Ecological project "Earth is our common home" preparatory group. The project "Earth is our common home" The purpose of the project. Develop elementary ideas about the planet Earth Project earth our common home preparatory group
Project "Earth is our common home"
Project type:
According to the dominant method: information-creative.
By the number of participants: group.
Timing: Short term.
Project participants:
Parents, children, teachers.
Project relevance.
The earth must be protected
Protect in every possible way
Mountains, rivers and fields -
This is all our Earth.
Life on it every hour,
So it depends on all of us
What is our concern to her -
More important every day.
Happy Earth Day
Take care of our Earth
And she answered you -
Protects from various troubles!
Target: Deepening environmental knowledge in children, educating them in a humane attitude towards nature, a sense of responsibility for all life on Earth.
Tasks:
- To develop ecological thinking in children, the ability to realize the consequences of their actions in relation to the environment;
- To develop aesthetic feelings, creativity, the ability to see the beauty of nature, to admire it.
- To form in children knowledge of the norms of behavior in the natural environment and the desire to observe them in practical activities and in everyday life.
- Involve children in the possible participation in the protection and protection of nature.
- Cultivate respect for the natural world.
Expected result:
- Children will develop a sense of empathy, good feelings for nature will arise, knowledge will deepen about the need to preserve and increase the wealth of their native planet Earth.
Strategy for the implementation of the project "Earth is our common home"
Stages/terms | |
Preparatory April (1 Week) | 1 .Documentary and organizational work:
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Practical (basic) April 2014 (2-5 weeks) | Work with children
Working with parents
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final |
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The result of the project:
- The level of ecological culture among children and parents has increased.
- Thematic classes, conversations were held with children
- A cycle of classes "Earth is our common home" has been developed.
- Designed didactic material on the topic of the project.
- Children’s activity product: drawings on the theme: “Planet Earth through the eyes of children”, bas-relief modeling “Nature through the eyes of children”, application “Earth Day Emblem”, creation of a layout “Animals and plants of different continents”, collage “Wonders of nature”, decorated the album "The Complaint Book of Nature", the collective work "Let there always be sunshine!"
- An exhibition of joint creativity "Junk Fantasy" was designed
Passport of the project "Earth is our common home!"
Integration of educational areas | Tasks | Participants in the activity | Activity product |
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Thematic lesson:"Earth is our common home" (using ICT) | Communication, health, socialization, music, art. | To form ideas that the planet Earth is a big common house, the Earth needs to be protected. Develop children's cognitive ability. Contribute to the development of moral qualities of character. To cultivate a sense of admiration for the native planet, a sense of belonging to the community of earthlings. Develop creative abilities in artistic, musical activities. | Children educators | Creative work of children on the topic: "Planet Earth through the eyes of children" |
Thematic lesson: "History of Earth Day | Children educators | Emblem "to Earth Day" |
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Thematic lesson:"Planet Earth in danger" (using ICT) | Communication, health, socialization, music, artistic creativity | Children educators Parents | Design of the album "The Complaint Book of Nature" |
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Conversation "We are all inhabitants of planet Earth" | Communication, socialization, music, artistic creativity. | To generalize in children the idea that all people are not alike, but everyone is equal. Bring upa sense of belonging to a community of earthlings. Build teamwork skills. Cause emotional responsiveness when listening to the song "Let there always be sunshine" | Children educators | Collective work "Let there always be sunshine!" |
Reviewing albums"Animals of different countries", "Atlas of the Earth", posters "Protect nature!" | Communication, health, socialization, artistic creativity. | To consolidate in children ideas about the diversity of the animal and plant world of the Earth. Cultivate respect for nature. | Children educators | Layout "Animals and plants of different continents" |
Bas-relief modeling"Nature through the eyes of children" | Socialization, artistic creativity | Develop artistic abilities, aesthetic feelings; the ability to notice the beautiful, to admire and admire the objects of nature, to protect and, if possible, increase the beauty and wealth of native nature. | Children educators | Creative work of children |
Didactic games:“Become a friend of nature!”, “About plants”, “Animals”, “In the garden or in the garden”, “Ecological pyramids”, “Food chains”. | Socialization, communication, health, safety. | To enrich children with knowledge about nature, its diversity, the integrity of a living organism, its needs, distinctive features, features of adaptation to the environment, lifestyle. | Children educators | Card file of games |
Reading fiction: A. Blok "In the Meadow". S. Gorodetsky. "Spring Song" V. Zhukovsky. "Lark". F. Tyutchev. "Spring Waters" M. Zoshchenko “Great travelers. K. Korovin "Squirrel". Y. Koval "Rusachok-herbalist". E. Nosov "Like a crow on the roof got lost." E. Permyak "What hands are for." B. Zakhoder "Shaggy alphabet". I. Tokmakova "Trees in verse." V. Bianchi "Masters without an ax." V. Stepanov "Birds in verse". Y. Entin "About many six-legged". V. Palchinskaite "Pea House". S. Marshak "Poems about cats." F. Tyutchev "Spring Thunderstorm".Playing individual episodes. | Communication, socialization, artistic creativity, theatrical activity. | To learn to notice the beauty, the wonders of nature, to admire it on the example of works of art. | Children educators | Creative works of children based on works of art |
Promotion "Let's decorate the Earth with flowers!" | To instill practical skills and abilities to care for the plants of your immediate environment. | Children educators Parents | Planting seedlings for flower beds |
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Collage "Wonders of Nature" | To form the ability to work in a team, the desire for concerted action. Cohesion of the children's team. To cultivate the ability to admire the beauty and originality of the nature of the Earth. | Collage "Wonders of Nature" |
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Exhibition of joint creativity"Trash Fantasy" | Contribute to the unity of the team of children and parents. Raise the level of environmental awareness among children and parents. | Children educators Parents | Exhibition design |
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Etudes: to imitate various natural phenomena, “The wind is blowing”, “Rain”, “Blizzard”. Imitation games "Hare", "Wolf", "Bear" (Shipitsina "ABC of communication" p.136-146) | Socialization, communication, music, theatrical activity. | Develop the ability to see and evaluate natural phenomena, their impact on the emotional state of a person; convey your emotional state with the help of gestures, facial expressions; evaluate natural phenomena and find in any good and joyful. Learn to convey the specific features of different animals. Cultivate love for nature. | Children educators | |
Discussion of problem situations “We are friends of nature” | Communication, socialization. | Teach children to reason, to find a way out of problem situations. To develop a sense of responsibility for the environment. | Children educators | |
Target city walk "Spring City" | Communication, socialization. | Develop the ability to notice changes in the city with the advent of spring, share your impressions. To cultivate the ability to admire the beauty and uniqueness of native nature. | Children educators |
Project type:
Dominant method: information and creative.
By number of participants: group.
By time: short.
Project participants: r parents, children, teachers.
Project relevance.
Planet Earth is our common home. Man and nature are one, indivisible. Man cannot live without nature, it has everything necessary for life. Therefore, every person who lives on Earth must carefully and carefully treat his home, preserving and protecting its values and wealth. This should be taught to children from early childhood. It is at preschool age that the foundation of specific ideas about nature is laid, the foundations of ecological consciousness are formed.
Target: Deepening environmental knowledge in children, educating them in a humane attitude towards nature, forming a sense of belonging to all life on Earth.
Educational:
- To acquaint with the diversity of flora and fauna, with its significance for all life on the planet;
- Involve in environmental protection activities;
- To form research skills;
- Develop the skills and abilities to use waste material.
Developing:
- Develop the ability to compare and analyze;
- To acquaint with medicinal herbs of our region;
- Develop skills and abilities of environmentally friendly behavior for nature;
- Develop imagination, thinking;
- Develop the ability to convey your feelings from communication with nature in drawings, crafts;
- Develop musical ear.
Educational:
- To cultivate independence, diligence, observation and curiosity towards all living things;
- To cultivate a caring attitude towards the natural world and the world around us as a whole.
Expected result:
- Children will develop a sense of empathy, good feelings for nature will arise, knowledge will deepen about the need to preserve and increase the wealth of their native planet Earth.
Strategy for the implementation of the project "Earth is our common home"
| Stages/terms | The content of the work |
| Preparatory | 1. Documentary and organizational work:
|
| Practical (basic) |
Work with children
Application "Emblem for Earth Day", Creation of the layout "Animals and plants of different continents", Collective work "Let there always be sunshine!"
Working with parents
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| final |
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Passport of the project "Earth is our common home!"
| Y/n | Activity content | Integration of educational areas | Tasks | Activity participants | Activity product |
| 04/10/17. Monday | 1. Thematic session: “Earth is our common home” (using ICT) 2. Reading x/l Ya. Dragunsky "Earth" 3. Listening to P.I. Tchaikovsky "The Seasons" |
Communication, health, socialization, music, art. | To form ideas that the planet Earth is a big common house, the Earth needs to be protected. Develop children's cognitive abilities. Contribute to the development of moral qualities of character. To cultivate a sense of admiration for the native planet, a sense of belonging to the community of earthlings. Develop creative abilities in artistic, musical activities. | Children educators |
Creative work of children on the topic: "Planet Earth through the eyes of children" |
| 04/11/17. Tuesday | 1. Thematic lesson: "The history of the holiday" Earth Day " 2. Sand games "Panorama of the native village" 3. Folder-slider "Planet earth" |
Communication, health, socialization, music, artistic creativity | Children educators |
Emblem for Earth Day | |
| 04/12/17. Wednesday | 1. Conversation "We are all inhabitants of planet Earth" 2. D / and “Where, what grows?” 3. Learning the song "Let there always be sunshine!" |
Communication, socialization, music, artistic creativity. | To generalize in children the idea that all people are not alike, but everyone is equal. Cultivate a sense of belonging to the community of earthlings. Build teamwork skills. Cause emotional responsiveness when listening to the song "Let there always be sunshine" | Children educators FIZO instructor |
Collective work "Let there always be sunshine!" Sports entertainment dedicated to Cosmonautics Day |
| 04/13/17. Thursday | 1. Examination of the albums "Animals of different countries", "Atlas of the Earth", posters "Protect nature!" 2. D / and “Who lives where?” 3. P / and "Run to the named tree" |
Communication, health, socialization, artistic creativity. | To consolidate in children ideas about the diversity of the animal and plant world of the Earth. Cultivate respect for nature. | Children educators |
Layout "Animals of different continents" |
| 04/14/17. Friday | 1. Conversation “In the world of rare plants. Acquaintance with the Red Book» 2. Reading x / l V. Tanasiychuk “Explosion without noise”, “Acid rain” 3. D / and "Summer in music" |
Socialization, communication, health, safety. | To enrich children with knowledge about nature, its diversity, the integrity of a living organism, its needs, distinctive features, features of adaptation to the environment, lifestyle. | Children educators |
Card file of games |
| 04/17/17. Monday | 1. Reading x/l F. Tyutchev. "Spring waters E. Permyak "What hands are for." I. Tokmakova "Trees in verse." V. Stepanov "Birds in verse F. Tyutchev "Spring Thunderstorm" 2. D / and "Tops, roots" 3. Action "Let's clean the kindergarten from garbage" |
Communication, socialization, artistic creativity, theatrical activity. | To learn to notice the beauty, the wonders of nature, to admire it on the example of works of art. | Children educators |
Creative work of children "Trees, plants and rain" |
| 04/18/17. Tuesday | 1. Action "Decorate the Earth with flowers!" 2. Listening to the sounds of nature 3. Reading x / l T.A. Sharygin "Spring" 4. Experimenting with water. The game "Sink - will not drown?", "Dissolve - will not dissolve" |
To instill practical skills and abilities to care for the plants of your immediate environment. | Children educators Parents |
Planting seedlings for flower beds | |
| 04/19/17. Wednesday | 1. Parent survey 2. Memo for parents "Take care of the Earth!"; 3. P / and "Sun and rain" 4. Reading x / l V. Bianchi "Forest Newspaper" |
Children educators Parents |
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| 04/20/17. Thursday | 1. Discussion of problem situations “We are friends of nature” 2. Environmental signs |
Communication, socialization. | Teach children to reason, to find a way out of problem situations. To develop a sense of responsibility for the environment. | Children educators |
Exhibition of drawings "Environmental signs" |
| 04/21/17. Friday | 1. Conversation "It's good where they don't litter" 2. Exhibition of joint creativity "Junk Fantasy" |
Contribute to the unity of the team of children and parents. Raise the level of environmental awareness among children and parents. | Children educators Parents |
Exhibition design |
Municipal Autonomous Preschool Educational Institution
Novouralsky urban district - kindergarten of the combined type "Wonderland"
Kindergarten No. 13 "Golden Key"
ENVIRONMENTAL PROJECT
Topic: "The earth is our common home"
Educators:
Shpakova Svetlana Igorevna
Novouralsk 2016
Project relevance
We must protect the planet.
