Natural world middle group lesson notes. On ecology
Project for preschoolers 4-5 years old "The nature of the native land in the education of ecological culture in preschool children"
Project type: informational and creative.Project participants: children of the middle group, teacher, parents.
Relevance of the project:
The theme of the project “Nature of the native land in the education of ecological culture of preschool children” was not chosen by chance. In modern conditions, the problem of environmental education of preschool children becomes particularly acute and relevant. It is during the period of preschool childhood that the formation of the human personality and the formation of the beginnings of ecological culture take place. Therefore, it is very important to awaken children’s interest in living nature, cultivate a love for it, and teach them to take care of the world around them.
Target: Introduce children to the nature of their native land, to the diversity of flora and fauna. To form in children a consciously correct attitude towards representatives of living nature; the belief that the beauty of nature is priceless, therefore it must be protected.
Tasks:
Systematize knowledge about the world around us.
To form elementary ideas about the relationships in nature.
Develop children's search and research activities.
Expand and systematize knowledge about the flora and fauna of the native land.
To develop cognitive interest in the objects of the world around us through reading poetry about nature and through practical activities.
Develop coherent speech, enrich children's vocabulary, imaginative and variable thinking, fantasy, imagination, creative abilities.
To cultivate a love for the nature of the native land, an appreciation of its beauty and diversity.
Expected results of the project:
Expanding knowledge about the flora and fauna of our republic.
A desire to explore natural objects will be formed.
They will learn to observe individual objects of nature and conduct simple studies (comparisons) of some plant species.
Development of curiosity, creativity, cognitive activity, and communication skills in children.
They will treat nature with care and master the skills of environmentally friendly behavior in nature.
Project implementation stages:
Preparatory stage:Project development.
Setting goals and objectives.
Selection of information material on the topic (poems, signs, illustrations, fiction).
Development of notes on educational activities.
Main stage:
Working with children:Conversations on topics:
"What is nature?"
"Trees of our region."
Based on the content of A. Yashin’s poem “Feed the birds in winter.”
"On the rules of behavior in nature."
"Forest and our health."
Looking at paintings and illustrations:
P. S. Menshikova “Wild Animals”.
S. N. Nikolaeva, N. N. Menshova “Pictures from the life of animals.”
Reading works:
V. Sukhomlinsky “Shame in front of the owl.”
Uspensky “The Story of an Apple Tree”, “Birds”.
A. Yashina “Feed the birds in winter.”
V. Stepanov “Animals of our forests.”
T. A. Shorygina “What animals are in the forest.”
Learning poems about birds, animals,
about trees.
V. Bianchi “Forest Choir”.
Making riddles:
About birds.
About wild animals.
About trees.
About nature.
Word creation:
"Tales of the Forest."
"Fables about nature."
Didactic games:
"Nature is not nature."
“Who lives in the house?”
“Find migratory and wintering birds.”
“Find by description.”
“Find someone I’ll name.”
“Describe it, and we’ll guess.”
“Who is missing?”
"Whose traces."
“Call me kindly.”
"Who's where?"
Finger games:
"Everyone has their own home."
"Sparrows";
"Birds";
“Who sleeps in winter?”;
"Autumn Leaves";
"Wild Animals";
"Autumn";
"Winter".
"Bunny".
"Magpie".
Breathing games:
“Whose leaf will fly away first?”
“Whose snowflake will fly farther?”
Games to develop coordination of words with movement:
"To the watering hole";
"Christmas tree";
"Teddy Bear";
"Bunny".
"Wild Animals"
Game exercises:
“What has man learned from birds?”
“What can we do for the birds? Animals? Trees?
"The forest is noisy."
"I want to be a bird."
"Who lives in the forest?"
"Wild Animals"
"Birds."
Observations:
For seasonal phenomena.
Behind the trees.
For the birds.
“Whose traces?”
Labor in nature:
Installation of feeders.
Bird feeding.
Garbage removal.
Collection of natural materials for crafts.
Theater activities:
“How do animals prepare for winter?”
"At the edge of the forest."
"A wonderful transformation."
Outdoor games:
"The Fox and the Hares."
"Squirrel".
Relay race “Collect garbage”.
"Hunters and Ducks"
Round dance game “There was a birch tree in the field.”
Creative activity:
Construction of a “Bird Feeder”.
Drawing "Take care of nature."
Drawing "Trees of our site."
Construction "Coniferous forest".
Modeling "Animals in the forest".
Construction of "Birch".
Experimental activities:
Comparison of spruce and pine cones.
Comparison of pine and spruce branches.
Examining tree seeds.
Planting seeds of pine, spruce, birch, maple.
