Topics of conversations on environmental education. The game is a conversation on environmental education for children of the older group. Conversation about ecology

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http:// www. allbest. en/

Subject. Conversation as a method of environmental education for childrenth

1. Features of using conversationsin the senior group of kindergarten

Preschool age is a valuable stage in the development of human ecological culture. During this period, the foundations of the personality are laid, including a positive attitude towards nature, the world around. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to form ecological knowledge, norms and rules of interaction with nature, foster empathy for it, and be active in solving some environmental problems. At the same time, the accumulation of knowledge in preschool children is not an end in itself. They are a necessary condition for developing an emotional-moral and effective attitude to the world.

Kindergarten is the first link in the system of continuous environmental education, so it is not by chance that teachers face the task of forming the foundations of a culture of rational environmental management among preschoolers.

The upbringing of a caring attitude towards the natural environment in young children is laid down in the family and continues to take shape in the preschool years in kindergarten

Familiarization of preschoolers with objects of animate and inanimate nature takes place in several stages: conversation, observation, lesson, experience. The number of stages can be adjusted depending on the task at hand when introducing children to one or another object of animate and inanimate nature.

Among the verbal methods, first of all, it is necessary to note a conversation with children. In the pedagogical literature, a conversation is defined as a purposeful, organized conversation with children. Being one of the teaching methods, it is used to enhance the mental activity of children, since in the process it creates the opportunity to use the knowledge they have previously acquired.

2. Theoretical part

2.1 The meaning and place of conversations inenvironmental education of children

A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. The conversation is considered in preschool pedagogy as a method of getting acquainted with the environment and at the same time as a method of developing coherent speech.

The importance of conversation in educational work with children was revealed in their works by E.I. Tikheeva, E.A. Flerina, E.I. Radina, E.P. Korotkova and others. According to them, the conversation teaches children to think logically, helps children gradually move from a specific way of thinking to the simplest abstraction. In the course of a conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization), express their thoughts, listen and understand the interlocutor, and give answers to questions that are understandable to others. In a conversation, the coherence of speech develops.

In a conversation, the teacher unites children around common interests, arouses their interest in each other, the experience of one child becomes a common property.

The conversation will be pedagogically valuable if, based on the existing knowledge and experience of children, it manages to capture them, arouse the active work of thought, arouse interest in further observations and independent conclusions, and help develop in the child a certain attitude towards the phenomena under discussion. In a conversation, an adult with his questions, directing the thought of children along a certain channel, prompts them to memories, guesses, judgments, conclusions. For the fragile mind of a child, this is extremely important.

The topics of conversations are determined by the specific tasks of educational work with children, their age characteristics, the stock of knowledge acquired in the process of excursions and observations, as well as the immediate environment.

It is also necessary to take care of the accumulation of ideas in children that would allow comparisons, comparisons, to reveal existing connections, to generalize. Subsequent conversations should be somewhat more difficult than previously conducted.

An important question is the place of the conversation among other methods of work. Her role can be fulfilled if she relies on other methods of getting to know the environment (excursions, observations, walks), if the children have knowledge and experience that require streamlining.

2.2 Types of conversations, their characteristics

conversation classifications.

E.A. Flerina classified the conversations based on didactic tasks. She identified three types of conversations.

An introductory conversation that organizes children for a particular type of activity.

A conversation accompanying the activities and observations of children.

The conversation is final, clarifying and expanding the experience of children. Each of these conversations is unique in terms of purpose and method. This classification is based on the interaction between childhood experience and its expression in speech.

M.M. Konina distinguishes two types of conversations that complement the classification of E.A. Flerina. They are based on the material (picture, book), in connection with which the conversation is conducted.

From the point of view of content, it is possible to conditionally distinguish cognitive and ethical conversations.

Let us dwell on the characteristics and features of these conversations. Water conversation, or a conversation that precedes the acquisition of new knowledge, is usually the link between the experience children have and the one they will acquire. The role of the introductory conversation is limited. Its purpose is to identify disparate experience and create interest in the upcoming activity.

Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond childhood experience, and a number of issues remain unresolved.

The conversation that accompanies the acquisition of new experience is a transition from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct the attention of children to a richer and more expedient accumulation of experience. The content of the conversation is determined by the process of observation.

An ethical conversation can be ended by setting the rule to be followed. The conversation can be ended with a riddle, reading a poem, a proverb, listening to a tape recording related to the topic of the conversation.

Sometimes, at the end of the conversation, it is advisable to set clear tasks for the children for follow-up observations, tasks related to work (hang a feeder for wintering birds, draw a picture as a gift to mom). The conversation is based on the constant mobilization of children's attention, memory, thinking. The child has to follow the course of the conversation all the time, without deviating from the topic, listen to the interlocutors, formulate his own thoughts and express them.

The setting conversation helps the teacher to collect the attention of children, arouse interest in upcoming activities, update existing experience in order to establish a connection between the knowledge gained earlier and the upcoming excursion, observation, and so on.

Heuristic conversation is used in senior preschool age. Its content is varied. Observing the phenomena of nature, the teacher finds those that contain some contradictions, and invites the children to take part in their resolution.

The final conversation is used to summarize and systematize children's knowledge of nature, obtained in the process of observation, games, reading works of art, work, conducting experiments, and so on.

The final conversation is organized by the teacher starting with the middle group. It requires a lot of preliminary work on the accumulation of specific ideas, their expansion, deepening. In the conversation, children's knowledge is generalized and systematized on the basis of identifying essential features, connections and relationships that exist between objects and natural phenomena. At the same time, the generalization and systematization of knowledge, depending on the age capabilities of children, on the stock of ideas they have, can be carried out both on the basis of private connections and on the basis of general patterns that show children the relationship of living organisms with the environment.

The final conversation is carried out as the children's ideas about nature accumulate and only if these ideas are mastered by all children.

It is important to consider illustrative means for the final conversation. There should not be a lot of illustrative and visual material. The purpose of its use is to revive the impressions of children, to help them remember the known facts around which the conversation will unfold. The identification of essential features, links between phenomena is hampered by the abundance of visual material. To understand the connections, a special kind of visual material is required - various models in which the essential in phenomena is presented in a generalized form: these are weather calendars, schematic representations of natural phenomena.

The conversation begins with an analysis of the knowledge that children have about nature. The teacher, with the help of questions, directs the attention of children to a comparison of facts, phenomena, highlighting their features, common features, connections and relationships.

2. 3 Features are generalizingx conversations, their structure, topics

The main conversation in kindergarten is the final conversation, it is commonly called generalizing. The purpose of the generalizing conversation is to systematize, clarify and expand the experience of children obtained in the course of their activities, observations, excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-answer form of communication.

In the main part of the conversation, in the course of analyzing the phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms children's answers, generalizes them, makes additions, corrections. The purpose of these techniques is to clarify the child's thought, to emphasize the fact more clearly, to excite a new thought. Children are given new information in order to clarify or deepen knowledge about the essence of the phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poems, riddles, visual material, the participation and activity of all children in the group.

The end of the conversation is characterized by a certain completeness. Most often it is associated with generalizing conclusions throughout the conversation. The ending of the conversation may be different depending on its nature and content.

If the conversation is of a cognitive nature, the children or the teacher make a generalization (final story).

In children 5-7 years old, generalized ideas of different content can be formed. For example, about birds in general, about wintering birds, about decorative birds, about poultry. The formation of generalized ideas occurs in the process of a special conversation, the core of which is a system of questions. Their specificity is as follows: the formulations are of a general nature, since they cover not one, but a number of specific phenomena; the content of the questions is aimed at identifying those essential and characteristic features on the basis of which a generalized representation is built; Each feature is associated with a specific question. An important place in the conversation is also occupied by the formulation of conclusions (conclusions) - the actual construction of generalizations: private for each significant feature and then general, which corresponds to a generalized representation.

So, the formation of generalized ideas occurs when using the verbal method of working with children. The conversation with them is carried out in a strictly defined sequence of questions, answers, conclusions - this is an algorithm for the formation of generalized knowledge. In order for the algorithm to achieve the goal (i.e., for children to learn generalized knowledge, and later use it on their own), it is necessary to teach preschoolers how to use it. That is why the second part of the lesson is very important, which is devoted to the analysis of new situations: children evaluate similar phenomena from the standpoint of a formed generalized representation (in detail for each feature) and conclude whether they belong to the category of this generalization or not. And in this case, the logic of building a conversation is crucial.

3. The method of conducting a conversation

The method of conducting a conversation is determined by its peculiarities as a dialogic (oral, colloquial) form of speech. Of great importance in the conversation is the external emotional expressiveness of speech - gestures, facial expressions of speakers. The participants in the conversation, like the participants in the dialogue, should never be passive listeners. They should not only listen carefully to the speaker, but also be able to raise a question, supplement, if necessary, correct the speaker, give an appropriate remark, reason, defend their opinion, and convince the interlocutor. Thus, the conversation requires the activity of all its participants, their ability to conduct a conversation.

When conducting a conversation, the educator should strive to ensure that it takes place vividly, naturally, with great activity of all children. Knowing the features of the dialogic speech of children 5-7 years old will help the teacher to build and conduct a conversation correctly.

First of all, this is a certain gap between its content and form: children have certain ideas, but find it difficult to answer the question on their own, to formulate a judgment.

An analysis of children's speech during conversations shows that they mainly use simple sentences, and there are almost twice as many simple uncommon sentences as simple common ones.

And sometimes the opposite phenomenon is also observed - children used inappropriately large and often illiterate sentences. For example, when answering, they repeat the verb used in the question, while for the answer it is completely unnecessary: “What happens in autumn?” - "In autumn, flowers fade." In all likelihood, such phrases are the result of the formal requirement of the educator to give a full answer (“What season is it now?” - “Autumn.” - “Give a full answer.” - “Now the season is autumn

Due to the underdevelopment of the active vocabulary, children aged 5-7 quite often use some verbs not meaningfully and ineptly, for example, verbs denoting the action of people are used to denote the actions of animals (“The hare puts on white wool”, “Birds agree when they fly south "). Often there is a peculiar expansion of the meaning of the word by them. For example, the word that names the lair of one animal is used in relation to another: "Bear in the den"; "Fox in a den"; "Mole in the den". This is especially true for children 5-6 years old.

When talking with children, the teacher should carefully monitor their speech; with his questions, hints, he must lead them to the correct answer and the choice of its most accurate form (type of sentence, words), which best corresponds to the content being transmitted. conversation ecological education speech

After listening to a friend, the child of the older group should be able, if necessary, to supplement or correct his answer. The teacher, on the other hand, must lead the children to an elementary analysis of speech in terms of its content (correctness, completeness) and form (sequence, figurativeness).

Methodological techniques for leading a conversation are as follows:

Do not allow children to move away from the main topic.

Steadily lead to final conclusions.

Do not interrupt children unless absolutely necessary. Relate comments and corrections to the end.

Do not require complete answers. The conversation should be conducted naturally and naturally. A short answer, since it is logical and grammatically correct, can be more persuasive than a common one.

Don't overuse questions. Do without them, if it is possible to achieve the same goal by a brief indication, reminder.

Encourage children to ask questions.

Involve all children in the evaluation of the expressed thoughts and their verbal presentation.

Cause competition in the desire to speak clearly and elegantly ... ".

But the specifics of the topic also determine the originality of the conversation, its type, preparatory work, the use of illustrative material, etc. What are the features of the conversation about nature? There are several types of conversations about nature:

conversations combined with direct perception (during observations, excursions, walks);

conversations in combination with independent work of children (during labor in nature, experiments, independent observations);

conversations based on existing knowledge (generalizing, when looking at pictures, etc.).

Many teachers rightly point out that the success of the conversation largely depends on the content and sequence of questions thought out in advance, on how much the teacher anticipates the answers of the children and how he regulates their activity.

In conversations about nature, the educator mainly uses questions that clarify the knowledge of children about certain objects and natural phenomena, and questions that require the generalization of factual material, the establishment of connections and dependencies in nature. In addition, at older preschool age, alternative questions can be used that require a choice of an answer from two or more possible ones.

For the development of coherent speech of children, questions are especially valuable that contribute to the disclosure of the causes of phenomena, the establishment of connections between them, the establishment of patterns in seasonal changes in nature, since, in answering, children try to characterize the phenomenon as fully as possible, call the established connection a word, designate in their speech the sequence of development.

Children 5-6 years old, having knowledge, often cannot formulate them, find the right words. Therefore, during the first conversations on new material for children, it is advisable to offer them to repeat the speech pattern of the teacher. For example, to the question “Why is the river covered with ice in winter?” children answer in monosyllables: "It's cold" or "Because it's cold", etc.

Inviting the children to repeat the phrase he composed, the educator thereby fixes in their memory and consciousness a speech construction that should be used in such cases to convey the connection of phenomena: “In winter, the river is covered with ice, because it is cold”; “The water freezes from the cold, and the river is covered with ice”; “At the beginning of winter, the frosts are small, so the ice on the river is thin”; "The stronger the frost, the thicker the ice." Such a repetition will not be mechanical if it is built on the basis of a direct perception of the phenomenon. In subsequent stages, when children learn to build their answer according to the model of the teacher, the need to use this model will gradually disappear. The types of questions asked of children are largely determined by the type of conversation.

When conducting a conversation during observation, excursions, questions should be posed in such a way as to help the children to comprehensively consider the subject or comprehend the phenomenon, to establish their elementary connections. The word of the teacher in this case contributes to the child's correct perception of the observed phenomenon. During such conversations, it is necessary to give more explanations, offer samples of verbal expression of connections or dependencies of objects and phenomena; it is absolutely necessary to alternate the speech of the teacher and the statements of the children.

