Plan of notes for conducting a natural history excursion. Abstract of a natural history excursion Topic: “Orchard in autumn” for children of senior preschool age
Target:
To develop students’ understanding of the relationship between a plant organism and environmental conditions, to develop the ability to identify early flowering plants .
Based on observations, find out the biological characteristics of early flowering plants in the Yalchik region.
Develop a caring attitude towards nature.
Develop skills in observing changes in nature, instill a desire for independent research.
Develop dialectical-materialistic views on nature.
Tasks:
Introduce students to the different periods of spring.
Identify signs of the onset of spring in living and inanimate nature.
Establish the reasons for the early flowering of woody and herbaceous plants and the change in seasonal phenomena in plant life.
To promote the aesthetic education of students through the means of nature and art.
Equipment and design: notebook (notebook) for notes and sketches, pencil (pen), instruction cards, binoculars, camera, boxes, jars, small bags, excursion magnifying glasses.
Excursion location: forest biocenosis.
Time: end of April - May.
Preparing the teacher for the excursion:
Plan an excursion route to places with different vegetation - forest, roadside (to show the peculiarities of the awakening of the nature of different biocenoses).
Prepare identification cards for herbaceous early flowering plants.
Have a conversation about nature conservation.
Introduce students to works of literature and painting that glorify the beauty of nature (M. Prishvin, F. Tyutchev, A. Fet, I. Levitan, etc.).
Organize the transplantation of wild trees and shrubs from the school site to nearby groves and forests and ravines.
Preparing students for the excursion:
1. Talk with students about the different periods of spring (weather patterns, changes in flora and fauna, the beauty of awakening nature, issues of its protection).
2. Introduce three new concepts about spring and indicate the timing of their onset:
"calendar spring" - March 1; "astronomical" - March 21 is the day of the vernal equinox throughout the globe (except for the polar regions), day is equal to night; "biological" the beginning of sap flow in Norway maple (March 24), and then in warty birch (April 8).
3. Instruct students to prepare characteristics of each period of spring (March, April, May), and speak at a scientific and practical conference in the role of meteorologists, botanists, zoologists, landscapers, foresters, artists.
4. Prepare children to perceive nature, draw attention to the objects of the “forest” ecosystem. Develop the ability to behave correctly in the forest.
Progress of the lesson.
Introducing students to the rules of behavior in the forest
Teacher: Guys, I suggest you go on an excursion to the spring forest. Name what rules you need to follow when coming to the forest. (Children answer)
You cannot light a fire in the forest during a fire-hazardous time; before leaving, you must carefully check the place where the fire burned to see if it has been properly extinguished.
When in nature, you should not pick plants for bouquets. Bouquets can only be made from plants grown by humans.
You can collect medicinal plants only in places where there are many of them. Some plants must be left in nature.
Do not break branches of trees and bushes. Let beautiful plants and trees remain in nature.
In nature, especially in the forest, you need to try to walk along paths so that the plants do not die from trampling.
Teacher: That's right, well done guys! You not only named the rules of behavior in nature, but also managed to explain them. So, let's go
Introduction to the topic of the lesson-excursion ( creating an emotional mood).
Again the birds fly from afar,
To the shores that break the ice,
The warm sun goes high
And the fragrant lily of the valley awaits.
What time of year is the poem talking about? (About spring).
How did you guess that the poem talks about spring? (Lilies of the valley appear).
Today in the lesson we will go on a visit to spring and talk about what changes occur in nature with the arrival of spring.
Main part
Spring changes in inanimate nature. Listen to riddles about the spring months.
A warm south wind blows,
The sun is shining brighter,
The snow is thinning, softening, melting,
The loud rook flies in.
What month? Who will know? (March)
The river roars furiously
And breaks the ice.
The starling returned to his house,
And in the forest the bear woke up.
A lark trills in the sky.
Who came to us? (April)
The fields are turning green
The nightingale sings.
The garden is dressed in white,
The bees are the first to fly.
Thunder rumbles. Guess,
What month is this?...(May)
What signs of spring have you heard? ( The sun shines brighter than in winter; every day it warms more and more; rises much higher above the horizon than in winter; the days are getting longer; it gets warmer).
Did the sun warm the earth equally in all spring months? (No).
- Which spring month is the coldest? (March).
The warmest ? (May) Why? (In May the sun is higher above the horizon than in March, so May is warm)
- Now let's imagine the sky. What is it like in the spring? (Blue, high, white light clouds float along it).
What kind of precipitation falls in spring? (In March there is snow, and in April there is snow and rain, in May there is rain.)
Are there thunderstorms in spring? When? (In May).