Fields, forests, seas and oceans,
Continents, islands and countries.
For the planet to live
For the planet to flourish
Take care of this world man.
It was created for you to live!
Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a preschool child can hardly be overestimated. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. The child's soul is revealed in communication with nature, interest in the world around is awakened, the ability to make discoveries and be surprised by them is formed. It's no secret that preschool children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Research, search activity is the natural state of the child, he is tuned in to the knowledge of the world, he wants to know it. To explore, to discover, to study means to take a step into the unknown and the unknown. It is exploratory behavior that creates the conditions for the child's mental development to initially unfold as a process of self-development.
Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship between nature and man. Mastering the Ways
practical interaction with the environment ensures the formation of the worldview of the child, his personal growth. An essential role in this direction is played by the search and cognitive activity of preschoolers, which proceeds in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena.
It is rightly necessary to consider preschool environmental education as the initial link in a continuous system of environmental education. After all, it is preschool childhood that is the basic, initial stage in the formation of personality. Preschool age is the period when the child takes the first steps "on the path of comprehending the natural world." Therefore, in our kindergarten, much attention is paid to the formation of an ecological culture of children. To do this, we use more and more new forms and methods of working with children. We adopted the design method and began to actively implement it.
Using the project method in the activities of our preschool educational institution with the help of environmental education, we are more likely to form a generation with a new culture of behavior. However, for this it is not enough just to urge children not to litter, not to pick flowers in flowerbeds, not to make fires, etc. The behavior of even a small person must be conscious, motivated.
To solve this problem, an ecological project "The Earth is our common home" was conceived and implemented in our kindergarten.
The formation of ecological culture should begin already in kindergarten. Since the ecological self-awareness of children is not sufficiently formed, based on this, it is possible to form the goal of the project and its tasks.
Objective of the project:
formation of ecological culture of older preschoolers.
Tasks:
Ensuring the development of children's interests, curiosity and cognitive motivation;
Creation of favorable conditions for the formation of cognitive actions, the formation of consciousness;
Development of imagination and creative activity;
Expansion of children's ideas about nature, development of interest in the knowledge of nature, enrichment of moral experience, education of love for the surrounding nature;
Organization of practical environmental activities of children and parents.
Project participants : children of the “Solnyshko” preparatory school group, parents, educators: Shpakova Svetlana Igorevna, Tochilina Tatyana Viktorovna
Project duration: 8 months (September 2014 - April 2015).
Predicted result .
Increasing the level of knowledge of ecology in children.
Creation of an environmentally friendly environment on the territory of kindergarten No. 13 "Golden Key".
The development of observation in children.
The use of creative ideas in the design of landscape design on the site of the "Solnyshko" group.
Improving the level of knowledge, environmental competence of parents on the project topic.
Stages of project implementation:
1. Organizational:
1. Planning for future activities aimed at implementation
project.
2. Observations and ecological excursions on the territory of the kindergarten and in the forest park zone.
2. Informative reading.
3. Providing a didactic kit for the implementation of the project.
4. Creation of the album "Red Book of the Urals".
5. Productive activity.
6. Issue of ecological newspaper.
8. Ecological holidays and entertainment.
9. Acquaintance with environmental signs and their installation.
10. Subbotniks with parents.
11. Final event.
II . Active:
- work on thematic planning;
Carrying out activities in the group;
Interaction with parents aimed at getting acquainted with project activities;
Observations and ecological excursions;
environmental actions;
Mobile, didactic, simulation games, dramatizations of an ecological orientation.
III . Final:
- holding subbotniks together with the parents of children;
Participation in city, regional competitive events;
Exhibition of productive activities of children;
Photo openings;
Project presentations;
Resource support of the project:
1. Zone of observation and experimentation in the group.
2. Methodological tools (card file of didactic games, abstracts
GCD, entertainment scenarios, etc.).
3. Library of a young ecologist.
4. A selection of fiction "Informative reading".
5. A selection of experiences and experiments "Experiments".
Thematic planning for project implementation
Joint activities of the teacher with children
Interaction with family
September October
Solving problem situations, what needs to be done to reduce garbage on the site.
Joint labor activity on the site
Offer parents several problem situations and discuss their solution.
Viewing and discussion of the presentation "Inhabitants of planet Earth"
Getting to know the types of seeds and collecting them.
To interest parents in the participation of show jumping "Environmental Signs"
To interest parents in creating the collection "Herbarium", "Seeds"
Leaf applique
Participation of parents in collecting cones and acorns, leaves and drying them.
Drawing a site plan for improving the landscape.
Acquaintance with folk wisdom about respect for nature.
Labor landing (subbotnik).
Planting bushes on the group site.
November
View presentation: "Birds of our region"
Drawing: "Bullfinch"
Feeder competition.
Joint collage: "Birds of our region"
Making memos - leaflets: "Feed the birds in winter" handing them to other groups
ecological entertainment
Action: "Let's feed the birds in winter"
Competition: "Ecological path of my family." Stop "bird house" - photo report
Learning poems about birds
Children's drawings "Let's help our land"
Composition of poems "Let's save our Earth"
December - January
View presentation "Trees of our forests"
Release of leaflets "Buy an artificial Christmas tree, save the forest!"
Ecological games
“Dreamer”, “What tree is the leaf from”, “Guess and make no mistake”
Making spruce from plasticine
Encourage parents to participate in the competition:
"Christmas tree toy made of waste material"
Spruce decoration with waste material toys
Spruce observation cycle.
Video presentation "Our Christmas tree is beautiful"
Making an invitation poster for the new year, in an unconventional way of drawing (with palms) a Christmas tree
Invite parents to the poster contest
"Take care of the spruce"
February March
Watching documentaries about water.
Drawing up a card index of games about water.
Involve parents in the creation of an exhibition of books about water
Tab for books
"March of the Parks"
Planting onions and flower seedlings on the window.
To interest parents in the March of Parks environmental bookmark competition
Involve parents in landscaping the kindergarten site
Research activities
"Amazing Stones"
Educational games with a drop of water.
Making folders-sliders "Experiments and Observations"
Involve parents in creating a collection of stones
Protection of posters "Water is life"
Solving crossword puzzles about the states of water.
Release of leaflets "Save water"
Compilation of crosswords by children and parents
April
Acquaintance with primroses on the site.
Introduction to insects.
Action: "Feed the birds!"
Familiarization with the anthill on the site.
Making a sign: "Beware of the anthill!"
Participation of parents in a joint subbotnik
Making an ecological stand: "This is how we helped the nature around us"
Planting flowers in the flower beds of the group site
Preparing for the holiday "Earth Birthday"
Participation of parents in the holiday "Birth of the Earth"
Final lesson: watching a video, talking
Participation in the final lesson.
Analysis of the work on the project "Earth is our common home"
In the process of working on the project, "The Earth is our common home", the children not only showed their willingness to participate in projects proposed by adults, but also suggested problems and possible solutions themselves. The results showed that the children learned environmental skills and respect for the environment, the natural world. They have an idea about human environmental protection, love nature, want to study it, admire it, take care of it. Children talked about the rules of behavior by example, about how they relax with their parents in nature, and how they influence the environmental education of parents.
The children learned that the world of things around us is very diverse. There are items that serve us for a long time, and there are those that become unnecessary. They are called waste material. But it turns out that unnecessary things can acquire a second life if you try to see something unusual in them. You just need to dream up, turn on your imagination. Work with waste material was organized so that the children not only learned design skills, but also revealed their potential creative abilities, experienced a sense of satisfaction from a job well done.
Parents were actively involved in the work on the project, talked at home with the children, and discussed various options for helping our planet. Together with the children, we made crafts from waste material at home, brought films and photographs about disasters and catastrophes that happen on our planet.
The main focus of this project was the moral and environmental education of children. Their awareness of their belonging to our planet, the acceptance of the planet as a common home that needs to be taken care of and taken care of. And that each person can make a feasible contribution to the common cause of all people on Earth. And I wanted to read lines from a poem composed by the parents of our group:
There are many miracles on planet Earth.
There is a unique beauty in it.
It's important to always be human.
And the Earth will be grateful to him!
Applications
Drawings of our pupils
Labor landing
Crafts from waste material
Growing seedlings on a group plot
Children's stories about our planet
Our land is very beautiful, sunny, sometimes warm. Sometimes it rains, it waters the gardens. There are many mountains on Earth where you can ride a snowmobile. On Earth there are seas, oceans, a salt lake. There are many countries on Earth where people live, they speak different languages. All kinds of animals, birds live in the forests, marine animals live in the seas. Beautiful nature on our planet. We need to protect nature, do not scatter garbage.Darina
Our Earth is round. Consists of pieces of sushi. Seas, oceans, rivers and lakes. Various marine life lives in the ocean: fish, octopuses, dolphins, whales, sharks, marine plants. Different people live on Earth, they speak Italian, African, Chinese, English, Russian. There are many forests, mountains, deserts on our Earth. Various animals, birds, insects live with us.
It is necessary to respect the Earth, to protect its beauty, kindness.
Daniel
Our earth is like a ball and very big. And it revolves around the sun. It's the only one you can live on. All other planets are uninhabitable. Earth has seas and oceans. There is water with which we wash, wash our hands. There are animals on earth. It is necessary to protect water, earth, grass, trees, so that nothing perishes. We cannot live without it.
Lenya
We live on the Earth. I live in Russia, in the city of Novouralsk. Our planet is the most beautiful, there are deserts, water, forests, mountains. Trees grow in the forests: birch, mountain ash, oak, spruce, pine. There are animals: wolves, foxes, squirrels, bears, hares. There are many beautiful birds on our planet. Our planet is called blue because there is a lot of water on our planet: rivers, lakes, swamps, seas and oceans. Our planet should not be polluted. We must clean up after ourselves the garbage when we walked in the forest and do not throw candy wrappers from sweets and chocolates.
Olesya
I live on planet earth. There are mountains on our planet. She looks like a ball. On Earth there are seas, oceans, rivers, lakes. There are many countries where people live and speak different languages. All sorts of animals and birds live in the forests. Marine animals live in the seas. There are stones in the Earth, they are mined and various decorations are made. Beautiful nature on Earth, it must be protected. We protect our Earth from garbage so that it is clean on the planet.
Timothy
Our Earth is round. It has many houses and people. There are many birds and animals on the Earth. There is a lot of water on our planet. There is fresh water for drinking and cooking. People need water to keep alive. Medicines are made from water. The nature of the Earth is very beautiful: many flowers, trees, different animals. Our planet has mountains and forests. We need to protect the Earth, it gives people food, useful vitamins, water.
Danil
Our Earth is very interesting. She has a lot of interesting and useful things. It is inhabited by people and animals. And fish live in the water. There are many animals and birds on the earth. And insects live on it. We must protect our Earth because it is beautiful.
Polina N.
Our Earth is beautiful, like a ball. Our Earth is kind, it must be protected from garbage and taken care of. She has seas and oceans, rivers and lakes. They have aquatic life. Different people live on land. On land there are fields, forests, mountains, deserts. There is the North Pole, it is cold there, but polar bears and seals live there too.
Mstislav
There are jungles, mountains, seas, animals, sea animals on our planet. We have air on Earth that allows people to live. Our Earth has a north pole where polar bears live. There are forests where trees and grass grow. You need to love nature and respect it so that nature does not die: plant flowers, vegetables, berries.
Misha
We live on the Earth. Our Earth is beautiful. We love our planet. People fish on the lakes. There are different countries on our planet where different people live. There are oceans and seas where marine animals live. Wild animals, birds and insects live in the forests. We must protect our Earth.
Kirill
Our planet has mountains and seas. Water is salty and fresh. There are marine animals in the seas. Various wild animals, birds, insects live in the forests. Everyone needs clean air: people, animals, and plants. We need to protect our Earth from garbage, I do not throw candy wrappers on the streets.
Egor
I live on planet earth. It has many different countries. My country is Russia. I live in the city of Novouralsk, Lenin street. There is a lot of water on our planet: streams, lakes, seas, oceans. I like flowers on our planet. They grow in gardens, in fields, in kindergarten, at my house. There are different kinds of animals on our planet. They live in the forest. These are bears, squirrels, wild boars. Birds build their own nests. Fish, turtles, hippos, seahorses, jellyfish live in the water. Everyone needs water, clean air. All people need to protect nature. Do not break trees, do not scatter candy wrappers, do not break glass, because you can injure animals.