If on the first excursions one can be satisfied with their brief answers, then on subsequent excursions one must seek detailed answers, and moreover, require the independence of children in formulating thoughts. It is necessary to approve such, for example, statements: "It's cold, so there is snow all around"; "If it were warm, the snow would melt."

The exact definition of the observed phenomenon and its cause is the basis of the process of comprehension and contributes to the development of logical thinking and speech of children. So, relying on the answers received, which were the result of observations of seasonal changes in nature, the teacher brings the children to an understanding of what season is coming, to a more complete description of it.

In the process of conversations conducted during observations, labor in nature, various experiments, the educator also clarifies the dictionary of children. With the systematic work of the educator, five-year-olds already begin to use words and phrases that most accurately characterize an object or phenomenon: the sun warms up, snow settles, grass breaks through, buds swell, etc.

Thus, there is a mutual influence of vocabulary work and the development of dialogic speech. On the one hand, vocabulary work is a condition for the successful development of dialogic speech, on the other hand, in the process of dialogic speech (during conversations), the vocabulary is enriched, children learn to find the most accurate words to convey their thoughts.

The greatest difficulty for the educator is generalizing conversations. The success of a summarizing conversation largely depends on:

sensory experience of children;

a conversation plan drawn up in advance, which should not be a formal list, but a system of questions that clarify and summarize the knowledge of children;

correct selection of visual and illustrative material;

variety of mental tasks presented to children.

In order to arouse interest in children and increase their activity during a conversation, it is necessary to start a conversation with a story from the teacher’s own observations, and in the process use riddles, speech logical tasks. In the older group, the teacher complicates speech logical tasks:

“The children from the kindergarten were walking home, bypassing the puddles so that their feet would not get wet, and in the morning they went to the kindergarten, the ice crunches under their feet. There is no water. What happened? Where did the water go?

Part of the conversation can be devoted to proverbs and sayings about a given season, object or natural phenomenon. A small didactic game can also be used in the conversation. It will help the educator to clarify the knowledge of children, to test their ability to apply the acquired knowledge in independent activities.

A significant place in conversations about nature is occupied by looking at pictures and reading works of art. Fiction and fine arts are of great importance for clarifying, expanding children's knowledge, developing the ability to express their thoughts, to tell, all the more so because not every natural phenomenon can be directly perceived by a child.

The educator thinks over what essential signs or connections will underlie the generalizations of knowledge.

4 . Methodology for conducting conversations in the senior group

TOPIC: "HOW PEOPLE HELP FOREST DIVISIONS" (a conversation about the work of a forester).

Tasks: to create conditions for the formation of children's ideas about moose, about their life in the forest in winter, about the forester and his environmental activities - winter feeding of animals; to cultivate a caring attitude towards the forest, the desire to do good deeds (work with environmental protection signs).

· Preliminary work.

Examining illustrations.

· Conversations.

Reading educational literature.

Course of the lesson 1. Examination of the painting "Forest".

Conversation with children:

Who lives in the forest? (Plants, animals, birds, insects.)

Children name and find the named objects in the picture.

· Solving riddles.

The teacher makes a riddle:

Hump-nosed, long-legged

branchy giant

Eats grass, shoots of bushes,

It's hard to compete with him on the run.

Kohl happened to meet such

Know - this is ... (moose).

A picture of an elk is displayed. Consider, describe (large, there are horns, hooves). Moose feed on grass, juniper twigs.

Does the moose have enemies? (Wolf).

How do moose defend themselves? (Escapes or defends with front legs (hooves).

Physical education "Animals in the forest":

walking with high knees (large snowdrifts);

walking track to track (narrow path);

jumping up with "getting branches";

throwing snowballs.

· Conversation.

Educator. Who helps animals and birds to endure the hardships of winter?

Reading a poem:

To pines, lindens, ate

They didn't get sick, they turned green,

To new forests

Ascended into the sky

Their ringing and the hubbub of birds

Protected by a friend - a forester.

Foresters put up feeders with hay, salt, hang bird feeders.

Educator. In the forest, a person is a guest, he must follow the rules of conduct so as not to disturb the life of the forest and its inhabitants. Invites children to come up with prohibitory (with a red rim) and environmental protection signs (with a green rim) for human behavior in the forest and draw them. Children put up signs and guess which sign each child came up with.

The productive activity of the child is one of the most important components of the development of the child's personality. To do it yourself, to do it for another is an important and necessary motive for the child's activity.

The desire to take care of those who need it develops kindness in the child’s soul, the ability to sympathize, worry, teaches him to help.

We invited dads of children to help us make bird feeders.

Children not only built feeders, glued them, cut them out, but also prepared food for the birds. In the classroom, the children learned well what treats are loved by tits and sparrows. All winter the birds on our site were full, thanks to our children.

Conclusion

A theoretical study of the features of ecological formations of children of senior preschool age allows us to draw the following conclusions:

The goal of environmental education is the formation of moral and value relations to nature and people, the ability to self-restraint, a sense of personal responsibility for the state of the environment, practical participation in the revival of the disturbed balance between man and nature.

Environmental education and upbringing of children will make it possible to overcome a number of negative phenomena in the life of society, to harmonize human relations with other people, with nature, with oneself as part of nature.

Environmental education is an integral system covering the whole life of a person, and should begin from early childhood, when the first foundations of worldview and morally valuable experience of interaction with the subject-natural environment are laid.

The effectiveness of environmental education for preschoolers depends entirely on the creation and proper use of a developing ecological environment, as well as on systematic work with children. Their development and increase in the level of environmental education is possible as a result of applying the methodology, taking into account all age groups.

The upbringing of the correct attitude of children to nature, the ability to carefully handle living beings can be fully implemented in the preschool period only if the system of work in the kindergarten is combined with the impact on the children in the family, i.e. is complex.

Cognitive material leaves a deep imprint only when it is given systematically, when impressions seem to be layered one on top of the other and are not torn off from life. Thus, a conversation that plays the role of clarifying and deepening, systematizing concepts, can be successful only when it is based on other previously used methods of introducing children to others. And also on their subjective experience, i.e. when they already have some knowledge that needs to be streamlined.

Conversations have an important place in the process of children's accumulation of knowledge - during excursions and observations. As practice has shown, before observations, it is very difficult for children to express their opinions, and such conversations are reduced mainly to giving explanations by the educator. During observations, preschoolers are absorbed in new experiences and speak succinctly. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. The educator himself directs the observation process with his questions and comments. The most successful conversations proceed immediately after the children have received new impressions during excursions, observations, or after reading the stories by the teacher.

So, the conversation is organically connected with the daily life of the child in kindergarten and family, and cannot turn into a worked out topic. The material given in it should leave a deep imprint in the mind of the child. For this to happen, it is necessary to offer the child an active position, when he is not only observing and listening, sometimes answering, but also acting, actively communicating, but this is another form of speech work with children - communication situations.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods for the development of speech and teaching the native language of preschoolers. - M.: Academy, 1997.

2. Veretennikova S.A. Familiarization of preschoolers with nature. - M.: Enlightenment, 1980.

3. From childhood to adolescence: a program for parents and educators on the formation of health and development of children 4-7 years old. / ed. T.N.Dorontova, L.G.Golubeva, N.A.Gorodova and others - 3rd ed.; - M.: Enlightenment, 2004.

4. Nikolaeva S.N. Theory and methods of ecological education of children. - M.: Academy, 2002.

5. Ryzhova N.A. Environmental education in kindergarten. - M.: Karapuz, 2000.

6. Solomennikova O.A. Ecological education in kindergarten. - M.: Mosaic Sintez, 2010.

Hosted on Allbest.ru

...

Download:

Preview:

Theme: "Our home"

Conversation about ecology.

Target: To form in children an idea of \u200b\u200bwhat the world around us is, to expand children's knowledge of nature.

Course progress.

Who is this ecology, from which my mother had a headache, and what did she do? Did you misbehave or didn't clean up after yourself? Screaming loudly or being naughty? If she's so bad, why write about her in the papers? Maybe she looks like Freken - Bock from the cartoon, which was shown on TV and which Carlson "reduced"? And how is dad going to fix it - with a stick or a carrot? Maybe they won’t give her sweets as a punishment or put her in a corner?

Nature, as we have already found out, is a special house. Inside it, everything is very closely connected: animals with plants, plants with plants, animals with other animals, and all together with the gentle sun, earth, water. Let's break these ties - as if the walls will fall in our house. For a while, it will stand still, but then it will begin to collapse. And to prevent this from happening, you need to know the rules of behavior in nature: what a person is allowed to do, and what should not be done in any case. The now familiar science of ecology helps to find out all this.

Scientists say that ecology is a science that studies. How plants, animals (living organisms) are connected with each other and with the environment.

Questions:

What is the environment?
What environment surrounds them?
Why should it be protected?

Alena Christia

Tasks:

To let children understand that nature is our common home;

Expand children's knowledge of nature;

Continue to form an idea of the role of nature in human life;

Develop horizons, thinking, related speech.

Bring up caring attitude towards nature.

The course of educational activities:

caregiver is reading poem:

Our home is our own, our common home is

The land where we live!

We can't count miracles,

They have one name there is:

Forests and mountains and seas

Everything is called - the earth!

Guys, look what is this?

That's right, this is our Earth. Our Earth is our common home.

Which of the layouts planets you like more?

Why do you think planet right not attractive?

Where to the planet has garbage?

How can we help our planet and clear it of debris?

Listening to children's answers

Let's decide what can and cannot be done.

As clues, we have pictures in the form of permitting and prohibiting signs.

At first let's figure it out that pollutes our planet?

Children choose prohibition signs and place them on the poster to the right of the polluted planets.

Factories that throw their waste into the environment, thereby polluting it.

Not protect wildlife(plants, animals, birds)

Guys let's let's figure it out than each of us can help our planet become cleaner and prettier?

Children examine and place signs. Narrative understanding of each.

How can we explain the signs in blue frames?

Fix these signs next to the blooming planet?

(Carefully treat plants and animals, plant trees and plants, save water try not to litter nature and learning clean up after yourself)

Outcome:

What did you learn new for yourself?

Guys, we studied today save our planet earth.

Related publications:

It is known that 2017 has been declared the Year of Ecology in Russia. And the new year began with our participation in the city competition dedicated to the year of ecology. From.

Didactic games on environmental education The role of dIn the environmental education of children, a special place is occupied by didactic games organized by teachers. Games with ecological content.

Synopsis of GCD on ecology “There is nothing better in the world than to take care of your beloved planet” in the senior group Purpose To give children an idea of the responsibility of man for the natural world around him. Tasks Educational To form elements of ecological.

Abstract of a lesson in moral education in the preparatory group "Learning to be friendly" Educational areas: Social and communicative development - To reveal the essence of the concept of "friendship" - To show what qualities one should have.

Plan for environmental education of preschoolers Plan for environmental education in MBDOO Creation of material and technical base. IBDOO activities Deadline Responsible 1. Designing the territory.

The project on environmental education of children of senior preschool age "To protect nature means to protect the Motherland" Project implementation plan 1. Joint activities of an adult and children - Conversations: "Cognitive environmental proverbs, sayings, riddles."

Implementation period: from 19 to 23 September Project participants: children of the older age group; parents or other family members; educators.

Ludmila Radchenko
Ecological talk "Let's help nature"

Recommendations: conversation can start by talking about a specific help that children can provide nature By this time, they have accumulated sufficient experience in dealing with nature certain natural history and conservation knowledge. AT conversation preschoolers and parents can participate.

Target conversations: To develop children's knowledge of a variety of protection activities nature, cause a desire for this activity, aim at the implementation of some activities to provide helping nature.

Equipment: Photo booth, exhibition of children's drawings "like me helping nature» "feeders" "birdhouses", posters on the theme of protection nature, crafts from natural material

Members: Educator, invited students, parents.

The course of the conversation.

AT: you already know that nature needs our protection and help. Do you think security nature _ is it only for adults or can children also make their contribution? What can they do? for example: rescue animals in trouble, clean up garbage, make bird feeders and houses, feed animals and birds in winter, install signs in places where protected plants are distributed, provide helping sick trees

Now tell me about what you are doing. Let's see our art exhibition "Like me helping nature» . Many of the drawings depicted the planting of plants, flowers, trees, shrubs. This is a good and feasible thing for you. You probably know the saying that a person has not lived his life in vain if he has planted and grown at least one tree.

And who will tell us. What is the right way to plant trees? (If necessary, introduce children to the rules of planting)

We will plant lindens and maples

The city will be smart, green

We will plant poplars in rows

Our squares will become gardens

We will surround the school with trees

Let the cheerful hubbub ring over her

Happy children love greenery

Love to see the trees in bloom

May it bloom more and more every year. Our young planet.

AT: It is important not only to plant a tree. The plant, but also carefully and carefully care for it. Protect from pests, water regularly

At beauty - birches, the dress is silver

Beauty has birch green braids

Goats jumped out from the yard to the birch

They began to gnaw at the birch, and the birches - in tears

We began to protect the birch in a crowd

What would be the beauty - the birch has grown big "P. Voronko"

In early spring you can see such picture:

The shepherd cut the bark of a birch

Bending down, pulling sweet juice

Drop by drop falls into the sand

Birch blood transparent as tears (F. Sologub)

AT: Tree bark must not be cut! The heart shrinks when you see a crippled tree, because it is alive! What will happen to the tree next? It will fade by next year, the trunk will gradually dry out, the roots in the soil will die.