Design of an environmental panel:
"The nature of our region."
"In the autumn forest."
Musical presentations:
"The nature of our region."
“And along the banks of the Agidel River.”
"Nature of Bashkortostan".
"Rules of behavior in nature."
"Folk signs".
Ecological fun
"Forest Walk"
Interaction with family:
Joint production of parents and children of the “Nature” model.
Design of the exhibition “Nature of Bashkortostan”.
Find and learn poems:
- about your favorite tree of your native land;
- about your favorite wild animal of your native land.
- about your favorite bird of your native land.
A selection of poems, riddles, proverbs, sayings, signs, nursery rhymes, songs about nature.
Parents and children write descriptive stories about trees, birds, and wild animals.
Labor landing “Our Family Tree”.
Summing up.
In conclusion, I want to say that while working on the project
Children have an emotionally positive attitude towards their native nature, they are well versed in the world of animals, birds and plants, and have mastered some rules of behavior in nature.
Children show curiosity and interest in their native nature; they are interested in why the nature of their native land is structured; this is how children began to pay attention to the aesthetic environment of nature.
They are happy to participate in project activities related to knowledge of their native nature.
They reflect their impressions of their native nature in their preferred activities: they tell, depict, embody images in games, unfold the plot, etc.
During the implementation of the project, we came to the conclusion that such games and productive activities unite children with common impressions, experiences, emotions, and contribute to the formation of collective relationships.
This work on the project received a warm response from parents. Parents are actively involved in instilling in their children a love for the nature of their native land. Together with the children we generalized and refined our knowledge. In addition, this work had another positive result: strong partnerships were established between parents and children.
The problem of moral and patriotic education of preschoolers in the process of getting to know the nature of their native land is relevant. But we know for sure that our children know much more about the nature of their native land than before, they see more, they think about more, they pay attention to those aspects of our nature that they simply did not notice before, and they have become more responsible.
We will continue to work in this direction together with children and parents.
In the future, we will develop the “Red Book” project, where we will talk in more detail about rare animals and plants of our region, organize an environmental campaign “Take care of the trees”, and together with parents we will conduct an environmental entertainment “Forest Walk”.
Raising a patriot of one’s homeland is a responsible and difficult task, the solution of which only begins in preschool age. Planned, systematic work, the use of a variety of educational means, the common efforts of the kindergarten and family, and the responsibility of adults for their words and actions can give positive results and become the basis for further work on patriotic education.
Conversation on the topic: “WHAT IS NATURE?”
Target:Form the concepts of “nature” and “non-nature”; living and inanimate nature.
Develop children's memory and thinking.
Foster a sense of respect for nature.
Equipment:
Sets of cards “Nature is not nature”, “Living and inanimate nature”; natural material; toys; drawings depicting people, animals and plants.
Contents of the conversation:
To form in children the concepts of “Nature and non-nature.”
Nature is something that exists independently of humans; not nature - it is something made by human hands.
Classification of surrounding objects, objects into nature and non-nature.
Didactic game “Nature is not nature.”
Introduce the concepts of living and inanimate nature
Animals and plants as living beings can breathe, eat, move, grow, reproduce, and die.
Inanimate nature - sun, water, sky, cloud, earth, wind, etc.
Living and inanimate nature is a common home for all living beings.
Didactic game “Who lives in the house?”
Walk “OBSERVATION OF SEASONAL CHANGES IN NATURE”
Goals:To form concepts about natural phenomena (waning day, remaining night, frost, frost).
Consolidate knowledge about the sun (it shines, but does not warm).
Progress of observation:
The gray day is shorter than the night,
The water in the river is cold.
Frequent rain wears away the earth,
The wind whistles through the wires.
Leaves fall into puddles,
The bread was put into bins.
Before the winter cold comes,
Houses are insulated.
Conversation with children.
November is the last month of autumn.
- What changes have occurred in nature? (children's answers)
- The leaves have fallen off the trees, the grass has turned brown, and the sky is almost always overcast. Cold rains often occur. The sun rarely comes out.
- Guys, does it heat up? (children's answers)
-Have you noticed that the days have become shorter, the nights have become longer? (children's answers)
- It became frosty at night. And in the morning the young ice crunches loudly on the puddles, the grass and fallen leaves are covered with frost. The first silver stars - snowflakes - are flying. That’s why late autumn is called “silver”. And they say about November that it is winter’s brother.
- Why do you think they say that? (children's answers)
- And now I ask you to guess the riddle:
And not snow, and not ice,
And with silver he will remove the trees (frost).
Labor activity.
Raking fallen leaves into small piles.
Outdoor game: “Leaf fall”.