Ilya V.
We live on the Earth. Our planet is very beautiful. Under the ground there are many treasures, minerals, precious stones. There are many rivers, lakes, seas and oceans on Earth. There are many different fish, octopuses, underwater horses in the oceans. Also on our planet there are many forests, mountains, where various animals and birds are found. People built houses, ships. Our planet must be protected: do not break trees, do not litter, take care of animals.
Ilya A.
We live on the Earth. Our city is called Novouralsk. I live on the Lenin Street. There are many beautiful flowers, trees, bushes, grass, berries, mushrooms on our Earth. We have many forests, mountains, oceans, rivers, lakes. There are animals in the forest: bear, fox, wild boar, wolf, hedgehog, hares. Fish, jellyfish, sharks live in the seas. We have a very beautiful planet. We must respect our planet and protect, protect. You have to take out the trash. Make bird feeders and fill them with food. Birds cannot be caught, because they will die in captivity and there will be no birds on Earth, and forests and gardens will perish.
Polina P.
The earth gives us benefit, good, does not offend us. You can’t throw garbage, bottles, you can’t offend her.
The earth is our planet. It has a lot of clouds, seas, people, sand, stones. There are many mushrooms in the forests, meadows with flowers and grass, and insects, many animals, trees. People built many houses and cars.
Lenya
I live on planet earth. My country is called Russia. The city where I live is called Novouralsk. We have many forests. Wild animals live there: a fox, a hare, a wolf, a bear, a squirrel. There are different birds: sparrows, tits, bullfinches, swallows. Birds feed on insects: mosquitoes, worms, beetles. Our planet has lakes, rivers, seas, oceans, mountains. Our planet must be protected, it provides heat, clean air and water. We can not throw garbage into the river, candy wrappers, pieces of paper on the path.
Arseniy
Our planet is called Earth. It must be protected from garbage: do not throw garbage into the water, do not throw paper on the path, do not leave garbage in the forest. There are many different cities on our planet, many peoples, they speak different languages. There are many animals, birds and insects in the forests. There are also many beautiful trees. There are birch groves and pine forests. There is a lot of water on our planet: rivers, lakes, oceans, seas. There live marine life, river and water. We have many animals in the forest: squirrels, woodpeckers, insects. Lots of plants: flowers, mushrooms. I love my Earth and will protect it.
Arina
There are many people on earth. There are forests, lakes, rivers, seas, oceans, mountains and different countries. People in different countries speak different languages. There are volcanoes. In order for the planet to be clean, it is necessary to observe cleanliness: do not throw cans, candy wrappers, do not pour oil into the sea, fish will die.
Sofia
Earth is our planet, we live on it. We need to take care of our planet. If we look after, she will also treat us well. We will love our Earth: protect forests, do not throw garbage, save water, otherwise the fish will die.
Tamara
I live on planet earth. There are many people on our planet. They speak different languages because they live in different countries. I live in the country of Russia, in the city of Novouralsk, on Lenin Street. There is a lot of water on our planet: streams, lakes, rivers, seas, oceans. Crocodiles, fish, walruses, seahorses, fur seals live there. There are wild animals in the forests: wolves, squirrels, bears, foxes, hares. There are birds and insects. They live in minks, nests, trees, grass. There are many mushrooms, berries and trees in our forests. Nature gives us air and strength, water. We cannot live without our nature, so we must protect it.
Angelica
Summary of joint activities "Earth is our common home"
Purpose: to contribute to the formation of children's ideas that the planet Earth is a huge ball. Most of the globe is covered with water - oceans and seas, in addition to water there are continents - solid land (land where people live). Generalization of knowledge that many living beings live on planet Earth, that they all need clean water, clean air, clean land; the formation of ideas that the planet Earth is now in danger; to cultivate love for nature, proper communication with it, the desire to study it.
Material: globe, illustrations, ball, drawing paper, colored pencil sets.
Preliminary work: Examination of the globe, maps.
Reading cognitive literature (from the series "Environmental disasters"). Look at pictures and talk to children.
Progress of joint activities:
Globe work. A globe is added to the group. The teacher invites the children to consider the globe.
Educator. What an amazing planet Earth is! Seas and oceans splash on its surface, rivers and streams flow, wide plains spread, green forests rustle, high mountains rise. The earth is a huge ball. It rotates around its axis and at the same time around the Sun, the closest star to us. Examining the globe, answering the questions: - What shape does the Earth have? What living beings inhabit the Earth? What do all living beings on Earth need? (Heat, the light of the Sun, air and water.) - What does a person need on Earth? (Fresh air, clean water, fertile soil, plants and animals.) - Why is the Earth called a common home? Who is polluting our planet and how? (There are a lot of sick places on our planet). This happened because people built many plants, factories, electric and nuclear power stations. These enterprises pollute the air - it is polluted by smoke that goes into the sky from pipes, gases from cars. Waste from factories is dumped into rivers and seas. Many plants and animals die from this, people get sick. Nature is dying. Our planet needs help. – What can a person do to preserve the wealth of the Earth? (To help her, you need to learn to love nature, love it from childhood. Learn to understand how all living beings live: birds, bugs, animals. This is done by people who are called ecologists.)
2. Physical Minute. The game "Catch the ball - name the word." Children become in a circle. To whom the teacher throws the ball, he must name one of the riches of the Earth.
3. The game "How can we help our planet?". Task: come up with environmental signs and draw them. Viewing and discussion of drawings, summarizing.
Summary of joint activities
"Clean and polluted air"
Purpose: To give an idea of the role plants play in our lives, how they affect the purity of the air and human health. Raise a negative attitude towards air pollutants. Material: Two paintings (one shows a city, factories smoke, cars drive, the other shows beautiful nature, a forest, a meadow, butterflies fly, birds sing on tree branches). The course of joint activities: Children sit on high chairs. There is a knock on the door. Educator: We received a package from the artist. Let's see what's in it (takes out two pictures and arranges them so that all the children can see). In the summer the artist traveled. He visited the city and the forest. What the artist saw, he reflected in his paintings. Guys, what do you think, is it possible to guess from the pictures where the artist had a better rest? Children's answers: It was better in the forest, it was quiet, beautiful; the city is worse - it's noisy, there are a lot of cars. Educator: And where is the air cleaner and easier to breathe? (In the forest.) Why is the air polluted in the city? (Cars rev up, factories smoke.) Indeed, it is more difficult to breathe in the city, since the air in it is polluted by factories, factories, cars. What can be done to make the air in the city cleaner? You can close factories, and then the air will become cleaner, but factories cannot be closed - they do what people need: furniture, toys, etc. In factories, factories, filters must be installed that trap pollutants. Why is it easy to breathe in nature - in the forest, in the meadow? (The air is clean there.) Why is the air clean in the forest? (There are no factories, cars, but there is a lot of oxygen.) That's right, there is more oxygen in the forest that we breathe. This is the merit of plants, because they produce oxygen. More plants means more oxygen. How can plants be named? (Our helpers, saviors.) Guess what can be done to help the city clean the air? (Plant trees, shrubs.) What else? (Do not break, do not destroy trees and bushes.) When a person is not in the fresh air for a long time, what happens to him? (He doesn't feel well, his head hurts.) That's right. Walking in the fresh air strengthens a person's health and improves his mood. True, the air in the street is not equally clean everywhere. It is better to walk in the forest, in the park, away from highways, garages and factories.
Summary of joint activities "Ecological ladder"
Purpose: To develop in children the ability to see the changes taking place in nature in the spring, to learn to establish the relationship between the spring change in wildlife, changes among the inhabitants of a corner of nature and an increase in air temperature. Introduce children to the ecological chain pyramid. To convince children of the usefulness of all types of animals and plants, their interdependence from each other. To consolidate the ability to distinguish trees and shrubs by branches and buds: to develop differentiated perception, the ability to compare, to express exactly in words. Raise children who are able to understand nature, protect it, love it. To educate in children the ability to think logically, correctly forming conclusions. Improve environmental knowledge.
The course of joint activities: Educator: “The snow is already melting, streams are running, It blew through the window in spring. Soon the nightingales will whistle, And the forest will be dressed in foliage! The azure sky is clear, The sun has become warmer and brighter. The time of evil blizzards and storms has again passed for a long time. What is written, guys, is this beautiful poem by the Russian poet Alexei Nikolaevich Pleshcheev?
Children: About spring.
Educator: That's right, about spring. It's called "Spring". Has spring come to us? What month is it now?
Children: Got it. April. Educator: And what signs of spring do we observe?
Children: The snow has darkened, melted, became loose, wet. The day is getting longer and the night is getting shorter. The sun is warmer. The sky is often blue, cumulus clouds. The rivers began to ice. Trees wake up, buds swell.
Educator: Yes, indeed, all these natural phenomena occur in the spring. Some of them we see on the walk. And in the group we have a corner of nature, observing and working in which we are convinced that our plants and animals also enjoy spring, feel its arrival. What did we notice?
Children: Plants grow better, geraniums, balsam blossomed, seedlings were planted, parrots began to chirp more and more energetically. Educator: Indeed, the growth of plants has increased, many new shoots have appeared, some have bloomed. But here everything is green here, but not on the street. Why?
Children: There is not enough sun, water, heat.
Educator: Yes, the most important thing is that there is not enough heat on the street now. And how do we take care of plants and birds in a corner of nature?
Children: We water, loosen, seat, wash.
Educator: And if we stop doing this? What will happen?
Children: Everything will wither and die.
Educator: Everything that lives in a corner of nature depends on us. A plant cannot feed itself, an animal cannot feed itself. We took them in and are obliged to take care of them, we must bear responsibility for them. And in nature, rain, sun, wind themselves water and feed plants and animals. Nature itself takes care of its "children" - animals and plants and gives them light, heat, water. Listen to the riddle: “In the spring it makes you happy, in the summer it cools, in the autumn it nourishes, in the winter it warms” What is it?
Children: Forest. Teacher: Why did you decide that?
Children: it is joyful in the forest in spring, cool in summer, in autumn the forest feeds its inhabitants with seeds and fruits, in winter they heat stoves with firewood (forest).
Educator: That's right, well done. We already know that forests are different: coniferous, deciduous, mixed. In my vases I have branches of trees from a mixed forest, and on the board you see images of these trees. Now each of you will come up to me and take one branch that you want. And he will take this branch to the tree on which it grew. (The teacher asks, and the children explain why they put branches to this tree.) Teacher: (summarizes) Well done! You know tree species well. Know how to identify them by buds, bark, leaves. Now let's take a look at the forest. (Shows a picture of a forest) At first glance, it seems deserted, only trees. In fact, if you look closely, you will understand that it is full of life and looks like a huge house inhabited by many tenants. They chirp, chirp, whistle, squeak, growl. Everyone in this house has a place and a job. And now we will imagine this house in the form of a high pyramid, we will build it. Guys, what do you think, without which all living things cannot exist?
Children: Heat, light. Educator: And what gives us heat, light?
Children: Sun.
Educator: Yes, the sun is the basis of life. (Places the sun at the base of the pyramid.) What else is necessary for the growth and life of plants and animals?
Children: Water, soil (if they find it difficult, ask a leading question - Where do grass, trees grow from? - from the earth.)
Educator: Yes, we need soil and water, i.e. soil with moisture (sets the soil). And then the plant world will grow (places trees). But it is difficult for plants to reproduce, there is no one to pollinate the plants, and it is sad in the forest without ...
Children: Insects.
Educator: Yes, we will populate the forest with insects that feed on the nectar of plants and pollinate them (puts insects). And suddenly in the forest someone sang, clicked, chirped. Who is this?
Children: Birds. Educator: That's right, birds. Let's populate the forest with birds (places birds). So we made a pyramid of life with you, a multi-storey huge house in which all floors were inhabited in turn. And no one can be evicted from this house. Shall we check it out? We remove the sun (or soil, trees, insects, birds) - we destroy the pyramid. We won't do disasters. In nature, everything is interconnected, one cannot live without the other. Our pyramid will be silent, will not prompt anything. And you think and tell me what will happen if you remove the top floor - the birds?
Children: There will be a lot of insects that will eat plants. Educator: And if you remove the insects?
Children: There will be no one to pollinate the plants.
Educator: And if you remove the plants?
Children: There will be bare land, which will also die without plants.
Teacher: Do we want this?
