Abstract open class

on cognitive development

in the preparatory group for school.

Topic: "Alive and not nature».

Educator:

E.V. Litvinenko

April 2016

Form of carrying out: travel on television .

Goals : to consolidate the knowledge of children about animate and inanimate nature and the ability to distinguish an object of living from inanimate nature; to form in the child an idea of ​​the inextricable connection between living and inanimate nature; to consolidate, clarify the knowledge of children received during the period school year; develop the speech of children, the ability to answer questions, argue their answers; continue to form knowledge about the norms and rules of behavior in nature (foster respect for nature); expand the range of cognitive interests of children, form new ways of cognitive activity.

Incentive and motivation methods : guessing riddles, generalizing conversation, explanation, explanation, clarification, encouragement, pedagogical assessment.

Methods of organizing the educational and cognitive process: play character, show, TCO, cognitive demonstration, observation.

Practical methods : method of collective tasks, modeling.

Dictionary - (active) wildlife, inanimate nature, cleanliness, kindness, truthfulness, hard work, security, animal world, vegetable world, herbivores, rodents, predators, taiga, animals of the north, animals of hot countries (passive), develops, reproduces, eats, changes, breathes.

Equipment : TSO - tape recorder.

Demo material: 3 rectangles (green, blue, red, denoting natural areas; cards depicting animals and birds (crossbill, tiger, lynx, elk, squirrel, fox, beaver, wild boar, hare, hedgehog, Brown bear, woodpecker, sable, camel, scorpion, snake, lizard, owl, walrus, seal, deer, snowy owl, bear, arctic fox, giraffe, lion, rhino, zebra, elephant.); cubes with the image (squirrels, trees, earth, air, sun, water).

Handout: for each child a plate with cards (green-red), a picture-object of nature; a piece of chalk and two glasses, one with water, PVA glue, oilcloth, napkin.

Preliminary work : a cycle of educational activities in natural areas: "Taiga and forest", "Desert", " Warm countries"," Glacial zone, tundra "; general acquaintance with the concepts: "Wildlife", "Inanimate nature"; games and exercises for the acquisition of skills: for the classification of animals, plants, birds, for the ability to distinguish an object of living from inanimate nature, for development logical thinking, memory.Reading the poem "Living Primer".

Course of the lesson:

I ... Motivational and incentive:

Let's stand side by side, in a circle,

Let's say: "Hello!" each other.

We are not too lazy to say hello:

Hi all!" and "Good afternoon!"

If everyone smiles -

Good morning will begin.

GOOD MORNING! (addressing guests)

Educator : (Riddle - child)

Look my dear friend

What's around?

The sky is light blue

The sun is shining golden

The wind plays with leaves

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, beasts and forests

Thunder, fog and dew.

Person and season

It's all around ... (nature).

Vos-l: What is nature?

Children : Nature is something that exists independently of man (that is, without the help of man).

Vos-l: What cannot be called nature?

Children: What is done by human hands.

Vos-l: That's right, this is already called a man-made world.(sat down at the tables)

D / game: "Nature is different." (work in pairs with cards)

(The teacher calls objects of animate and inanimate nature.

A living object is a green card, an inanimate one is a red one. At the end of the game, I call it "plane." Is there an airplane in nature? Children give their opinions.)

Vos-l: Man often comes up with things that are similar to nature.

D / game: "What it looks like." For example: a helicopter looks like a dragonfly, a submarine for a whale, an umbrella for a mushroom, a bridge for a rainbow, a fan for the wind, a carpet on the grass, a shower for the rain, an airplane for a bird, a light bulb in the sun, a musical bell for a flower bell, etc.

Vos-l: Nature exists independently of man.

Look at your tables, you will see pieces of chalk and cups on them - one empty, the other filled with water.

Take chalk and break it down. What happened to the chalk? Has he ceased to be chalk or not?

That's right, the chalk remained chalk, only its pieces became smaller.