Spring excursion “The spring day has cleared up...” for children of senior preschool age
Target— clarification and expansion of primary natural scientific concepts (seasons. Early spring. Signs of early spring).
Equipment: pruner.
Preliminary work
Learning outdoor games “Oh, trouble!” and “At the Edge”, poems “Early Spring” and “Willow”.
Conducting conversations “Trees in early spring”, “Our feathered friends in spring”, “Wild animals in spring”.
Excursion progress
The teacher invites the children for a walk to the nearest park or square, to a grove or to the edge of a forest. On the way, he draws the children’s attention to the fact that the sun is shining brightly and is beginning to warm up, the snow has begun to melt, and long icicles have appeared on the roofs.
In the park, the teacher gathers the children around him and invites one of the children to read a poem they have learned in advance.
Early spring
There are slanting shadows on the snow.
The spring day has cleared up.
Shadows with long strides
They walk through the snowdrifts with us.
Suddenly deep traces
They became full of water.
The sun melts the snow and ice,
And the icicle sheds tears.
The cold is over. Hooray!
It's time for us to welcome spring.
Teacher. What signs of early spring are mentioned in the poem?
Children. The poem says that the sun is shining. It melts snow and ice. Water collected in the tracks in the snow. There are long shadows in the snow. Drops are falling from the icicles, the drops have begun.
Teacher. Right. Which of these signs can we observe today?
Children. Today the sun is shining brightly and warming. In the snow we see shadows from trees and bushes. Round thawed patches formed around the tree trunks. There is water in them. When we walked to the park, we saw icicles on the roofs of houses and heard droplets ringing.
Teacher. Everything is correct, but how can we check that the sun not only shines brightly, but also warms?
Children. You can turn your face to the sun, raise your head and close your eyes. We will feel the warmth of the sun on our face.
Teacher. Let's try to do this.
The teacher and children conduct an experiment.
Teacher. Did you feel the sun warming up?
Children. Yes, the sun warmed my face.
Teacher. Have you noticed that thawed patches have appeared in the snow, for example these circles near the tree trunks. Why did they appear?
Children. These circles indicate that the trees are beginning to wake up after their winter sleep. Soon the sap will begin to move along the trunks and branches, the buds will swell, and then the leaves will appear.
The teacher leads the children to one of the thawed patches.
Teacher. This is the thawed patch that appeared on the hillock. What word do you think the word “thawed patch” is derived from?
Children. The word "thawed patch" is derived from the word "melt".
Teacher. Right. Sit down and watch the snow melt around the thawed patch. What kind of snow is there on the edges of the thawed patch?
Children. The snow around the thawed patch is gray, wet, and full of holes.
Teacher. They say about this kind of snow - “spongy”. What do you see in the thawed patch?
Children. There are many dry blades of grass in the thawed patch, but the first green blades of grass have already appeared. The first coltsfoot flowers appeared from the ground. They haven't risen yet, haven't opened up. So far only their heads have appeared.
Teacher. Touch the soil in the thawed patch. What is she like?
Children touch the ground with their hands.
Children. The ground is wet and warm.
Teacher. Smell what the thawed patch smells like?
Children sniff the soil.
Children. The thawed patch smells of dampness, freshness, and wet earth.
Teacher. This is the smell of early spring. Now let's do an exercise.
Exercise “Oh, trouble!”
Oh, trouble! Oh, trouble!
(Children run in a circle, hands on their belts.)
The snow is melting, there is water all around.
You won’t put on felt boots,
(Walk in a circle, raising their knees high, hands on their belts.)
There are thawed patches in the snow.
A stream ran in the garden,
(Run on tiptoes, hands on waist.)
A hundred rooks have arrived,
(They run on their toes. They flap their arms like wings.)
And the snowdrifts are melting, melting,
(They stand facing in a circle. Slowly squat.)
And the flowers grow.
(They get up slowly. Raise their arms, stretch upward.)
Teacher. Let's continue our tour and look at the tree that grows in that clearing.
The teacher leads the children to the tree.
Teacher. Do you know what this tree is called?
Children. This is a willow.
Teacher. Remember the poem about the willow.
Children.
The very first day of spring,
The very, very first.
At the edge of a pine tree
The willow blossomed.
Teacher. Tell us what a willow looks like.
Children. Willow is a tree. The willow has a thick, curved trunk and branches that bend toward the ground. The branches are dark burgundy. On the branches we see silver-white oval lambs. They bloom on the willow at the very beginning of spring.
Teacher. Let's carefully cut off a few thin branches, put them in water and watch how the lambs change and how the leaves appear. And when the branches give roots, we will plant them in the ground and grow several young trees.
The teacher cuts willow branches with pruning shears. Next, the excursionists head to the reservoir.