REMEMBER: Wounds on trees are covered with wax, garden pitch, clay, putty or plasticine. The wound should be bandaged. In the proverb says: A lot of forest - take care, a little forest - do not destroy, there is no forest - plant. Which of you planted a tree together with the adults? Where? How do you care for him? Did you know that planted trees need watering?

Don't stop me from working

I will bring water

And well water

Of course, I will treat everyone

Drink, drink, do not regret -

Water the garden

He also drinks water (E. Blaginina)

AT: Children have many worries in all seasons. They worry about wintering birds: they make feeders together with their parents, feed the birds.

For guests, Kostya sprinkles millet on the window,

Water pours on a saucer - let them get drunk

Titmouse's paws are cold

It's bad for them without gloves

Yes, and hungry in the winter in the cold

I gave them seeds

Look, sbda

They sit on my palm

Warm paws. They are not afraid (O. Vysotskaya

Let's see together what feeders our guys made. (Children look at the exhibition of feeders, choose the best one)

And how are you help nature in summer? The main task in the summer for adults and children is weed control. Not by chance they say: Weed grass - out of the field

There are many types of weeds, among them - meadow bluegrass, creeping wheatgrass, etc.

(Show pictures of plants)

Weeds are found in fields and gardens. They must be removed, they drown out cultivated plants planted in the garden, flower beds, etc. Cultivated plants that are not weeded on time give a low yield and become small. Sometimes unweeded plants can even die.

Waiting for the harvest

Don't be lazy, get up early!

If you start the beds

Do not weed, do not pour -

Not a single sweet carrot

You won't find it in the garden (T. Belozerov)

Any help - man, a plant or a small animal - brings joy, satisfaction, happiness. And the types of this help can be very different, for example, as in the poem by A. Barto.

We didn't see the beetle

And he's alive, he's still alive

Buzzing in the window, spreading its wings

And I'm calling on help mom

There is a live beetle, open the frame.

In custody conversations give the children the task of telling the younger comrades to the parents what they can help nature

CONVERSATION: PLANTS ASK HELP.

RECOMMENDATIONS: conversation it is advisable to spend in the spring in the corner nature may involve specialists. What role do plants play in nature? Why do humans and animals need them? Plants are the greenery of the planet. This is "lungs" planets, they release oxygen in the air, which is necessary for breathing. Plants give food to animals and humans, supply people with building material, raw materials for tissues.

Let's look at reproductions of paintings together "Demonstrate reproductions of paintings by landscape painters" What is shown on them? Forest, field, meadow, our dear nature. Do you like these pictures? How? Nature is also beauty, without which a person cannot do. And we see in nature above all the beauty of the plants around us. Unfortunately, they are sometimes in danger. Many of them die at the hands of man, from pollution of the soil, water and air. It is no coincidence that the Red Book was created nature, where the extinct, rare plants under state protection are also listed. "demonstrate the Red Book" Ask the children why the cover of the book is red? This is a signal of danger, a sign of trouble that threatens the green side of the planet.

In one sunny day, one hectare of forest absorbs 250 kg from the air. carbon dioxide, and emits 200 kg. Oxygen

The forest grows for a very long time, it is difficult to grow it, and people often destroy it without thinking.

What threatens the fir trees with the approach of the New Year. How can we help? We will explain to people that instead of spruce, it is better to decorate the room with a New Year's bouquet of spruce branches. This will save the life of many trees.

The winter will pass, and in the spring again the friends of plants are full of worries. Meadows and forests will turn green, and people will be drawn to spring beauty. nature, behind the sun, air and bouquets. Trouble will come to primrose plants, and then they will urgently need our help because there are fewer and fewer flowers left in the forests. But flowering plants - in the field, in the forest, and in the meadow - decorate our Earth, delight people.

What plants appear first in spring? Which one is mentioned in enigma:

The flower is changeable. Now a red corolla, then a blue corolla "lungwort"

Delicate lungwort flowers adorn forest glades in spring. Do not collect it in bouquets, admire it in the forest.

What other flowers can be seen in the awakening forest

He was the first to get out of the earth - on a thawed patch.

He is not afraid of frost - even though he is small "snowdrop"

The melody of the play sounds "snowdrop" P. I. Tchaikovsky Children listen to poems about the snowdrop

A snowdrop peeped out in the semi-darkness of the forest -

Little scout sent in the spring

Let the snow rule over the forest,

Let it lie under the snow, sleepy meadows

Let the ice be motionless on the sleeping river

Once the scout came - and spring will come! Serova

In May, lilies of the valley appear, they are loved for their aroma and modest appearance. Armfuls of people carry bouquets from the forest, clearings empty, forests darken.

Lily of the valley was born on a May day

And the forest keeps him

It seems to me: his behind -

He chimes softly

And this ringing will hear the meadow,

And birds and flowers

Let's listen, what if

Let's hear - me and you?

Let's never collect these flowers in bouquets and make it clear to our friends

Which of you had a dream - grass? Where did you see her? This is a very beautiful and delicate flower. (show illustration). Backache or sleep-grass, can be seen in early spring in a light pine forest. Its beautiful purple flowers look like bells, and the leaves seem to be cut into narrow strips. All plants are covered with a delicate silvery fluff.

Why is this plant called sleep-grass? His drooping colors seem to be sleeping. Split leaves grow only towards the end of flowering. Sleep grass is harvested in armfuls, so it does not have time to give seeds and quickly disappears. (show a color photo or slide.)

Sometimes crouching in a clearing, we feel a subtle aroma. This is a pale blue violet. Know you are lucky, these are very rare flowers! Admire them and do not rush to touch them with your hand. Who can show the violet in the picture? (demonstration)

In the spring, it gets from people and some flowering trees. Do you know how?

Cherry blossomed near the stream,

In the April sun, whispering branches

Light as a cloud, white as snow.

Every person rejoiced at the tree

The girls came to sit under it

And she could bloom - many many days

Whose cherry is this? Yes, she is a draw

White snow maiden near the stream

Aunt rode past, looking around

Immediately broke off the branch from the bird cherry

City schoolchildren went on a long journey

Seeing the bird cherry, the branches began to bend.

The girls came running - but there was no snow maiden

Only a wilted bouquet is lying in the dust

And the bird cherry was pure as snow

Every person rejoiced at the tree. (Z. Alexandrovna)

So let's not break trees. We will not collect flowers in bouquets. We will heal wounds on trees, water plants, fence young trees, plant new trees and shrubs. We will stop those who cause harm so that there are no such cases. this:

Oh how I love nature! - Seryozha said -

I love lilac so much

And rowan too.

And I would like to ask

Quiet at Seryozha

Who broke the lilac in the garden

And rowan too? (R. Sef.)

In custody conversations invite children to plant flowers and shrubs on the site and take care of them.

CONVERSATION ABOUT CAREFUL ATTITUDE TO NATURE.

Target : to educate children about respect for nature. Learn to behave properly in nature, so as not to harm it.

"Why is the titmouse crying?"

A husband and wife lived in a house on the edge of the village. They had two children - a boy Misha and a girl Olya. Misha is 10 years old, and Olya is 9.

A tall, branchy poplar grew near the house.

Let's make a swing on the poplar, - said Misha.

- Oh, how good it will swing! Olya rejoiced. Misha climbed onto the poplar, tied a rope to the branches. Misha and Olya got on the swing, and let's swing. Children are swinging, and near them the titmouse flies and sings, sings.

Misha says:

Titmouse is also having fun because we are swinging. Olya looked at the trunk of the poplar and saw a hollow, and in the hollow there was a nest, and in the nest were small chicks.

“The little tit is not happy, but is crying,” said Olya.

- Why is she crying? Misha was surprised. “Think about why,” Olya answered. Misha jumped off the swing, looked at the titmouse's nest and thought: "Why is she crying?" V. Sukhomlinsky.

Help Misha understand why the titmouse was crying. Summarizing the answers of the children, the teacher says:

Misha and Olya did wrong when they made a swing on the poplar. After all, the nest could fall, and then the chicks would die. Do not tie a swing to a tree, because you can break it. And the tree takes a long time to grow.

"Elkino dress"

You make your way through the spruce forest, and young Christmas trees are prickly. - Don't touch us! - You think, quietly touched.

"And don't be quiet." We take care of our clothes.

- What kind of clothes do you have special? - Our green needles are not leaves, they do not change every summer. - So that? - Here a fresh spruce paw has grown, and the needles on it are replaced only after seven years.

Yes, it won't be soon. - So you have to save the needles!

Do you think the boy will still break spruce paws? And you?

TALK ABOUT WINTERING AND MIGRATING BIRDS.

Target: to form a generalized idea of wintering and migratory birds, to learn to distinguish them on an essential basis: the ability to satisfy the need for food. Deepen understanding of the reasons for the departure of birds (disappearance of the main food, freezing of water bodies, the earth, the death of vegetative parts of plants), classify birds into wintering (crow, jackdaw, sparrow, titmouse) and migratory (swallow, rook, duck, swift, starling) on the basis of establishing a relationship between the nature of the food and the possibility of obtaining it. Enrich the dictionary by introducing words: food, migratory, wintering. To cultivate love for birds, the desire to help them in winter conditions. To teach children to describe birds by characteristic features and recognize them by description.

Which birds are familiar to you?

What birds have you seen on the site or in the forest in winter? (sparrows, jackdaws, crows, tits, pigeons, magpies, woodpeckers).

What are the names of the birds that stay with us for the winter? (wintering, settled). What birds haven't been seen lately? (swallows, rooks, starlings, ducks, swifts). Where have these birds gone? (Fly away to warmer climes).

What are the names of the birds that fly away from us for the winter? (migratory).

Why do you think migratory birds fly away from us for the winter? (fear of the cold).

Do you remember what birds eat? (insects hid, so the birds that feed on insects fly away first, then those that eat the fruits and seeds of plants, because the crops in the gardens and fields are harvested. Ducks and geese fly away later than all. They live with us until until the waters freeze

Migratory birds are not adapted to store food for themselves for the winter and get it in winter conditions. In the summer they live with us, build nests, breed chicks. And with the onset of cold weather, they fly to hot countries in order to return to their native lands in the spring. Why do you think wintering birds live with us all year round? These birds are not afraid of frost and manage to get food even in the coldest winters. They are looking for insects. Which hid in cracks in the bark of trees, cracks in houses and fences, eat fruits and seeds of deciduous plants, cones with coniferous seeds. And the nuthatches and tits are looking for the stocks they made in the fall. - And yet it is very hard for the birds in winter. It is especially difficult to find food during snowfalls, in snowstorms and severe frosts. In such weather, birds often starve and even die from cold and hunger. Birds in winter approach people's dwellings. And we must help our feathered friends survive the winter.

Seeds of various plants are suitable for feeding birds - hemp, sunflower, melon, pumpkin, watermelon, and many weeds. But oats, millet are pecked only by sparrows and oatmeal. Tits are very fond of pieces of unsalted bacon

- Today, when we go for a walk, we will hang these feeders and fill them with food for different birds. And maybe this will save more than one bird's life. And in summer the birds will help people. They will eat pests and continue to protect gardens, parks, squares.

Physical education minute

The forest and fields are covered with snow,

The earth sleeps under the snowdrifts.

Looking for, looking for birds

What to enjoy.

For a long winter in our forest,

We will prepare food for the birds.

Come, birds, you feed here!

Riddles

Smart boy in a gray coat

Jumping, snooping, collecting crumbs. (Sparrow)

In a red embroidered hat, in a black caftan

Famous in the family for a funny forest song.

What is a beautiful song? Knock-knock-knock, yes tra-ta-ta!

(Woodpecker)

Who is on the tree, on the bitch,

The score is “coo-coo ... coo-coo”? (Cuckoo)

Apples on the branches in winter! Collect them quickly!

And suddenly apples fluttered, because this is ... (Bullfinches)

On the pole is a palace, in the palace is a singer,

And his name is ... (Starling)

Black, agile, yells "crack"

Worms are an enemy. (Rook)

TALK ABOUT WHO WINTER HOW.

Target: expand and deepen the understanding of the wintering of animals, birds, fish, insects: a bear and a hedgehog sleep in winter, a hare and a squirrel change color and density of wool, wintering birds approach human habitation, tits feed on insect larvae, seeds of bushes, trees, bullfinches on rowan berries , sparrows and doves are looking for crumbs and leftover food on the ground; insects hid under the bark of trees, fish sank to the bottom of rivers and lakes. To learn to find the causes of changes in the life of animals in changing the conditions of their habitat, to establish cause-and-effect relationships. Develop persuasive language. To cultivate love for animals, the desire to help in difficult conditions.

Educator: White and cold winter came to earth. The forest sank in the snow, and fruits and seeds hid under it, the roots of plants became even more inaccessible. There is no juicy grass, no soft leaves on the trees.

Do you think that animals living in the forest are afraid of winter?

What saves them from the winter cold? (the animals changed their summer coats for warmer winter coats, changed their color). Are they afraid of the cold?

What do rabbits and squirrels eat in winter?

How does a fox track down prey in winter?

Why do badgers and bears accumulate fat by winter, squirrels store food, but hare and fox do not?

How does the hedgehog spend the winter?

If you managed to visit the forest and find traces of animals or see them yourself, tell us about it.

How does the lifestyle of wintering birds change? What do they eat?

Where do insects spend winter?

How do frogs and fish hibernate?

How can you help forest animals, birds in winter? Pisces?

The teacher summarizes and clarifies the knowledge of children: the animals of winter are not afraid. Fluffy, warm wool saves them from the fierce cold. A hare and a squirrel change their coat color to better hide from predators. They are not afraid of hunger. Although there are no nuts or mushrooms in the forest, the squirrel stocked them up in summer and autumn, and now it is looking for its pantries. She also eats with pleasure the seeds of spruce cones, which are abundant in the forest even in winter.