Take a glass of water and pour some of the water into another glass. What happened to the water, did it cease to be water?

That's right, the water remained water, only there was less of it in the glasses.

Vos-l: -What will happen to a butterfly, beetle, flower, tree, bird, animal, if we divide them into parts?

Children : They will die.

Vos-l: - And in what do you see the difference between living nature and inanimate? (* Wildlife: breathes, grows, feeds, moves, develops, reproduces, changes, dies)

II. Vos-l: Continuing the conversationabout nature, I invite you to go to television and visit several television programs, as well as be participants in these programs.

Physical education "We are drivers".

We're going, we're not going in a car,

We press the pedal.

Switching speeds

We look intently into the distance.

Wipers clean off drops

Right left. Purity!

The wind ruffles my hair.

We are chauffeurs anywhere!

Program: "Clever men and clever men" . (the screen saver melody of this program is played).

Vos-l: - So we got to the program "Clever and clever".

- The rules of this program are as follows - you need to respond very quickly and clearly and with complete sentences.

1. How should one behave in the forest?

2. Name deciduous tree with white bark?

3. What does it mean "the legs feed the wolf"?

4. Where does the snow start to melt earlier - in the forest or in the city?

5. Where is it easier for a hare to run uphill or downhill?

6. Why can't you touch the eggs in the nest?

7. What is more terrible for birds - hunger or cold?

8. Most of the territory of our planetLand, is it water or land?

9. What are the living and inanimate nature?

Vos-l : - I am pleased with you, you are real clever and clever.

And now we are going to another TV show.

The intro to the program "In the world of animals" sounds.

Here we are on the program : "In the animal world".

Vos-l: You and I know how diverse the flora and fauna are.

- Tell me please, how do animals differ from each other? (coat color, size, nutrition, habits, habitat).

- What is the difference between plants? (color, shape, structure (structure), place of growth).

- How can you divide animals according to how they eat? (herbivores, rodents, predators).

D / i: "Who, where does he live?"

And now guys we have such a task. You need to go to the tables and lay out pictures with animals and birds in their habitat. (Green circle - taiga and forest, blue circle - glacial zone and tundra,red circle - desert and steppes, warm countries).

(Children must prove the correctness of their actions).

What do you think, can animals of hot countries, for example, a giraffe, live in our forests? Or a brown bear in Africa? Why?(Because every animal is accustomed to the climate where it lives and to the vegetation it feeds on).

(The intro to the "Travelers Club" program sounds)

Program: "Travelers' club"

Vos-l: Now we will visit the program "Travelers' Club".

- About whom we are going to talk today, you will learn from the riddle.

Redhead, but not a fox. Small, but not a cat.

Jumping, but not a hare. Lives in a hollow, but not an owl. (Squirrel)

- Find a cube with a picture of a squirrel. Where does the squirrel live? (In the forest, in the hollow).

- On what trees does a squirrel find a home? (Find a cube with a picture of a Christmas tree (pine) and place the squirrels under the cube).

- And so that these trees grow, what is necessary for their growth? (Earth, sun, air, water).

- Find cubes with these images and determine the place in this pyramid.

- We made a pyramid, which shows that living nature is interconnected with inanimate.

TOTAL: So what can we conclude from looking at this pyramid? (Everything in nature is interconnected: people, plants, animals, soil, air and water. Everything is in an indissoluble unity - living nature cannot do without inanimate and vice versa .)

Vos-l: All nature can be divided into two huge world: the world of living nature the world of inanimate nature.

D / game: "Living and inanimate nature" .

You have pictures on your plates, look at them. The board is divided into two parts.Exercise : place objects of wildlife on the left, and objects of inanimate nature on the right.

Vos-l: (You named objects of animate and inanimate nature.)

- What objects do you think a person belongs to? (showing the picture)

- Prove that a person belongs to wildlife.

Children : A person is born, breathes, moves, grows, eats (eats), reproduces, dies (I add a picture to the objects of living nature)

Vos-l: What does a person need for growth and development?