Teacher. What's going on at the pond? Take a look and tell us.
Children. The ice on the pond begins to melt. He darkened. There is water on the ice near the shores.
Teacher. Is it possible to go out on such ice?
Children. No. You can't go out on such ice. You can fall through and drown.
Teacher. I hope that you will never go out on such spring ice. Now let's listen to the spring forest. What do you hear?
Children. We hear birds singing.
Teacher. What kind of singing?
Children. The singing of birds is loud, joyful, cheerful.
Teacher. Why do birds sing so joyfully?
Children. They returned home from warm countries where they spent the winter.
Teacher. What are they doing now?
Children. They build nests and then hatch chicks.
If possible, the teacher organizes observation of the arriving rooks.
Teacher. What happens to wild animals in the spring?
Children. The bear wakes up and leaves the den, the hedgehogs wake up, all the animals begin to molt - changing their warm winter coat for a light summer coat. A mother bear comes out of her den with cubs that were born in winter; other animals will soon have cubs.
Teacher. Great! You know a lot about wild animals. Now let's play the game "At the Edge".
Game "At the Edge"
The goal is to develop the grammatical structure of speech (prepositional-case constructions).
Preliminary work: learning the text of the game.
The teacher invites the children to form a circle and play a new game.
At the edge of the Christmas tree,
(Children stand facing in a circle. Show palms.)
And behind them are the ears.
(Show “ears” from the index and middle fingers on both hands.)
The bunnies hid
In the fir trees at the edge.
(They jump on their toes, making “ears” from their palms on their heads.)
At the edge of the Christmas tree,
(Show palms.)
And under them there is a hedgehog -
(They make a “hedgehog” from intertwined palms.)
sharp needles,
(They stomp while standing still. Hands on the belt.)
The clatter of quick feet.
Christmas tree at the edge,
(Show palms.)
And there’s a squirrel on the Christmas tree -
Tassels on ears
(They show the “squirrel” by folding their palms and making “ears” from their thumbs.)
The arrow flies up.
(Stand on tiptoes and stretch upward.)
There's a Christmas tree at the edge,
(Show palms.)
In front of her are fox cubs.
(Perform rhythmic squats.)
Came out of the hole
Red-haired guys.
Christmas tree at the edge,
(Show palms.)
And above the tree is the sky,
(They throw back their heads. They spread their arms to the sides.)
Pillow clouds
(Place palms under cheeks.)
Teacher. Where do bunny ears stick out? (Because of the Christmas trees.)
Where are the bunnies hiding? (Behind the Christmas trees.)
Where is the hedgehog hiding? (Under the Christmas tree.)
Where is the squirrel hiding? (On the Christmas tree.)
Where do the little foxes play? (In front of the Christmas tree.)
Where did they come from? (From mink.)
Where is the sky? (Above the Christmas tree.)
After the game, the teacher asks the children generalizing questions.
Teacher. You and I saw a lot today, learned to observe spring changes in nature. What do you know about nature in spring?
Children. In spring, the sun shines brightly and warms. Snow and ice begin to melt. Icicles appear on the roofs. Spring drops begin. Thawed patches appear in the snow, and the first grass appears on the thawed patches, and coltsfoot appears. The willow is blooming. The trees are waking up. Soon the buds will begin to swell on them. Migratory birds arrived and began building nests. Wild animals begin to shed.
Teacher. Amazing. I'm proud of you!
The teacher and children return to kindergarten.
SUMMARY OF EXCURSIONS INTO NATURE
Excursion to the park (spring)
Target: to clarify and systematize children’s ideas about the park in the spring (the sun shines and warms more strongly; days lengthen, nights shorten; buds bloom on trees and shrubs, leaves appear (alder, hazel and willow buds bloom first, then bird cherry and birch, last the buds of maple, apple, oak and linden trees bloom). May beetles; migratory birds return from warmer climes; the period of nest building for many birds (swifts, swallows, flycatchers) begins.
Before the start of the excursion, children receive a letter by environmental mail, in which one of the sons of Old Man Yearling, the month of May, invites the children on an excursion to the park to show what changes have occurred in the park since his arrival. Attached to the letter is a diagram of the route that children must follow to visit the month of May. The travel route is discussed together with the teacher; the teacher offers to take an environmental first aid kit in case help is needed. Before entering the park, children are greeted by an environmental traffic light.
Educator: Look, guys, what an unusual traffic light! This is an environmental traffic light:
red color - warns of caution;
yellow color - pay attention;
green color - actions that help plants and animals are allowed.
This is how the month of May greets us, it wants us to be able to see everything and learn a lot. And here is the indicator sign ->. What does it mean? (Children answer that this is a sign of moving forward.)
