Ecological lesson in the 2nd younger group. Features of ecological education in younger groups. Card file of games for classes in ecology
DEPARTMENT OF EDUCATION
ADMINISTRATION OF THE CITY OF KHARTSYZSK
METHODOLOGY ROOM
PRESCHOOL EDUCATIONAL INSTITUTION №12
ROMASHKA, ILOVAYSK
DONETSK PEOPLE'S REPUBLIC
AGREED APPROVED
Minutes of the meeting of the Methodological Minutes of the meeting of the pedagogical
Council of the Board of Education of the Council of Preschool
administration of the city of Khartsyzsk educational institution No. 12
"Chamomile" Ilovaisk
Donetsk People's Republic Donetsk People's Republic
dated __________ No. ___ dated __________ No. ___
Program
work of the profile group
"Enter Nature with a Friend"
junior preschool age
for 2016-2017
(number of hours 8.5 or 34 lessons)
Ilovaisk
2016
REVIEW
" Peace, surrounding the child- this is, first of all, the world of nature, with an unlimited wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of the child's mind” V. Sukhomlinsky.
The connections of a person with the surrounding people, with the surrounding nature and with the surrounding objects are constantly being rebuilt. In this regard, the problem environmental education preschoolers acquires special urgency and relevance. Introducing children to ecological culture must begin from childhood, since at this age it is easiest to introduce children to nature, teach them to love and protect nature
To form the ecological consciousness of preschoolers, a profile program "Enter Nature with a Friend" was developed. Through the program, children learn to observe changes in nature and draw conclusions; enrich their stock of knowledge with new knowledge about natural phenomena; they also have a careful attitude to nature, a desire to know more and develop figurative and concrete thinking, visual and auditory memory, speech, attention, perception.
The program "Enter into nature with a friend" involves the formation in children of conscious right attitude to natural phenomena and objects that surround them, with which they get acquainted in preschool childhood.Teaching, developmental and educational tasks correspond to the achievement common purpose programs.
Each structural component of the program logically, consistently reveals the idea and view of the modern environmental education of children, which should be aimed at shaping the desire in children not only to learn about the surrounding nature, but also to be active in improving and preserving the natural environment, promoting environmental knowledge.
The program reveals a specific technology of environmental education younger preschoolers in a kindergarten, planning work with children throughout school year by months and weeks. The material of this programbuilt with age features preschoolers 3-4 years old and designed for 1 year. The structure of the program provides classes in ecology in 2 junior group from September to May, 1 lesson per week lasting 15 minutes in the morning. And experimental - research activities in the afternoon.
Thus, profile educational program environmental orientation can be recommended for use in the system additional education children.
Head of preschool educational institution No. 12 O.N. Mandra
EXPLANATORY NOTE
The program has an environmental focus, which is determined by particular relevance environmental education v modern conditions. Aggravation environmental problem dictates the need for intensive educational work on the formation of environmental consciousness in children, a culture of environmental management. This work begins in kindergarten, the first link in the lifelong education system.
preschool childhood – First stage formation of a person's personality, his value orientation in the world around him. During this period, laid positive attitude to nature, to the “man-made world”, to oneself and the people around.
The main content of environmental education is the formation in the child of a consciously correct attitude to natural phenomena and objects that surround him and with which he gets acquainted in preschool childhood.
The content of the program was based on the main general education program preschool education"From Birth to School" andprograms of Nikolaev S. N. "Young ecologist"
RELEVANCE
The formation of a humane attitude towards nature is the main task of environmental education, which is realized through the development in children of compassion, empathy and sympathy for all living beings on the planet. Man is a part of nature, but often it is he who provides pernicious influence on the the world. The formation of an active position as a “protector and friend” of the natural world is the basis for education ecological culture preschoolers. Children are especially impressionable and responsive, therefore they are actively involved in all measures to protect those who need it. It is important to show children that people take a stronger position in relation to the natural world (for example, plants will wither without watering, birds will die from the cold without food in winter). Therefore, we should make every effort to ensure that all life on earth develops and brings joy (for example, the morning singing of birds under the window will please those who fed them in winter, and a blooming flower on the window will please those who watered it).
The knowledge gained about the world around us should be supported by practical activities and good examples for the children to see positive result their activities and had a desire to improve their achievements.
The problem of environmental education is currently worrying everyone. The interaction of man and nature, as well as the interaction of society on environment became very acute and took on a huge scale.
The exacerbation of the environmental problem dictates the need for intensive educational work on the formation of environmental consciousness in children.
Purpose of the program - the formation in children of a consciously correct attitude to natural phenomena and objects that surround them, and with which they get acquainted in preschool childhood.
The objectives of the program are:
1. Educational: expand and generalize children's knowledge about the natural world.
2. Developing: develop common cognitive abilities: the ability to observe, describe, make assumptions and propose ways to test them, find cause and effect relationships.
3. Educational: formation of ecological child's culture,
education of a spiritually rich person.
Main directions. :
1. Educational and entertainment direction aims to introduce children to the components of living and inanimate nature, the impact of human activity on these components in a playful entertaining way.
2. Practical direction - the study of flora and fauna associated with practical matters (eg planting gardens, etc.).
3.Research direction carried out within the framework productive activity(observations, experiments).
Methods used to implement the program:
observations;
showing fairy tales (teacher, children);
viewing book illustrations, reproductions;
conducting didactic games;
Verbal Methods:
reading literary works;
conversations with elements of dialogue, summarizing the stories of the educator.
conducting a variety of games (sedentary, plot-role-playing, didactic, etc.);
guessing riddles;
conducting quizzes and competitions.
Practical Methods
organization of productive activities of children;
design of a herbarium of plants, fruits;
staging fairy tales, excerpts from literary works;
production of visual aids with children.
Expected results of interaction with children:
1.Develop in children ecological views about plants and animals in nature, highlight characteristics.
2. To consolidate knowledge about various objects of living inanimate nature, to show its relationship with the outside world.