Children: Heat - food - water - air - love of loved ones.

Vos-l: What do you think, nature can be without man? (maybe)

And a man without nature? (no, why? Prove it.

Children: Man is part of nature. He is doomed to death without nature (nature gives him food, heat, air, water,).

- And what will happen if there is no air?

Vos-l: And how is a person different from other objects of nature?

Children: A person knows how to think, reason,

Vos-l: Man is a thinking, rational being. He learned a lot from nature. On Earth, he is smarter than everyone, and therefore all the stronger!

Vos-l: Guys, does nature teach us something? What? (truthfulness, purity, kindness, justice, patience, work, friendship). Nature teaches a person how he should behave in a given situation.Therefore, you and I must protect and preserve nature!

Application: "Take care of nature" (music "On the road of good")

Vos-l: And at the end of our conversation, I suggest you now plunge into the natural world. Walk through and sit on the carpet. Let's close our eyes, imagine that we are in the forest and listen to music - nature.

"Auto-training" ( D. Lolviy "Lonely Shepherd" - music of nature)

(They opened their eyes. They got up quietly.)

Vos-l: You good mood? Pass it on to your friends:

The lesson is summarized:

Where have we been today? (On television, visiting TV programs: "Clever and clever men"; "In the world of animals"; "Travelers club".)

What did we talk about today?

(About living and inanimate nature, about the fact that everything in nature is interconnected.

We fixed the rules of behavior in nature. We played games: “Nature is different”; “What does it look like?”; "Who lives where?"; "Living and inanimate nature".

Thank you all for your work.

Auto-training. (D. Lolviy "Lonely Shepherd" - a melody of nature)

And at the end of our conversation, I suggest you now plunge into the natural world. Walk through and sit on the carpet. Let's close our eyes, imagine that we are in the forest and listen to music.

The sun shines brightly,

Light breeze blowing,

I breathe it clean

Fresh air.

The grasses are swaying

Smells like the scent of wild berries and flowers

Birds circling proudly above me.

I feel good and pleasant.

I want to live in peace with nature.

I will be a friend and conservationist.

Relax, you feel

How the positive energy of the forest flows into you.

You have become vigorous, healthy, fatigue has passed.

(They opened their eyes. We got up.)

Standing in a circle:

Are you in a good mood? Pass it on to your friends:

touch each other with your fists

touch each other with your elbows

touch each other with your palms

D / game: "What does it look like?"

plane - bird

mushroom - umbrella

lamp - sun

parachute - dandelion

helicopter - dragonfly

submarine - whale

bridge - rainbow

musical bell - flower bell

shower - rain

fan - wind

needle - hedgehog needles

carpet - grass

floor - earth (soil), etc.

Name: Summary of the lesson on cognitive development (ecology) in senior group"Living and inanimate nature"
Nominated: Kindergarten, Lesson notes, GCD, ecology, senior group

Position: educator first qualification category
Place of work: MDOBU Kindergarten No. 29 "Silver Hoof"
Location: Minusinsk, Krasnoyarsk Territory

Summary of the lesson on cognitive development (ecology)
in the older group
"Living and inanimate nature"

Target: improving the knowledge of children about living and inanimate nature

Tasks:

Educational:

• Introduce the concept of "Water cycle in nature"
• Exercise in the naming and classification of objects of animate and inanimate nature
• Exercise in distinguishing between the concepts of "nature" and "not nature"

Developing:

• Promote the development of cognitive interests
• Develop curiosity, memory, ability to draw conclusions

Educational:

• Continue to cultivate love and respect for nature
• Teach ways of self-knowledge
• Cultivate communication skills

The teacher brings in artificial flowers.

- Children, I would like to plant these flowers in our group.

- Do you think they will grow if I plant them in the ground? Why?

Children:

- No, they are not alive, they will not give roots, they will not grow.

Educator:

- Yes. Flowers are made by man. All objects made by human hands do not belong to nature.