Consultation for parents “TEACH CHILDREN TO LOVE NATURE”
Target: involving parents in the environmental education of children.Dear parents!
Nurture in children a love and respect for nature. Teach them to behave correctly in the forest, meadow, and near water bodies. Tell us how noise has a detrimental effect on forest inhabitants, about the dangers of fires, about the fact that you cannot spoil trees, extract birch sap, destroy nests, anthills, litter water bodies, and much more.
Already at preschool age, children must LEARN and KNOW:
- We must protect and preserve nature.
- We must behave carefully in nature and remember that permanent residents live in the forest, meadow, and pond (animals, birds, insects, fish), for whom this environment is their home! Therefore, it cannot be destroyed. You cannot spoil plants, pick flowers, litter, or make noise. You cannot take living beings from their habitats.
- We must take care of the land, water, air, since these are the environments where all living things exist.
- Water should be used sparingly, since plants, animals, and people cannot live without it.
And another piece of advice: consolidate all your knowledge using the questions-situations with which our lives are so rich.
For example:
- Vova and her mother went to pick mushrooms in the forest.
“Mom, mom, look, the bird is flying so low that I can catch it. Let her live at our house."
“No, you can’t do that,” my mother answered.
Why did she answer Vova like that?
- Seryozha with mom and dad went to the river. There were many small fish swimming close to the shore.
“Give me a jar, I’ll catch some fish,” Seryozha asked his parents.
“You can’t catch them,” dad said and explained why.
What did dad tell Seryozha?
Direct educational activities on ecology in the middle group on the topic: “HOW ANIMALS PREPARE FOR WINTER”
Tasks:Strengthen children's knowledge about wild animals. Expand your understanding of their lifestyle. Introduce how animals prepare for winter.
Cultivate a love for animals and a kind attitude towards them.
Equipment:
Pictures with images of animals. Masks of fox, hare, squirrel, hedgehog, wolf, bear.
Content:
- Guys, what time of year is it now? (children's answers).
- That's right, late autumn, and winter will come very soon. Everyone is preparing for winter. How do you and I prepare for winter? (children's answers).
- In the forest, animals also prepare for winter, and each in their own way.
- Today we’ll talk about how people in the forest prepare for winter. And heroes dressed as forest dwellers will help with this. You will determine their order by solving riddles.
Who lives in the deep forest,
Clumsy, clubfooted?
In summer he eats raspberries, honey,
And in winter he sucks his paw.
(the bear comes out and tells how he prepared for winter)
In the fall, we have quite a few worries about bears. First of all, we shed. Secondly, you need to take care of a reliable shelter where you can sleep peacefully until spring. But in order to sleep peacefully, we need to accumulate a reserve of fat, and this is done in the summer and early autumn, because at this time there are bears for us, there is a lot of food: the berries are ripe, there are a lot of insects everywhere, with great pleasure we feast on the honey of wild bees and wasps. Let's accumulate fat, and you can go to sleep in a den.
Taller than a cat,
Lives in a hole in the forest,
Fluffy red tail -
We all know... (fox)
(the fox comes out and tells how she prepared for winter)
And we foxes also change our fur coats for a warmer and fluffier one for winter. In fairy tales, the fox is the most cunning. But in fact, I am no more cunning than other animals. If it weren’t for my keen eyes and keen hearing, then no amount of cunning would have saved me from wolves and dogs. To catch a frog, I don’t need any special cunning. And I find the main prey - mice - without any difficulty. It’s difficult for us to catch up with a hare, unless we accidentally run into a scythe or come across a little hare.
What kind of animal is it in the cold winter?
Walking through the forest hungry?
He looks like a dog
What is not a tooth is a sharp knife!
He runs with his mouth bared,
Ready to attack a sheep.
(the wolf comes out and tells how he prepared for winter)
We wolves gather in packs in winter. In the fall I shed, and by winter my fur becomes thick. In severe frosts, we hide in a den, that’s what our home is called. We catch hares and little birds. But the main prey is deer and elk. Due to our constant search for food, many people believe that we are harmful. But this is not so, we only attack weak and sick animals.
Rushes without looking back
Only the heels sparkle,
He rushes as fast as he can,
The tail is shorter than the ear.
All the animals are scared
He escapes under a bush.
(the hare comes out and tells how he prepared for winter)
Animals escape from enemies, some in hollows, some under the snow, some in holes. And I don’t know how to do any of this. I have many enemies. And yet, I live without grieving. Sensitive ears, fast legs and an inconspicuous fur coat help me out. In the fall I shed: instead of gray fur, I grow snow-white fur. I feed at night, it’s safer. I eat tree branches and bark.
Who deftly jumps through the trees
And flies up into the oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter?