There is no bear food in the forest. But the bear settled down well: he sleeps all winter in his lair and does not eat anything. The badger also sleeps in its hole. They live at this time due to the fat that they have accumulated in their body in summer and autumn.

But hares, foxes, moose did not store anything. The hare feeds on tree branches, gnaws at the bark. Moose also feed on branches. And the fox does not like branches. A redhead walks through the snow and carefully sniffs it. It is she who looks for mink mice under the snow. So mice, basically, feed all winter. Birds at this time of the year approach human dwellings. Tits feed on insect larvae, seeds of bushes, trees; bullfinches with rowan berries; sparrows and doves look for crumbs and leftover food on the ground.

Fish sank to the bottom of rivers, lakes and sleep there.

But animals and birds are often hungry in winter. Therefore, they need to be fed: prepared poles are hung in the forest, hay, carrots, cabbage leaves, nuts and acorns are laid out. They make bird feeders.

It is difficult for fish in winter. Air does not pass through the ice into the water, and fish often die from lack of it, so in winter it is necessary to make holes in the ice. You and I must also help animals, fish and birds.

TALK ABOUT WINTER

Target: to concretize and deepen the idea of winter: the state of the weather, typical precipitation, natural phenomena, the state of plants, the features of the life of domestic and wild animals. To learn to establish a connection between the features of the appearance, behavior of animals in the conditions of the winter season. It is possible to develop coherent speech, the ability to speak correctly, using epithets, comparisons.

Spinning in the air

And the earth is quiet

Falling, laying down.

And in the morning with snow

The field is white

Like a veil

All dressed him up.

Dark forest with a hat

Covered up wonderful

And fell asleep under her

Strong, unshakable...

What season is the poet talking about in this poem? Winter is the mistress of three months. What? How has nature changed in winter? What's the weather like? How do plants winter? Why haven't we seen insects? What birds did you see? What has changed in the life of birds in winter, in their behavior? How do domestic and wild animals hibernate? How do people take care of birds and animals in winter? Why?

The teacher summarizes information about winter: in winter there are the shortest days and the longest nights, the sun is low and heats little, the sky is often gray, it has clouds, clouds from which it snows. In severe frosts, snow falls in grains, needles. When it gets warmer, snowflakes stick together into flakes, frost appears on trees and wires. In windy weather, there is snow, blizzards, blizzards.

Rivers and lakes are covered with ice. Fish live under the ice, they go to the bottom and sleep. Trees and shrubs without leaves, only spruce and pine have green needles. Grass seeds, bulbs, and roots hibernate under the snow. Insects do not fly, they sleep, hiding in cracks in the bark of trees and shrubs, under leaves, in the ground. There are few birds, most of them live near human habitation. People feed the birds, help them survive in this hungry season. Migratory birds flew to warmer climes. Animals live in the forest in different ways: a bunny and a squirrel have changed their coats for winter ones. The squirrel feeds on stocks of nuts, acorns, mushrooms. The fox mainly hunts mice at this time. Bear, badger, having accumulated fat in their body, sleep in dens. The hedgehog is also sleeping. People take care of domestic animals: they warm their winter hut, give them food.

In winter, people clear the snow. Work snowplows on the streets. The kids love winter! What do you like about her? Children list winter activities: sledding, skiing, snowballs, skiing from the mountain, buildings made of snow.

Let's come up with beautiful definition words for the word "winter" (sorceress, sorceress, beauty).

TALK ABOUT HOUSEPLANTS CARE

Target: generalize ideas about caring for indoor plants. To consolidate knowledge about the basic needs of indoor plants, to clarify knowledge about the signal signs of unmet needs. Generalize the idea of the orientation of care methods (watering, dust removal, loosening) to meet the vital needs of plants. To consolidate the ability to choose the type of care, the necessary tools, focusing on the condition of the houseplant. To cultivate a caring attitude towards indoor plants, responsibility for their life. Clarify ideas about plants, learn to recognize them by description. Give the concept of soil as "living earth".

Content: Children, today we will continue to learn how to care for indoor plants. Let's remember what needs to be done for this? What have you recently learned? (to loosen the earth). Why do you need to loosen the earth? (so that water drains well, and so that it is easier for the roots to grow in loose soil). How are you loosening the ground? Why chopsticks? (so as not to hurt the roots). Closer to the stem, loosen shallowly, and further from the stem - deeper.

How do you know if a plant needs to be watered? (the earth is dry to the touch, light). What kind of water do we water? (warm, which has been in watering cans since yesterday). How should plants be washed? (wipe large leaves with rags, put plants with soft leaves in a basin, cover the ground with oilcloth so as not to wash it out, and water from a large watering can or from a spray bottle).

Why do we care for plants? (so that they are beautiful, grow well and bloom). Children, plants need not only to be looked after, but also fed, they need to be fertilized. For this, there are special fertilizers, they must first be diluted in water. Plants are fed with this solution once a week, after watering it, so that the solution is better absorbed into the soil. There are cups of fertilizer solution on my desk. In some cups, half the solution, and in some - to the brim. After you wipe the leaves of the plants, loosen the ground, spray them, and wash the plants with small leaves in a basin from a watering can, take cups of fertilizer from me. If the plant is large - full, and small - half a glass. The teacher distributes the work of the children, controls their activities, helps with advice, notes those who successfully cope with the case. What have you learned today? Why are they fertilized? What soil should be fertilized?

Teacher: And now I want to ask you a riddle. The teacher describes the plant (is there a trunk, branches, what they are: they stand straight, hang down, curl, thin or thick). Describes the leaves, their shape, surface, color (dark, light green, variegated, etc.). Are there flowers, how many are on the pedicel, how they are colored. Children guess plants. Then, he invites the children to make riddles about plants themselves and guess them - the game "Guess the plant" is played.

TALK ABOUT PETS

Target: generalize a specific idea of pets and form the concept of "pets". To teach to establish essential signs for generalization: they live with a person, they are beneficial, a person takes care of them. To form the ability to fill generalized noun signs with specific content. To develop the ability to complement the answers of peers.

Content: The teacher makes a riddle. Shows children pictures of a goat, a sheep, a cow, a horse, a bear. He asks who is superfluous in this group of animals and why. (An extra bear, because the rest of the animals are domestic). Asks the children to name other pets they know and why they are considered pets. He listens to the answers of children, draws their attention to the distinguishing features: pets live with people; they are not afraid of a person, a person creates conditions for their life: feeds, builds housing, heals; released into the wild, pets either look for new owners or die. All domestic animals are useful in the economy (they provide food: milk, meat, wool; used in work: horse, camel, donkey)

Underground, in a closet

She lives in a mink

gray baby,

Who is this? Mouse.

The teacher shows the children a mouse toy. This is a difficult task - to determine: a mouse - which animal, domestic or wild? Guides the children's reasoning by asking questions: where is she sitting? Is the person afraid? Does the person care about her? Does it benefit the person? -Conclusion: the house mouse is not a domestic animal, but a wild one that has adapted well to live near a person, in his house. The teacher invites the children to play the game "Birds, animals, fish." Children become in a circle. One of the players picks up some object and passes it to the neighbor on the right, saying: “Here is a bird. What kind of bird? the neighbor accepts the item and quickly answers (the name of any bird). Then he passes the thing to another child with the same question. The object is passed around in a circle until the stock of knowledge of the participants in the game is exhausted. They also play, naming fish, animals.

TALK ABOUT VEGETABLES

Target: form generalized ideas about vegetables (Vegetables are parts and fruits of plants that are grown in the garden for food). Clarify ideas about the variety of vegetables. To form the ability to generalize according to essential features, to use the simplest model, to reflect the result of generalization in a detailed speech judgment. To cultivate the ability to listen carefully to the teacher and peers, to accurately and fully answer the question posed.

The teacher clarifies: right, guys, a person plants seedlings or seeds of vegetables in the ground, takes care of them, waters, weeds, loosens the ground, and only at the end of summer - in the fall he gets a crop of vegetables. Vegetables are the fruits of a plant, part of it.

Tell me, guys, do all vegetables grow on the surface of the earth? There are vegetables whose fruits are in the ground and are called root crops. (Children call vegetables - root crops). Lots of vegetables. They are all different. Let's find with you signs of differences in vegetables. (Children examine vegetables and make a conclusion about the difference in vegetables in shape, color, size, what is the surface to the touch). Why do people grow vegetables? (To eat). Do all vegetables taste the same? This means that vegetables differ in taste.

Mystery:

“I see a girl who used to live in a dungeon.

She is orange.

It can be cleaned, rubbed on a grater.

It's delicious and healthy."

The teacher (with a dish of raw and boiled vegetables) invites the child, who raised his hand, to close his eyes and taste a piece of vegetable. He asks if the mystery is about this vegetable. The child answers. If the riddle is not about this vegetable, the child should name what he ate.

“Grandfather lives in a hundred clothes dressed.

Top light rustling cover.

Who found the answer? (onion)

Yellow, not the sun, round, not the moon.

They boil it, and steam it, and eat it raw,

and fairy tales are told about her. (Turnip)

Children taste vegetables by identifying onions and turnips.

Invite the children to compose riddles about vegetables themselves.

TALK ABOUT THE FOREST.

Reading the story "Autumn Adventures of Rabbits" from the book "Forest in Autumn". Children's stories about their adventures in the forest.

Target: to give children the concept that the forest is a community of plants and animals that live together and need each other.

Who was in the forest? What did you see there? What grows in the forest? What animals live? Lesovichok listens, praises the children.

Then he reports that the most important inhabitants of the forest are trees, there are many of them, they are tall.

Exposes subject pictures depicting different trees, asks children to name them.

He asks how they recognized birch, oak, mountain ash, maple, spruce, pine.

Makes a riddle: “Sits - turns green, lies - turns yellow, falls - turns black” (tree leaf).

Forests are different: mixed, when all these trees meet; coniferous - dark forests (taiga); in birch groves only birches grow - these are light forests; in a pine forest - only pines, there is a pleasant smell of resin.

In the mixed forest, bushes grow under the trees - elder, hazel, raspberry. Herbs, berries, mushrooms also grow on the ground.

Shows pictures of shrubs, puts up dummies of mushrooms.

Reads poems and riddles, asks to find riddles on them.

Animals, birds and insects live in the forest. They find their own housing here: they dig holes, make nests. The forest feeds them.

Animals and birds eat various parts of plants: seeds, berries, tree branches, leaves, etc. The forest is a wonderful natural resource.

"Our home is nature" (conversation)

Target: To let children understand that nature is our common home, to expand children's knowledge of nature, to continue to form an idea of the role of nature in human life, to develop horizons, thinking, connected speech, to cultivate a caring attitude towards nature. Preliminary work: guessing riddles, reading fiction.

Our native home

our common home is the Earth,

Where do we live!

We can't count miracles,

They have one name:

Forests and mountains and seas.

Everything is called - the earth!

Educator: Guys, look what it is? (Children's answers.) That's right, this is our land. Our land is our common home. What do you guys think, what are we leaving on our planet Earth? These are the traces left after you on the ground. Even if you don't see them, the earth remembers them. And every person living on this planet leaves their mark. See what footprints you see on the ground. (Children's answers.) That's right, big, small, clean, dirty.

Educator: Today we will talk about what kind of trace we should leave on earth. If nature is a common home, then each of you has your own home. And everyone tries to maintain cleanliness and order in his house. Educator: Listen here: “I love to run barefoot, Sprinkling puddles, And leaving traces later. But the sun dries the earth. I'll trace My footprints on the pavement with crayons. But the wind will bring clouds And wash them away with rain. Or maybe ask for paints And, having taken sandals, so to inherit on the road, So that everyone knows about it? And I answered: The earth is your home. Dirt should not be planted in it. ” Educator: Children, what conclusion can be drawn? (Children's answers.) That's right, not only in your home, but also in nature, you can’t carry dirt. The earth is the common home of man. All people in the world are one big family. And everyone is trying to do something for her, someone succeeds, someone does not. Nature made sure that the Earth was always in "order". Guys, name what natural phenomena you know. (Children's answers.) That's right, wind, rain, snow, sun. Consider how these various natural phenomena help the Earth look like this? For example, such a natural phenomenon as the wind, how does it help? (Children's answers.) Yes. The wind brings coolness, cleans the air. And what makes it rain? (Children's answers.) Rain nourishes plants, gives moisture. Educator: How does snow help the Earth? (Children's answers.) That's right, it insulates the earth, covers it like a blanket, gives warmth, insulates trees so that their roots do not freeze. And how does the sun help the Earth look like this? (Children's answers.) The sun gives light to all living things. But the sun not only shines, what else does it do? That's right, heat comes from the sun, it warms. Guys, each of you lives in a house with walls, but as soon as we go beyond the threshold of our house, we find ourselves in another house. Listen guys:

"Like a roof over the earth,

Blue skies.

And under the blue roof

Mountains, rivers and forests

And glades and flowers, and, of course, me and you.

