be used.
Most used CM methods for walks
and excursion activities.
1. Brainstorming.
In a minimum of time, you need to find out the maximum knowledge that students have on this issue. Students' short answers are recorded on the board or on sheets of paper.
2. Cluster map.
Identification of semantic units of information and their graphic design in the form of a cobweb (bunch). This is a drawing form, the essence of which is that the main word or concept is written or sketched in the middle of the sheet,
and on the sides of it, ideas associated with it are recorded, connections between the clusters are indicated. This method is used to systematize, group the material, and summarize.
3. Forecast.
The text of the work is presented to children in parts. After each part read, participants predict further events.
4. Confused logic circuits.
It is necessary to create a logical chain (arrange
in chronological order of events, quotes from the text, sequence of actions, etc.).
5. Sinkwine (five lines).
The first line contains one word (noun); second line – two words (adjectives); third line – three verbs; fourth – a four-word phrase expressing a personal attitude towards the subject being described; in the fifth line - one word characterizing the essence of the subject or object.
For example:
Technology.
New, interesting.
Helps, captivates, works.
Offers new ways of working.
Mastery.
Introduction 3
Literature 167
Introduction 3
Notes of walks and excursions 8
Rules of behavior in nature (conversation) 8
Blooming flower beds (observation walk) 12
September – spring, yellow, gloomy (information walk) 14
September - Fieldfare (observation walk) 16
Vegetable garden plants (excursion to the school plot) 19
School address (target walk) 23
Labor Attack (Task Walk) 25
Hiking trip (correspondence walk) 27
Leaf fall (observation walk) 30
“The leaves are yellow, tell me, what are you dreaming about?” (walk-creativity) 33
Signs of autumn (excursion into nature) 35
Fog (workshop walk) 37
Bouquets of leaves (walk-creativity) 39
Do not burn fallen leaves (walk-caution) 40
Indian summer (observation walk) 43
October – gryaznik, kapustnik, khlebnik (information walk) 46
Living things must live (ecological conversation with a walk) 48
Rain (information walk) 59
How to measure rain? (workshop walk) 62
Puddle (observation walk) 63
Shop (social excursion) 66
November – semi-winter road, ice (walk with a task) 68
Wind (workshop walk) 73
December – cold, gloomy (information walk) 75
Poetic names of December (information walk) 77
In search of a magic wand (search walk) 79
Medical office (tour) 82
January – month of the god Janus (information walk) 87
My help to birds in winter (labor action) 89
January – section, prosinets (information walk) 93
Snow wonders (creativity walk) 94
Frostbite (informational walk-talk) 96
Pharmacy (social excursion) 98
Frost (task walk) 101
Winter forest (park) (excursion) 103
February – side heater and wind blower (information walk) 105
Where did the snow come from? (workshop walk) 108
What color is the snow? (walk-observation) 110
What do snowflakes look like? (creative walk) 111
Where do the snowflakes go? (workshop walk) 114
Good snow, you thought of everyone! (task walk) 116
Snow Tale (labor operation) 118
Making a snowman (creativity walk) 119
March – dry, whistling, wind-blown and winter-boring (information walk) 120
Spring is coming (target walk) 123
Reservoir (river, lake) (excursion) 127
Poetic names of April (walk-observation) 130
Smells and sounds (walk-observation) 132
Let's keep our Earth clean (labor action) 135
Why people love the Sun (task walk) 137
Keep your back straight, take care of your posture (target walk) 141
Who lives in an anthill (target walk) 144
Rainbow (observation walk) 149
May – with flowers (walk-observation) 153
Storm. Behavior during a thunderstorm (workshop walk) 155
Clouds (task walk) 158
Butterfly - an amazing flower (walk-observation) 161
Let's launch a boomerang (entertainment walk) 163
Human traces (target excursion) 164
Literature 167