(a squirrel comes out and tells how she prepared for winter)
In the summer I wore my summer fur coat. And in winter I put on a warm fur coat of a different color, it helps me hide among the tree branches from enemies. For the winter, I dry mushrooms on tree branches. I stock up on nuts in the hollow. I'm not afraid of any winter. And my fur coat is invisible, and I have stored a lot of food. This is how I prepared for winter.
All covered in thorns
Grumbles like a meanie
A little scared
It curls into a ball.
(the hedgehog comes out and tells how he prepared for winter)
In the fall I prepare my house for the winter. My house is called a hole. I string leaves on my back and shake them off in the hole. I make myself a soft, warm bed. Then I’ll climb into my hole, bury myself in the leaves and fall into a sweet sleep for the whole winter. When winter comes, it will cover my hole with a snowdrift and I will sleep as if under a fluffy blanket, I will be warm. So I will sleep all winter until the spring sun.
Game "Fox and Hares"
The children are hares and the teacher is a fox, located at opposite ends of the playroom. Hares “jump” in the clearing, gnaw the bark of trees, at the signal “Fox!” squat down, group up, freeze, turn into “snowballs.” The fox walks among the hares, searches, and says: “Where have these hares gone? There is only snow all around!” If she notices that one of the hares is moving or laughing, she takes him out of the game.
Didactic game “Who lives where?”
Who slipped into the hollow? (squirrel)
Who hid in the hole? (fox)
Who got under the leaves? (hedgehog)
Who hid under a bush? (hare)
Who lay down in the den? (bear)
Guys, are you now convinced that not only people, but also animals are preparing for winter?
(children's answers)
Didactic game of ecological content “BIRDS OF OUR LANDS”
Purpose of the game:To form generalized ideas in children about wintering and migratory birds of our region, their habits, appearance, nutrition, and habitats.
Learn to distinguish birds by appearance and find them in pictures.
Establish a connection between the disappearance of food and the flight of birds.
Introduce the main difference between wintering and migratory birds: differences in nutrition.
Develop memory, attention, speech.
Foster a love for the nature of your native land.
Game options:
“Find migratory and wintering birds”
Children are offered pictures with images of migratory and wintering birds. Using magnets, they attach migratory birds to one side of the magnetic board and wintering birds to the other.
"Find by description"
The teacher gives a description of the bird: appearance, lifestyle features, some habits, etc. The child finds a bird from a picture or photograph.
“Find someone I’ll name”
It is necessary to find a bird by name using didactic material.
“Describe it and we’ll guess”
The child can describe the bird or name several distinctive features without saying the name of the bird. Children guess.
“Who is missing?”
The teacher invites the children to look at the birds and then close their eyes. At this time, the teacher removes the picture from one of the birds. Children name from memory which bird is gone.
Board game “WHAT IS YOUR TREE NAME?”
Offer children a board game with environmental content.
Target:
Introduce children to different types of trees and their distinctive features: shape of leaves, flowers, fruits.
Develop attention, imagination, fine motor skills of the fingers.
Reading A. Yashin’s poem “Feed the birds in winter.”
Target:
Using the content of the verse, show children how hard it is for birds in winter. Promote a sense of compassion for feathered friends.
Cultivate a love for birds.
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.
I need a handful of grain
One handful 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 the birds,
How can we forget:
They could fly away
And they stayed for the winter,
At one with the people
Train your birds in the cold
To your window
So that you don’t have to go without songs
Let's welcome spring!
Conversation on the content of the verse:
- Why do you need to feed birds in winter?
Why do birds have such a hard time in winter?
- What would you feed the birds with?
- How many birds do you think die in winter?
- What will you do to ensure that birds flock to your porch?
DRAWING on the theme “SAVE NATURE!”
Goals:Expand children's understanding of the flora and fauna.
Learn to display your own ideas in a drawing.
Develop creativity and imagination.
To cultivate love for one’s native land and the ability to behave correctly in nature.
Materials and tools:
Gouache, brushes, napkins, album sheet.
Preliminary work:
Conversation with children about the rules of behavior in nature.
Contents of activity:
1. Conversation with children about what they want to show in their drawing.
2. Drawing according to children’s ideas on the theme “Take care of nature!”
Exhibition of drawings.
The result of the project “Nature of my native land” was a generalization of the results of our work. The project allowed children to expand their knowledge about the nature of their native land.
The children received answers to their questions and made recommendations:
All people need to take care of plants and protect animals.
Love your land, love nature!
Literature
From birth to school. Approximate general educational program for preschool education (pilot version) / Ed. N.E. Veraksy, T.K. Komarova, M.A. Vasilyeva. – 3rd ed., rev. and additional – M.: MOZAYKA – SYNTHESIS, 2014.