3. Make the communication of the child with nature safe for the child and nature itself.
4. To form feelings of closeness to nature and empathy for all living things,helping each other, caring, benevolent attitude towards nature, manifestation of creativity.
5. Must know and follow the elementary rules of behavior in nature (method secure interaction with plants and animals).
6. Showing interest, kindness to natural phenomena and objects;
Educational - thematic plan programs
Diagnosis of knowledge and skills of children.
Goodbye, Summer. Flowers in the flowerbed
Inanimate nature in autumn
Autumn has come: leaf fall
Vegetables fruits
October
Golden autumn: Trees and shrubs in autumn
Plants corner of nature
Mushrooms, berries
Migratory birds
November
Purr Cat and his friends
Late fall
Who lives in the forest
December
Birds in winter
Vodichka-vodichka
Christmas tree - green needle
January
winter sorceress
Secrets of the Snowman
Miracle bubbles
February
Life on the windowsill
Life under the snow
Pets and Cubs
Winter's end
March
Spring in inanimate nature»
Around the water
Secrets of clay and sand
I am human
April
About plants in spring
indoor flowers
Children of nature: flowers
May
Late spring
Insects are little helpers
Miracle - vegetable garden
Take care of the living!
Monitoring of knowledge and skills
SEPTEMBER
"Goodbye, Summer. Flowers in the flower bed»
Target: To summarize the knowledge of children about summer, to summarize the past season. Acquaintance with the flowers growing in the flower beds of the kindergarten site. To acquaint children with the structure of a flower: stem, leaves, flowers, has a smell. Learn to compare garden flowers: aster, calendula. Cultivate respect for plants.
"Inanimate nature in autumn"
Target: To form the concept that life on earth needs the sun, air, water, soil. Learn to see the amazing, interesting in the world around us, revealing the cause-and-effect relationship between the observed
"Autumn has come: leaf fall"
Target: Show children that nature is beautiful in all seasons. Explain that nothing happens in nature by chance: plants need fallen leaves in winter and autumn on earth. To teach children to notice the mood prevailing in nature and display it in colors. To develop children's interest in all living things, in nature in all its manifestations. Create conditions for observing living objects, natural phenomena.
"Vegetables fruits"
Target: Learn to name and distinguish by taste, color, shape and size 2-3 types of vegetables and fruits. Expand your understanding of growing vegetables.
1. "Find out what kind of water"
Target:
identify the properties of water (transparent, odorless, fluid, substances dissolve in it).
2. "Games with fans and sultans"
Target:
introduce children to one of the properties of air - movement; air movement is wind.
3. "Let's play with the sun" Target: determine which objects heat up better (light or dark), where it happens faster (in the sun or in the shade).
4. "Properties of sand"
Target:
to acquaint with the properties of sand (consists of grains of sand, loose, fine, easily crumbles, passes water, traces remain on the sand, sticks together, wet is darker than dry.
OCTOBER
Golden Autumn: "Trees and Shrubs in Autumn"
Target. To introduce children to trees and shrubs (birch, mountain ash, maple, wild rose), where they grow, why they are needed. Learn to find and name the trunk, branches, leaves, root. To form the desire and ability to protect trees and shrubs.
"Plants of the corner of nature"
Target. Expand children's ideas about indoor flowers (ficus). Exercise in the ability to describe a plant, compare with friends (geranium). Give the concept that plants, as living beings, need to be created necessary conditions, introduce different ways plant care. Cultivate respect for plants. Willingness to help take care of them.
"Mushrooms, berries"
Target. Describe the concept of mushrooms and berries. To teach children to distinguish edible mushrooms from inedible ones, to give knowledge that edible mushrooms can be eaten only after processing (cooking, salting). Fix the rules safe behavior in nature.
"Migratory birds"
Target. Introduce children to migratory birds (geese, ducks, cranes). To expand the knowledge of children about the life of birds, about their habits, nutrition. To cultivate sympathy, empathy for children in relation to our smaller brothers.
Experimental research activity
1. "Wonderful bag"
Target:
Learn about the sense organs and their purpose.
2. "Let's play with the wind"
Target:
detect the movement of air in nature.
3. "What's in the box"
Target:
introduce the meaning of light, with light sources (sun, flashlight, candle, lamp), show that light does not pass through opaque objects.
4. "Why is it dirty in autumn"
Target:
Understand that soil is permeable to water.
NOVEMBER
"Cat Purr and his friends"
Target: To give an initial idea of pets and birds, skills, what they eat, what benefits they bring. instill good feelings to pets. Cultivate a caring attitude towards our smaller brothers.
"Late fall"
Target: Expand children's knowledge about autumn, clarify signs late autumn. To consolidate knowledge about the adaptability of plants to changes in the environment. Learn to identify and name the state of the weather.
"Gold fish"
Target: Introduce children to some fish names. Learn to name the veiltail, to distinguish it from a goldfish. Develop the ability to see the characteristic signs of fish. Raise the desire to care for the fish.
Who lives in the forest
Target: Give an initial idea of wild animals (hare, bear, fox, wolf). Learn to see and name distinctive features appearance. Encourage the desire to learn more about them.
Experimental research activity
1. "Magic planks"
Target:
determine with the help of fingers the shape, structure of the surface.
2. "Light - heavy"
Target:
show that objects are light and heavy, teach how to determine the weight of objects and group objects by weight.
3. "Find by sound"
Target:
to identify and distinguish between the emitted noise sounds.
4. "Clay, its qualities and properties"
Target:
teach to recognize objects made of clay, determine the quality of clay (softness, plasticity, degree of strength) and properties (crumples, beats, soaks).
DECEMBER
"Birds in Winter"
Target . Give elementary representations about the life of birds in winter, to arouse the desire to provide the birds with all possible assistance. To consolidate the ideas of children about the intended purpose and function of some items of winter clothing.To cultivate sympathy, empathy for children in relation to our smaller brothers. To form a desire to feed the birds in winter.