- Do you know what nature is? (children's answers).

Educator:

- Nature is the world around us, more precisely, that part of it that is not created by human hands. These are the sun, water, air, sky, animals, insects, plants and man, as part of nature.

Educator:

- Guys, today, I invite you to play young environmentalists. And who is this young ecologist?

Children:

- This is a child who loves nature, always and everywhere takes care of it.

Educator:

- Right. How do you think you can become a young ecologist?

Children:

- You need to do good deeds in relation to each other and to nature.

Educator:

- Young ecologists should know a lot about nature. And now we are going to play the game "Three words". I name concepts, and you must name three names that refer to this concept.

Game "Three words"

1. Indoor flowers (violet, geranium, ficus)
2. Garden flowers (chamomile, rose, petunia)
3. Wintering birds (sparrow, dove, owl)
4. Migratory birds (cranes, swallow, cuckoo)
5. Waterfowl (goose, duck, swan)
6. Pets (cow, horse, dog)
7. Wild animals (wolf, fox, hare)
8. Far North Animals (polar bear, seal, fur seal)
9. Animals of the tropics (lion, lynx, gorilla)
10. Marine life (fish, whale, dolphin)
11. Insects (mosquito, fly, butterfly)

Educator:

- Well done, you named everything correctly. Guys, all nature can be divided into two huge worlds: the world of animate and inanimate nature. What do you think, everything that we have just named refers to which natural world? Why?

Children:

- To the world of wildlife. All living organisms cannot live without air, water, sun, food.

Educator:

- Right. Living nature is everything that grows, breathes, feeds, develops, reproduces. And now, I propose to find out what relates to inanimate nature. Come to the table. On the table are cards with signs of animate and inanimate nature. You should choose from the offered cards those that correspond to the concept of "inanimate" nature. (Children complete the task, then check the correctness of the choice)

Educator:

- Guys, look at the rest of the cards. What do they mean?

Children:

- This is wildlife.

Educator:

- Right. Pay attention to the cards (toys, balls, doll). Can these objects be called nature? Why? (children's answers)

Children:

- Not. This is done by human hands. They don’t need to be fed, they don’t breathe, they don’t reproduce or grow.

Educator:

- Right. For example, a car - it is made by human hands: but a horse, a camel, which a person rides, is already nature. Man only tamed them, made them domestic, they existed in nature even without him.

- So, what conclusion can we make - what is nature and what is “not nature”?

Children:

- Nature is something that exists without human help, and “not nature” is all that is made by human hands.

Educator:

- Tell me, can wildlife exist without inanimate nature? Why?

Children:

- All living things need water, air, solar heat for growth and development.

Educator:

- Well done boys. You and I have found out what belongs to nature and "not nature".

- Now, go to the chairs. We will play the game "The fourth extra". I name a group of words, and you must define the extra word and justify your choice.

Game "The fourth odd"

• Mushroom, carrot, cloud, ball
• Rook, moon, flower, goat
• Fly, bear, wind, birch
• Doll, snow, cloud, stone
• Car, bucket, house, water

Educator:

- Well done, my young ecologists. Ecologists should also know such a phenomenon as the water cycle in nature. Today I will introduce you to this phenomenon. Listen.

Many, many droplets play and frolic in the water. The sun is shining brightly, hot. And the droplets-girlfriend, one by one, begin to separate and rise into the air. That is, evaporation occurs. High above the ground, the air gets colder. And the droplets come together again. This is how clouds are made. The wind drives them to the ground. The clouds are getting dark and heavy. It's raining from them. And rain is little drops of water. Under the ground, small droplets collect in underground streams. Streams flow into water bodies. The water supply on Earth is constantly replenishing. From earth to heaven, from heaven to earth. This process is calledthe water cycle in nature , from the word "circle", that is, the water moves in a circle.(Speaking in chorus)

- Well done. Today we have learned a lot about nature. Tell me, please, what do you think environmentalists are doing? (children's answers)

- Now I suggest that you unite in pairs and choose two cards each linked by one environmental protection rule. You must consider the pictures and formulate a rule for the protection of this object.