Solomennikova O. A. Classes on the formation of elementary environmental concepts in the middle group of kindergarten. Lesson notes. – M.: MOZAYKA – SYNTHESIS, 2010.
Gorkova L.G. Scenarios for classes on environmental education of preschoolers (middle, senior, preparatory groups) / L.G. Gorkova, A.V. Kochergina, L.A. Obukhova. - M.: VAKO, 2005.
Lopatina A.A. Tales of Mother Earth. Environmental education through fairy tales, poems and creative tasks / A. A. Lopatina, M. V. Skrebtsova. - 2nd ed. - M.: Amrita-Rus, 2008.
Lukonina N.N. Matinees in kindergarten: Scenarios about nature / N.N. Lukonina, L.E. Chadova. - M.: Iris-press, 2002.
Ecological poems and fairy tales of WWF Friends Clubs. / Comp. E. Kuznetsova. - M.: World Wildlife Fund, 2006.
Articles from magazines
Voronkevich O.A. “Welcome to ecology” - modern technology of environmental education for preschool children // Preschool pedagogy. - 2006. - No. 3.- P. 23-27.
Gorbunova G.A. Development of ecological culture of preschool children // Preschool pedagogy. - 2005. - No. 6. - P. 10-16.
Ecological games
Berestneva N.P. Ecological activities using TRIZ and RTV elements // Child in kindergarten. - 2006. - No. 1. - P.48-52.
Konstantinova T.V. Creative play in ecology classes at a preschool educational institution // Primary school: plus before and after. - 2006. - No. 1. - P.46-48. Creative game “In a forest clearing”
Pavlova L. Games as a means of environmental and aesthetic education // Preschool education. – 2002. -No. 10. - P.40-49.
Cheban M.I. Ecological games // Child in kindergarten. - 2008. - No. 6. - P.50-54. From the experience of a preschool educational institution in Novy Urengoy: the games “Magic Sun”, “Field of Miracles”. Pedagogical project for middle group children in kindergarten. Visiting a fairy tale
Elena Sonina
Summary of a lesson on familiarization with the surrounding world (middle group) Topic: “We are friends of nature”
Program content:
Reinforcing tasks: consolidate children’s knowledge about trees and wild animals; about vegetables and fruits. Shape the ability to recognize insects by certain signs. Expand children's horizons.
Training tasks: develop mental processes children: attention, memory, thinking. Promote the development of coherent speech. Learn to answer the question in full.
Educational tasks: to cultivate a feeling of love for to the surrounding world, caring attitude towards the inhabitants of living nature. Create an emotionally positive mood.
Vocabulary work: insects, wild animals, domestic animals.
Progress of the lesson:
All the children have gathered here
I am your friend and you are my friend.
Let's hold your hand tightly
And let's smile at each other!
Let's smile at the guests too
And of course everyone friends!
1) And let’s begin our task in a good mood. Guess the riddle!
What trees do you know?)
What kind of tree is this? (Birch)
How is it different from other trees? (White, smooth with black dashes)
What are dashes for? (She breathes through them)
What are they called? (lentils)
The branches are thin, there are catkin leaves. Catkins are seeds and ripen in the fall.
2) And now we’ll go to the clearing.
And we will find animals there.
Take them in your hands,
Look at them carefully
And put them in their places.
(Wild and Domestic Animals)
3) There is a garden and a vegetable garden near the house.
What is growing in them?
(Separate vegetables and fruits)
4) –When do we plant everything? (spring)
And when does everything ripen? (in summer)
And when we collect everything (autumn)
Why do we save everything? (for winter)
(show pictures with seasons)
5) And now a game of attention "Find the odd one out"
Table, chair, bed, ball;
Coat, hat, jacket, candy;
Rose, tulip, chamomile, tree;
Carrots, potatoes, onions, banana;
Hare, bear, fox, bee;
Why is there an extra bee? (insect)
6) They quickly turned into bees
And in the clearing circled,
Spun around, flew
And everyone sat down on the chairs (Everyone sat down)
The bee flew and sat down in her house.
What is it called? (hive)
How is a bee useful for humans? (honey)
Where does she collect honey?
What other insects do you know? (mosquito, fly, cockroach, etc.)
What is this? (Ladybug)
Look how many there are. Take them into your arms and make a wish. So I’ll take it and tell everyone my wish. I want you all to grow up healthy and obedient.
3) Summary:
Everyone liked it class?
What did you like?
Publications on the topic:
Summary of a lesson on familiarization with the natural world “Walk in the forest” (middle group) Topic: “Walk in the forest.” Goal: To clarify and expand children’s ideas about the forest and its diversity. Objectives: - educational - expand.