"Vodichka-vodichka"
Target. Give basic ideas about the properties of water. Lead the children to the conclusion that water is necessary for all living things. Learn about the process of turning water into ice and snow into water.
"Herringbone - green needle"
Target. Showconiferous treesv winter period. Draw the attention of children tohoneycomb trees in winter dressing.Cultivate carefulrelation to trees and bushestarniks. Form emotionsnatural responsiveness to communication with living beings
Experimental research activity
1. "Hot-cold"
Target:
learn to determine the temperature of substances and objects.
2. "Wonderful bag"
Target:
introduce objects that conduct heat; determine the hardest object by touch.
3. "Water coloring"
Target:
find out the properties of water (water is transparent, but can change its color when colored substances dissolve in it).
4. "Snow, what is it like?"
Target:
introduce the properties of snow during a snowfall (white, fluffy, cold, sticky, melts in heat).
JANUARY
"Sorceress Winter"
Target. To expand children's knowledge of winter natural phenomena. Show children the connection between animate and inanimate nature. Cultivate an interest in all living things.
"Secrets of the Snowman"
Target. Describe the properties of snow. To bring children to the understanding that snow melts from exposure to any source (light) of heat
"Wonder Bubbles"
Target. Introduce the concept of "air" and its properties (transparent, light, odorless), role in human life. Show the children that air cannot be seen.
Experimental research activity
1. "Games with straws"
Target:
to give an idea that people breathe air by inhaling it with their lungs; the air can be felt and seen.
2. “Snow. What is he?
Target:
introduce the properties of snow in frosty weather (cold, shiny, sparkling, crumbly, poorly molded)
3. "How to get water from snow"
Purpose: to form the simplest ideas about the properties of snow (melts in heat).
4. "How to turn water into ice"
Target:
introduce the properties of water (it turns into ice at low temperatures).
FEBRUARY
"Life on the Windowsill"
Target. Expand children's ideas about indoor plants. To consolidate the ability to water plants from a watering can. Learn to wipe the leaves with a damp cloth. Maintain interest in indoor plants and the desire to care for them. To evoke a feeling of gratitude for houseplants.
"Life Under the Snow"
Target. Continue to form the simplest connections between seasonal changes in nature. To develop interest in all living things, the ability to enjoy the winter season. Cultivate a benevolent, cautious attitude towards all living things.
"Pets and Cubs"
Target. Continue introducing pets and their babies. Learn how to properly handle pets. Build a caring relationship with pets
"Winter's End"
Target. Continue to acquaint children with seasonal changes in nature. Give an idea that February - last month winters. Strengthen children's knowledge of inanimate nature. Form desirehelp birds in winterperiod.
Experimental research activity
1. "Making colored ice cubes"
Target:
introduce one of the properties of water.
2. "Frost and snow" Target: consolidate knowledge about the properties of snow depending on air temperature.
3. "Properties of ice"
Target:
introduce the properties of ice (ice is solid water, ice melts in heat), learn to establish the simplest patterns.
4. "The wind walks on the sea" Target: to acquaint children with such a natural phenomenon as the wind, to teach to distinguish its strength.
MARCH
"Spring in inanimate nature"
Target. Show the features of the spring sky.
Show that springrain can be different.To form elementary ideas about the simplest connections in nature. To bring up a joyful, caring attitude of children to the awakening nature.
"Water all around"
Target. Strengthen children's knowledge about the properties of water. Teach children to conserve tap water. Give an idea of what to get clean water it takes a lot of effort and money. Teach children not to pour water unnecessarily and to tightly close the faucet.
"Secrets of Clay and Sand"
Target. To acquaint with the property and quality of sand, clay. Create conditions for their detection. Learn to draw logical conclusions. On the own experience to convince children of changes in soil properties, to show children the permeability of sand and clay. To form in children the concept of ecological culture in relation to the surrounding world of inanimate nature
"I am human"
Target. To acquaint with the human body, its structure. Give an idea of the sense organs, their protection and purpose. Develop sensory sensitivity of different senses. To instill in children a sense of unity with nature.
Experimental research activity
1. "Floats-sinks"
Target:
teach children to identify light and heavy objects (some remain on the surface of the water, others sink)
2. "Paper, its qualities and properties"
Target:
teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).
3. "Planting an onion"
Target:
clarify ideas about the bulb, show the need for light and water for the growth and development of plants.
4. "Float will not float"
Purpose: to develop an idea of the weight of objects.
APRIL
"About plants in spring"
Target. Show changes, prooutgoing with trees in veautumn period. To consolidate the idea of \u200b\u200bbushes. Develop skills and abilities in planting vegetables. Form desireadmire the appearedlena grass and primroses.
"In the Spring Forest"
Target. Familiarize yourself with the characteristicmi features of springweather. Expand beforestatements about forest plantsspring. To acquaint children with the peculiarities of the life of wild animals in spring period care for offspring. To cultivate a desire to help the weak defenseless, to take care of nature.
"Indoor Flowers"
Target. Arouse interest in children in the implementation of the simplest individual assignments. To form a desire to help an adult in caring for indoor plants. Teach children to judge when to water plants. Cultivate respect for plants.
"Children of Nature: Flowers"
Target. Give the concept to children about primroses, teach and identify by description. Learn to find the connection between flowers and insects. Enrich children's active vocabulary. Cultivate the ability to love natural phenomena, love flora.
Experimental research activity
1. "Hello, sunny bunny"
Target:
to give an idea that a "sunbeam" is a ray of sunlight reflected from a mirror surface.
2. "Birch branch"
Target:
observe the appearance of leaves on branches placed in water.
3. "Wood, its qualities and properties"
Target:
learn to recognize objects made of wood, determine its quality (hardness, surface structure; thickness, degree of strength) and properties (cut, burn, do not break, do not sink in water).
4. "What's in the package"
Target:
give children the idea that the air is around us, it can be cold, warm, humid.
MAY
"Late spring"
Target. To consolidate the knowledge of children about spring, about what changes have occurred in nature: trees are living creatures, in which buds awaken from the heat in spring, leaves bloom. Remind that a tree is a home for insects, birds. To expand the knowledge of children about herbaceous plants (they live in the ground, there is a root, leaves). Cultivate respect for the natural world.