Children: No.
Educator: let's put a pyramid of life. And we will never destroy anything in it, because one cannot exist in nature without the other. And we will always try to protect and protect everything that is created by nature. We will finish the lesson by listening to the poem by Y. Akim “Take care of your planet”: “There is one planet - a garden in this cold space. Only here the forests rustle, calling birds of passage. Only on it alone you will see lilies of the valley in the green grass, And dragonflies only here look into the river in surprise. Take care of your planet, because there is no other in the world.
Synopsis of the joint activity "Why do animals disappear?"
Purpose: to give children an idea of the diversity of nature, list the main reasons for the extinction of some animals, name protected ones, explain why it is necessary to protect the animal and plant world, enrich the vocabulary of children (dinosaurs, mammoths, exterminate, poachers, black stork, sea cows, rarest) . To inspire sympathy for wildlife, to teach empathy.
Material and equipment: Illustrations with extinct animals (dinosaurs, mammoths), material for children's visual activities (pencils, felt-tip pens, A4 sheets of paper).
1. Introductory conversation. A very long time ago, the planet Earth looked completely different from what it is now, before, completely different trees grew on the planet, other animals lived. (Show children illustrations depicting ancient forests). Questions for children: What animals do you know that do not live on Earth now? (Dinosaurs, mammoths). Why did they die out? 2. Reading the story "Sea Cows" Many years ago, a Russian ship was wrecked near the distant, unknown islands in the Pacific Ocean. The sailors escaped, but they were threatened with starvation. And then they saw that huge sea animals, similar to large whales, were swimming in whole flocks off the coast. They were peaceful and so trusting that they allowed themselves to be touched. They ate algae, and the sailors called them sea cows. The meat of sea cows turned out to be tender and tasty, so the sailors did not die of hunger. From the wreckage of the broken ship, they were able to build a boat and sail home. Having heard about amazing animals, other people began to sail to these islands and stock up on meat. But no one thought about the need to save sea cows, and in less than 30 years they were all killed. Scientists have long hoped that sea cows are still found somewhere, they were looking for them, but they never found them. Not a single sea cow is left on Earth.
3. Discussion to reinforce what was heard: What amazing animals did the sailors meet? How do you imagine sea cows?
4. Invite the children to draw sea cows the way they imagine them.
5. Explanations of the teacher: More than a hundred species of different animals and birds were destroyed by people. Some were hunted too hard, others were not even left a piece of land (forest or steppe) where they could live, others were caught by predators brought by people. Many plants have also disappeared. In the end, people understood: if you do not help nature, more and more plants and animals will die. To prevent this from happening, they compiled the Red Book. You already know about her. Let's remember what is written in it? Why is she red? Scientists have compiled the International Red Book. It is very large, because it contains endangered plants and animals of the entire planet Earth. Each state has its own Red Book, and it is even possible to create a Red Book for each region.
6. The teacher's story about the black stork. This is the rarest bird. The black stork nests only on the territory of the Oksky Reserve, builds a nest on tall trees. It arrives from South Africa at the end of April. After arrival, storks repair their nests, cover them with moss and grass, and lay two to six eggs. Hunting for black storks is prohibited. There are very few of them left because of poachers. The brown bear is also protected on the Russian plain, here it is in the illustration. Once upon a time there were many brown bears, but now there are no places left in the forests that people do not visit, and bears like to live in the wilderness where a person cannot go. What other animals are threatened with extinction? Why? How can you prevent their death?
7. Summing up.
Abstract of the joint activity "Water is life"
Purpose: to promote the accumulation in children of specific ideas about the properties, forms and types of water, to develop speech, thinking, curiosity. Cultivate an ecological culture. Develop the ability to draw conclusions, inferences. Cultivate accuracy at work.
Material: transparent plastic cups, containers of various shapes, flour, salt, sugar, ascorbic acid, milk, picture, paints, brush, cotton wool, handkerchief, funnel, vegetable oil, pipette, herbal infusion, mint oil, napkins, audio recording “Water ”, cocktail tubes, a jug of water.
Joint activity: Children freely sit around the table for experiments and research. Sounds like a babbling brook. The teacher reads a poem: Have you heard of water? They say it's everywhere! In a puddle, in the sea, in the ocean and in a water tap, Like an icicle, it freezes, It creeps into the forest with fog, It boils on our stove, The steam of the kettle hisses. Without it, we can't wash, don't eat, don't get drunk! I dare to report to you: We cannot live without it. N. Ryzhova
Educator: Guys, why do we need water, who needs water? (children's answers). Do you want to know more about water? (children's answers). Then go to this table, where we are waiting for various items for the study of water. Experiments with water. What shape is the water? There is a cube and a ball on the table.
The teacher asks what shape these objects are (children's answers). Does water have a shape? To do this, take a narrow jar and fill it with water. Pour this water into a wide jar. The form that water takes is constantly changing. Conclusion: water has no form and takes the form of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. On the pavement, they spread, collect in the pits, and they are not visible into the ground, only the ground is wet. And so water has no form. The teacher shows the children an algorithm that symbolizes that water has no form, and hangs it on a magnetic board. What color is the water? Take two glasses - one with water and the other with milk. Take a picture and put it behind a glass of water. Can we see the picture? (children's answers) Now let's put a picture behind a glass of milk. What have we discovered? Conclusion: the pattern is visible through water, but not through milk. This means water is a clear liquid. Clear water can be made opaque. To do this, wet the brush and dip it into the paint. We add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The picture is not visible. And so, we conclude that water is a transparent liquid, using an algorithm that symbolizes this property of water. And post it on the board. Water is a solvent. Does water have a taste? Children taste the water and express their opinion. Then invite one child to stir sugar in water, another - salt, the third - ascorbic acid. After the substances have dissolved, offer to taste the water again. What changed? The water has a taste. The water became sweet, salty, sour. Conclusion: water has no taste. What happened to the substances we put in the water? (children's answers) And now let's try to dissolve flour and sunflower oil in water. Two children complete this task. Fizkultminutka.
The teacher invites the children to return to the table to continue the study of water. Draws the attention of the children to the glass where the flour was dissolved. What do we see? (children's answers) The flour did not dissolve completely, and the sediment sank to the bottom of the glass. Also, the oil does not dissolve, it floats on the surface. Conclusion: not all substances can dissolve in water. Invite the children to determine if the water has a smell. (Children's answers) Then offer to stir the herbal infusion and mint drops in the water. And again offer to smell the water. The water has an odor. Dissolving in water, various substances change in water: color, taste, smell. Again we use algorithms symbolizing that water has no taste and smell, hanging them on the board. Water filtration. Guys, let's remember the fairy tale "Sister Alyonushka and brother Ivanushka." What happened to Ivanushka? (Answers of children). Why couldn't you drink this water? That's right, because it's dirty. But there is such a situation that there is no clean water nearby, but it is vitally important to take a sip of at least a sip of water. There are different ways to purify water. With the simplest ways that you can come in handy in life, we will now get acquainted. To do this, take: a funnel, a handkerchief, cotton wool and water containers. Together with the children we find out how to make cleaning devices - filters. And so, if Alyonushka and Ivanushka knew that water could be purified by passing it through a scarf, then trouble could have been avoided. The teacher offers the children a speech game “Water is ...” Task: To develop the thinking of preschoolers, activate their experience, knowledge, teach them to consider the same object from different points of view.
Game progress: The facilitator invites the children to determine what role water plays in the life of animals, plants, people, etc. Let's give an example: “For plants, water is ...” “For people, water is ...” answer options. Summing up the lesson.
Didactic ecological games
“What would happen if they disappeared from the forest…”
The teacher offers to remove insects from the forest: - What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries were gone? What if there were no mushrooms? What if the hares left the forest? It turns out that it was not by chance that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They cannot do without each other."Protect nature" On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to a person, to plants, etc.
"Where are the snowflakes?" Children walk in a round dance around the cards laid out in a circle. The cards depict various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, etc. While moving in a circle, the following words are pronounced: So the summer has come. The sun shone brighter. It became hotter to bake, Where should we look for a snowflake? With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words: Finally, winter has come: Cold, blizzard, cold. Come out for a walk.
"Where can we look for a snowflake?" Re-select the desired pictures, and the choice is explained. Complication: There are 4 hoops depicting the four seasons. Children should place their cards in hoops, explaining their choice. Some cards may correspond to several seasons. Word game I will read you the words, and you think which ones are suitable for an ant (bumblebee, bee, cockroach). Dictionary: anthill, green, flutters, honey, evasive, industrious, red back, apiary, annoying, beehive, hairy, rings, river. Chirps, cobweb, flat, aphids, pest, “flying flower”, honeycomb, buzzes, needles, “jumping champion”, motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration. A variant of the game, which words are suitable for a vegetable (fruit, etc.).
"Earth, water, fire, air" The players stand in a circle, in the middle - the leader. He throws the ball to anyone from the players, while uttering one of four words: earth, water, fire, air. If the driver said "land", the one who caught the ball must quickly name the one who lives in this environment; the player answers the word “water” with the name of fish, the word air with the name of birds. At the word “fire,” everyone should quickly turn around several times, waving their hands. Then the ball is returned to the driver. The one who makes a mistake is out of the game.
"Guess the Plant" Now each of you will think of a houseplant, tell us about it, without naming it. And we will guess the plant from the story and name it.
Ball game "I know" Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher. Similarly, other classes of objects of nature are called. “Birds, fish, animals” The teacher throws the ball to the child and says the word “bird”. The child who caught the ball must pick up a specific concept, for example, "sparrow", and throw the ball back. The next child should name the bird, but not repeat. Similarly, a game is played with the words "animals" and "fish".
Ecological fairy tales "Spring" For a long time, a cheerful and generous spring lived at the bottom of the ravine. He watered the roots of herbs, bushes and trees with pure icy water. A large silver willow spread a shady tent over the spring. In the spring, bird cherry blossomed white on the slopes of the ravine. Nightingales, warblers and finches made their nests among her fragrant lacy brushes. In summer, herbs covered the ravine with a motley carpet. Butterflies, bumblebees, bees circled over the flowers. On fine days, Artyom and his grandfather went to the spring for water. The boy helped his grandfather down the narrow path to the spring and draw water. While grandfather was resting under an old willow, Artyom played near the stream that flowed over the pebbles at the bottom of the ravine. One day Artyom went alone to fetch water and met at the spring with the guys from the neighboring house - Andrey and Petya. They chased each other and knocked down flower heads with flexible rods. Artyom also broke the wicker and joined the boys.
Do you think the guys came up with a good game? Why? When the children got tired of the noisy running around, they began to throw branches and stones into the spring. Artyom didn’t like the new fun, he didn’t want to offend the kind, cheerful spring, but Andryusha and Petya were older than Artyom by a whole year, and he had long dreamed of making friends with them.
What would you do in Artyom's place? At first, the spring easily coped with the pebbles and fragments of branches with which the boys threw it. But the more garbage became, the more difficult it was for the poor spring: it either froze completely, covered with large stones, or it barely oozed, trying to break through the cracks between them. When Andrei and Petya went home, Artyom sat down on the grass and suddenly noticed that large dragonflies with transparent shiny wings and bright butterflies were flying towards him from all sides. - What's with them? the boy thought. – What do they want? Butterflies and dragonflies circled around Artyom in a round dance. There were more and more insects, they fluttered faster and faster, almost touching the boy's face with their wings. Artyom felt dizzy and closed his eyes tightly. And when, after a few moments, he opened them, he realized that he was in an unfamiliar place. The sands spread all around, there was not a bush or a tree anywhere, but from the pale blue sky, sultry air poured onto the earth. Artyom felt hot and very thirsty. He wandered along the sand in search of water and ended up near a deep ravine. The ravine seemed familiar to the boy, but a cheerful spring did not murmur at its bottom. Bird cherry and willow dried up, the slope of the ravine, like deep wrinkles, was cut by landslides, because the roots of grasses and trees no longer held the soil together. Bird voices were not heard, dragonflies, bumblebees, butterflies were not seen. - Where did the spring go? What happened to the ravine? thought Artyom.
What do you think happened to the ravine? Why? Suddenly, through a dream, the boy heard the alarmed voice of his grandfather: - Artyomka! Where are you? - I'm here, grandfather! the boy replied. - I had such a terrible dream! - And Artyom told his grandfather about everything. Grandfather carefully listened to his grandson and suggested: - Well, if you don’t want what happened in your dream, let’s go clean the spring from debris. Grandfather and Artyom opened the way for the spring, and it murmured merrily again, played in the sun with transparent streams and began to generously water everyone: people, animals, birds, trees, and grasses. Questions:
What did the ravine look like, at the bottom of which the spring gurgled?