Summary of a lesson on ecology and familiarization with the surrounding world “Secrets of Nature”“Secrets of Nature” Goal: to cultivate interest in plants, to gain experience in an attentive and caring attitude towards growing plants. Educational.
Summary of educational activities for familiarization with the surrounding world “The artificial world around us” (Middle group) Goal: To familiarize children with the variety of materials from which objects in the surrounding world are made. Objectives: 1. Expand the presentation.
Summary of educational activities for familiarization with the outside world “Profession of pastry chef” (middle group) Goal: to introduce children to the profession of a pastry chef. with his professional actions. Educational objectives: expand ideas.
Summary of educational activities to familiarize yourself with the outside world “Wintering birds of our region” (middle group) Program objectives: Expand children's understanding of wintering birds. To consolidate knowledge of the wintering birds of our region: tit, bullfinch, woodpecker.
Summary of a lesson on familiarization with the outside world “Walk in the forest” (middle group) Topic: “Walk in the forest” Purpose: To cultivate interest in the life and activities of people around, in the animal and plant world. Consolidate knowledge.
Summary of a lesson on familiarization with the outside world “Life and traditions of the Nenets people” (middle group) Program content: 1. Introduce children to the traditions of the Nenets people. To clarify children’s ideas about the Nenets’ home – the plague. Introduce.
Vera Golovina
Lesson in the middle group on the topic: “Journey to the natural world of our native land”
Program content:
Integration of educational regions: "Communication", "Socialization",
"Safety"
Expand children's knowledge about nature, native land.
Establish rules of conduct for nature.
Awaken children's emotional response to beauty nature, cultivate love and respect for nature.
Develop cognitive interest in nature of the native land.
Clarify ideas about wild animals that inhabit our forests.
Continue to work on the formation of coherent speech in children.
To consolidate children's knowledge about the differences and similarities of coniferous and deciduous trees.
Teach children to give complete answers to the teacher’s questions.
Progress of classes:
Educator: Look at us guests came to class.
We are glad to see you on our class.
All the children gathered in a circle,
I am your friend and you are my friend,
let's hold hands tightly,
and let's smile at each other.
(Guys stand in a circle holding hands)
Educator. Guys, today we are going to the unusual journey - into the magical world of nature. Any time of the year nature delights us with its beauty.
The forest is a home, a dwelling for animals, insects and plants.
We are guests in this home. But before we go into the forest, we must remember the rules of behavior in the forest.
Rules of conduct:
Rule 1.
Walk along paths and paths in the forest! Remember: There are many small animals in the grass, they are almost invisible and can be accidentally crushed.
Rule 2.
Don't make noise in the forest! Don't bring a tape recorder with you. Remember: Screaming and loud music scare the forest inhabitants, and they leave their houses.
Rule 3.
Don't pick flowers in the forest, but admire their beauty! Remember: picked plants will quickly die and will not produce seeds.
Rule 4.
Don't catch butterflies! They decorate nature and pollinate plants.
Rule 5.
Do not catch hares, hedgehogs, squirrels and other animals in the forest! Remember: These are forest dwellers. They will feel bad in an apartment next to a person, and the forest is theirs. home.
Rule 6.
Don't light a fire in the forest! Remember: grass will not be able to grow on the ground after a fire for five years.
Educator:- Let's take care of our beautiful Earth, our common home! Take care and love all living things!
To get out of the forest, we must cross the river.
And there is a bridge across the river.
The children cross the bridge and find themselves in the forest.
(The teacher finds the letter and reads it)
Here lies the invitation:
Educator:- I wonder who sent this to us?
I invite you guys to the forest
To the good forest, mighty forest
It's full of wonders
If you pay attention, children,
You will discover these wonderful secrets.
The forest is not just for our amusement.
It contains trees, berries,
Birds, animals and various herbs.
Educator:- Our region is rich in lakes, rivers, and forests. Let's remember. What deciduous trees grow here?
Children: bird cherry, rowan, birch….
Educator: For many people, the symbol of Russia is the white-trunked birch. The beautiful birch can be found in the forest, in the field, on our site, it decorates the parks. There are no such birches and birch groves anywhere in the world. It's nice to walk in a birch grove at any time of the year.
Birch is the favorite tree of the people; not one tree has so many poems written about it.
Educator: And there are also coniferous trees.
How do coniferous trees differ from deciduous trees?
(Children : Coniferous trees have needles, deciduous trees have leaves.)
Educator: Let's remember. What coniferous trees do you know?
(Spruce, fir, pine)
Educator: Game "Wonderful bag"
Children take pine cones out of the bag and name which tree they come from.