"Insects are little helpers"
Target. Bring children to the understanding that all insects are alive: they breathe, move, eat. Show the distinguishing features of insects. Form a desire to observe them. Educate with preschoolers good relations to the natural world.
"Miracle Garden"
Target. Describe plant seeds. To form the skill of planting peas and beans. To consolidate the ability to loosen the earth, knowledge of the names of garden tools. Raise interest and desire to care for flowers and plants.
"Take care of the living!"
Target. Talk about how people help nature. Remember how they helped her. To cultivate a desire to help the weak and defenseless, to take care of nature.
Experimental research activity
1. "Hide the button"
Target:
contribute to the accumulation of ideas about the properties of water (liquid, transparent, colorless), water changes color.
2. "Pies for the Bear"
Target:
expand knowledge about the properties of sand, develop the ability to handle it, compare, draw conclusions.
3. "Comparison of sand, soil and clay"
Target:
Learn about the properties of sand, soil and clay.
4. "Fabric, its qualities and properties"
Target:
learn to recognize things from fabric, determine its quality (thickness, degree of strength, softness) and properties (crumples, cuts, tears, gets wet, burns).
Literature:
Aksenova, Z.F. Enter nature as a friend. Ecological education of preschool children. - Moscow: TC Sphere, 2011. - 128 p. - (Library of the educator).
Andrienko, N.K. Game in environmental education of preschoolers // Preschool Pedagogy. - 2007. - No. 1.- P.10-12.
Berestneva, N.P. Ecological classes with the use of TRIZ and RTV elements // Child in kindergarten. - 2006. - No. 1. - P. 48-52.
Kovinko, L.V. Secrets of nature - it's so interesting! - Moscow: Linka-Press, 2004.
Nikolaeva S. N. Theory and methodology of environmental education for preschoolers: textbook. allowance for students. medium institutions. prof. education / S. N. Nikolaeva. - 7th ed., Rev. and additional - M .: Publishing Center "Academy", 2013.-631 /
Nikolaeva S. N. Young ecologist. The system of work in the younger group of kindergarten. To work with children 2-4 years old. - M. : MOSAIC-SYNTHESIS, 2010 -80 p.
From birth to school. Standard educational program of preschool education / comp. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Slave N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E. .AND. ; DIPPO. – Donetsk: 2015.
Lopatina, A.A. Tales of Mother Earth. Ecological education through fairy tales, poems and creative tasks/ A. A. Lopatina, M. V. Skrebtsov. - 2nd ed. - Moscow: Amrita-Rus, 2008. - 256 p. - (Education andcreation).
ANNEX 1
Diagnostics for the program "Enter nature with a friend"
1. Name and show the animals in the picture (2-3 types of domestic and wild)
2. Say the name of the cub of a cow, sheep, fox, etc.
3. Name and show the birds in the picture (2 types)
4. Show where the bird has a beak, wings, etc.
5. What do they feed the birds in winter?
6. Name and show the fish that live in the aquarium
7. Name and show a tree, bush, flower, grass
8. Show the tree trunk, branches and leaves
9. Find out what tree this leaf is from? (2-3 types)
10. Find out, name the plant by flower (2 types of garden flowers)
11. Show the stem, leaf, flower.
12. Name and show vegetables, fruits, berries (2-3 types each)
13. Name and show a houseplant that is in your corner of nature (2-3 types)
14. Name (show in the picture) what time of year it is
15. Dress the doll according to the weather and season
Assessment of knowledge:
1 point - the child did not answer
2 points - the child answered with the help of the teacher
3 points - the child answered correctly, independently.
Calculation of results:
15 - 22 points - low level
23 - 35 - average level
36 - 45 - high level
Second Junior Group No. _____
Abstract of the lesson on ecology
in the second junior group
on the topic "Traveling in winter"
Target:
To develop in children a cognitive interest in the life of the forest and its inhabitants.
Tasks:
Contribute to the deepening and generalization of children's knowledge about wild animals, birds, trees, fish;
Expand ideas about the forest and its inhabitants;
Continue to introduce characteristic features time of year;
To introduce the properties of ice and snow;
Continue to learn to understand and use words denoting the ratio of objects in size: wide - narrow, high - low.
Develop memory, coherent speech, the ability to analyze, draw conclusions;
Develop the ability to listen to each other.
To educate children's interest in the life of the forest, the ability to behave in the forest;
To cultivate love, respect for nature, to show care and attention to all living things, to form goodwill.
Preliminary work:
Examination of visual and didactic aids depicting wild animals, trees, birds, examination of the album "Seasons";
Conversations about winter, reading poems about winter, riddles about birds, animals;
Reading fairy tales about animals;
Didactic games "Wild Animals", "Birds", "Animal World";
Working with parents - we made feeders together with the children;
Birds were fed during the walk.
Equipment, material:
Path (2 cords = 2 meters), river (fabric white color, canvas cloth blue color, plastic fish 5 pieces), artificial Christmas tree, birch branch, cotton wool, bear den (white fabric, chairs, bear toy), snowdrift (white cloth), feeders (according to the number of children), food (sunflower seeds, millet), forest laboratory (2 tables, cloth sand color, white cloth), ice, snow, trays of 7 pieces, cloth napkins according to the number of children, tape recorder, red cardboard, soundtrack “Howl of the wind”.
Lesson progress.
caregiver. Guys, do you want to go to winter forest?
Children. Yes, we do.
caregiver. Tell me, please, what time of year is it?
Children. Winter.
caregiver. How did you know it was winter?
Children. It is cold outside, there is a lot of snow, the sun is shining, but it is not warm, the trees are bare, there are no leaves, they are dressed in warm clothes(fur coat, felt boots, warm hat, mittens, warm pants), you can go sledding, skiing, skating.
caregiver. Well done boys. To get into the forest, we need to go along the road. The road lies ahead of us. What is its width?