With whom did Artyom go to the spring for water?
Who did Artyom meet when he went alone to fetch water?
What did Andrey and Petya do?
What harm do such games bring to nature?
Why did Artyom have an unusual dream?
What could happen to nature if the spring dried up?
Who helped Artyom correct the mistake?
Do you think Artyom will play such games after what happened?
What will he say to Andrey and Petya if he meets them? "Earthworm" Once upon a time there was a brother and sister - Volodya and Natasha. Volodya, although younger than his sister, is bolder. And Natasha is such a coward! She was afraid of everything: mice, frogs, worms and a cross-spider that weaved its web in the attic. In summer, the children were playing hide-and-seek near the house, when suddenly the sky darkened, frowned, lightning flashed, first large heavy drops fell on the ground, and then poured rain. The children hid from the rain on the veranda and began to watch how foamy streams ran along the paths, large air bubbles jumped through the puddles, and the wet leaves became even brighter and greener. Soon the downpour subsided, the sky brightened, the sun came out, and hundreds of small rainbows played in the raindrops. The children put on rubber boots and went for a walk. They ran through the puddles, and when they touched the wet branches of trees, they brought down a whole waterfall of sparkling jets on each other. The garden smelled strongly of dill. Earthworms crawled out onto the soft, moist black earth. After all, the rain flooded their underground houses, and the worms became damp and uncomfortable in them. Volodya picked up the worm, put it on his palm and began to examine it, and then he wanted to show the worm to his little sister. But she recoiled in fear and shouted: - Volodya! Drop this crap right now! How can you take worms in your hands, they are so nasty - slippery, cold, wet. The girl burst into tears and ran home. Volodya did not want to offend or frighten his sister at all, he threw the worm to the ground and ran after Natasha.
Did the children do well?
Are you afraid of earthworms? An earthworm named Vermi felt hurt and offended. "What stupid kids! Vermi thought. “They don’t even realize how much good we bring to their garden.”
Do you know the benefits of earthworms? Grumbling with displeasure, Vermi crawled to the vegetable patch, where earthworms from all over the garden gathered to chat under large fleecy leaves. - Why are you so excited, Vermi? his friends asked solicitously. - You can't even imagine how the children offended me! You work, you try, you loosen the earth - and no gratitude! Vermi talked about how Natasha called him nasty and nasty. - What ingratitude! - the earthworms were outraged. - After all, we not only loosen and fertilize the earth, but through the underground passages dug by us, water and air enter the roots of plants. Without us, plants will grow worse, and may even dry out completely. And do you know what the young and determined worm suggested? “Let’s all crawl into the neighboring garden together.” A real gardener lives there, Uncle Pasha, he knows the price for us and will not give us offense! The worms dug underground tunnels and through them got into the neighboring garden. At first, people did not notice the absence of worms, but the flowers in the flower bed and the vegetables in the beds immediately felt trouble. Their roots began to suffocate without air, and the stems began to wither without water. “I don’t understand what happened to my garden?” sighed Paul's grandmother. The earth has become too hard, all the plants are drying up. At the end of the summer, dad began to dig up the garden and was surprised to notice that there was not a single earthworm in the clods of black soil. - Where did our underground assistants go? - he thought sadly - Maybe the earthworms crawled away to the neighbors? - Dad, why did you call worms helpers, are they useful? Natasha was surprised. - Of course, useful! Through the passages dug by earthworms, air and water enter the roots of flowers and herbs. They make the soil soft and fertile! Papa went to consult with the gardener Uncle Pasha and brought from him a huge lump of black earth in which earthworms lived. Vermi and his friends returned to Grandma Paulie's garden and began to help her grow plants. Natasha and Volodya began to treat earthworms with care and respect, and Vermi and his comrades forgot past grievances.
Where did Volodya and Natasha rest in the summer?
Who appeared on the beds in the garden after the rain?
Why do worms crawl out to the surface of the earth after rain?
Why did Vermy the worm take offense at the children?
What happened after the earthworms crawled out of the garden?
Why did dad call earthworms underground helpers?
How did the children begin to relate to earthworms after they returned to the garden?
What will you do if you see an earthworm?
"Little Travelers"
Forget-me-not lived on the banks of the river and had children - small seeds-nuts. When the seeds were ripe, the forget-me-not told them: - Dear children! This is how you become an adult. It's time for you to get on your way. Go in search of happiness. Be brave and resourceful, look for new places and settle there. The seed pod opened and the seeds spilled onto the ground. At this time, a strong wind blew, he picked up one seed, carried it with him, and then dropped it into the river water. The water picked up the forget-me-not seed, and it, like a small light boat, floated down the river. Cheerful river trickles carried him further and further, finally, the current washed the seed to the shore. The river wave carried the forget-me-not seed onto the damp soft earth. "This is the right place!" thought the seed. “Here you can safely put down roots.” The seed looked around and, to be honest, was a little upset: “The earth, of course, is good - wet, black earth. There's just too much garbage around." But there is nothing to do! And the seed started up roots here. In the spring, in the place where the seed fell, an elegant forget-me-not blossomed. Bumblebees from afar noticed her bright yellow heart, surrounded by blue petals, and flew to her for sweet nectar. Once, girlfriends came to the river bank - Tanya and Vera. They saw a pretty blue flower. Tanya wanted to pluck it, but Vera restrained her friend: - Don't, let it grow! Let's better help him, remove the garbage and make a small flower bed around the flower. We will come here and admire the forget-me-not! - Let's! Tanya was delighted. The girls collected cans, bottles, pieces of cardboard and other rubbish, put it in a hole away from the forget-me-not and covered it with grass and leaves. And the flower bed around the flower was decorated with river pebbles. - How beautiful! They admired their work. Girls began to come to forget-me-not every day. So that no one would break their favorite flower, they made a small hedge of dry twigs around the flower bed.
Did you like what the girls did? Why? Several years passed, forget-me-nots flourished and with their tenacious roots held the soil on the river bank together. The soil stopped crumbling, and even noisy summer showers could no longer wash away the steep bank. Well, what happened to the other forget-me-not seeds? They lay by the water for a long time and waited in the wings. Once a hunter with a dog appeared by the river. The dog ran, breathing heavily and sticking out his tongue, he was very thirsty! She went down to the river and began to noisily lap the water. One seed remembered her mother's words about the importance of being resourceful, jumped high and clung to the thick reddish dog hair. The dog got drunk and hurried after the owner, and the seed rode on it. The dog ran for a long time through the bushes and marshes, and when he returned home with his owner, before entering the house, he shook himself well, and the seed fell on the flower bed near the porch. It started up roots here, and in the spring, forget-me-not bloomed in the garden. - That's such a miracle! the hostess was surprised. “I didn’t plant a forget-me-not here!” It can be seen that the wind brought it to us, she thought. - Well, let it grow and decorate my garden. The hostess began to take care of the flower - water it and fertilize the ground, and a year later a whole family of blue tender forget-me-nots grew up near the porch. They generously treated bees and bumblebees with sweet juice, and insects pollinated forget-me-nots and at the same time fruit trees - apple trees, cherries and plums. - This year we will have a rich harvest! the hostess rejoiced. – Bees, butterflies and bumblebees love my garden! And now it's time to talk about the third forget-me-not seed. Uncle ant noticed him and decided to take him to a forest anthill. Do you think that ants will eat a whole forget-me-not seed? Do not worry! At the seed of forget-me-not, a delicacy is in store for ants - sweet pulp. Ants will taste only it, and the seed will remain intact. This is how the forget-me-not seed turned out in the forest near the anthill. In the spring it sprouted and soon, next to the ant tower, a beautiful blue forget-me-not blossomed.
What does a forget-me-not flower look like?
Tell me what happened to the forget-me-not seed that fell into the water?
What happened to the forget-me-not if Tanya plucked it?
Why are plucked flowers compared to captives awaiting death? How did the girls help the forget-me-not?
What benefits did forget-me-nots bring to the river bank?
How did the second forget-me-not seed end up in the garden?
What benefit did these flowers bring to the garden?
How did the third seed end up in the forest?
Why do ants carry forget-me-not seeds? "Rabbit and Hare" Do you know, dear guys, that in the garden after harvesting cabbage, juicy crispy stalks and large cabbage leaves remain in some places? The hare Veta knew this well. So she decided to visit the neighboring village in the evening to feast on delicious cabbage leaves. Veta ran into the garden and suddenly noticed a small paddock, and in it a white fluffy rabbit. Veta cautiously approached and began to examine the rabbit with curiosity. - My name is Veta, and what is your name, baby? she finally asked. - Poof, - the rabbit answered cheerfully. - Poor thing! - the hare sympathized with the rabbit. “Perhaps people caught you and put you in a cage?” - Not really. Nobody caught me! Puff laughed. – I always live with people. - Is always? Veta was surprised. “Where do you find fresh grass, young shoots and aspen bark?” “My masters feed me,” said the rabbit proudly. _ They bring me carrots, cabbage and fresh grass. - So you never walk free, do not run through the fields and forests and do not look for food for yourself?
What do you think the rabbit said? - Oh, baby, if you knew how wonderful it is in the forest in spring, when flowers bloom and birds chirp! How many lawns and clearings with juicy and tasty grass are there! - said the hare. - But I heard from the owners that wolves and foxes live in the forest, and they love to eat hare very much! Puff remarked judiciously. - Yes it is. But we, hares, can run fast, jump high and confuse the tracks, so it’s not easy for wolves and foxes to catch us, ”Veta answered. “I don’t know how to run fast and confuse my tracks, and I probably won’t be able to escape from a cunning fox,” Puffin sighed.
Why can't rabbits cover their tracks? - But what do you eat in winter, when there are no herbs, no flowers, no green branches in the forest in winter? asked the rabbit. - Yes, winter is not an easy time for forest dwellers. Of course, some of the animals store food and go to bed for the whole winter, but hares do not make stocks. Bark and branches of aspens save us from hunger. And from the enemies - fast legs and white fur, which is not visible in the snow. After all, in the fall we change our coats. Our coat becomes thicker, fuller, and turns from silver-gray to completely white. - My fur coat also sheds in spring and autumn, but it does not change color, - said Puff.
Why don't rabbits change color? - Your fur coat is so fluffy, snow-white! Veta praised the rabbit hair. - Thank you! - Puffy thanked the hare, - my mistress likes her too. From fluff, she knits warm sweatshirts, scarves and hats. - and yet, tell me, Pufik, - Veta asked, - isn't it boring for you to sit alone in a cage? “No, I don’t think it’s boring,” answered the rabbit. The children and Dean's dog come to play with me. - Are you friends with a dog? - the hare was indescribably surprised. My advice to you is stay away from her. We always run away from dogs. As soon as I hear a dog barking in the forest, the frost is right on my skin! - Dina is an affectionate and kind dog. She comes along with the master's children and never harms me, she only smells me - that's all! But maybe, Veta, are you hungry? said the rabbit. – I can treat you with carrots and cabbage leaves. “Well, perhaps I won’t refuse a treat,” the hare agreed. The rabbit ran to the feeder and brought a large leaf of cabbage and some carrots. He slipped the treat through the cracks in the pen net, and Veta crunched the vegetables with pleasure. - Thank you, Puff, - she thanked the rabbit, - we had a nice time, but I have to go home. - Come visit me! Puff asked. - See you soon, Puff! Veta shouted and galloped off into the forest.
Why did the hare Veta run into the garden?
Who did Veta meet in the garden?
Where do hares live? Where do rabbits live? What do rabbits eat? Who takes care of the rabbits? What kind of food are they given? What enemies do rabbits have? Do rabbits have enemies?