Children walk along the path and see the sign “sun”.
Educator: Guys, look at this sign, what does it mean? (Children answer.)
Educator: What words can you choose to describe the May sun? (Warm, it warms the earth; the sun shines stronger, so green grass appears everywhere). Guys, what is daylight like like? (It is longer in time than in autumn and winter). If the day lengthens, what does the night become like? (Short). Look, next to the “sun” sign there is a yellow sign. Do you remember its meaning? (Pay attention). The month of May tells us that with its arrival the daylight hours change. What does he become? (The day is longer, the night is shorter).
The teacher invites the children to look at what is in the envelope. The envelope contains leaves of alder, bird cherry, birch, maple, oak, linden trees, and there is also a yellow circle there. Discuss with the children what the contents of the envelope may mean, and the leaves of which trees are drawn on the card. Children express their assumptions, the teacher sums up the statements.
Educator: The month of May invites us to pay attention to the leaves of these trees. I suggest playing the game “Find the tree” using the leaves given in the task. But you need to not only find the trees, but also determine whether leaves have bloomed on them or not.
The teacher invites the children to break into subgroups and identify the tree. Then, together with other children (experts), he determines the correctness of the task.
Educator: Now, please tell me which trees have buds? Which trees already have large leaves?
The children answer that the alder has large leaves, the leaves of the bird cherry and birch have appeared, the buds have swollen, but the leaves have not yet blossomed on the maple, oak and linden.
Educator: I'm very happy for you! You completed the task correctly. The buds of alder, hazel and willow bloom first, then the bird cherry and birch, and you saw them, but the buds of maple, apple, oak and linden bloom last, so you couldn’t see the leaves yet, but you saw swollen buds. What does this mean? (Leaves will appear soon.)
Leaves grew from a green bud,
They looked around, smiled and said:
"We woke up!"
Look at the green haze this clearing is in? What is this haze? (This is the light, young green of blossoming leaves.) We say goodbye to this clearing and move on.
Children follow the signs, indicated by arrows, and approach the lawn, on which there are two signs: red and yellow.
Educator: What caution does the month of May warn us about? And what does he draw our attention to?
Children talk about how the month of May shows us flowers on the lawn and warns us not to pick them.
Educator: What are the names of the flowers that you see in the clearing?
Children list the names of the flowers: coltsfoot (explain why it is called that), violet, anemone.
Educator: What plant are these leaves?
(Children answer.)
The teacher talks about how many herbaceous plants appear in May. Coltsfoot and snowdrops are the first to bloom: anemone, violet, goose onion. But dandelion and lily of the valley bloom later, so we only saw the leaves of these plants; they had not even formed buds yet.
Educator: I also want you to take a close look at the lawn. Does anyone else live here besides plants? Can you guess who I'm talking about? (These are insects.) Look, the ants are running around with all their might, they are in a hurry, they are in a hurry, they need to fix their anthill. The caterpillars have overwintered and are crawling out of their houses, they have something to eat, look how much greenery there is around. And in the air, with noise overhead, like little motors, they fly... who is it? (Chafer bugs.)
Children pretend to be beetles: they fly, land on leaves; At the teacher’s signal, the “net” must return to the houses.
Educator: Guys, do you know that May is considered the month of birdsong. Look, the month of May invites us to a place where the singing of birds can be clearly heard.
The children move to a remote corner of the park. Placed on benches or blankets.
The teacher offers to listen to the birds sing.
Educator: Guys, why are birds so busy in spring? (The period of nest building begins.)
Educator: Why do birds need nests? (To lay eggs and hatch chicks.)
The teacher asks the children riddles:
The hut was built without hands, without an axe. (Nest)
Crumbs are growing in a basket on a tree. (Chicks)
There is a palace on a pole, there is a singer in the palace, and his name is... (Starling)
Who, without notes and without a pipe, produces trills better than anyone else, louder and more tender? Who is this? (Nightingale)
There is an awl in front, a fork in the back, and a white towel on the chest. (Martin)
In early May, swifts, swallows, and flycatchers build nests. What bird doesn't build a nest? (Cuckoo)
The teacher invites the children to play the game “Birds and Cuckoo”.
To the words: “Birds fly through the forest, collecting material for nests,” the children run, to the words: “Everyone to the nests!” - children try to occupy their nest; the one left without a nest becomes a cuckoo. Nests can be designated using conventional landmarks.
Educator: This ends our excursion to the park. Let's say goodbye to our good friend - the park. And we will sketch out the interesting things that you and I saw and learned in our environmental diary.
The children say goodbye to the park and return to kindergarten.