Educator: Nature- our true faithful friend.
- Nature- an invaluable gift for a person. A person can live beautifully and well only in harmony with nature. And to preserve and protect nature- means to protect the Motherland, your native land, in which we live.
Physical education minute.
You're probably tired
Well then everyone stood up together,
They stomped their feet
Hands patted
We close our eyes tightly and open them
And then we step forward.
Guys, people come to the forest for forest gifts, and forest animals and birds also love mushrooms and berries. What animals live in our forest? (Wild animals)
Name them and show them.
(Audio recording with birdsong sounds)
Surprise moment.
Educator: (A balloon with a letter appears) Look, a balloon has arrived! Yes, here is the letter! It turns out that grandfather, the forester, invites us to visit him. Do you know who a forester is?
Children: No
Educator: A forester is a person who watches over the forest so that no one offends animals in the forest, throws garbage, breaks trees, or picks flowers in vain.
Educator: Where does he live?
Children: In the house.
Educator: What is the name of his house? (gatehouse)
(The forester appears from the house)
Forester: Hello guys, can you hear how beautifully the birds sing! We hear their voices, they hid from us, and rejoice at the coming of spring. Quiet, don't scare them.
Now look. Birds flew to us. What birds do you know?
(Slides) (Children call birds).
The forester offers to play the game "Doves and Hawk" with the children.
At one end of the site there is a dovecote in which pigeons are placed, at the other - a hawk's house. The owner releases the pigeons from the dovecote with the signal “Shoo!”, and the pigeons begin to fly around the site. On exclamation: "The hawk is flying!" - a hawk flies out of its nest, catches pigeons and leads them to its home. The outdoor game ends when the hawk catches all the pigeons.
Forester: Well done, you know everything, and I want to treat you. Here's a chest of treats for you. It's time for me to say goodbye, kids.
(The teacher distributes gifts to the children)
Bottom line classes.
And now ours classes It's come to an end and it's time for us all to go back to kindergarten.
Publications on the topic:
Knowledge of the nature of the native land as a means of developing an ecological culture Nowadays, the problem of environmental education of preschool children has become very acute. In the age of speed and technology, there is not enough time to stop.
Travel game “Wildlife of the native land” Goal: Consolidating knowledge about living nature: plants, insects, animals, birds of the Primorsky Territory. Development of observation, attention.
Summary of educational activities on the topic “Introducing preschoolers to the professions of their native land” in the middle group Goal: to expand and clarify children’s ideas.
Lesson summary for children of the middle group “Let's preserve the nature of our native land” Program content. To develop children's activity, memory, thinking, ability to answer questions accurately and correctly. Teach children to notice.
MKDOU "Novokhopersky general developmental kindergarten No. 3 "Sun"
Conversation with middle group children
"What is nature"
Prepared by: Goncharova L.A.
Novokhopersk, 2017
Conversation: “What is nature?”
Target : let children understand that nature is our common home.
Tasks: To improve children’s skills to distinguish between nature and non-nature, to name objects of living and inanimate nature. Cultivate a love of nature and the ability to empathize.
Material: illustrations of nature: animals, plants, etc.
PROGRESS.
1 . Reading the poem by V. Orlova “A house under a blue roof.”
Like a roof over the ground
Blue skies.
And under the blue roof -
Mountains, rivers and forests,
And meadows, and flowers, and of course, me and you.
What is nature? (sun, air, water, plants, animals, stones, etc.)
What cannot be called nature? (something made by human hands)
Is there a car in nature?
That's right, no. This man made it with his own hands. But what does a person ride in nature? (horse, camel)
The horse and camel are nature. But man tamed them, made them domesticated from wild ones, and they existed in nature even without him.
Man often comes up with things that are similar to nature. The helicopter looks like a dragonfly. Submarine - on a whale.
The entire nature of the Earth can be divided into two huge worlds. The inanimate world and the living world.
There are pictures on the table, help me separate them. Put living nature on one hundred and inanimate nature on the other.
Living nature is what moves, grows, develops, reproduces, and dies.
2 . Game "Living and inanimate nature." (they call objects of living nature: children move, inanimate ones stand still)
3 Each of us lives in a house with walls, ceilings and floors - this is our ordinary house. But as soon as we leave the threshold of our house, we find ourselves in another house. This house is nature.
Once upon a time, nature was the only home for man. Man could not build houses, he hunted animals, fished, and collected plants for food. Time passed and the man learned a lot. Build houses (wooden and brick), fly on an airplane and even into space.
But still, nature remains the only home for humans. Why?
Because a person cannot live without nature: without water, sun, plants, animals.
Do we have nature in the group?