Tell us in detail how the hare and the rabbit are similar and how they differ? “How a starling chose a house for himself” The children made birdhouses and hung them in the old park. In the spring, starlings arrived and were delighted - excellent apartments were presented to them by people. Soon a large and friendly family of starlings lived in one of the birdhouses. Dad, mom and four kids. Caring parents flew around the park all day long, catching caterpillars, midges and bringing them to voracious children. And curious starlings peeped out of the round window one by one and looked around in surprise. An unusual, alluring world opened up to them. The spring breeze rustled the green leaves of birches and maples, rocked the white caps of lush inflorescences of viburnum and mountain ash. When the chicks grew up and fledged, their parents began to teach them to fly. Three starlings were brave and capable. They quickly mastered the science of aeronautics. The fourth did not dare to get out of the house. The mother-starling decided to lure the baby with cunning. She brought a big appetizing caterpillar and showed a delicacy to a starling. The chick reached for a treat, and the mother moved away from him. Then the hungry son, clinging to the window with his paws, leaned out, could not resist and began to fall. He squealed in fright, but suddenly his wings opened, and the baby, making a circle, landed on its paws. Mom immediately flew up to her son and rewarded him with a delicious caterpillar for his courage. And everything would be fine, but just at that time the boy Ilyusha appeared on the path with his four-legged pet, the spaniel Garik. The dog noticed a chick on the ground, barked, ran up to the starling and touched it with its paw. Ilyusha screamed loudly, rushed to Garik and took him by the collar. The chick froze and closed its eyes in fear. - What to do? the boy thought. “We need to do something to help the chick!” Ilyusha took the little bird in his arms and carried it home. At home, dad carefully examined the chick and said: - The baby's wing is damaged. Now we need to treat the starling. I warned you, son, not to take Garik with you to the park in the spring.
Why shouldn't you take your dogs for a walk in the forest or park in spring? Several weeks passed and the little bird, who was named Gosha, got better and got used to people. He lived in the house all year, and the next spring people released Gosha into the wild. The starling sat on a branch and looked around. - Where will I live now? he thought. “I’ll fly into the forest and find myself a suitable house. In the forest, the starling noticed two cheerful finches that carried twigs and dry blades of grass in their beaks and made a nest for themselves. - Dear finches! he turned to the birds. - Can you tell me how I can find a place to live? - If you want, live in our house, and we will build a new one for ourselves, - the birds answered kindly. Gosha thanked the finches and occupied their nest. But it turned out to be too cramped and uncomfortable for such a large bird as a starling. - No! Your house, unfortunately, does not suit me! - said Gosha, said goodbye to the finches and flew on. In a pine forest, he saw a smart woodpecker in a colorful waistcoat and a red cap, which was hollowing out a hollow with a strong beak. - Good afternoon, uncle woodpecker! Gosha turned to him. - Tell me, is there a free house nearby? - How not to be! There is! - answered the woodpecker. - There on that pine tree there was my past hollow. If you like it, then you can live in it. The starling said, "Thank you!" and flew to the pine tree pointed to by the woodpecker. Gosha looked into the hollow and saw that it was already occupied by a friendly pair of tits. Nothing to do! And the birdhouse flew on. In a swamp near the river, a gray duck offered Gosha its nest, but it did not suit the starling either - after all, starlings do not build nests on the ground. The day was already drawing to a close when Gosha returned to the house where Ilyusha lived and sat down on a branch under the window. The boy noticed the starling, opened the window, and Gosha flew into the room. - Dad, - Ilyusha called his father. - Our Gosha is back! - If the starling returned, then he did not find a suitable house in the forest. We'll have to make a birdhouse for Gosha! Dad said. The next day, Ilyusha and dad made a beautiful little house with a round window for the starling and tied it to an old tall birch. Gaucher liked the house, he began to live in it and sing ringing cheerful songs in the morning.
Where did the starling family live?
Who taught the squirrels to fly?
How did the birdhouse manage to lure the indecisive chick out of the birdhouse?
What happened to the little bird on the ground? "Katya and the ladybug" This story happened to the girl Katya. On a summer afternoon, Katya, taking off her shoes, ran through a flowering meadow. The grass in the meadow was tall, fresh, and pleasantly tickled the girl's bare feet. And the meadow flowers smelled of mint and honey. Katya wanted to lie on the soft grasses and admire the clouds floating in the sky. Having accepted the stems, she lay down on the grass and immediately felt that someone was crawling on her palm. It was a small ladybug with a red lacquered back decorated with five black dots. Katya began to examine the red bug and suddenly heard a quiet, pleasant voice that said: - Girl, please don't crush the grass! If you want to run, frolic, then run better along the paths. - oh, who is it? Katya asked in surprise. - Who is talking to me? - It's me, ladybug! answered the same voice. Do ladybugs talk? The girl was even more surprised. - Yes, I can speak. But I speak only with children, and adults do not hear me! Ladybug replied. - Clear! – stretched Katya. - But tell me why you can’t run on the grass, because there is so much of it! the girl asked, looking around the wide meadow.
What do you think the ladybug answered - When you run on the grass, its stems break, the earth becomes too hard, does not let air and water through to the roots, and the plants die. In addition, the meadow is the home of many insects. You are big and we are small. When you ran across the meadow, the insects were very worried, an alarm was heard everywhere: “Attention, danger! Save yourself who can!” Ladybug explained. - Excuse me, please, - said the girl, - I understood everything, and I will only run along the paths. And then Katya noticed a beautiful butterfly. She fluttered cheerfully over the flowers, and then sat down on a blade of grass, folded her wings and ... disappeared. - Where did the butterfly go? – the girl was surprised. - She is here, but has become invisible to you. So butterflies are saved from enemies. I hope, Katyusha, that you are not going to catch butterflies and become an enemy? - Not! Not! Katya screamed and added: - I want to be a friend. - Well, that's right, - the ladybug noticed, - butterflies have a transparent proboscis, and through it, as if through a straw, they drink flower nectar. And, flying from flower to flower, butterflies carry pollen and pollinate plants. Believe me, Katya, flowers really need butterflies, bees and bumblebees - after all, these are pollinating insects. - Here's the bumblebee! - said the girl, noticing a large striped bumblebee on a pink clover head. You can't touch him! He can bite! - Certainly! Ladybug agreed. - The bumblebee and bees have a sharp poisonous sting. “And here is another bumblebee, only smaller,” the girl exclaimed. - No, Katyusha. This is not a bumblebee, but a wasp fly. It is colored in the same way as wasps and bumblebees, but it does not bite at all, and it does not have a sting. But the birds take her for an evil wasp and fly past. - Wow! What a cunning fly! Katya was surprised. “Yes, all insects are very cunning,” the ladybug said proudly. At this time, grasshoppers chirped merrily and loudly in the tall grass. - Who is this chirping? Katya asked. “These are grasshoppers,” the ladybug explained. - I would like to see a grasshopper! As if hearing the girl’s words, the grasshopper jumped high in the air, and its emerald back sparkled brightly. Katya extended her hand, and the grasshopper immediately fell into the thick grass. It was impossible to see him in the green thickets. - And the grasshopper is also a sly one! You will not find him in the green grass, like a black cat in a dark room, - the girl laughed. - Do you see the dragonfly? the ladybug asked Katya. – What can you say about her? - Very beautiful dragonfly! the girl replied. - Not only beautiful, but also useful! After all, dragonflies catch mosquitoes and flies right on the fly. Katya had a long conversation with the ladybug. She was carried away by the conversation and did not notice how evening had come. - Katya, where are you? The girl heard her mother's voice. She carefully put the ladybug on the chamomile, politely said goodbye to her: - Thank you, dear ladybug! I learned a lot of new and interesting things. “Come to the meadow more often, and I will tell you something else about its inhabitants,” the ladybug promised her.
Who did Katya meet in the meadow?
What did the ladybug ask Katya for?
What benefits do butterflies and bumblebees bring to plants?
Why are dragonflies useful? Why couldn't Katya see the grasshopper in the grass? How do insects escape from enemies? Try to explain how trees, flowers and insects are related?
Advice for parents
Topic: "Environmental education in the family"
Purpose: To give methodological recommendations on the formation of an ecological culture in the family, to help realize the need for personal participation in environmental activities, to introduce literature on the environmental education of children. The role of the educator: Help in the selection of literature, didactic games, give the necessary recommendations to solve this problem. Preparatory stage. 1. Reading the fairy tale “A fairy tale is a lie, but there is a hint in it” from the book. Ryzhovoy N.A. "Nature is our wealth." 2. Questioning of parents. 3. Acquaintance with literature, games on ecology. Plan: 1. Introduction. 2. Learn to be polite people. 3. Teach children to see the beauty of nature, enjoy its harmony. 4. Read and learn with your children. 5. Labor of children in nature. 1. Increasingly sounds in nature "SOS" - Stop! Change your mind! whisper to the man of the forest. - Don't bare the ground. Don't turn it into a desert. - Spare! - the earth echoes. You cut down trees. It robs me of moisture. I'm drying up, I'm getting old. Soon I will not be able to give birth to anything: neither cereal nor flower. - I know you have learned to fly to the stars. This is wonderful. But you need me on the flight too. I will always be with you. You cannot live without my bread, without my flowers.” This is how the Earth calls us for help, and you and I must protect it, save it. In addition, we must teach the child to do the same, because he will continue to live on it. Our task is to bring children to the understanding that all of us together and each individually are responsible for the Earth. 2. How to form a humane attitude towards nature in a child? First of all, through compassion, caring for those who need it, helping those in trouble (animals, plants). But one must start with oneself, because a child learns a lot thanks to the imitation of adults and, above all, his parents. Therefore, always remember that you are a polite and well-mannered person, but .... - A polite and well-mannered person will not allow cutting, disfiguring a birch trunk in spring in order to taste birch sap. - An educated person does not break branches of trees and bushes, does not tear armfuls of forest flowers. - We must not kick down unknown to us or even known poisonous mushrooms. Many of them are medicine for forest dwellers. - You should not catch and carry forest animals and birds into the house. - A polite person will not leave a dump behind. 3. It is necessary to be with children in nature as often as possible. Go with them to the forest, park. Children should be taught to see the beauty of nature, to understand it, to enjoy it, to convey their impressions in a word, a drawing. Children's attention to various objects of nature should be attracted with the help of questions, gestures, emotional speech, games, appeal to poetic images. The multifaceted world of nature awakens curiosity and interest in children. Encourages reflection and doubt. Impressions received in childhood from communication with nature are unusually sharp, they leave a mark for life. Plunging into this world, absorbing its sounds, smells, enjoying its harmony, the child improves as a person. It develops and strengthens the invaluable property of the human personality - observation. Everything he sees does not leave him indifferent, it raises a lot of questions - “what?”, “how?”, “why?”. 4. But very often parents, feeling their incompetence in this or that issue, get annoyed, brush off the “boring” questions of the child, and the result of such an attitude will not be slow to affect: not having time to grow stronger and develop, the child’s interest in nature will fade away. Think! Do not ruin good beginnings in a child's soul. Try to replenish your knowledge of nature and together with your child find answers to the questions that have arisen. 5. Do not remove children from caring for animals and plants. On the contrary, it is necessary to include children in practical activities that are feasible for their age. In the process of labor in nature, labor skills and environmental skills are improved. So, the role of the family in protecting nature is enormous. It is she who can instill in a child a love for nature, change the attitude towards it.
Sample questionnaire for parents.
1. Do you have animals, plants at home?
2. Who looks after them?
3. Do you involve your child in caring for animals and plants?
4. Do you trust your child to take care of an animal (plant) without your prompting?
5. If the child does something wrong. Your actions a) You do not pay attention b) Shout, for example, “do not tear”, “do not trample”, etc. c) do things differently
6. Do you read books about nature with your children?
7. Do you always do the right thing in relation to nature?
Ekaterina Mikheeva
ENVIRONMENTAL PROJECT
« EARTH IS OUR COMMON HOME»
Age: preparatory group No. 5
caregiver
View project: practical - research
Duration: 1 month
Environmental project« Earth is our common home»
Project: « Earth is our common home»
Age: preparatory group.
caregiver: Mikheeva Ekaterina Leonidovna
View project: practical - research.
Duration: 1 month.
Problem
Pedagogical diagnostics carried out at the beginning of the school year helped to identify some features of the development of children in our group. One of the educational areas that requires special pedagogical attention is the educational area "Cognitive Development".
The development of children in the group is very different from each other, children have different levels of cognitive interest. In the group there are children with high cognitive activity. And there are those who are more interested in toys and game moments. And it is in this part of the children that one of the most striking problems identified as a result of diagnostics is an insufficiently high cognitive interest in nature and the world around them. The forms of work with both of them cannot be the same, both because of the different level of development of children, and because of the difference in their interests. As part of direct educational activities in the educational field "Cognitive Development", in particular, solving the problems of developing horizons on the example of the topic project, to make sure that the children are all carried away, understand, comprehend this, and therefore the idea arose to give each child the opportunity to be in the role of a researcher, to learn something new himself.