1. Protection of reservoirs
2. Forest protection
3. Insect protection
4. Tree protection
5. Bird protection

Outcome:

Educator:

- Well done boys. You have completed all the tasks and learned a lot of new things. I think you will be excellent ecologists, you will always take care and protect nature, and teach your friends and loved ones about this.

- What new have you learned today? What knowledge can you share with your friends and family? (children's answers)

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Transcript

1 Lesson on cognitive development "Living and inanimate nature" for older children preschool age L.S. Zamyatina, educator MBDOU 135 "Kindergarten of general developmental type", Kemerovo, the Russian Federation 1. Conversation “What is nature? Wildlife and inanimate nature "Purpose: To teach children to distinguish natural objects from artificial, man-made objects of living nature - from objects of inanimate nature. To form in the child an idea of ​​the inextricable connection between man and nature (man is a part of nature). To acquaint with the main natural components and their connections. 2. Game "Living and inanimate nature" Purpose: To continue to teach children to distinguish between objects of animate and inanimate nature. 3. Experience. Thunder and lightning Purpose: Through experience to help children understand interesting a natural phenomenon- thunder and lightning. Developing environment: objects of nature and "unnatural" (for example, a piece of granite, brick, a bouquet of flowers) and drawings depicting objects of nature and "unnatural". Two balloons for the experience. Contents 1. The teacher reads a poem by L. Daineko: Here is a huge house on the ground under a blue roof. The sun, rain and thunder live in it, The forest and the surf, Birds and flowers live in it, Cheerful ringing of the brook.

2 You live in that bright house And all your friends. Wherever the roads lead, you will always be in it. The nature of the native land This house is called. You are familiar with the word "nature". What does it mean? Children express their assumptions about what nature is, and give examples: sun, air, water, plants, animals, birds. Why do you attribute this or that object to nature? And what cannot be called nature? (What is done by human hands?) Is there a machine in nature? (No, because it was made by human hands; but a horse and a camel, which a person also rides, is already nature. Man only tamed them, made them home, they existed in nature without him) Nature is what exists without the help of man, and "nature" is all that is made by man's hands. Educator: A person often comes up with things that are similar to "nature". The helicopter looks like a dragonfly. Submarine - for a whale ... (Children continue this series.) Educator: The entire nature of the Earth can be divided into two huge worlds: the world of inanimate and the world of wildlife. There are pictures on the table, help me to separate them. Place living nature on one easel, and inanimate nature on the other. Children arrange and explain: wildlife is something that moves, grows, develops, dies and multiplies. The teacher invites the children to the magic meadow: - An old forest man came to visit us. He mixed up all the pictures and

3 cannot understand in any way which are related to nature and which are not. Children take one picture at a time and tell them what is depicted on it. If it is nature, then they explain which one (living or non-living). If not natural, then why do they think so (because it is made by human hands). Game "Living and inanimate nature" The teacher calls the objects of living nature - children move, inanimate - stand still. And what is a person in relation to nature? What nature? (Man is himself a part of living nature and at the same time a thinking creature.) Prove that man is a part of living nature. How is it related to animate and inanimate nature? (A person moves, grows, develops, dies and multiplies, which means that he is a part of living nature. And since a person is himself a part of nature, then without nature he is doomed to death, for there will be no air, water, plants and animals that give him food, clothing, many different materials, medicines and the same air!) Man is called the king of nature. Is it correct? Why is a person called that? (Children express their thoughts) The provider complements the children's answers. Man is a thinking, rational being. He learned a lot from nature. On Earth, he is smarter than everyone, Therefore, he is stronger than everyone! But, thanks to his power, man became the cause of the death of many animals, plants, and their habitats. A person needs to take good care of nature. What do you mean without grasses and birds, And without love for a buzzing bee, Without cranes over a coniferous thicket, Without pretty fox faces? When will you finally understand