Children. Wide.
Children walk in pairs along the road.
caregiver. Here we are together on the road. See where this road has taken us?
Children. To the river.
caregiver. That's right, we went to the river. In winter, the river freezes and is covered with ice. Who is under the ice?
Children. A fish.
caregiver. Fish do not freeze in winter, they fall asleep. And when spring comes, the ice melts and turns into water, the fish begins to swim again. What do you think, is it cold under the ice?
Children. Cold.
caregiver. The whole body of the fish, and the head, and fins, everything is asleep, it does not feel cold.
caregiver. To get to the forest, we need to cross the river on the bridge. What a beautiful bridge. We have to cross the river over the bridge. What is its width?
Children. Narrow.
caregiver. Well done. In order not to fall into the river, let's grab the railing with one hand and cross the bridge to the other side.
Children walk across the bridge.
caregiver. Guys, we came to the forest. Look what a beautiful winter forest.
It is covered in white snow. Enchantress Winter
Bewitched, the forest stands, And under the snowy fringe,
Motionless, mute, Wonderful life he shines.
And he stands, bewitched, Not dead and not alive -
Magically enchanted by sleep, All entangled, all chained
With a light downy chain ... (A bear snores).
caregiver. And who is snoring? Listen.
Children. Bear.
caregiver. Right. What does a bear do in winter?
Children. Sleeping in his lair.
caregiver. What other animals that live in the forest do you know?
Children. Hare, fox, squirrel, wolf.
caregiver. Bear, hare, squirrel, wolf, fox live in the forest. What is the name of the animals that live in the forest?
Children. Wild.
caregiver. Well done. And what migratory birds you know?
Children. Tits, bullfinches.
caregiver. That's right, tits, bullfinches fly to us.
The howl of the wind is heard, the Mistress of the Forest enters.
The mistress of the forest. Hello guys!
Children. Hello.
mistress of the forest. My name is the Lady of the Forest. I heard someone's voices in the forest and came to see who is making noise here?
caregiver. The guys will be quiet, they will not make noise. Mistress of the forest, the children and I brought gifts. These are bird feeders. They were made by children with their moms and dads. We also brought food with us to feed the birds in the forest. It's winter now, the birds have nothing to eat. And the worst thing for them is hunger. (Children give feeders and food to the Mistress of the Forest).
mistress of the forest. Thanks, well done guys. What kind beautiful feeders you did together with dads and moms. I will hang feeders on the trees and fill them with food, our birds will not go hungry. And now I want to remind you of rules of conduct in the forest .
If you came to the forest to walk, Breathe fresh air,
Run, jump and play, Just mind you, don't forget
That you can’t make noise in the forest: Even sing very loudly.
The little animals will be frightened, They will run away from the forest edge.
Do not break oak branches, Never forget.
Here you do not need to catch everyone, Stomp, clap, beat with a stick.
You are just a guest in the forest. Here the owner is oak and elk.
Take care of their peace, After all, they are not our enemies!
caregiver. Mistress of the forest, we will definitely remember these rules.
mistress of the forest a. Look how many trees are around: spruce, birch. My forest is called mixed, because here they grow mixed different trees. Trees are both low and high. Do you know the names of the trees? What is the name of this tree?
Children. Birch.
The mistress of the forest. What does a birch have?
Children. Trunk, branches.
mistress of the forest. Birch is a tall tree. And what kind of tree is it, strewn with white snow?
Children. Christmas tree...
mistress of the forest. What does the tree have?
Children. Trunk, branches, needles.
The mistress of the forest. You know everything. In my forest Fresh air. Let's breathe together. (Children do a breathing exercise).
Breathing exercise
1. Deep breath through the nose. Exhale through the mouth, lips with a tube. (3 times)
2. Hands behind the back, chest forward, back straight, head up. Inhale through your mouth. Exhale through the nose. (3 times)
The mistress of the forest. Well done, get some rest. And now I invite you to my forest laboratory. We will be experimenting with you.
Experience in determining the transparency of snow and ice
Experience progress:
In front of the children there is one tray with ice and another with snow. First, consider the snow with the children.
The mistress of the forest. What does snow look like and feel like? Touch it and take a look.
Children. Cold, wet, white.
mistress of the forest. Well done. What ice? Reach out to him.
Children. Cold, wet.
The mistress of the forest. Okay. And now I will put a red sheet of paper under a piece of ice and a lump of snow. What did you see under the snowball?
Children. Nothing.
mistress of the forest. So the snow is not transparent. What did you see under the piece of ice?
Children. Red paper.
The mistress of the forest. We will conclude that ice is transparent.
caregiver. Today we learned about the properties of ice and snow. From our experience we see that ice is transparent and snow is opaque.
We learned a lot at your place, Mistress of the Forest, thank you. Something we are very cold, it's time for us to return.
mistress of the forest. Since you are so cold, I will help you to find yourself in kindergarten faster. I will blow, and the wind will carry you to the kindergarten. (Children sit on chairs).
caregiver. How happy we are to be in kindergarten. It is very warm, bright and comfortable here.
Lesson analysis.
Where did we go with you today?
What did you see along the way?
Who met in the forest?
Katya, what did you like the most?
How about you Daniel?
Educator. Well done boys. Today we went to the forest: we walked along a wide road, along a narrow bridge, saw a bear's lair, we met the Mistress of the Forest, we learned from experience that ice is transparent, and snow is opaque. Our lesson is over.
Publication date: 02/27/17
Abstract of the lesson on ecology in the second junior group
« wintering birds»
Target: Consolidate knowledge of the characteristic distinctive features birds. Tasks:
To form knowledge about wintering birds.
Develop speech activity, to develop coherent speech skills.
Teach the ability to solve riddles, develop creative thinking.
Develop visual attention, memory.
To cultivate a kind, caring attitude towards nature, to develop an interest in the life of birds.
preliminary work: Birdwatching while walking; reading fiction: T. Nuzhina "Sparrows", "Swallow" and others; viewing illustrations; didactic games“Name the bird that is gone”, “Guess what our house is”, “Guess from the description; mobile games "Sparrows and car".