Considering two houses: a house of nature, an ordinary house, comparing them.
What makes your house light? (lamp)
What can be compared to a lamp in nature?
But the sun not only shines, but also warms. (it can be compared with home heaters, with a stove, a battery)
It rains in nature.
The house has a shower.
In nature there is wind. There is a fan in the house.
A carpet is laid on the floor of the house. Grass grows on the ground.
An ordinary house has stone and wooden walls. And in nature there are mountains and trees.
We have a flame burning on the gas stove. In nature, fire bursts out of a volcano.
In nature, snow falls and ice accumulates on high mountains.
And in an ordinary house, a person learned to make snow in the refrigerator.
Wild animals in nature. Ours is homemade.
Likewise, there are wild and indoor plants.
4. Didactic game “Nature or human hands” (showing pictures)
Important: all lesson notes on getting to know nature are on our website!
September
Lesson “Pear” (Acquaintance with nature / Drawing)
Expand children's knowledge about the pear (the features of this tree, its significance for nature and humans). Develop curiosity.
Teach children to draw a pear (fruit) from life, conveying shape, size and color. Strengthen drawing skills with colored pencils.
October
Lesson “Dragonfly” (Acquaintance with nature / Manual labor)
Introduce children to the appearance and lifestyle features of dragonflies.
To consolidate children's knowledge about the structure of an insect: three pairs of legs, a pair of antennae, the body consists of three parts - head, chest, abdomen.
Teach children to understand figurative expressions and comparisons.
Vocabulary: predator, giant. Teach children to sculpt a dragonfly from plasticine, conveying the structure of the insect’s body, adding details from natural materials.
Cultivate an interest in the nature of the native land and a caring attitude towards it.
November
Lesson “Ash Tree” (Observation in nature / Manual labor)
Introduce children to the tree (its name, appearance, characteristic features, human use).
Dictionary: light-loving, skylight, ash.
Cultivate interest in the nature of your native land.
Teach children to see the beauty of nature.
December
Lesson “Dogwood” (Acquaintance with nature / Manual labor)
Introduce children to the plant, its characteristics, and human uses.
Vocabulary: generously, abundantly, wood, dogwood. Acquaintance with folk signs and legends about dogwood. Cultivate interest in the nature of your native land.
Teach children to draw a branch with leaves with a brush, and berries with a finger (applying it to obtain an oval shape).
January
Lesson “Pine” (Observation in nature / Drawing)
To clarify and expand children's knowledge about pine, about the ripening of cones, and the meaning of this tree for humans.
Vocabulary: wood, “from nature.”
Use a tongue twister to practice the pronunciation of the “s” sound.
Introduce children to riddles and proverbs about pine and trees in general.
Reinforce the concept of “left to right.”
To form an ecological worldview in children, to teach them how to behave correctly during nature walks and hikes.
February
Lesson “Fox” (Acquaintance with nature / Drawing)
Expand children's knowledge about the fox, its habits, lifestyle, appearance.
Strengthen knowledge about poultry.
Teach children to understand the meaning of proverbs and sayings.
Vocabulary: graceful, neat, on your own.
Practice using words. denoting young poultry.
Teach children to draw a plot composition with the main character - a fox.
Strengthen children's ability to draw with colored pencils.
Cultivate curiosity and interest in the nature of the native land.
March
Lesson “Lesovichok” (Acquaintance with nature)
Give children encyclopedic knowledge about plants.
Strengthen children's knowledge about trees and medicinal plants.
Develop memory and coherent speech. Foster a caring attitude towards nature.
April
Lesson “Rose hips” (Acquaintance with nature / Manual labor)
Introduce children to the origin of the name “rosehip”, its characteristic features, beneficial properties, meaning in the life of humans and animals. Strengthen children's knowledge about insects.
Vocabulary: rosehip, thorn. Continue to teach children to solve riddles and understand the meaning of sayings. To foster interest in the nature of their native land, to teach children to see the beauty of nature.
May
Lesson “Ladybug” (Acquaintance with nature / Manual labor)
Expand and clarify children's knowledge about the ladybug.
To consolidate knowledge about insects and their development.
Develop an interest in the life of insects.
Develop fine motor skills of the hands.
Foster a caring attitude towards nature.
About everything in the world:
In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Plans for the younger group:
Plans for the middle group.
- Agibalov Mikhail Pavlovich - biography
- Greeks, WWII veterans, heroes of the Soviet Union From the biography of a hero
- Marshal L. A. Govorov. Liberator of Leningrad. Your heroes, Leningrad Govorov short biography
- Coats of arms of the provinces of the Russian Empire Coats of arms of cities of the Russian Empire with a description