So what house are we in? Right in the house - nature. Look, guys, at these drawings of an ordinary house and a house of nature, let's compare these houses. (Pictures.) Why is it light in our house? (From the lamp.) And what can be compared with a lamp in nature? (The sun.) But the sun not only warms, so it can be compared with something else? ... with a stove, a battery. It rains in nature, but in our house, what resembles rain? (Shower.) There is wind in nature, but in the house? (Fan.) There is a floor in the house, but in nature? (Earth.) We have a carpet on the floor, but on the ground? (Grass grows.) In an ordinary house there are stone and wooden walls, but in a house of nature? (Mountains and trees.) We have a flame burning on a gas stove, but in nature, where does the fire come from? (He breaks out of a volcano.) In nature, snow falls, ice accumulates on high mountains, and in his ordinary house a person has learned to make snow where? (In the refrigerator.) What animals live in nature? (Wild.) In an ordinary house? (Domestic.) Wild plants in nature, but in the house? (houseplants) Guys, why in both houses the artist left part of the drawing not painted over, what's that? (Air.) And why is air needed, what will happen if there is no air? (Children's answers.) Educator: Let's do a little experiment and find out what will happen if air does not enter our body. Cover your nose with your hand. Can you breathe? why? We need air, without it we cannot live. Tell me, please, who else needs air, who still cannot live without air? (Animals, birds.) Everyone needs air, without it we cannot live.

"The kingdom of water" (conversation)

Target: Cultivate respect for water. To consolidate knowledge about the properties of water and its importance in human life. Learn about the water cycle in nature. To expand knowledge about the state of aggregation of water. Develop curiosity and skills in conducting laboratory experiments, social skills: negotiate, take into account the opinion of a partner, defend one's own opinion. Activate and enrich the children's vocabulary with nouns, adjectives and verbs on the topic. Preliminary work: guessing riddles, reading poems about different states of water. Observation of snow, ice, water. Didactic games: "Circles on the water", "Who needs on the water?", "Where does the water flow"

Educator: Today we will go to a magical kingdom, but guess which one? I am very good-natured, helpful, obedient, but when I want, I will even exude a stone. (Water) That's right, we will go to the magical kingdom of water. Water is all around us. Where can we see it? (in the sea, river, puddle, kettle, aquarium, pool, etc.) Who needs water? What are the benefits of water for humans? Can life on earth exist without water? Why? Conclusion: Water is life. Now close your eyes, we will be transported to the Kingdom of water. - Hello! Welcome dear guests. Educator: - Guys! Yes, this is the Queen of Water itself. Queen of water: I invite you to my kingdom. But in order to continue the journey, you must solve riddles. And you will find riddles in the pictures. (Children take turns taking out droplets with riddles from a bucket, the teacher reads aloud). There was a blanket, soft, white, the sun was hot, the blanket flowed. (snow) People are waiting for me, calling me, and when I come to them they run away. (rain) We have a white nail weighing under our roof, the sun will rise, the nail will fall. (icicle) Fluffy cotton wool floats somewhere. The lower the wool, the closer the rain. (cloud, cloud) From the sky - a star, in the palm of your hand - water. (snowflake) Not prickly, light blue hung in the bushes ...... (hoarfrost) Transparent, like glass, and you can’t insert it into the window. (ice) Children attach cards with drawings-answers to riddles on the board. Educator: What unites all our answers (correctly, this is the whole state of water). Queen of Water: Well done! Completed the task. I invite you to continue your journey. Do you know about my properties? Tell about them. (Children come to the table where the carafe of water is located. Educator: let's remember with you the properties of water. (Children take turns calling the properties of water). - Water is a liquid, it can flow, overflow. It can be of different temperatures. Does not have taste, smell, has no shape, can evaporate, some substances dissolve in water, some do not dissolve.Queen of water: I suggest you play an interesting game in which you will learn about another phenomenon in nature.Educator: I will be Mama Cloud, and you are my children - droplets. It's time for you to go. (music sounds like the sounds of rain). The droplets jump, scatter, dance. The droplets flew to the ground. They jumped and played. They got bored of jumping one by one. They gathered together and flowed in small cheerful streams (make brooks, holding hands) brooks met and became a big river (droplets join in one chain) Droplets float in a big river, travel. A river flowed and fell into a large - very large ocean (children move in a circle). Droplets swam and swam in the ocean, and then they remembered that the mother cloud ordered them to return home. And just then the sun came up. The droplets became light, stretched upwards, they evaporated under the rays of the sun, and returned to Mama Cloud. Educator: And the natural phenomenon that we played is called, the cycle in nature. Who wants to talk about the water cycle in nature? (Children tell with the help of a poster, complement each other.) How many words do you hear when I say “Circle”? (water in nature “walks” in a circle, it “returns” to where it came from, so we say one word, but we hear two “cycles” Queen water: Guys! You got acquainted with such a phenomenon in nature as the Water cycle in nature. Think and tell me, is it necessary to conserve water? Why? And what happens if water disappears? How should water be conserved? (Children answer questions. Consider models of water conservation, discussing).

Teacher: So our journey is over.

"Insects - benefit and harm" (conversation)

Target: to give knowledge about the rules of behavior when meeting with different insects. Material: subject pictures depicting insects; plot pictures depicting the habitat of these insects.

Questions to children: -What insects do you know? When do insects appear? Where do they live? How are they different from birds? What happens if there are no insects? How dangerous are insects? How to behave when meeting with them Reading a poem: I was stung by a bee. I screamed, “How could you? The bee answered: “How could you Pick my favorite flower? After all, I needed him terribly: I took care of him for dinner! To bring children to the idea that everything in nature is interconnected, and a cruel and even careless attitude towards it worsens a person's life. Insects are of great benefit, but sometimes you can suffer from them.

Remember the RULES: It is necessary to know how to protect yourself from insects: -It is necessary to lubricate the exposed parts of the body with means (created specifically for children) that repel insects! - Never touch a hornet's nest! -If a bee flies near you, do not wave your hands, move to another place! -If the bee nevertheless stings, then it is necessary to remove the sting, wipe the stung place with soda solution or apply calendula petals. -Do not catch or kill insects! -Don't stand near the anthill! “Protect the forest from fire” (conversation) Tasks: To form in children an idea of fire safety in nature, about the danger of kindling fires for the environment and their own health. Familiarize yourself with the rules of conduct in case of fire. Cultivate a sense of responsibility for their actions, a sense of friendship and camaraderie. Preliminary work: Reading fiction: S. Marshak "Fire", L. Tolstoy "Fire dogs", "Fire", B. Zhitkov "Smoke", "Fire". The course of the conversation: The teacher invites the children to solve riddles: A red-haired animal crawls on a tree The tree dies, the animal grows. (Fire) A bright firefly, swallowed a knot Lit up, sparkled, turned into a huge poppy. (Fire) Well done guys! Fire is one of the greatest wonders of nature. Of course, a fire will not start on its own. Each time they flare up only when, due to our oversight, an “evil fiery genie” breaks out into the light. Someone dropped a match in the forest or did not put out the fire, and the evil genie is right there. At first, small, smoldering, but then it grows to a fiery wall in the whole sky. (Showing illustrations about forest fires). But not only matches can cause fires. A fire can even occur from an empty bottle or glass jar thrown onto dry foliage. The sun's rays, passing through the glass, heat up and ignite dry grass, foliage, or even a cone, as through a magnifying glass. Yesterday we went to the forest, Well, at night he disappeared. So from our fire the whole forest burned to the ground! Now I will give you riddles, if you guess, you will find out which “servants” of the fire can cause fires: Red goes into the water, And black (coal) comes out of the water. I am small, but evil, A little bit of a candle, Sometimes I will fall so that I will bring a lot of grief. (spark) A fire is always a danger to the forest, but this danger is also for you and me. If you do not follow the safety rules, you can get hurt. What can happen to a person near a fire? (Children's answers). A burn if we grab a coal or stick our hand into the fire. But many of you said that they collected twigs, twigs, snags to make a fire, but all trees are different and burn in different ways. For example, coniferous trees contain a lot of resin. The resin melts and inflates, forming bubbles that burst. The splashes are scattered in all directions. If you stand close to a fire, they can get on your skin, in your eyes and cause harm. Remember: - You can't make fires without adults - You can't make fires in a place not intended for this - You can't stand close to the fire - You can't throw objects into the fire. It is always interesting to throw a jar, a bag, a plastic bottle or something else into a burning fire and stand and watch what will happen. But this cannot be done. Each object behaves differently when heated: cans and cans explode, fragments scatter to the sides and can injure or cause a fire. Plastic emits toxic substances, inhaling them, you can get poisoned. As you can see, pranks with fire are dangerous. But if there was a problem. How to behave? What to do? (Children's answers.) Educator. Of course, you can’t put out a forest fire, it needs the work of a team of professional firefighters. You must report the fire to an adult and to the fire department. Tell me, please, which of you knows the telephone number of the fire department? (Children's answers.) If suddenly a fire breaks out, Then you must call in an instant, Like every citizen In the unit to the firefighters "01". Do you guys know how to put out a starting fire and put out a fire if you no longer need it and you leave the place of rest? (Children's answers.) Well done, right with water, a fire extinguisher. But in addition to water, fire can be covered with sand. But it is best to avoid fires in the forest. Fire is always a terrible disaster for all living things. Remember guys - take care of the forest! Be careful! Observe fire safety measures! (The next day after the conversation, you can conduct a quiz on the conversation).

Questions for the quiz:

1. What benefits does fire bring to people?

2. What damage does fire do?

3. What "servants" of fire can cause fires?

4. Is it possible to take matches and make fires without adults?

5. What rules should be observed around the campfire?

6. What other causes of fires in the forest are there?

7. How to behave in case of fire?

8. What phone number is used when calling firefighters?

9. What needs to be done to put out the fire?

10. Tell me, what rules of behavior in the forest did you remember?

CONVERSATION: "WHAT A YOUNG ENVIRONMENTALIST SHOULD KNOW"

Content: Guys, you already know that nature needs our protection, our help. Scientists, engineers, the entire population of our country and the planet are thinking about this now. Why has the problem of nature conservation become so important and necessary? If we do not immediately help nature, it will die. What will happen on earth then? Do you think nature conservation is only a matter for adults, or can you also make your own contribution? Yes, you can do a lot. For example, protection of the natural environment: feeding and rescuing animals in trouble; garbage control; production of feeders and houses for birds; feeding animals and birds; installation of plates in places of distribution of protected plants; helping diseased trees. Now tell me about what you did. Let's now see our exhibition of drawings "We help nature." You are doing a lot of useful things for nature. Many of you in the drawings depicted the planting of plants: flowers, trees, shrubs. This is a very good and rewarding work. You know, there is even a saying that a person has not lived his life in vain if he has planted and grown at least one tree in his life. It is not for nothing that people say: “The one who planted the tree will be thanked by the grandchildren, the one who killed it will be cursed by the children.” And who will tell us how to plant trees? (If necessary, the teacher introduces the children to the rules for planting plants.) We will plant lindens and maples, There will be a smart, green city. We will plant poplars in rows, Our squares will become gardens. We will surround the school with trees, Let the cheerful hubbub ring over it. Happy children love greenery. They love to see the trees in full bloom. Let it bloom every year more beautifully Our young planet. (N. Kutov) Everyone likes to relax in the shade of trees, listening to the noise of leaves, but, unfortunately, not everyone participates in planting trees, like this boy, for example. This boy loves in the heat To rest in the shade of the forest. But tell him: If the forest is so dear to you, Why didn’t you plant a Tree yourself anywhere? (M. Mirshakar) Children, it is important not only to plant a plant, but also to carefully and carefully care for it, protect it from damage, from pests, and water it regularly. The birch beauty has a silver dress, The birch beauty has green braids. From the yard to the birch goats jumped out, They began to gnaw at the birch, and the birch - in tears. We began to protect the birch in a crowd, so that the beauty-birch grew big. (P.Voronko) In early spring you can see such a picture. The shepherd cut the bark of a birch, Bending down, pulling sweet juice. Drop by drop falls into the sand Birch blood, transparent as tears. (F. Sologub) You can't cut the bark of trees! The heart shrinks painfully when you see a crippled tree, because it is alive! What will happen to the tree next? It will fade by next year, the trunk and branches will gradually dry out, the roots in the soil will die. Remember! Wounds on trees are covered with wax, garden pitch, clay, putty or plasticine. The wound should be bandaged. How do you understand the proverb:

“A lot of forest - take care, little forest - do not destroy, no forest - plant?”

Which one of you planted the tree? Where? How do you care for him? Did you know that planted trees need watering?

Don't stop me from working

I will bring water

And well water

I will feed everyone, of course.

Drink, drink, don't be sorry

And if you want, pour into the watering can

Water the garden: He drinks water too!

(E.Blaginina)

The children have a lot of worries about nature in all seasons. Do you guys help wintering birds? How? What are you doing for this? Listen to a poem by O. Vysotskaya. Kostya pours millet at the window for guests, Pouring water on a saucer: Let them get drunk. Titmouse's paws are freezing: It's bad for them without mittens, Yes, and hungry in the cold ... I brought them seeds: Look here, This is delicious food! .. They sit on my palm. Warm paws. Not to be afraid of. What is this poem about? And how did you help nature in the summer, on our site, in the village with your grandmother or in our city? The main concern in summer for adults and children is weed control. They have long been disliked by the people. It is no coincidence that they say: Weed grass - out of the field! Weed grass is strong at the root. What weeds do you know? He grew up in the field, angry and prickly, Needles in all directions. (Burdock) Prickly, but not a hedgehog, Clings, if you pass by. (Burdock) Just touch and withdraw your hand, Burns the grass like fire! (Nettle) Nettle is an insidious herb. Nettle hides in the grass, Burns the kids patiently. Evil and good - bites everyone, Doesn't let anyone through! There are many types of weeds, among them meadow bluegrass, creeping wheatgrass, wild oat, bonfire, meadow timothy, sow thistle, stinging nettle, plantain, etc. Weeds are found in fields and gardens. Weeds must be removed, as they interfere with the growth of cultivated plants planted in gardens, flower beds, fields, etc. Cultivated plants, not weeded in time, give a lower yield, the fruits become small, and the plants themselves become small. Sometimes unweeded plants can even die. There are many things children can do to improve the natural environment, such as planting trees, coloring... Did you know that natural beauty can be preserved to enjoy at home? How many of you have seen panels, paintings and other crafts made from natural material? Let's admire your crafts made from natural materials and choose the most interesting, the most original. Pay attention to the beauty of natural forms, colors, outlines. You see, even a dry twig, a blade of grass, a cone can be a wonderful decoration for your home. Guys, what do you feel, what do you think about when you do good deeds in nature? Are you experiencing joy? Of course, you are very happy, pleased.