Material: bear mask, chest, pictures of birds, soundtrack, bird food, feeder.
Lesson progress:
Children: Birds are singing.
Will bring up: Right. There are a lot of birds here and they all sing at the same time. Let's try to find out some of them. I have magic chest. I will give you riddles, and you will try to guess who I am talking about. If you correctly guess riddles from the chest, a bird will fly out.
I've been catching bugs all day
I eat worms.
I do not fly to a warm land,
I live here under the roof
Chick-chirp! Don't be shy
I am experienced ... (sparrow)
Children: answers
(The teacher pulls out a picture of a bird sparrow and attaches it to a branch)
Will bring up:
All day without a break -
Kar-kar-kar,
Screaming grumpily ... (crow)
Children: answers
(The teacher pulls out a picture of a crow bird and attaches it to a branch)
Will bring up:
This bird is blue-winged
Likes to eat seeds
And whisper softly. (pigeon)
Children: answers
(The teacher pulls out a picture of a dove bird and attaches it to a branch)
Will bring up:
Apples on the branches in winter!
Collect them quickly!
And suddenly the apples fluttered
After all, this is ... (bullfinches)
Children: answers
(The teacher pulls out a picture of a bullfinch bird and attaches it to a branch)
Will bring up:
White cheeks, blue bird.
A sharp beak, a small one,
Yellow breast is ... (titmouse)
Children: answers
(The teacher pulls out a picture of a bird's tit and attaches it to a branch)
V asleep: Where do you think these birds live?
Children: outside
Will bring up: That's right, these birds live on the street. Are these poultry?
Children: No
Bring up: Why do you think so?
Children: These birds take care of themselves - they build nests, find food for themselves.
Bring up: What do we call these birds, in one word?
Children: Wild.
Will bring up: Let's repeat together - wild birds
Tell me, have we seen these birds in winter?
Children: Yes!
Bring up: So, how else can you call these birds with one word?
Children: wintering
Bring up: That's right, wintering.
(A bear cub appears at the door)
Will bring up: Oh, and who came to us?
Bear cub: Hello guys. I heard how well you solve riddles, answer questions, and I thought: “Such smart children will surely help me.” Explain to me, please, why birds fly, but I don’t know how? I also want to fly like a bird!”
Will bring up: Let's help Bear cub figure it out.
Guys, look carefully at the birds and tell me how they all look alike?
Children: all birds have legs, wings, beak, tail, head, torso
Will bring up: Bear cub, do you agree? And now, let's see how birds differ from animals? Let's compare the paws of our teddy bear and the paws of birds?
Children: Their paws are completely different, and there are only two of them.
Bring up: And the birds, what else do they have?
children: wings
Raise: Why do birds need wings?
Children: to fly
Bring up: Bear cub, do you have wings?
Bear cub: No. So I can't fly.
(Show picture of paws and wings)
Will bring up: Let's compare the nose, shall we?
Children: Instead of a nose - a beak.
(show picture)
Will bring up: Are the coats of the bear cub and our birds the same or not?
Children: Birds have feathers instead of wool.
(Show picture of feathers)
Will bring up: Let's now compare the tail.
Children: And the tail is another fan.
Will bring up: Why do birds need wings?
Children: fly
Bring up: Why do birds need paws?
Children: move on the ground, cling to branches
Will bring up: Why do birds need beaks?
Bring up: eat, drink
Bring up: Bear cub, you are completely different. Now you understand why you can't fly like a bird. But don't worry, now we'll play birdies.
Fizminutka:
Paw, one! ( put one leg forward).
Paw, two! (Push out the other leg.)
Hop-hop-hop! (jumping on both legs).
Wing, one! (one hand to the side).
Wing, two! (other hand to the side).
Clap, clap, clap! (flapping their wings).
Eyeball, one! (close one eye).
Eye, two! (close other eye).
They opened their eyes and run, flap their wings and fly away to their places.
Raise: Well done! So that our teddy bear does not feel sad, let's read him a poem.
Child:
Feed the birds in winter
Let from all over
They will flock to us, like home,
A flock on the porch.
Their food is not rich!
A handful of grain is needed.
A handful of grain
And not scary
They will have winter.
Will bring up: What is this poem about?
Children: About birds, they need to be fed.
Will bring up: How can you help the birds?
Children: make feeders.
(Show feeder)
Will bring up: Correctly, we can hang a feeder in our area and pour grains into it. Now let's each come up, take some grains and pour them into the feeder. And we will make sure that there are always grains in the feeders.
(Children pour grain into the feeder)
Will bring up: Let's remind the bear cub again how it differs from a bird.
Children: The bear cub has paws, and the birds have wings.
Beak instead of nose
Feathers instead of wool
The tail is completely different - a fan.
Bring up: The bear cub will go to his forest and tell everyone what he learned from us.
preschool educational institution
The period of early preschool age is an important and responsible period for a child due to a number of neoplasms that arise against the background of expanding horizons and forming the foundations of a worldview. little man. The wave-like nature of the development of skills and abilities continues to be preserved, however, the formed skills are already quite firmly fixed in the mind of the baby. The period from 3 to 4 years is the most sensitive for the emergence and consolidation of activity in the knowledge of the world, nature, curiosity, the desire to learn and enrich one's own this stage- actively contribute to the development of emerging cognitive interest child.
Targets for the education of a child of primary preschool age
The kid learns surrounding reality by all means available to him: household items are used, any of which acts as a toy for the child. Aged three years the preschooler has a directed interest in the natural world around him, participation in seasonal observations of changes around. Organized process knowledge of the natural world and the formation of the foundations careful attitude to its resources is laid in preschool educational institutions at events such as environmental education. In the 2nd junior group in the process of implementing the educational area " cognitive development» active involvement of kids in getting acquainted with the natural world begins. The basis for a child of primary preschool age is the Kid begins to actively demonstrate play actions, they can be quite chaotic and short-lived, but at the same time they are important element intellectual and physical development child. Ecology for preschoolers is the area where kids optimally realize their need to combine play and learning activities.