Excursion to the Golden Autumn Park
Target: generalize and concretize children’s ideas about the park during the “golden autumn” period: the days are warm and clear, but the sun shines and warms less, the air temperature drops. The leaves of trees and shrubs change their color. As the temperature drops, herbaceous plants turn yellow and wither, the number of insects decreases, and birds begin to fly away. Develop the ability to establish a connection between changes in inanimate nature and the state (adaptation) of plants and animals to these changes. Develop the need to convey your impressions in figurative speech. Cultivate interest in phenomena occurring in nature.
Educator: Guys! Where have we come? (Children's answers.) We met our good old friend again. I invite you to welcome the park.
(Greetings to the park.)
Educator: Guys! Remember what the park looks like? (For a multi-storey building.)
List which floors of the park you know and what plants are located on these floors (On the first floor there are grass and flowers, on the second - shrubs, on the third - trees.)
I invite you to become young researchers and determine what changes have occurred in the park on each of its floors. To do this, you need to be very careful to see the changes, and most importantly, answer the question: why did these changes happen?
Children observe the park's flora. You can invite children to unite in microgroups and choose an object to observe.
Educator: What has changed on the top floor of the park? (The leaves on the trees turned yellow, the trees began to shed their leaves, and leaf fall began.)
Educator: Why do you think the leaves turn yellow? Look at this leaf (Look at a leaf that has both green and yellow pigment.) The leaves contain green and yellow substances. It is called pigment. With the onset of autumn, when it gets noticeably colder, the green substance in the leaves is destroyed. However, the yellow substance is not afraid of the cold, so the leaves gradually change their color from green to yellow. And sometimes, instead of a yellow color, a red or crimson color appears, like the mountain ash.
Please note: which leaves are more on the trees - green or yellow? Why? (There are more green leaves on the trees because it’s not cold outside yet, now it’s the warm time of autumn.)
What has changed on the second floor? (Yellow leaves have also appeared on the bush; bushes, like trees, are beginning to shed their leaves.)
What changes have occurred on the lowest level of the forest? (The grass becomes covered with yellow fallen leaves, gradually withers and dries up.)
Guys, did you see flowering plants? (No flowering plants are visible.)
What do you think is the reason for this? (The heat has become less, daylight hours have shortened.)
The teacher invites the children to compare the grass under the trees and the meadow and note how they differ from each other.
(Comparison of grass located in different parts of the park.)
Educator: Look at the grass under the trees? What can you say about her? (The grass is not visible, it is covered with a layer of leaves; the grass has turned yellow.)
And if you pay attention to the meadow? What can you say about the color of the grass in the meadow? (The grass is green, but yellow grass is also visible, there are significantly fewer leaves.)
Why is the grass so different? How do you think? (Under the trees, the grass is covered with leaves, there is no light for it, and it dries up and withers; there are fewer leaves in the meadow, the grass has enough light and warmth, so it is green.)
How did the leaves get into the meadow, since the trees are located quite far away? (The wind brought the leaves to the meadow.)
Do you guys know what the leaves that lie on the ground are called? (The leaves are called the “golden carpet.”)
Why are fallen leaves called carpet? (Leaves are called carpet because there are many of them, they are soft, springy and very beautiful.)
Why was it called not just a carpet, but a golden carpet? (The leaves are yellow and look like gold.)
Guys, we saw an amazing and unusual autumn in the park. What is this autumn called? (Autumn is called golden.)
Why is autumn golden? (A lot of yellow: the trees stand with golden leaves, there is a golden carpet underfoot, the warm autumn sun is shining and adds yellow color.) Guys, each of you has a favorite tree in the park. Approach him and talk to him.
(Children communicating with their favorite tree.)
Educator: Guys, what kind words did you say to the tree? (Children say these words.) Did you notice how the tree reacted to your words? (The branches swayed, the leaves rustled.) You know about my important discovery: each of you is like your favorite tree.
Children are invited to depict their favorite tree in the autumn: when the sun is shining and the leaves are falling quietly and smoothly; when a strong wind blows and cold autumn rain falls.
Educator: You and I walked through the park, talking with our favorite trees. What insects did you see? (There are even fewer insects, they are almost invisible.)
What is this connected with? (The insects hid, many had already fallen asleep until next spring.)
Why do insects hide? (It became cold, daylight hours decreased.)
I suggest you listen to the sounds of the park. What do you hear? (You can hear the sounds of cars, the voices of passers-by, but you can’t hear the voices of birds at all.)
Educator: Why can’t you see or hear the birds? (Birds fly away to warmer climes.)
Why do birds fly so far? (It’s getting colder, there’s less and less food.)
Our excursion to the park ends. How did you see the park in the “golden autumn”?
(Children share their impressions.)