The conversation ends with the words of M. Andronov:

We will be able to lure all the guys on big trips with a ringing song. To guard vigilantly our nature - This is the Motherland, it means to protect.

LESSON SUMMARY on ecology (SENIOR GROUP)

" FOREST - MULTISTOREY HOUSE "

(comparative story about trees, bushes, herbaceous plants)

Target: to promote the development in children of the ability to compose comparative stories about the plant world; the development of the ability to distinguish plants by trunks, branches, fruits, leaves; distinguish between perennial and annual plants; the development of comparison according to the features fixed in the model, the ability to use the model as a story plan; cultivate respect for the plant world.

Preliminary work. – Observation of plants in the area of d / s. - Examination of illustrations, paintings (forest in autumn). - Working with models. – Work in the ecological room (model of the forest). – Reading fiction about the forest. – Work in observation diaries (trees, bushes, flowers in autumn). – Excursions along the ecological path of the kindergarten. - Collection of seeds, leaves.

Lesson progress:

1. Consideration of the scheme "Forest - multi-storey building" (thickness of forest soil, shrubs, low trees, trees of medium height, very tall trees) (S. N. Nikolaeva. Young ecologist .) - Why is the forest called a multi-storey building? Who lives on what floor? 2. Compilation of a comparative story according to the scheme-model "Trees" (birch and spruce): root, stem, leaves, fruits, human use. 3. Didactic game "Shop" Seeds ". The teacher plays the role of a seller, the child must describe which tree seeds he wants to buy (shape, color, by whom and where the acorn, cones, maple seeds, rowan fruits, birch seeds, etc.) are used. 4. Didactic game “What helps plants grow?”. Task. Choose a card scheme for yourself, tell what it is, how it helps plants. (Sun, water, air, animals, birds, insects, man.)

CONVERSATION "POD AND ITS RESIDENTS"

(talk about the pond and waterfowl)

Tasks: to develop children's ideas about the reservoir as an ecosystem; the ability to establish cause-and-effect relationships (what grows in a reservoir, who lives, why?); the ability to use the subject-schematic model "Birds" for storytelling; cognitive interest in nature, the ability to hear the questions and tasks of the educator, listen to the answers of peers; cultivate respect for water. Preliminary work. – Examination of illustrations about the reservoir. - Conversations with children. – Reading natural history and encyclopedic literature. - Examination of the painting "Pond" in the hall. Course of the lesson 1. Game “Walk to the reservoir” (decoration of the reservoir using pictures, diagrams, illustrations). Children are offered a scheme of the reservoir, on which they settle with the help of Velcro or a flannelograph of the inhabitants of the reservoir: coastal thickets (calamus, reed); seaweed; insects near the water and in the water (grasshoppers, dragonflies, swimming beetle); birds (ducks, geese, swans, gulls, wagtail); fish (perch, pike perch, ruff, gudgeon); animals (beaver, otter, muskrat). 2. Analysis of the obtained maps. Children, together with the teacher, examine the pond and tell who, where they settled and why. 3. Conversation with children. - Where do waterfowl fly away for the winter, why? What will happen to the birds if they do not have time to fly away? - What happened to the bird from the story "The Gray Neck"? Consider a map of the world and determine the places of the alleged wintering of birds. 4. Drawing a water body. INSECTS IN AUTUMN (generalizing conversation) Tasks: to develop children's generalized ideas about insects as living creatures living on the ground that can crawl, fly in the air, and have a typical structure; the ability to establish causal relationships (season - the behavior of insects); the ability to use a subject-schematic model to describe the appearance, habits; to activate cognitive interest in nature. Preliminary work. – Observation of insects in the kindergarten area. - Looking at illustrations. - Reading natural history literature. - Work in the diary of observations. - Working with models. Course of the lesson 1. Guessing riddles about insects. She has four wings, a body as thin as an arrow, and big, big eyes. They call her ... (dragonfly.) Drinks the juice of fragrant flowers, Gives us both wax and honey. She is sweet to all people, And her name is ... (bee.) Very small in appearance, Annoyingly rings, Arrives again and again, To drink our blood. (Mosquito.) This little violinist Emerald wears a cloak. He is a champion in sports, He can deftly jump. (Grasshopper.) He is a real worker. Very, very hardworking. Under a pine tree, in a dense forest, he builds a house from needles. (Ant.) She is bright, beautiful, Graceful, light-winged. Itself is similar to a flower And loves to drink flower juice. (Butterfly.) She is sweeter than all the bugs, Her back is scarlet. And on it circles - Black dots. (Ladybug.) A child who guesses a riddle finds a guessing picture and puts it on an easel. 2. Conversation with children about insects on the questions: - How do they move? – What do they eat? How are they saved from enemies? Why are there fewer of them in autumn? 3. And r a-imitation "Guess who I guessed." The child chooses a headband that matches the color of his favorite insect, and with the help of movements and onomatopoeia conveys the image of an insect, and the rest of the children guess. 4. Didactic game “Extra Four”. Children choose envelopes with cards from which they need to choose an extra card, explain their choice. For example: * Hare, hedgehog, fox, bumblebee. * Wagtail, spider, starling, magpie. * Butterfly, dragonfly, raccoon, bee. * Grasshopper, ladybug, sparrow, cockchafer. *Cockroach, fly, bee, cockchafer. Etc. 5. And r and in words. - Clap your hands when you hear a word suitable for an ant (bee, bumblebee, dragonfly, ladybug, etc.). Explain the choice of each word. Vocabulary: anthill, green, fluttering, honey, industrious, red back, apiary, annoying, beehive, hairy, ringing, chirping, cobweb, aphids, pest, “flying flower”, honeycomb, buzzing, “jumping champion”, motley-winged, big eyes, striped, swarm, bloodsucker, beekeeper, red-whiskered, caterpillars, etc. One picture of insects is exhibited. The teacher reads a set of different words.

DECORATIVE HOUSE FISH (monitoring the change and development of fish)

Target: create conditions for observing ornamental fish, their growth, development, reproduction; development of the ability to generalize according to essential features, to build judgments conclusively using a model; to form ideas about the difference between live fish and toy ones; practice in the skills of caring for fish in an aquarium.

Preliminary work. – Observation of fish in an aquarium (in a group, in an ecological room). - Caring for the fish. - Conversation "Inhabitants of the aquarium." – Examining illustrations and reading cognitive literature.

Lesson progress:

1. Work on the cards. Children are given pictures of goldfish. What are these fish called? What do they look like? (They have beautiful and unusual body shapes, fins, bright colors, slow smooth movements.) - How do goldfish differ from crucian carp? (Showing a picture.) Crucians have an elongated body, short fins, camouflage coloration, they can swim quickly, hide in shelters. Goldfish, whose ancestors are carp, have lost these qualities and cannot live in natural reservoirs. 2. Examination of fish in an aquarium. Can goldfish live in a lake? How will they behave in the new environment? – What can happen to them? Conclusion: goldfish will not survive in the lake, because they are very bright and predators will grab them, they cannot swim fast, the body is clumsy, they cannot get their own food, they are used to being ready. 3. Game trick with a toy fish. A toy fish swims in a basin of water. The children are looking. Where is the best place for her to live? How is it different from fish in an aquarium? Children come to the conclusion that this is a toy fish, and it is interesting to play with it. 4. Feeding the fish. Children are invited to feed the fish in the aquarium and observe their behavior. - How they eat? How long did it take for them to eat all the food? - How often do you need to feed? Etc. 5. Drawing “Favorite fish”.

MAN IS A PART OF LIVING NATURE (conversation) Tasks: to develop the idea that a person, like plants, is a part of wildlife, about the structure of the human body; educate the desire to take care of the smaller brothers. Course of the lesson 1. Work on the card. Children are offered a picture for review: a person surrounded by animals, birds, insects and plants. Children look at the picture. - What do you see in the picture? – Why do you think the artist decided to paint such a picture? The teacher makes a conclusion: the artist in the drawing emphasized that a person, like the surrounding plants and animals, is an integral part of wildlife. 2. A conversation about who a person is. What can we all be called? (People.) - Why do we call a person a living being? (Thinks, moves, talks…) – Are we all the same or do we differ in some way? 3. Surprise moment. A box with a live object (rabbit, guinea pig…) is brought into the group. Children are watching and stroking. Educator. And I think we are like him. What do we have in common with a rabbit? (Children list common signs). And why then do we not say about the rabbit that he is a man? Conclusion: although people and animals have much in common, there are features by which we distinguish whether it is a person or an animal. 4. And gr a "What a person consists of." Children examine each other and name what a person consists of (the main parts of the body).

FOREST ANIMALS IN AUTUMN (conversation)

Target: contribute to the deepening of ideas about the forest: different animals live (animals, birds, insects); establishing cause-and-effect relationships based on understanding the dependence of the vital activity of living beings on the conditions of their habitat; to educate children's interest in the life of the forest in the autumn, understanding the need to preserve its integrity; teach how to behave in the forest. Preliminary work. - Conversations with children. – Examination of illustrations, books about forest animals. – Work in the ecological room (forest). - Solving riddles. – Work with models (animals, birds, insects), etc. – Production of environmental and prohibition signs. Course of the lesson 1. Reading the poem "Autumn the artist": Autumn tied a colorful apron And took buckets of paints. Early in the morning, passing through the forest, I circled the Leaves with gilding. 2. Conversation. What animals can be found in the forest in autumn? - Who goes to bed all winter? Who changes their coat for the winter? Who is stocking up for the winter? - Who hibernates under foliage, in crevices, in tree bark? Children answer questions and find pictures of animals that they name. 3. The teacher's story about preparing animals for winter. To meet the harsh winter, forest animals begin preparations in early autumn. They build their own holes, make stocks. Squirrels and hares begin to shed - they change their coats from summer to winter. In winter coats, the fur is thicker, more magnificent, and the color is more suitable for winter nature. The bear wanders through the forest, eats ripe berries, nuts, acorns, fattens up for the winter. Moles and mice stock up on spikelets. Badger collects roots and mushrooms. He dries them near his hole, laying them out on tree trunks. The squirrel stores in hollows, in crevices of the bark and under the roots of trees. The wolf and the fox do not sleep in winter and do not prepare stocks in autumn, they hunt. In late autumn it is quiet and deserted in the forest. Why? No ringing bird voices are heard. Forest dwellers hid in burrows and hollows. 4. Discussion of the story. What is the bear doing? (Climbed into the den.) - Who hid in the holes? (Hedgehog, badger, field mouse.) - And what does the squirrel do? (She does not like cold, rainy weather, so she hid, sits in her hollow and gnaws cones and nuts.) - Is it comfortable for a hare in a white fur coat when it has not snowed yet? Why? 5. Guessing riddles. Who deftly jumps along the Christmas trees And flies up to the oaks? Who hides nuts in a hollow, Dry mushrooms for the winter? (Squirrel.) They caught fire like a fire, On a rowan brush, A ball is rolling towards From autumn leaves. Do not you recognize him? Take a look! This is ... (hedgehog). Who goes to bed in the fall and gets up in the spring? (Bear.) Who is hungry in the forest, Looking for a hare under a bush? (Wolf.) What kind of little white ball lay down on the ground under the bush? (Hare.) The first snow lay down on the roofs, Furred the garden. A poultry keeper in a red coat came to count the chickens. (Fox.) 6. Compose a story with a riddle about your favorite or liked forest animal. The rest of the children guess.

VEGETABLES AND FRUITS ON OUR TABLE (generalizing conversation)

Target: contribute to the clarification and generalization of children's ideas about the external and gustatory qualities of vegetables and fruits that are most consumed in our area, about how to eat them; reinforcing ideas about the importance of fresh fruits for human health; the development of the ability to prepare a salad using a scheme-model of the labor process: to cultivate industriousness, an economical attitude to food.

Preliminary work. - Decoration in the corner of nature of the exhibition "Gifts of Autumn". - Conversations with children. - Didactic games "Garden - garden", "Taste", etc.

Lesson progress: 1. Work with a scheme - a layout. Children are offered a scheme-layout of a garden and a garden, object pictures of vegetables and fruits. Children are divided into two subgroups and make up a garden and a vegetable garden, then change places and check the correctness of the layout. 2. Didactic game "Describe - we will guess." One child (in turn) describes a vegetable or fruit: color, shape, where it grows, taste. The rest of the children guess. 3. Didactic game "Determine the taste." Children close their eyes. The teacher invites them to try pieces of vegetables and fruits. They have to taste them. 4. Preparation of vitamin salad from raw vegetables: carrots, cabbage, apples. Discussion of the structure of the labor process (technology). Task. Select the necessary vegetables and fruits, wash, prepare a knife, a board, a bowl, clean, cut, season and mix; distribution of duties. 5. Conversation about the cleanliness of hands and vegetables. Is it possible to eat unwashed vegetables and fruits? Why? Is it possible to take vegetables and fruits with unwashed hands? Why? 6. Conversation about cold and hot dishes from vegetables and fruits.