The simplest experiments in nature
In the 2nd junior group, children consolidate the ability to interact with sand and water, which began in groups early age. Sand with water was used, as a rule, as an element sand therapy to improve the course of the adaptation process. As a small person grows older, his interest in the use of natural resources grows, and the task of adults at this stage is to maintain this interest and use it in order to develop cognitive motivation. Experimental forms of learning will help to diversify and improve the quality of the learning impact. is precisely the area where it is possible to use experiments for effective learning. They can be planned and carried out with water and its conditions, air, soil, plants. Before starting experimenting, the teacher draws up a summary of the lesson with elements of experimental activity.
Requirements for planning in the 2nd junior group
Making a plan educational event for kids, each teacher must clearly understand what tasks, from which educational area will be implemented during the lesson. Given the requirements of the Federal State Educational Standard, one should also not lose sight of the possibility of integrating educational areas and maximum use of the resources of the subject-developing environment. Classes in ecology in the preschool educational institution are held systematically, regardless of the season and weather conditions.
The Place of the Experiment in Teaching Toddlers
The activity of kids in the classroom on ecology is aimed at forming ideas about the properties of water, sand, etc. An important direction is also the formation of the concept that water and air are needed for the growth and development of plants. In addition to conducting experiments, a lesson in ecology in the 2nd junior group is planned taking into account the implementation of the following areas: expanding ideas about plants and animals, seasonal phenomena in nature, plants growing in the area, familiarization with the world of wild animals and amphibians, the world of insects, familiarization with basic rules of behavior in nature.
Air and water as a subject of experimental research
Conducting simple research with children will ensure the integration of areas such as experimentation, music, cognition (formation of a picture of the world around). The outline of the lesson is drawn up taking into account the previous preparatory work in the form of a conversation about water and air, looking at illustrations. A short outline plan is drawn up in advance and consists, as a rule, of step-by-step steps for the implementation of the integrated tasks set.
Outline of an ecological lesson with elements of experimentation
After carrying out the preliminary work, the teacher should decide on the amount of vocabulary work planned for mastering in the lesson. The drawn up plan, as a rule, includes several points. Outline plan ecological occupation on the topic “Air and water are our best friends» may consist of several items:
- Greetings. Motivation for activity, mood on the topic of the lesson.
- Surprise moment, appearance fairy tale character"Wind".
- Experimental activities to determine the properties of air (using balloons, fans, etc.). Discussion.
- Fizkultminutka.
- Return to places, motivation to continue the lesson.
- Surprise moment, the appearance of the fairy-tale character "Water".
- Experimental activity to determine the properties of water (coloring water in different colours using paints, adding sugar, salt to water, citric acid for taste). Discussion.
- A mobile game with a fairy-tale character.
- Promotional hero gifts for kids.
- Summarizing. Reflection of the lesson.
As a rule, such a lesson in ecology in the 2nd junior group has a pronounced practical orientation in combination with gaming activity which makes such classes quite productive and effective.
Ecological activities in nature
Besides experimental work, it will also be quite useful to conduct classes directly in nature. Topics in ecology classes maximize productivity in natural environments. natural conditions. The program tasks implemented by the teacher are aimed at forming an understanding of how adults can help nature, teaching the ability to see the beauty and defenselessness of the surrounding world. Children learn to experience joy, surprise at a meeting with nature, empathy for careless handling, a desire to perform joint actions with a teacher on and plants. In addition to the formation of basic knowledge of preschoolers about the world around them, ecology for preschoolers also performs an ethical function - the upbringing and development of a sense of empathy, responsibility, and collectivism.
Seasonal changes in nature through the eyes of a preschooler
A child of primary preschool age, due to the growing interest in the world around him, begins to actively record changes in the weather and become interested in them. The task of adults is to bring the baby to the correct understanding of seasonal changes and their relationship with the seasons. The change of seasons is purposefully reflected in observations, classes to get acquainted with nature, teaching activities in such a direction as ecology for children. Elements of environmental education are implemented in entertainment, excursions. The most common form of familiarizing kids with seasonal phenomena in nature continues to be games due to their structural entertainment orientation.
Seasonal entertainment for the little ones
Familiarization with seasonal changes should be taken into account when planning an environmental lesson in the 2nd junior group. To enhance the interest and imagination of kids, it is advisable to conduct such classes in the form of games or with elements of entertainment. A prerequisite such activities is the use of surprise moments, musical accompaniment, the introduction of additional heroes. Kids in the 2nd junior group react emotionally and positively to such guests, it is important to choose the right heroes, taking into account the season. For example, the lesson on ecology "Spring" is planned taking into account such characters who will demonstrate seasonal changes in their life:
Bunny in a gray fur coat, dressing her with the advent of spring;
Swallow, flown from warm lands;
Teddy bear awakened from hibernation, etc.
The formation of the ecological culture of children of primary preschool age is a multifaceted and quite interesting process, which also has an ethical and moral component.
Olga Ilyina
Abstract of the lesson on ecology in the second junior group "Visiting forest animals"
Topic:"Visit the Forest Animals"
Conduct forms: Team work children and adults, figurative game.
Target: to form ideas about the animal world, to learn to recognize and name animals living in our forest.
Program content:
Educational: to cultivate a humane attitude towards objects of nature, a desire to help them.
Developing: develop attention, sensory development development of curiosity and cognitive motivation. Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.
Educational: form an idea of the time of year (Autumn). Learn to distinguish between animals living in the forest (where do they live? Which ones). Clarify the idea of what wild animals eat.
Types of children's activities: playful, communicative, cognitive research, musical and artistic, productive.
Planned results:- accepts Active participation in productive activities, games;
Recognizes animals, names them;
Distinguishes colors (red, green, yellow, names them and finds them in the immediate environment.
Compares objects by size (large, small).