4 Cutting into dead rocks, O man, the crown of nature, What is your end without nature? S. Kirsanov During the walk, invite the children to find as many objects of nature and “non-nature”, living and inanimate nature as possible, to emphasize once again how they differ. Play games: 1. The teacher names different objects in turn. If the object belongs to nature, children raise their hands; if not, they do not. To complicate the game, the teacher can make "deceptive" movements. 2. The ball game is carried out by analogy with the well-known game "edible non-edible". The teacher names objects of animate and inanimate nature and throws the ball to the children in turn. If the named object is living nature, the child catches the ball, if it is inanimate, he throws it. 3. Game "Guess what's in the bag". Distribute bags to children containing cones, pebbles, dry branches, pieces of brick. Invite each child to determine by touch what belongs to nature and what to “not nature”. Listen to V. Orlov's poem: We live under one blue Common roof. The house under the roof is blue And spacious and large. The house revolves near the Sun, To keep us warm, To illuminate every window. So that we live in the world, Without being frightened, not threatening, Like good neighbors Or good friends.

5 3. The teacher asks the children if they have observed an interesting natural phenomenon - thunder and lightning (thunderstorm), reads the poem "Thunderstorm" by F. Tyutchev: Reluctantly and timidly, the Sun looks at the fields. Chu, behind a cloud thundered, The earth frowned. A stream of white and volatile Flame broke through from behind a cloud of Blue lightning. More often raindrops, A whirlwind of dust flies from the fields, And thunderous peals All are angry and bolder. Why are there thunderstorms? (In one place the air is very hot, in another it is cold.) What time of the year are thunderstorms more common? (More often in summer.) Are there thunderstorms in deserts? (No - dry air.) Where do thunderstorms happen almost every day? (In the tropics, where it is very hot, humid.) What is lightning? (Electric discharges.) What is thunder? (At the place of a flash of lightning, a void is formed and immediately it is filled with air - we hear thunder.)

6 The teacher invites children to experience lightning, or rather, with its relative. The experiment is conducted in a dark room. You will need two inflated oblong balloons. Rub the balls with a woolen mitten or scarf. Gradually move one ball closer to the other, leaving a small gap. Sparks jump between them - like lightning in the sky, flashes, a slight crackling is heard - like thunder. V free time children reflect their impressions in performance.

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Synopsis of organized educational activities for senior preschool children on the topic: "The beauty of nature and the beauty of the soul." Integration of educational areas: "Cognition", "Communication",

Purpose: To teach children to distinguish natural objects from artificial, man-made objects of inanimate nature.

To form in the child an idea of ​​the inextricable connection between man and nature, (human part nature).

To acquaint with the main natural components and their connections.

Experienced to consolidate knowledge of the air, to develop a quick reaction, quick wits.

MATERIAL: pictures of nature and not nature; living and inanimate nature; for the experiment, a can of water, a glass, a bottle.

PRELIMINARY WORK: examining pictures of nature and not nature; living and non-living nature.

Children enter. The teacher reads poems:

Here is a huge house on the ground
Under the roof is blue.
The sun, rain and thunder live in it,
Forest and surf

Birds and flowers live in it,
Cheerful ringing of the brook.
You live in that bright house
And all your friends. (L. Daineko.)

Children, do you know what nature is?

(Children express their assumptions about what nature is, and give examples: sun, air, forest, sea, animals, birds.)

Children, which cannot be called nature. (- What is done by human hands)

Nature is what exists without human help.

Is there a car in nature? (children express their opinion.)

And here is a horse and a camel, which are also ridden by a person. Where will we take it? (children speak out)

Man often comes up with things that are similar to nature. (A helicopter is like a dragonfly, A submarine is like a whale. A mushroom is like an umbrella. A rainbow is like a bridge. Rain is like a shower. An airplane is like a bird. The wind is like a fan. The carpet is like grass, etc.)... Children continue this series.