Educator: We say goodbye to the park. You saw a lot of interesting things. Autumn has given us beautiful colors; it’s not for nothing that autumn is called “the charm of the eyes.” Once again, pay attention to the beauty of the park and try to remember. In kindergarten, you and I, whoever wants, will turn into artists and try to draw a picture “Colors of Autumn”.
Excursions into nature are important educationally. Only on excursions do children learn to look at nature as a friend and are convinced of the need to actively protect it. It is impossible to cultivate humanity without instilling love for nature. Love for nature is a complex feeling. It arises through direct communication of preschoolers with nature itself, with the diversity of its shapes, lines, colors, sounds, images. Only on an excursion can children be shown the unique beauty of individual landscapes, plants, animals, and even how a ray of light passes through the crowns of trees, silvering the lace of a spider’s web. Excursions into nature also have a beneficial effect on the physical development of preschoolers. Doctor and teacher E.A. Arkin wrote that being in the air is the most beneficial, the best means for strengthening a child’s health. Excursions promote physical activity, increase efficiency and satisfy the need of a growing and developing body for fresh air.
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Nature excursion with older children
Theme: “Spring Forest”
Target:
Form an idea of the state of nature in spring;
Enrich and activate the vocabulary;
Educational area"Cognition"
Show children nature in a transitional state, when you can still observe the signs of winter (there is deep snow, trees except conifers, bushes are bare, no insects are visible), and signs of spring are already noticeable (crust has formed on the snow, the first thawed patches are visible in some places, The rainfall from the roofs has intensified, the birds have become more animated, and seeds are spilling out of the spruce cones).
Exercise children in the ability to distinguish trees.
To evoke in children a feeling of joy from meeting the forest, to enhance their aesthetic experiences.
Educational:
To instill in children a love for the nature of their native land.
Arouse a keen interest in changes occurring in nature.
To instill in children a kind, caring attitude towards nature.
To develop children's interest in living nature and emotional responsiveness.
Activate Children's dictionary on the topic “Spring”: Nast, pine needles, thawed patches, moss.
Methods and techniques:Visual; Informational - receptive - joint activity of teacher and child, research, practical work in nature; Verbal – story, explanation, riddle, literary word, examination, comparison.
Preliminary work:daily observations on the site, reading stories about nature, riddles, folk signs, writing short descriptive stories, conversations, looking at illustrations; paintings depicting early spring in the forest.
Preparing excursion equipment:
Drinking water, wet wipes, first aid kit;
Gloves, rakes;
Baskets for cones.
Organizational momentbefore going on a group tour. Educator: - Guys, where do fairy tales live?.. (children’s answers)
I also believe that fairy tales can settle in a variety of places. AND,
Probably many of them live in the forest. Today we will go to the forest to visit
to a fairy tale. Listen to the poem:
Nature hasn't woken up yet,
But through the thinning sleep
She heard spring
And she involuntarily smiled. (F. Tyutchev)
I suggest you guys, on the way to the forest, in a forest clearing, be very attentive and try to notice the smiles of spring.
On the way to the forest:
Determine the weather conditions with the children (warm - cold, sunny - cloudy, quiet - windy), consider what the children are wearing. Encourage children who notice signs - the smiles of spring (drops from roofs, the hubbub of birds, thawed patches by the road, bright sun)
Progress of the event: part 1
In the forest:
Educator: - Hello, forest! Hello fairy tale!
How easy and pleasant it is to breathe here! How clean and fresh the forest air is! Let's breathe in the clean air, the aroma of pines and fir trees, listen to the silence, stand quietly - quietly and listen to nature.
Educator: - Because of the mountains, because of the seas
Flocks of cranes rushing
Streams in the forest sing
And the snowdrops are blooming.
Tell me, when does this happen? (Spring)
Guys, we came to the forest to observe the signs of spring.
Part 2. Collective observation
Together with the children, choose a convenient clearing.
Stop to show the children the changes in the forest with the arrival of spring. Invite the children to admire the beauty of the forest, notice how beautiful the pines and spruce trees are against the background of the blue sky and still white snow.
Educator: - Guys, let's listen to the forest... What do you hear?
(ask each child, positively evaluate and summarize the children’s answers). Notice once again how light and beautiful it is in the forest, how clean and fresh the forest air is!
Educator: - Guys, are there any signs of spring in the forest?
Look, the snow is covered with a hard crust - crust, which means the sun has already come here and warmed the snow with its rays.
What does the snow look like now? (children's reasoning)
It's like icy lace. Carefully take pieces of crust and look through it at the sky, at the sun, just don’t bring it close to your face. A little further, there is still a sign of winter, look, there is deep snow there, the sun has not seen much of that place and it has not melted yet.