Methods and techniques: Surprise moment. Creating motivation. cognitive questions, Research activities. Phys. minute.
Visual learning aids: toys (squirrel, hare, bear); their houses (hollow, mink, lair); mushrooms, cones; one basket with fake fruits, another basket with fresh apples; for each child 1/2 album sheets with the image of a raspberry branch; music Center.
Organization of children: frontal, individual.
Individual work: didactic games "Wild animals". Looking at pictures of wild animals, reading poems and riddles about the forest and its inhabitants. Use of the demonstration material "Trees" in the classroom.
Preliminary work: classes on familiarization and consolidation of color, shape; concepts (one, many, big, small). Creation of conditions for the systematic conduct of classes, for independent activity children, cooperation with the families of pupils.
GCD structure: 15 minutes.
1 part - introduction in a game situation - 2 min.
Part 2 - motivation, "Help animals prepare for winter"
Completing tasks (helping the squirrel) - 3 min.
Warm-up-1 min
Completing tasks (helping the bunny) - 2 min.
Game with Bear - 2 min.
Completion of tasks - 3 min.
Part 3 - conclusion - 2 min.
GCD progress:
1. Organizational moment.
Educator: Guys, today we will go on a trip. We will go to the forest to visit the animals. Let's remember what animals live in our forests. What we call them. (Wild animals). Well done! Let's take some treats for the animals with us.
And in order to get into the forest, we need to say the magic words.
One, two, three bend over
One, two, three turn around.
One, two, three spin
And you are in the forest. (Music sounds).
2. The main part.
(There is a screen in front of the children, decorated with trees, Christmas trees, stumps, bumps on the floor, and mushrooms).
Educator: Here it is, a wonderful forest! Guys, what time of year is it now (Autumn). Let's call autumn signs. (In autumn it rains, the wind blows, the birds have flown to warmer climes, and the animals are preparing for winter). The leaves spin and fall to the ground, but what color are the leaves? (Yellow, red). What trees do you see here? (Answers of children).
I want to give you a riddle, and you guess.
From branch to branch
Fast as a ball
Jumping through the forest
Red circus.
Who do you think this is (Children's answers).
Yes, squirrels live in our forest. Where does the squirrel live? And what color is the squirrel (Answers of the children). The squirrel collects nuts, cones, mushrooms. Where does she hide them?
Squirrel(looks out of the hollow): Ah-up-ap-chi! Oh, hello guys! You recognized me?
Educator: What happened to you squirrel, are you sick?
Squirrel: No, I didn’t get sick, I’m putting things in order in my house, getting ready for the winter. It remains to collect cones and mushrooms, but all the mushrooms and cones are mixed.
Educator: Guys, can we help the squirrel collect cones and mushrooms? And how many cones and mushrooms are there? (Lot). Squirrel, give us baskets for cones and mushrooms, we will help you put things in order. (Music sounds, children collect mushrooms in one basket, cones in another).
Squirrel: Thank you guys for your help!
Educator: Squirrel, we brought you a gift, guys, what is it? (Mushroom). What is he? (Big).
Well done guys, we coped with you and helped the squirrel. Oh who's crying?
A ball of fluff
long ear
Jumps deftly
He loves carrots (They approach the stump and see a hare there)
Educator: Guys who is here (hare). And what is he? (Grey, coward). Hello bunny, how are you? Why are you crying? Who hurt you?
Bunny: Yes, no one offended me, I picked up a whole bag of apples, but I didn’t bring it home, my bag turned out to be full of holes. While walking home, I lost all the apples.
Educator: Yes, don’t be sad, hare, the guys and I didn’t come empty-handed, but brought you apples. Guys, let's give the bunny apples? And what are the largest apples in our basket? By color (Large and small, red, yellow, green). (Children take an apple and describe).
Hare: Thank you guys!
He is a big master of the forest
Wakes up in the spring.
Guys who is this? (Bear). What is ours? (Large, clubfoot).
Bear: Hello guys, yes I'm a big bear, clumsy and clumsy, but I'm kind! I heard that you came to visit us. And it so happened that you helped the animals prepare for cold winter. Ay, well done! You know everything, you know how, but teach me to play some game? I have friends, I will teach them.
Logarithmic "Three bear cubs" is being carried out
Bear: Well played!
Educator: Guys, Mishka is also preparing for winter. What does Mishka like to eat? Let's help him, draw him berries. (Children together with the teacher draw cotton buds berries for a bear).
Bear: Thank you, I am very pleased with you, I will not give up berries. I also prepared a basket with gifts for you, sweet apples from all the inhabitants of our forest. Goodbye, guys!
Educator: Well, guys, it's time for us to go to kindergarten.
We have seen miracles
Wait for us to visit the forest again!
We speak magic words.
Ra two three bend over
One, two, three turn around
One, two, three spin
And in kindergarten, you, find yourself!
3. Summing up.
Here we are with you and came to kindergarten. Did you guys enjoy our trip? Where did we go with you? Who did we meet in the forest? How did we help the squirrel? And the bunny? What did you feed the bear? What good fellows you are, animals need to be helped, they cannot be offended!
Related publications:
Abstract of the lesson on familiarization with the outside world "Visiting wild animals" Tasks: 1. Give an idea about wild animals, about their way of life, habits, feeding dwellings; 2. Expand the dictionary with nouns.
Synopsis of the combined lesson in the younger group "Visiting the forest dwellers" MDOU " Kindergarten combined type No. 246 "Summary of the combined lesson in the second junior group Prepared by educators:.
Synopsis of GCD on sensory education in the second junior group "On a visit to the forest animals" On a visit to the forest animals Synopsis of GCD on sensory education the second junior group Developed and conducted by: Educator Sukhova E.V.
Synopsis of GCD on FEMP in the second junior group "Visiting the forest dwellers" Objectives: Educational: To improve the ability to make a group of objects from individual items and select one object from the group, designate.
Program content: Expand ideas about wild animals: a hare, a bear, a squirrel - characteristic of our area. Promote.