The game: "What it looks like"

A forest man came to visit us, and he mixed up all the pictures on my table. Put on one table that which is related to nature, and on the other table which is not related to nature.

The game: "Nature and not nature"

Physical education:

Hands raised and waved.
These are trees in the forest.
Elbows bent, hands shook-
The wind knocks down the dew.

Gently wave your hands
These are birds flying to us.
How they sit, we will show-
We fold the wings back.

(Children perform movements in the text.)

The whole nature of the Earth can be divided into two huge worlds: the world of inanimate and the world of living nature. Living nature is something that moves, grows, develops, dies and multiplies.

What is wildlife (children call: animals, birds, fish, insects.)

The game "Living inanimate nature"

(they are called, objects of wildlife - children take a step forward, inanimate nature - stand in revenge.)

Guys, what kind of human nature do we refer to?

Children: to nature.

And how does a person differ from animals (children's answers.)

What do you think, nature can be without man? (maybe.)

And a man without nature? (no, children explain why.)

What will happen if there is no air?

Children's answers.

Now we are going to experiment with air.

The teacher picks up a glass (shows children)

Guys, do you think this glass is empty (Yes) Let's check if this is so. (there is a container with water on the table.) Turn the glass upside down and slowly lower it into a container of water. What happens? Does the glass get water? (Not) There is no water in the glass, the air does not let water in.

Conclusion: there is air in the glass, it does not let water in there.

Why did we think at first that there was nothing in the glass? Because the air is transparent, invisible. This is the first property of air.

Guys, we managed to see the invisible air, and now I propose to hear it.

Take a bottle, put it on your lower lip and blow into the neck. What do you hear? (sound)... The air is trembling. When the air trembles, sounds are produced. What does a wind instrument artist do? It blows into the hole of the tool. The air trembles, sounds are produced, in contrast to the whistle-musical ones. Sounds travel through the air. Sounds are there only where there is air. For example: on the Moon, where there is no air, nothing is heard. (conclusion).

Anna Skokova
"Living and inanimate nature". Summary of a lesson in ecology in the senior group of kindergarten

Summary of a lesson in ecology in the senior group of kindergarten

Educator: Skokova A.P., Kaliningrad.

Topic: Living and inanimate nature.

Target: Introduce the concept « nature» , « nature» , « inanimate nature» .

Tasks:

1. Teach children to correctly answer the teacher's questions using subject pictures, develop speech through the artistic word and when comparing fish.

2. Teach to distinguish and select objects with nature, lead to the concept « nature» . Nature is everything that surrounds us, but is not made by human hands.

3. Introduce the concept « nature» , « inanimate nature» ... Everything that feeds, grows, breathes is classified as living nature... If there is no ability to grow, feed and breathe - to inanimate nature.

4. To generalize the knowledge of children about living and inanimate object ... Identify with children the main differences: live fish live in water, swim independently and eat food; toy fish- inanimate... They stand on a shelf, in a closet, and cannot swim on their own.

5. Cultivate a cognitive interest in the behavior of fish and love for nature.

Material to occupation: Scene picture « nature» , object pictures with nature and without nature for every child; pictures - man, dog, bird, fish, tree flower, hedgehog, sun, clouds, soil, stones, water; aquarium with fish, toy fish, colored paper hearts, colored pencils.

Course of the lesson:

1. The teacher reads to the children an excerpt from a poem by F. Tyutchev.

The sun is shining, the waters are shining.

There is a smile on everything, life is in everything.

The trees tremble with joy

Swimming in the blue sky

The trees are singing, the waters are splashing

The air is dissolved by love.

And the world, the blooming world nature,

Intoxicated with an excess of life.

What do you guys think this poem is about?

That's right, about our nature... We will talk about it today with you.

2. Guess the riddles, and find the answers in this figure (the teacher shows a large drawing with a picture nature).

a) Inhabits the seas and rivers,

But it often flies across the sky.