Educator: - Guys, what doesn’t let the sun into the forest?
Children: - Tree branches.
Educator: - Let's watch the pine branches and spruce branches. Let's compare them. Pines are very tall trees, reaching high to the sky, and the branches of this tree are large and strong. Look, the spruce has shorter branches. There are needles on the branches of pine and spruce, they are called needles; pine needles are longer. But they smell the same, feel the aroma of pine and spruce.
What are the needles of these trees called? (needles)
Educator: - Guys, there is a lot of sun in our clearing.
How can you know that the spring sun has become warmer? (help with answer)
You can touch tree trunks heated by the sun. Let's go to the pine tree and make sure of this.
You can also see thawed patches, these are paths where the snow has already melted from the spring sun. This is the path that already has little snow on it.
What is it called?
Children: - Thaw
Educator: - We listened to what the forest was telling, but you can also read the forest book. Look at the snow, what do you see?
Children: - Traces of birds, people, thin and thick twigs, pieces of bark, in some places the snow has turned black from spruce needles - dry needles are falling from the trees (the teacher specifies and helps with answers).
Educator: - What is this? They look like little wings. Try to find the same wings, guys, and I’ll tell you about another sign of spring.
Continue after the children have gathered near the teacher.
These wings are spruce seeds. Look at them carefully, what are they?
In early spring, spruce seeds spill out of the cones and scatter throughout the
throughout the forest.
Guys, what helps them fly?
Let's look around and see if we can see how
pinwheel seeds are flying.
And you know, in the forest there are many hunters for spruce seeds.
Who could it be?
These include squirrels, woodpeckers, and crossbills. Let's listen again to the voices of the birds.
Of course, as in the city, the birds have become more lively and sing more.
Educator: - Guys, you will recognize spruce or pine at any time and will not confuse it with anything. Can you recognize other trees? Name what else is growing around our clearing.
Children: - Birch, Rowan, etc.
Shrubs are still difficult to recognize. This is a young mountain ash. She
looks like a bush. We will look at it carefully, twigs, buds,
from which green leaves will soon appear.
Educator: - Guys, now, watch what is growing under our feet.
This is moss (show, let touch, determine color)
Independent observation “What is underground.”
Assignment: (joint activity of the teacher with the children)
Guys, carefully peel back the moss and look at the roots of herbs and shrubs; look, the roots of some trees are deep in the ground; then carefully cover the ground with moss.
If possible, show the children that the roots of the trees are intertwined with each other, so the trees stand strong in the forest in a strong wind and do not fall, and the fallen leaves from deciduous trees will be a good feed for the earth.
Educator: - We observed the trees and plants of the forest, and now let’s play. Outdoor games: “One, two, three - run to the tree!”;
“Who is more attentive?” (Grass - sit down, bush - stand up, tree - stand on your toes and stretch.)
Target: Cultivate attention and develop motor activity of all children; To consolidate children's knowledge about the diversity of trees in the forest.
Part 3. Final
Collecting cones, pieces of fallen twigs, pine needles, moss for the “Wonderful Forest” collection.
The collected material is sorted and placed into folders and baskets.
Game: “Recognize by smell.”
Target: To consolidate the names of trees, the ability of children to find the distinctive features of trees, shrubs, and forest plants. Cultivate memory and hard work.
Summing up the event
Educator: - Guys, we took an excursion to a fabulous spring forest. We watched the awakening of nature with the onset of spring, the trees and plants, admired the beauty of the spring forest, and breathed the fresh, spring air.
And now we say goodbye to the spring forest. Take a look around. Try to remember what you saw. And in the group, everyone who wants to will draw a forest fairy tale. Goodbye forest, see you again!
Work after the excursion
Making crafts from natural materials
Ecological games: “Who lives where”, “Guess by the description”
Reading fiction “Conversation of trees” M. Prishvin
Children express their feelings and love for nature in drawings and crafts made from natural materials.
NADEZHDA ANTONOVA
Summary of excursion into nature
Medium group tour
“I love nature’s lush withering....”
Target
Forming children's ideas about the state of plants during the golden autumn period, about the behavioral characteristics of birds.
Tasks
Learn to distinguish types of trees (by the shape and color of leaves, show the difference in color of trees (maple, birch, aspen).
Expand and replenish children's vocabulary.
To cultivate emotional responsiveness and love for the nature of the native land.
Draw children's attention to the beauty of the autumn landscape.
Preliminary work
Observing the color of tree leaves from the group window;
examination of illustrations, color photographs depicting an autumn forest, leaf fall;
observing the behavior of birds in autumn, their flight to warmer regions;
reading poems about autumn: “Autumn” (A. Maikov, “Forest in Autumn” (A. Tvardovsky), etc.