PLANTS IN OUR CORNER OF NATURE (conversation with elements of labor)

Target: to promote the development of ideas about indoor plants, about the living conditions necessary for them (water, soil, light, heat); the formation of ideas about moisture-loving and drought-resistant plants (different moisture needs are associated with different plant structures - drought-resistant ones store moisture in thick leaves and stems, they should be watered rarely; plants with soft, thin leaves do not store moisture, they need to be watered often, every other day; in autumn, all plants that do not bloom should be watered less - they end up with rapid growth, they are preparing for winter); the formation of the idea that in good conditions indoor plants feel good, do not get sick; educate the ability and desire to care for indoor plants. Preliminary work. - Work in the corner of nature. - Experiments - different needs of indoor plants for moisture, light, warmth. - Examining the schema. - Conversations. The course of the lesson 1. Conversation about the plants of a corner of nature in a group. – What living creatures do we have in the group? Why do you think plants are alive? (Grow, breathe, drink water, multiply.) 2. Consideration of moisture-loving plants - balsam and tradescantia. - Compare how similar, how these plants differ in appearance, color and shape of leaves, flowers, what they love - light, moisture - moisture-loving. 3. Consideration of drought-resistant plants - cactus, agave, etc. 4. Conversations with questions - Why are some plants called moisture-loving and others are drought tolerant? Where do both grow? Can tradescantia live in the desert? Why? - Are there any differences in the appearance of moisture-loving and drought-resistant plants? What about their habitats? 5. C o d r a s t e n i s and m and: a workshop. Children water the plants or loosen (they determine the way of care). 6. Excursion to the ecological room or to the neighboring group (examination of plants, finding moisture-loving and drought-resistant plants).

BIRDS IN AUTUMN (generalizing conversation about migratory birds)

Tasks: to contribute to the enrichment and generalization of children's knowledge about migratory birds (habitat, needs, adaptation to the environment, seasonal changes in the environment, ways to meet needs); development of cognitive interest in nature; educate the need and need for a caring attitude towards living beings. Preliminary work. – Birdwatching at the kindergarten site. - Conversations about birds. - Examination of illustrations, reading natural history literature. Course of the lesson 1. The teacher reads the poem “Autumn” to the children. Leaves fly around in autumn, Grass dries up in the swamps. Birds gather in flocks And are ready to fly away. And, saying goodbye to their native places, With golden birches, willows, For a long time they circle over the forests, Over steep river cliffs. Come back, birds, in the spring, When the forest is dressed with greenery, Every bush and every tree will rustle with young foliage. 2. Conversation. - What birds (wintering or migratory) are mentioned in the poem? What birds migrate to warmer climes for the winter? - Children name, choose pictures and put them on an easel (crane, swan, duck, cuckoo, nightingale, starling). Why do migratory birds fly to warmer climes? 3. Guessing riddles. The little forest singer Sings best in spring! (Nightingale.) We live in a birdhouse, We sing sonorous songs. (Starlings.) 4. Fizkult minutka "The cranes are flying away." Cranes are flying, they are chirping: kurly-kurly-kurly, they call us behind them, as if saying: fly with us! Beyond the dark forests, beyond the blue seas, there are warm lands. (Children easily run around the group on their toes, wave their hands, imitating the flight of birds, repeat the words after the teacher.) 5. End sentences. * The sparrow is small, and the crane ... * The duck is gray, and the swan ... * The duck lives in the swamp, and the cuckoo ... * The starling has a birdhouse, and the nightingale ... 6. Compilation of a story-description based on the plan (according to the picture). - What is the name of the bird? - Appearance, structural features of body parts (beak, tail, paws, head, etc.). - What does it eat? - Where does he spend the winter? - What difficulties do they experience? - What help do they need?

HOW ANIMALS WASH (conversation with elements of observation)

Tasks: to create conditions for the formation in children of ideas about the habits of animals; develop in children observation, curiosity. Course of the lesson 1. And gr a “Who is observant?”. Have you observed animals? How do they wash? How do they take care of themselves? (Children's stories.) 2. The teacher reads the story of E. Charushin "Duck". A duck on a pond dives, bathes, sorts out its feathers with its beak. Feather to feather lays to lie flat. It will be smoothed, cleaned, it will look into the water, as in a mirror - that's how good it is! And quacks: "Quack-quack-quack-quack!" Children imitate. Questions about the text: - How does a duck wash? - How do you take care of yourself? 3. Guessing riddles. Cannon washed his ears with his paw On a bench by the window, Cannon washes without soap, Because Cannon ... (cat). Lives in the North, Bathes in the sea And he can roar loudly, Dives, swims, eats fish, And it’s called ... (polar bear). Uses trunk like a shower. He washes his back and ears. Guess. Who is he? If the trunk, this is ... (elephant). In a cage, a motley head Cleans feathers so deftly, What kind of bird - guess? (Parrot.) 4. Game - and mimic "I'll guess, and you guess." Some children take turns showing how an animal washes, while other children guess what kind of animal it is.

LIFE OF A HAMster IN NATURE (conversation)

Tasks: to create conditions for children to get acquainted with the steppe - the habitat of the hamster, with the way of life that he leads in natural conditions; development of ideas about the adaptability of the body structure and behavior of a hamster in nature (he knows how to make a hole-nest, find and store food - seeds of various plants, raise his offspring, escape from enemies - foxes, birds of prey - using camouflage coloring and hiding in a hole) ; clarification of the idea that a hamster in nature is a wild animal, and a hamster in a corner of nature is a tamed animal, the conditions for the life of which are created by a person (teacher, children). Preliminary work. - Conversations with children. – Excursion to the ecological room: viewing the steppe zone, observing the hamster, care. - Reading stories about a hamster. Course of the lesson 1. Conversation about where hamsters live in nature - the steppe. The story of the steppe. Hamsters live in a hole they make in the ground. Nora has several rooms. In one room, he arranges a warm nest in which he sleeps. In the other - pantries (seeds, grains to eat in winter). In spring it feeds on green grass. Stores food all summer. It does not go far from the hole. He has many enemies - foxes, birds of prey. It camouflages itself near dried grass. 2. And the game "Disguise the hamster." Children are given stencils of hamsters and paper of different colors, it is necessary to choose the color of paper that could disguise the hamster from enemies. 3. Observation of a hamster in a cage: color, habits, what he eats, how he eats (consider food, feed). How should you take care of a hamster? (Children's answers.)

"GOLDEN AUTUMN" (generalizing conversation about autumn as a season)

Tasks: to promote the development and generalization of ideas about seasonal changes in the basic conditions in different habitats, about ways of adapting to them a variety of living creatures living in these environments; awareness of the dependence of the ways of existence of animals and plants on environmental conditions and the degree of satisfaction of needs in the autumn season (in autumn the days become shorter, there is less light, the air temperature decreases, etc. - the program "Childhood"); develop ideas about human labor in the fall. Preliminary work. – Observations on the site of the kindergarten for animate and inanimate nature. – Excursions along the ecological path of the kindergarten. – Examination of reproductions of artists. - Conversations about autumn. - Reading fiction. - Learning poetry. - Work on the site of the kindergarten. Course of the lesson 1. The teacher reads the poem “Autumn the artist”: Autumn tied a colorful apron And took buckets of paints. Early in the morning, passing through the park, I circled the Leaves with gilding. 2. And gr a “Who will name more?”. Children stand in a circle, pass each other an autumn leaf and name the signs of autumn. 3. Guessing riddles. Gold coins are hanging on a branch. (Autumn leaves.) In the spring she turned green, In the summer she sunbathed, In the autumn she put on Red corals. (Rowan.) Who deftly jumps on the trees And flies up to the oaks? Who hides nuts in a hollow, Dry mushrooms for the winter? (Squirrel.) White flies flew in And sat on the field. (Snow.) I am both a cloud and fog, And a stream, and an ocean, And I fly, and I run, And I can be glass. (Water.) 4. Fizkult minutka "Leaf fall". Red blizzards swirled autumn, Golden leaves flew from the maples. Children put on “hats” of maple leaves and whirl to the music like leaves (to quiet music - in calm weather, the music is louder - a strong wind blew). 5. Conversation with children on questions. What fruits ripen in autumn? (Nuts, acorns, mushrooms, mountain ash.) - Why are there fewer insects? How are the animals preparing to meet the harsh winter? (They build burrows, make supplies, change coats.) - What kind of work do people have in the fall in the garden, in the garden, in the field? 6. Compilation of a collage of autumn leaves and berries.

WINTER BIRDS (generalizing conversation)

Tasks: to promote the formation of generalized ideas of children about wintering birds and that winter is a difficult time of the year for everyone, how birds are adapted to life at this time of the year; showing a desire to help and take care of birds in winter; develop the ability to compare different birds, highlighting common and differences, while using a model scheme.

Preliminary work. – Conversations with children in the process of observing and feeding birds on a walk. - Looking at illustrations. – Work in the observation diary and phenological calendar. - Memorizing poems, riddles about birds. – Reading encyclopedic and fiction literature.

Making feeders. Course of the lesson 1. Conversation with children. What birds are left with us for the winter? (Sparrow, crow, woodpecker, titmouse, magpie, owl, crossbill) - pictures are exhibited. What are these birds called? (Wintering.) 2. And the game "Voices of birds." Task. Guess which bird makes such sounds; find the corresponding picture and repeat these sounds: *Kar-kar! (Crow.) * Chip-chirp, chiv-chiv-chiv! (Sparrow.) * Cha-cha-cha! (Magpie.) * Tsok-tsek, tsok-tsek! (Klest.) * Blue-blue-blue! (Tit.) 3. And the game "I'll guess, you guess." Using the “Birds” model-scheme, the child describes his favorite bird, and the rest of the children must name it according to the description: the color of the feather cover, size, beak, where it hibernates, what it eats, etc. 4. Conversation. Where do birds find food in winter? - How can a person help wintering birds? 5. Manufacture of feeders.

Preliminary work. - Conversations. - Looking at illustrations. - Reading cognitive and fiction. - Memorization of poems and riddles. Course of the lesson 1. Playful surprise moment. Dunno comes and brings pictures. Children help Dunno choose pictures of animals that live in the forest. 2. Conversation with children on questions. What does a hare look like in winter? (He changed his coat from gray to white.) Why does he need this? What does he eat in winter? (Dry grass, hay, bark of young trees, greenery in the fields). - What are the enemies of the hares? 3. Fulfillment of a creative task. Make up a riddle about a hare. 4. Game "We are little bunnies." Children in hats of hares run away from a fox, a wolf. 5. R a s ka z N e z n a i k i. Dunno tells the children that he met Kolobok in the forest, but he was kind of strange, covered in thorns. Children talk about the hedgehog (the muzzle of the hedgehog is small, with an elongated nose, all covered with short gray hairs, small, round, black eyes, short legs with small claws, wears prickly needles on its back). Dunno asks children what the hedgehog likes to eat. (Worms, beetles, lizards, mice and frogs, does not stock up for the winter, sleeps all winter.) - What is the name of the hedgehog's dwelling? (A mink, which he covers with fallen, dry leaves.) It's an animal that I haven't been able to see. Children show a picture of a squirrel and talk about it: appearance, what they like to eat (nuts, seeds of conifers, berries, mushrooms, fruits of trees and shrubs). What is the name of her home? (Hollow.) 7. Game "Finish the sentences." Dunno invites children to play the game "Finish the sentence." Children become in a circle, Dunno throws the ball. Whoever has the ball is responsible. The hare is white in winter, in summer ... The hare has a short tail, and the ears ... The hare has short hind legs, and the front ones ... The hare is fluffy, and the hedgehog ... The hedgehog sleeps during the day, and hunts ... The hedgehog is small, and the bear ... The squirrel is gray in winter, and in summer ... squirrels have a long tail, but a hare ... A squirrel lives in a hollow, and a hedgehog ... A fox lives in a hole, and a bear in ... (etc.).

HOW FOREST ANIMALS SPEND THE WINTER IN THE FOREST (generalizing conversation)

Tasks: to promote the formation of generalized ideas that different animals live in the forest and that winter is a difficult time of the year for everyone, that animals are differently adapted to life at this time of the year; to form ideas about the role of man in the life of animals in the forest in winter. Preliminary work. - Conversations. - Looking at illustrations. - Reading cognitive and fiction. - Memorization of poems and riddles. Course of the lesson 1. Playful surprise moment. Dunno comes and brings pictures. Children help Dunno choose pictures of animals that live in the forest. 2. Conversation with children on questions. What does a hare look like in winter? (He changed his coat from gray to white.) Why does he need this? What does he eat in winter? (Dry grass, hay, bark of young trees, greenery in the fields). - What are the enemies of the hares? 3. Fulfillment of a creative task. Make up a riddle about a hare. 4. Game "We are little bunnies." Children in hats of hares run away from a fox, a wolf. 5. R a s ka z N e z n a i k i. Dunno tells the children that he met Kolobok in the forest, but he was kind of strange, covered in thorns. Children talk about the hedgehog (the muzzle of the hedgehog is small, with an elongated nose, all covered with short gray hairs, small, round, black eyes, short legs with small claws, wears prickly needles on its back). Dunno asks children what the hedgehog likes to eat. (Worms, beetles, lizards, mice and frogs, does not stock up for the winter, sleeps all winter.) - What is the name of the hedgehog's dwelling? (A mink, which he covers with fallen, dry leaves.) It's an animal that I haven't been able to see. Children show a picture of a squirrel and talk about it: appearance, what they like to eat (nuts, seeds of conifers, berries, mushrooms, fruits of trees and shrubs). What is the name of her home? (Hollow.) 7. Game "Finish the sentences." Dunno invites children to play the game "Finish the sentence." Children become in a circle, Dunno throws the ball. Whoever has the ball is responsible. The hare is white in winter, in summer ... The hare has a short tail, and the ears ... The hare has short hind legs, and the front ones ... The hare is fluffy, and the hedgehog ... The hedgehog sleeps during the day, and hunts ... The hedgehog is small, and the bear ... The squirrel is gray in winter, and in summer ... squirrels have a long tail, but a hare ... A squirrel lives in a hollow, and a hedgehog ... A fox lives in a hole, and a bear in ... (etc.).