And how bored she is with flying.

Falls to the ground again. (water)

b) They beat me, beat me,

Turn around, cut-

And I endure everything

And I cry all the best. (earth, soil)

c) Blue scarf,

Red bun.

Rolling on a headscarf

And smiles at people. (heaven and earth)

d) Blue sheet

All light covers. (sky)

e) Shines, sparkles,

Warms everyone. (Sun)

f) No arms, no legs,

And the gate opens. (wind)

Well done boys! You have guessed all the riddles correctly!

3. - Guys, what else do you see in this picture?

(Children call objects alive and inanimate nature)

Now take another look at this picture and think, how can you name everything that is depicted on it in one word?

(The teacher leads the children to the conclusion that the figure shows nature)

What do you think is nature?

Children: There are no houses and cars, factories, benches, etc. in the picture.

Why do you guys think the artist didn't depict them? Did he do it on purpose or did he just forget to draw?

Children: On purpose, because this picture only shows nature.

And who makes cars, houses, benches, toys, bicycles?

Children: Person.

So guys, everything that is made by human hands, we cannot call nature... What is called nature? Nature is all that that surrounds us, but is not made by human hands. Right!

4. The teacher offers children a game « Nature or not?»

Guys, you have pictures and envelopes on your tables. Take the pictures and examine them carefully. Think about what is depicted on them, nature or not?

Now put the pictures with nature in an envelope, and leave the rest on plates.

(Children distribute pictures)

Now I propose to check how you did it.

Generalization.

5. Physical minutes "Bug".

V a beetle flew in a group to us, (shake a finger)

Buzzed and sang: "W-w-w-w",

So he flew to the right, (point with your hand in the direction and follow with a glance)

Everyone looked to the right.

So he flew to the left,

Everyone looked to the left.

The beetle wants to sit on the nose, (right hand movement towards the nose from the side)

We won't let him sit down. (downward direction and squat)

Our beetle has landed.

Buzzed and whirled (make rotational movements such as a top and stand up)

W-w-w-w-w-w-w-w-w.

Beetle, here is the right palm, (alternately stretch out their arms and look at them)

Sit a little.

Beetle, here is the left palm,

Sit a little.

The beetle flew up

And sat down on the ceiling. (put their hands up and look at them)

We got up on our toes, (rise on toes and stretch)

But we didn't get the beetle,

Let's clap together (claps over head)

Clap - clap - clap

To fly away he could. (imitate the flight of a beetle and sit on chairs)

W-w-w-w-w-w-w-w.

6. The next task is the game « Living and inanimate nature» ... Children stand in a circle.

The teacher distributes one picture to everyone. Then the children take turns placing the pictures on the board. With live nature put on the top strip, with inanimate - to the bottom.

Let's take another look at the top strip. Here we have images: a person, a dog, a bird, a fish, a tree, a flower, a hedgehog - they all feed, grow, breathe, therefore they are classified as living nature.

And the sun, clouds, stones, soil, water are referred to as inanimate nature, because they do not have the ability to grow, feed, breathe. Well done, guys, did the job.

7. - Guys, look carefully. Do we have in group wildlife objects.

Experimental activities. Children go to the aquarium. The teacher invites the children to compare live fish with a toy.

Let's compare the fish. What are they? (One live, another toy)

Where do live fish live? (in water) And the toy ones? (in the closet, on the shelf)

What can live fish do? (swim, eat food, wag your tail, etc.)

A toy can? (no, they lie at the bottom in the basin)

Let's take them in hand. Why can't you take out live fish? (they will die, you can feed them, watch them, and what kind of fish can you pick up?

8. Game "Good bad"... TRIZ.

(The words: water, sun, rain, wind. The teacher is interested in what benefit and what harm each of these phenomena can cause. for instance: Why is water good? How water can harm)

9. Nature in children's drawings... The teacher offers to draw nature... Children

draw and give drawings to guests.