Progress of the excursion.
Educator
Guys, guess the riddle:
The curly canopy of the oak trees turns yellow,
And the round aspen leaf is red;
The forest is silent, the skies are silent!
Educator.
When does this happen?
Children
Educator
Well done!
(Before going on an excursion.)
Tell me guys: “What’s the weather like today?” (children's answer)
Educator.
Today the weather is really good: the sun is shining, a light breeze is blowing, I suggest you go to the autumn park and see what the trees look like in the fall.
Children come with words
: Our legs, our legs
Along the path, along the path
Top-top-top.
Educator
Here we are in the park. Pay attention to the beauty of the multi-colored foliage, the brightness of its colors and the variety of colors (green, yellow, orange, red leaves).
Educator
Listen to an excerpt from a poem by E. Trutneva.
Suddenly it became twice as bright,
Park, like in the sun's rays,
This dress is golden
On the shoulders of a birch tree.
What color are the leaves on a birch tree?
Children.
Yellow, gold.
Educator. Look how beautifully they sparkle in the sun.
What color were the leaves in summer?
Children.
Green.
Educator
Autumn has come, and the leaves on the birch tree turn yellow and fall off. Whirling in the air, golden leaves fall to the ground.
Let's spin around like birch leaves.
Dance with leaves.
Autumn leaves are quietly spinning,
The leaves fall quietly under our feet.
(squats)
And they rustle and rustle underfoot,
As if they want to get dizzy again.
(move hands left and right)
Educator.
Now we will come to another tree.
Its leaves are large and patterned. (Looking at the leaves).
What are they like?
Children.
On palms, on napkins.
Educator
Who knows what this tree is called?
Children
Educator.
Tell me guys, what color are maple leaves?
Children.
Green, yellow, red, red.
Do you know why they become like this (children's answer)
Educator.
In autumn, the sun warms weakly, it becomes colder, and the maple leaves gradually change their color: they turn yellow and red.
Children
Let's remember the tongue twister about maple.
All the maples have turned red,
And not one is teasing:
Since everyone is red anyway -
Who cares!
Outdoor game “One, two, three - run to the maple (birch)!”
Educator
Children, come here quietly and take a look.
Mystery.
What kind of tree stands -
There is no wind, but the leaf is shaking?
Children
Educator.
These are aspen leaves trembling.
Why do you think they tremble?
Children.
They feel cold in the wind. It's a shame that summer is over. Be afraid of falling down, etc.
Educator
Children, when the leaves fall from the trees, what is it called?
Children
Leaf fall.
Educator.
Right.
Educator
Have you noticed that the park has become quiet? (Children's answers.)
Why don't the birds sing their merry songs?
Where are they now?
Children.
The birds don't sing because they're sad that summer is over and it's getting cold.
Educator.
The birds have flown to warmer regions, because the sun is hiding behind the clouds more often, a cold wind is blowing, and mosquitoes and midges have disappeared. It has become difficult for birds to get food for themselves. When it is warm again, spring comes, the birds will return again.
And we will once again admire the bright multi-colored attire of the trees.
I suggest running through the fallen leaves, listening to how they rustle under your feet.
Didactic game “Autumn words”
(Practice selecting adjectives).
What words can you use to describe autumn? What's autumn like?
What are trees like in autumn?
What are the leaves like in autumn?
Educator
Now let's collect a bouquet of autumn leaves.
It's time for us to return to the group.
Did you enjoy the park?
What did you like most?
Returning from a walk. Make an applique “Pattern of autumn leaves”
Publications on the topic:
Summary of the lesson “Take care of nature” Take care of nature Goals: 1. To form an environmental culture in children. Objectives: 1. To educate, instill love for nature and educate.
Abstract of the NOOD “Let's help Lesovichk preserve the nature of the Mordovian region” Objectives: Educational. teach to preserve and protect nature; Continue to teach the rules of safe behavior in nature Developmental:; develop.
Summary of GCD in the preparatory group “He who does not love his land who destroys its nature”“The one who destroys its nature does not love his land” Preparatory group Goal: to develop an interest in learning about one’s native land. Objectives: Educational:.
Abstract on cognitive and speech development “Journey into nature” Municipal Autonomous Preschool Educational Institution Child Development Center Kindergarten No. 123 of the city of Tyumen Synopsis Direct.
Abstract on ecology GCD “Take care and protect nature” Goal: to teach children correct behavior in the natural environment, to lay the foundations of an individual’s economic culture. Clarify the idea of
Summary of an excursion into nature in the preparatory group “In the meadow” Summary of an excursion into nature in the preparatory group “In the meadow” Main educational area: “Cognition”. Integration of educational.