Relevance
Planet Earth is our common home. Man and nature are one, indivisible. Despite all the achievements of modern civilization, a person cannot live without nature, it has everything necessary for life. Therefore, every person who lives on Earth, must carefully and carefully treat his home, preserving and protecting its values and wealth. This should be taught to children from an early age. It is at preschool age that the foundation of specific ideas about nature is laid, the foundations of ecological consciousness.
ecological the upbringing and education of children is an extremely urgent problem of the present time: only ecological outlook, ecological the culture of the people who live today earth people can lead the planet and humanity out of the catastrophic state in which they are now. ecological upbringing has a huge impact on the formation of personality - properly organized, systematically carried out in preschool educational institutions under the guidance of teachers (people who have a high ecological culture) has on her mental, moral, physical qualities, contributes to the development of logical thinking and speech. The world of nature is very diverse and fraught with great opportunities for the comprehensive development of children. Therefore, it is very important to think over the organization of training, walks, special observations. The educational value of nature on the development of preschoolers is very great: communicating with nature, children learn to love nature, observe, empathize, understand that both plants and animals are living beings. They breathe, drink water, grow, and most importantly. They feel pain like a human. Thinking about nature under the influence of an adult, preschoolers enrich their knowledge, feelings, they form the right attitude towards living things, the desire to create, not destroy.
I believe that it is from preschool age that conditions must be created for the full and timely development of the child, focusing on a variety of forms and methods and necessarily involving parents.
For the versatile development of children of the preparatory group, it is important to develop erudition, expand the boundaries of knowledge of the world around us, and form a planetary consciousness. It is possible to promote the development of cognitive activity, interest in the natural world through various forms of organization, various forms of educational activities for children.
Topic project great for in-depth exploration of children together with parents of the diversity of life on earth. Of course, the guiding role of the educator as a coordinator, a person who prompts and helps to find patterns and dependencies, will help to systematize the acquired knowledge.
It is better to know the world in a complex way, covering not only one side of it, but try to reveal to children the diversity of the world. This can be done by combining different areas of knowledge.
Conceptual Foundations
The rapidly changing life forces us to reconsider the role and importance of exploratory behavior in human life and exploratory teaching methods in the practice of mass education. With the beginning of the 21st century, it becomes more and more obvious that the skills and abilities of research search are required not only for those whose life is already connected or will be connected with scientific work, they are necessary for every person.
Research behavior is based on the mental need for search activity. It acts as a motive - an engine that starts and makes the mechanism of exploratory behavior work.
The child is by nature an explorer. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information are traditionally considered in pedagogy as the most important features of children's behavior. So, research, search activity is the natural state of the child. It is she who gives rise to exploratory behavior and creates the conditions for the mental development of the child to unfold as a process of self-development.
That is why every study conducted by a child with the support of parents will contribute to the development of independent thinking, help the child to form confidence in their own abilities, this is a kind of search and cognitive activity of a preschooler, aimed at the result that is obtained when solving a particular problem. The external result can be seen, comprehended, applied in real practice. The internal result - the experience of activity - becomes the invaluable asset of the child, combining knowledge, skills, and values.
All this allows you to educate an independent and responsible person, develop creativity and mental abilities, contribute to the development of purposefulness, perseverance, learn to communicate with peers and adults.
This method is based on a student-centered approach to children. After all, research topics are mainly born precisely from the interests of children.
Each study is unique, in each child can delve into the topic that interests him as much as his abilities and the interest that has arisen allow him. Research suggests using any improvised facilities: books and the Internet, adult knowledge, toys, pictures, etc.
Target project:
Formation in children and parents of a sense of belonging to all living things, a humane attitude towards the environment and the desire to take care of the conservation of nature.
Implementation of socially significant activities aimed at using the basic knowledge of preschoolers in ecological education in practical environmental activities, contributing to the development of interest in the conservation and enhancement of natural resources, spiritual and moral development of the individual.
Tasks project:
1. Educational:
To acquaint with the diversity of flora and fauna, with its significance for all life on the planet
Engage in conservation activities
Build research skills
Develop skills and abilities to work with natural materials
2. Educational:
Develop the ability to compare and analyze
Learn about our medicinal herbs
Develop basic knowledge and skills environmentally competent and safe behavior for nature and for the child himself.
Develop imagination, thinking in the process of observation, study of natural objects
Develop the ability to convey your feelings from communication with nature in drawings and crafts.
3. Educational:
To cultivate communication skills, independence, diligence, observation and curiosity towards all living things.
To educate a humane, emotionally positive, careful, caring attitude towards the natural world and the surrounding world as a whole, the natural heritage of our region.
To form an aesthetic perception of the surrounding world, environmentally good behavior in nature.
To develop the cognitive skills of children and parents in mastering the research methods of cognition of nature;
To educate in children an attentive, reasonable, careful attitude towards the natural environment of their region.
Members project: pupils of the preparatory group, parents of pupils, teachers.
Place of implementation project: Ivanovo region, Ivanovsky district, with. Novotalitsy Municipal Educational Institution Novotalitsy Secondary School Preschool Groups "Baby".
Creation of pedagogical conditions:
1. Creation of a developing environment.
2. Carrying out a systematic acquaintance with objects and inhabitants of nature, art. works,...
3. Attraction to parents' project: information stands, joint work competitions (drawings, crafts, consultations, participation in entertainment.
Implementation principles:
1. Relevance.
2. Consistency.
3. Availability.
4. Visibility.
Implementation stages project:
1. Preparatory work.
1. Choice and approval of the topic.
2. Definition of goals and objectives project.
3. Selection of information material, children's and scientific literature, illustrations, audio, video recordings, photographs.
4. Creation of a file cabinet of games
5. Drawing up a perspective - thematic plan.
6. Conducting a survey with parents
7. Providing conditions for holding project.
8. Implementation control project.
2. main stage.
1. Conducting conversations.
2. Familiarization of children with children's folklore, works of art by children's writers.
3. Acquaintance of children with folk, outdoor, didactic games.
4. Familiarization of children with samples of arts and crafts.
5. Organization of exhibitions.
6. View slides.
7 Learning songs, round dances.
8. Excursion.
3. Final stage.
1. presentation project
2. Handling the results of the implementation project.
3. Making additions, amendments.
Forms of work on implementation project:
observation and ecological excursions on the ecological path;
Creation of videos, presentations, slide shows;
Informative reading;
Competitions together with parents, KVN;
Laboratory (experiments and experiments) ;
Release ecological newspaper;
Environmental, mobile, didactic, simulation games, travel games.
ecological- educational holidays and entertainment.
Final exhibition of thematic works.
Expected results:
Increasing the level of knowledge on ecology in children;
Cultivate a love for nature (through direct communication with her, perception of her beauty and diversity)
Teach children to empathize with her troubles (through the perception of negative human activity)
To teach competently, to protect nature and fight for its preservation.
Improving the level of knowledge, ecological parental competence
Active participation of parents in ecological education of preschoolers.
Perspective - thematic plan.
Organized educational area Joint work of the educator and children Independent activity of children Joint work with parents
1 Week "House under a blue roof"
1. « Earth is our common home» FCCM Conversation
Goals: expand the idea of what Earth - common the home of all people and all living beings living next to a person;
Reading thin. liters:
I. Dragunsky « Land»
L. Kvitko "On the sand"
T. A. Shorygina "Wizard from Planet Omega",
"Our nurse- Land» . Experimenting with sand: the game "Dig up the clue"
Target: develop tactile-kinesthetic sensitivity, fine motor skills of hands, imagination, logical thinking, spatial orientation. Questionnaire on the topic « ecological education of preschoolers"
2. Did. games: "Where, what grows?"
Target: to activate children's knowledge about the place of growth of medicinal plants, fodder, vegetables, cereals.
Summer Safety Rules purpose: To form knowledge about safety rules in the summer (in the forest, in the country, on the water) .
The game is a journey "by hometown"
Target: to activate knowledge about the hometown (complex, learn to use molds of different sizes, form interest in studying native places. "Zoological Lotto", "Who lives where?", « Earth and solar system»
View pictures depicting dangerous situations that arise in the summer.
3. Drawing on a theme: "My planet - Land» Examining the illustrations albums:
"My native, green city"
"My blue planet- land» Planning ecological trail.
4. Music D/game "Summer in Music"
Target: to form the ability to determine the state of the weather corresponding to the season by the nature of the music, develop a sense of beauty, attention, figurative speech
5. Labor activity: caring for indoor plants, flowers in the flower bed. Watering and loosening plants. Labor landing "Let's make the kindergarten site beautiful"
7. Outdoor games: "Sun and Rain"
Target: develop orientation in space, attention, speed of reaction.
"Hunters and Beasts"
Examination of drawings according to the rules of life safety Photo exhibition: “There is no end to surprise when it is summer in nature”
8 Mind game "What where When?"
Target: Consolidate children's knowledge of nature; through an emotional attitude to form a steady interest in nature. Round table "Let's Save Our Nature"
2 weeks "Red Book"
9. "In the world of rare plants" FCCM Conversation: "Sea cows and the red book"
Goals: Reading thin. literature:
V. Peskov "Moose"
V. Tanasiychuk "Explosion Without Noise"
Experimenting with water: the game "Vegetables and fruits"
Target: distinguish between vegetables and fruits, develop attention and speed of reaction, dexterity. Reminder for parents environmental education.
10 Did. games: “Guess what plant?”
Target: clarify ideas about plants, learn to recognize them by description
"Tops, roots"
Target: develop the ability to correlate tops and roots of vegetable crops. "Lay out the pattern"
Target: develop the ability to lay out a pattern from natural material, imagination, a sense of rhythm, aesthetic taste, learn to combine different materials in a pattern.
N/A Lotto game "Vegetables and fruits"
Target: to consolidate children's knowledge about vegetables and fruits.
11 Drawing Drawing up an album of children's works "Green Pharmacy" "Medicinal Plants"
12 Music Learning a song "Don't pick flowers don't pick"
Listening to an audio recording "Sounds of nature"
13 Labor Weeding flower beds for seedlings in the garden.
14 Outdoor games: "Run to the named tree"
Target: consolidate children's knowledge of trees.
"Find yourself a mate"
15 Entertainment KVN "Connoisseurs of Nature" Examining the illustrations "How to behave in nature" ecological trail"Trees in Kindergarten"
3 week “Well, where they don’t litter”
16 "Purity on the Planet" FCCM
Conversation on the topic: “About garbage and what can be done to reduce garbage ....”
Goals: Reading thin. literature:
V. Bianchi "Forest Newspaper"
V. Tanasiychuk
"Acid Rain"
T. A. Shorygina "Spring" Experimenting with water: the game "What's at the bottom?"
Target: To develop tactile and motor sensations, the ability to examine an object in water. information stand "Human and nature"
17 Did. games: "Sea battle"
Target: consolidate the knowledge that paper objects do not sink, but get wet and soak.
"What do people do in summer?" Target: to form knowledge that in summer people have a lot work: in the country, in the fields, in the meadows, etc. "Seasons"
Target: to concretize children's knowledge about the seasons. Collection literature: poems, stories, proverbs, sayings about medicinal herbs.
18 Drawing "Rain and Plants in Summer" Painting environmental signs
19 Music by P. I. Tchaikovsky "Seasons"
Listening to an audio recording
"Sounds of the rain" Promotion "Let's clean the kindergarten from garbage"
20 Outdoor games: "Coast, sea, sails"
Target: develop speed of reaction, attention.
"The Frog and the Heron" Planning ecological trail.
21 Master class on the topic: "Bee" consideration album: "The Second Life of Abandoned Things" Collection of junk material for the competition. Competition "Crafts from waste material".
4 week « Ecological chains»
22 "Live Chains" FCCM
Conversation on the topic: « Ecology in the forest....»
Goals: expand children's ideas about trees, plants, animals, insects. reading thin literature:
T. A. Shorygina
"Rowan"
V. Peskov "Hospital under the pine tree" Experimenting with sand: "Make a Story"
Target: develop tactile - kinesthetic sensitivity, spatial orientation, imagination, coherent speech. Consultation on topic: "Educating Love for Nature"
23 Did. games: "What if…"
Target: develop thinking, imagination, update the experience of children, their knowledge.
"If I were a tree"
Target: consolidate children's knowledge about the structural features of trees. "Zoological Lotto"
Target: to systematize children's knowledge about animals and their habitat.
"Atelier of summer clothes"
Target: to form the ability to choose summer clothes from the proposed one, describe it, naming the details, the quality of the material, selecting it by color, type, use. Journey through ecological path"Plants in our garden"
24 Drawing “What good have I brought to the planet” Painting environmental signs exhibition: « environmental signs»
25 Music "It's called nature" Examination of illustrations of nature.
Listening to an audio recording "Sounds of nature"
26 Outdoor games: "Trees and Worms"
Target: consolidate children's knowledge about the relationship of plants, soil animals, soil.
"Hunters and Beasts"
27th Final exhibition of pupils' works on the topic « Earth is our common home» .
Applications:
planet layout « Land» - the result of the collective work of children and the teacher of group No. 5.
Insects and animals are created by the hands of the pupils of the preparatory group.
Children are looking at the layout of the globe with great interest.
Drawing on a theme "My planet Land»
The result of creativity of pupils of group No. 5.
The children completed their homework "Fine",
Topic "Our Amazing Planet"
Drawings of pupils of group No. 5 Kurbanova Nastya and Myasnikova Ksyusha on the topic « Environmental signs» .
Creative works by Andrey Smirnov and Sasha Kanaev on the theme « Environmental signs»
“Ecological project “Earth is our common home” Project: “Earth is our common home” Age: senior, preparatory group. Educator: Abdrakhmanova Gulnara ... "
Ecological project "Earth is our common home"
Project: "Earth is our common home"
Age: senior, preparatory group.
Educator: Abdrakhmanova Gulnara Sulaymanovna.
Type of project: practical - research.
Duration: 1 month.
Relevance:
Planet Earth is our common home. Man and nature are one, indivisible. Despite all the achievements of modern civilization, a person cannot live without nature, it has everything necessary for life. Therefore, every person who lives on Earth must carefully and carefully treat his home, preserving and protecting its values and wealth. This should be taught to children from an early age. It is at preschool age that the foundation of specific ideas about nature is laid, the foundations of ecological consciousness are formed.
Ecological upbringing and education of children is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of people living on earth today can lead the planet and humanity out of the catastrophic state in which they are now. Environmental education has a huge impact on the formation of personality - properly organized, systematically carried out in preschool educational institutions under the guidance of teachers (people who have a high environmental culture) has an impact on its mental, moral, physical qualities, contributes to the development of logical thinking and speech.
The world of nature is very diverse and fraught with great opportunities for the comprehensive development of children. Therefore, it is very important to think over the organization of training, walks, special observations. The educational value of nature for the development of preschoolers is very great: communicating with nature, children learn to love nature, observe, empathize, understand that both plants and animals are living beings. They breathe, drink water, grow, and most importantly. They feel pain like a human. Thinking about nature under the influence of an adult, preschoolers enrich their knowledge, feelings, they form the right attitude towards living things, the desire to create, not destroy.
I believe that it is from preschool age that conditions must be created for the full and timely development of the child, focusing on a variety of forms and methods and necessarily involving parents.
Objective of the project:
Implementation of socially significant activities aimed at using the basic knowledge of preschoolers in environmental education in practical environmental activities, contributing to the development of interest in the conservation and enhancement of natural resources, the spiritual and moral development of the individual, the formation of a sense of belonging to all living things.
Project objectives:
1. Educational:
To acquaint with the diversity of flora and fauna, with its significance for all life on the planet
Engage in conservation activities
Build research skills
Develop skills and abilities to work with natural materials
2. Developing:
Develop the ability to compare and analyze
Learn about our medicinal herbs
To develop the initial skills of environmentally competent and safe behavior for nature and for the child himself.
Develop imagination, thinking in the process of observation, study of natural objects
Develop the ability to convey your feelings from communication with nature in drawings and crafts.
3. Educational:
To cultivate communication skills, independence, diligence, observation and curiosity towards all living things.
To educate a humane, emotionally positive, careful, caring attitude towards the natural world and the surrounding world as a whole, the natural heritage of our region.
Project participants: pupils of the senior, preparatory group, parents of pupils, teachers of MBDOU No. 63, music worker.
Location of the project: Republic of Tatarstan, city of Naberezhnye Chelny, municipal budgetary preschool educational institution "kindergarten of a general developmental type with priority implementation of activities in the cognitive and speech direction of development of children No. 63 "Pearl"
Creation of pedagogical conditions:
1. Creation of a developing environment.
2. Carrying out a systematic acquaintance with objects and inhabitants of nature, art. works,...
3. Involving parents in the project: information stands, joint work competitions (drawings, crafts, consultations, participation in entertainment.
Implementation principles:
1. Relevance.
2. Consistency.
3. Availability.
4. Visibility.
Stages of project implementation:
1. preparatory work.
1. Choice and approval of the topic.
2. Definition of the goals and objectives of the project.
3. Selection of information material, children's and scientific literature, illustrations, audio, video recordings, photographs.
4. Creation of a file cabinet of games
5. Drawing up a perspective - thematic plan.
6. Conducting a survey with parents
7. Providing conditions for the project.
8. Implementation of control over the implementation of the project.
2. main stage.
1. Conducting conversations.
2. Familiarization of children with children's folklore, works of art by children's writers.
3. Acquaintance of children with folk, outdoor, didactic games.
4. Familiarization of children with samples of arts and crafts.
5. Organization of exhibitions.
6. View slides.
7 Learning songs, round dances.
8. Excursion.
3. Final stage.
1. presentation of the project at a meeting of the pedagogical council of MBDOU No. 63 "Pearl"
2. Processing the results of the project implementation.
3. Making additions, amendments.
4. Final entertainment with parents.
Forms of work on project implementation:
observations and ecological excursions on the ecological trail;
Creation of videos, presentations, slide shows;
Informative reading;
Competitions together with parents, KVN;
Laboratory (experiments and experiments); Issue of ecological newspaper;
Ecological, mobile, didactic, simulation games, travel games.
Eco-educational holidays and entertainment.
Final event.
Expected results:
Increasing the level of knowledge on ecology in children;
Cultivate love for nature (through direct communication with it, perception of its beauty and diversity)
Teach children to empathize with her troubles (through the perception of negative human activity)
To teach competently, to protect nature and fight for its preservation.
Improving the level of knowledge, environmental competence of parents
Active participation of parents in the environmental education of preschool children.
Perspective - thematic plan.
Organized educational area Joint work of the educator and children Independent activity of children Joint work with parents
1 week "House under a blue roof"
1. "Earth is our common home" FCCM Conversation
Objectives: to expand the idea that the Earth is a common home for all people and all living beings living next to a person;
Reading thin. liters:
Ya. Dragunsky "Earth"
L. Kvitko "On the sand"
T. A. Shorygina "The Wizard from the Planet Omega",
"Our breadwinner is the Earth." Experimenting with sand: the game "Dig out the clue"
Purpose: to develop tactile-kinesthetic sensitivity, fine motor skills of hands, imagination, logical thinking, spatial orientation. Questioning on the topic "Environmental education of preschoolers"
2. Did. games: “Where, what grows? »
Purpose: to activate children's knowledge about the place of growth of medicinal plants, fodder, vegetables, cereals.
"Safety rules in summer" goal: To form knowledge about safety rules in the summer (in the forest, in the country, on the water). The game is a journey "around your hometown"
Purpose: to activate knowledge about the hometown (complex, learn to use molds of different sizes, form interest in the study of native places. "Zoological Lotto", "Who lives where?", "Earth and solar system"
Construction of a panorama of the native complex
from sand.
View pictures depicting dangerous situations that arise in the summer.
3. Drawing On the pavement on the topic: “My planet is the Earth” Examining the illustrations of the albums:
"My native, green city"
"My blue planet-earth" Drawing up a plan for an ecological trail.
4. Music D / game "Summer in music"
Purpose: to form the ability to determine the state of the weather corresponding to the season by the nature of the music, to develop a sense of beauty, attention, figurative speech
Learning the song: "The sun has friends"
5. Labor Care for indoor plants, flowers in the flower bed. Watering and loosening plants. Labor landing "Let's make the kindergarten site beautiful"
7. Outdoor games: "Sun and rain"
Purpose: to develop orientation in space, attention, speed of reaction.
"Hunters and Beasts"
Examination of drawings according to the rules of life safety Photo exhibition: “There is no end to surprise when it is summer in nature”
8 Intellectual game “What, where, when? »
Purpose: To consolidate children's knowledge of nature; through an emotional attitude to form a steady interest in nature. Round table "Let's save our native nature"
2nd week "Red Book"
9. "In the world of rare plants" FCCM Conversation: "Sea cows and the Red Book"
V. Peskov "Moose"
V. Tanasiychuk "Explosion without noise"
Experimenting with water: the game "Vegetables and Fruits"
Purpose: to distinguish between vegetables and fruits, to develop attention and speed of reaction, dexterity. Reminder for parents on environmental education.
10 Did. games: “Guess what kind of plant? »
Purpose: to clarify ideas about plants, to learn to recognize them by description
"Tops, roots"
Purpose: to develop the ability to correlate tops and roots of vegetable crops. "Lay out the pattern"
Purpose: to develop the ability to lay out a pattern from natural material, imagination, a sense of rhythm, aesthetic taste, to learn to combine different materials in a pattern.
N / a game Lotto "Vegetables and Fruits"
Purpose: to consolidate children's knowledge about vegetables and fruits.
11 Drawing Compilation of an album of children's works "Green Pharmacy" "Medicinal Plants" Competition for the best sun hat made of paper
12 Music Learning the song "Do not tear the flowers do not tear"
13 Labor Weeding flower beds for seedlings in the garden.
14 Outdoor games: "Run to the named tree"
Purpose: to consolidate children's knowledge about trees.
"Find yourself a mate"
15 Entertainment KVN "Connoisseurs of nature" Examination of illustrations "How to behave in nature" Ecological trail "Trees in kindergarten"
Week 3 "It's good, where they don't litter"
16 "Purity on the planet" FCCM
Conversation on the topic: “About garbage and what can be done to reduce garbage ....”
Objectives: Reading thin. literature:
V. Bianchi "Forest Newspaper"
V. Tanasiychuk "Acid Rain"
T. A. Shorygina “Spring” Experimenting with water: the game “What is at the bottom? »
Purpose: To develop tactile and motor sensations, the ability to examine an object in water. Information stand "Man and Nature"
17 Did. games: "Sea battle"
Purpose: to consolidate the knowledge that paper objects do not sink, but get wet and soak.
What do people do in summer? » Purpose: to form knowledge that people have a lot of work in the summer: in the country, in the fields, in the meadows, etc. “Seasons”
Purpose: to concretize children's knowledge of the seasons. Collection of literature: poems, stories, proverbs, sayings about medicinal herbs.
18 Drawing "Rain and plants in summer" Drawing environmental signs
19 Music by P. I. Tchaikovsky “The Seasons”
Listening to an audio recording
"Noise of rain" Campaign "Let's clean the kindergarten from garbage"
20 Labor Work in the garden. Watering, loosening, weeding.
21 Outdoor games: "Coast, sea, sails"
Purpose: to develop speed of reaction, attention.
"Frog and Heron" Drawing up a plan for an ecological trail.
22 Master class on the topic: “Bee” Reviewing the album: “The second life of abandoned things” Collecting waste material for the competition. Competition "Crafts from waste material."
Week 4 "Ecological chains"
23 "Live chains" FCCM
Conversation on the topic: "Ecology in the forest ..."
Objectives: to expand children's ideas about trees, plants, animals, insects. Reading thin literature:
T. A. Shorygina
"Rowan"
V. Peskov "The hospital under a pine tree" Experimenting with sand: "Make up a story"
Purpose: to develop tactile - kinesthetic sensitivity, spatial orientation, imagination, coherent speech. Consultation on the topic: "Education of love for nature"
24 Did. games: “What will happen if ...” Purpose: to develop thinking, imagination, update the experience of children, their knowledge.
"If I were a tree"
Purpose: to consolidate children's knowledge about the structural features of trees. "Zoological Lotto"
Purpose: to systematize children's knowledge about animals and their habitat.
"Atelier of summer clothes"
Purpose: to form the ability to choose summer clothes from the proposed one, describe it, naming the details, the quality of the material, selecting it by color, type, use. Journey along the ecological path "Plants in our garden"
25 Drawing "What good have I brought to the planet" Drawing environmental signs Exhibition: "environmental signs"
26 Music “It's called nature” Examination of illustrations of nature.
Listening to the audio recording "Sounds of Nature"
27 Labor Watering, weeding, loosening flower beds. Group area cleaning. Joint activity "Vegetables and fruits on our table"
28 Outdoor games: "Trees and worms"
Purpose: to consolidate children's knowledge about the relationship of plants, soil animals, soil.
"Hunters and Beasts"
29 Final entertainment “Nature is our home” Involvement in the preparation of the final entertainment.
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