HOW PEOPLE HELP FOREST DIVISIONS (talk about the work of a forester)

Lesson progress

1. Consideration of the painting "Forest". Conversation with children: - Who lives in the forest? (Plants, animals, birds, insects.) Children name and find the named objects in the picture. 2. Guessing riddles. The teacher guesses a riddle: Hook-nosed, long-legged Giant with branching horns Eats grass, shoots of bushes, It is difficult to compete with him on the run. If you happen to meet such a person, Know - this is ... (moose). A picture with the image of an elk is displayed. Consider, describe (large, there are horns, hooves). Moose feed on grass, juniper twigs. - Does the moose have enemies? (Wolf). How does a moose defend itself? (He runs away or defends himself with his front legs (hooves). 3. Physical culture “Animals in the forest”: 1) walking with high knees (large snowdrifts); 2) walking track to track (narrow path); 3) jumping up with "getting branches"; 4) throwing snowballs. 4. Conversation. Educator. Who helps animals and birds to endure the hardships of winter? Reads a poem: So that pines, lindens, spruces Do not get sick, turn green, So that new forests Rise to heaven, Their friend, the forester, guards them to the ringing and hubbub of birds. Foresters put up feeders with hay, salt, hang bird feeders. Educator. In the forest, a person is a guest, he must follow the rules of behavior so as not to disturb the life of the forest and its inhabitants. Invites children to come up with prohibitory (with a red rim) and environmental protection signs (with a green rim) for human behavior in the forest and draw them. Children put up signs and guess which sign each child came up with.

TREES IN WINTER (comparative story about trees (spruce, mountain ash)

Tasks: to contribute to the compilation of comparative, descriptive stories about trees; the formation of the ability to recognize trees by their trunk, branches, seeds, fruits; developing the ability to see the beauty of a tree at different times of the year, especially spruce (slender, decreasing crown, snow-covered branches, individual paws are densely covered with needles), enjoy the aroma of spruce; the formation of the ability to name the characteristic features of the structure of different trees, their places of growth; to cultivate a desire to help and take care of trees as living beings. Preliminary work. – Observation of trees in the kindergarten area and work in the phenological calendar. - Work on the site in winter. - Making toys to decorate an artificial spruce in a group. Course of the lesson 1. Riddles: A flock of scarlet bullfinches flies to visit her In every house. On New Year's Eve They scurry about the branches, This tree will come. Red berries are pecking. (Rowan.) Green and prickly, It is called ... (Christmas tree). 2. Display pictures of spruce and mountain ash. Children make up a descriptive story based on a plan. - What is the name of the tree? Which tree is deciduous or coniferous? What does a tree look like (trunk, leaves, fruits)? - What benefits does it bring to people, animals, birds? Educator. There are trees and bushes in winter without leaves. They do not feed in winter, do not grow, as if they are immersed in a deep sleep. In winter, there is little moisture, light, nutrients, so necessary for plants. How can a person help plants survive the winter? 3. Draw a spruce or mountain ash in winter attire.

MY FAVORITE FLOWER (comparative observation with elements of labor)

Tasks: to create conditions for observing indoor plants, their appearance, leaf structure; teach how to care for indoor plants; choice of ways to care for different plants. The course of the lesson 1. Playful surprise moment. Children are examining the Uzambara violet. A fairy-tale character comes to visit and brings a cactus to the children; says that he bought a Christmas tree in the store. Children explain that this is a houseplant called "cactus". 2. Compilation of a story and description. Children tell the fairy-tale character about their indoor plants. He asks to tell about a beautiful flowering plant - violet. 3. And gr a “Who needs what?”. Children are offered cards, they need to choose what is needed for the growth and development of plants (water, air, light, heat). 4. RESEARCH ACTIVITIES. Task. Determine the condition of the soil (dry, wet, loose). Children themselves determine what needs to be done: water, loosen, put in the light, etc. 5. And gr a "How the violet grew." Children on an easel or flannelograph lay out the sequence of growing violets (put the leaf in water, with the root, plant it in a small container with earth, plant the children in small cups, plant the grown plant in a pot). The fairy-tale character thanks the children for their help, and the children give him a violet leaf. Preliminary work. - Work in the corner of nature. - Monitoring the growth and condition of indoor plants. - Review of care plans. – Conversations with children about their favorite houseplant.

HOW PEOPLE DIFFER FROM EACH OTHER (a conversation with elements of observation “We are all so different”)

Tasks: to create conditions for clarifying the ideas of children that all people are different, do not look alike (they have different sex, age, height, eye color, hair color, they like to do different things, etc. .); for the development of comparison in children: highlighting signs of similarity and difference (people are similar in that their body is located vertically; there are two legs that are convenient for movement; two hands that help a person carry out various activities; face. People are alive: they eat, breathe, move, grow, etc.); to develop children's interest in recognizing the uniqueness of people. Course of the lesson 1. A playful surprise moment. Dunno comes to the children’s group, greets the children and incorrectly names the children, says that he forgot who what are their names, and the children are so similar to each other. The teacher offers to prove Dunno that all people are different, they are different from each other. 2. And gr a "We are all different." Children stand in a circle, to whom Dunno throws the ball, he must tell about himself according to the plan: name, gender, age, eye color, hair. 3. And gr a "Find yourself a mate." The teacher invites the children to get together: those who, for example, have brown eyes, blond hair, girls who have long hair, etc. Dunno. I didn’t even know that you are all so different, you have so many differences. 4. Conversation “Who likes to do what?”. Educator. Dunno, but all people, including children, are distinguished by external signs, names, but each person also has his own favorite pastime. What are you most often interested in? Invites children to tell who, what they like to do in kindergarten, at home. 5. Drawing. Children draw a portrait of their friend, and then guess who drew whom. Dunno helps children.

"LIVING - NON-LIVING" (observation of a guinea pig)

Tasks: to create conditions for clarifying children's ideas about the signs of a living thing (using the example of a guinea pig and a person): they eat, move, breathe, hear, see, make sounds (talk); for the development in children of the ability to compare living and non-living objects, to find significant signs of the difference between living and non-living things, to prove their opinion; to educate preschoolers of interest in observing natural objects, the desire to take into account in their behavior their characteristics as living beings. Course of the lesson 1. Playful surprise moment. The teacher brings a guinea pig to the children in the group. Conversations with children. - Who came to visit us? What name could she have? (Children's answers.) The teacher calls the real name of the pig. 2. And gr a “What is she like?”. - Come up with definitions for a guinea pig, what it is (big, fluffy, beautiful, red, kind, etc.). Children sit in a circle, carefully pass the guinea pig to each other and give it definitions. 3. A playful surprise moment. The teacher takes out a toy guinea pig. Educator. And here's another guinea pig came to visit us. 4. Conversation. How are these two guinea pigs different? (One is alive and the other is a toy.) - What can you do with a toy guinea pig? Is it possible to treat a living person like this? Why not? How is a guinea pig similar to a human? (She breathes, eats, walks, sees, etc.) 5. Children's labor activity "Feed the guinea pig." Educator. What do you think a guinea pig likes to eat? (Children's answers). The teacher offers children a variety of food: hay, vegetables, fruits, grains. Children consider, call. Educator. What do you think, is it possible to immediately give all the food? (Children's reasoning.) Offer to give the pig a carrot. Children give food to a live pig and a toy. They draw a conclusion and observe how a pig gnaws a carrot with its teeth. 6. Observation of pigs. The teacher invites the children to put the pig on the floor and watch how she runs, what she will do if a cube is placed on the way, etc.

EYES ARE THE MIRROR OF THE SOUL (conversation with elements of self-observation)

Tasks: to promote familiarization of children with the sense organ - the organ of vision - the eye; formation of the ability to properly care for the eyes, observe the rules of personal hygiene and precautions. Course of the lesson 1. Solving riddles. Two brothers look, but they don't see each other. (Eyes.) 2. Conversation about vision and eyes. Vision is the ability to see. And the eyes help us in this. A person sees all the objects of the surrounding world because the organ of vision captures the light emitted by these objects. A person sees what he looks at. 3. Considering themselves in the mirror by children. Children are encouraged to look in the mirror. What did you see? Children see noses, foreheads, mouths only because they have eyes. 4. Conversation about eye color. Is it possible to determine the character of a person by eye color? - What is your favorite eye color? 5. And gr and "Blind Man's Buff". A blindfolded child must catch one of the guys. The game allows every child to understand how difficult it is to live in this world without seeing anything. 6. Work with pictures. Children are offered pictures, according to which they make up the rules for preserving vision: ! Do not watch TV for more than 1 hour a day, staying at least 3 meters away from the TV. ! Do not read lying down. ! Wash with soap daily. ! Do not rub your eyes with dirty hands. 7. Hymnastics for the eyes. 1) Blink quickly, close your eyes and sit quietly, slowly counting to five (4-5 times). 2) Close your eyes tightly, count to 3, open and look into the distance, counting to 5 (4-5 times). 3) Exercises on the outpatient simulator: make a figure eight with your eyes, down-up, left-right, etc. 8. Learning the verses. To see dad, to see mom, To see the sky and forests Our eyes help us.

HEARING IN ANIMALS AND HUMANS (a conversation with elements of self-observation)

Tasks: to develop children's ideas about the characteristics of hearing in animals and humans; children's ideas about the role of hearing for orientation in the surrounding reality; educate the desire and ability to take care of their health. The course of the lesson 1. Guessing a riddle. Two brothers are sitting on the roof. (Ears.) 2. Hearing Educator Information Hearing is the ability to perceive sounds. Sounds are picked up by the outer ear and transmitted through the eardrum and auditory ossicles to the inner ear. 3. And gr and "Checking the hearing." The teacher whispers the words. Who heard, he raises his hand and calls. 4. And gr and "boastful". "Psychogymnastics". Pointing to your ears, talk about them: “My ears are small, fragile, I love them. They help me…” 5. Didactic game “What did you hear?”. (The rustle of paper, the murmur of water, the rumble of a car.) 6. And the game “Whose ears?”. Find which animal the ears belong to (hare, dog, squirrel…). 7. Discussion of the question “Why do animals need ears?”. 8. Establishing rules for maintaining good hearing. - Look at the pictures and tell what rules you need to follow so that your ears do not hurt. ! Don't pick your ears. ! Protect your ears from strong winds. ! Don't listen to loud music. ! Don't blow your nose too hard. ! Keep water out of your ears. 9. Development of a poem by E. Moshkovskaya: Doctor, doctor, How should we be? Ears to wash or not to wash? If we wash, then what should we do? Wash often or less often? - The doctor answers: "Hedgehog!" - The doctor answers angrily: "Ezhe-ezhe-daily!!!".

COLD WINTER PASSED (generalizing conversation)

Tasks: to help clarify and generalize children's ideas about winter as the season most unfavorable for the life of plants and animals in nature (cold, frost, the ground is covered with snow, the water is covered with ice, there is very little light, the sky is most often overcast, etc. d.); development of the ability to perceive the beauty of winter natural phenomena (its reflection in the works of poets, artists, composers); to form skills in children to reflect their own impressions of winter nature in productive activities. Preliminary work. – Observation of winter weather phenomena at the site. – Examination of illustrations and paintings of artists about winter. - Conversations with children. - Reading cognitive and fiction. - Memorization of poems. - Artistic and productive activities of children. Course of the lesson 1. The teacher's story is that he met Dunno, who was walking down the street in his shorts. He said he was going to sunbathe on the beach. - Is it possible to sunbathe now? Why not? - What time of year is it? 2. And the game "Signs of winter." Children stand in a circle, the teacher throws the ball, whoever has the ball calls the sign of winter. 3. Conversation about winter. What is the land like in winter? Do flowers grow in winter? Why don't they grow? What happens to trees in winter? What birds can be found in winter? Find pictures. What do animals do in the forest in winter? Choose any picture of an animal and tell about it. How do people adapt to cold winter conditions? - How can a person help birds and animals in winter? What games do you like to play in winter? - What do you like most in winter? 4. Game - and imitation of snow phenomena: snowflakes are falling, a blizzard, wind, the sun is shining, etc. 5. Competition - in and ktorin and poems about winter. 6. Drawing a winter landscape.

PLANTS ARE LIVING CREATURES (generalizing conversation)

Tasks: to promote the development and generalization of children's ideas about plants as living beings, ideas that plants grow from seeds, receive nutrition from the soil; recognition and differentiation of plants; generalization of knowledge about the conditions necessary for plant growth (land, water, light, heat); to form the ability to compose a story according to a model scheme. The course of the lesson 1. Guessing a riddle. And he drinks and breathes, but does not walk. (Plant.) 2. Introduction to the game. The player guesses the riddle first, saying that it is a boy. Children prove and use the model to illustrate their answer: this is a plant, it has a structure: roots - in some plants they go deep into the ground, in others they are shallow and spread out in all directions. 3. Conversations about growing. What are roots for a plant? (To keep the plant in the ground, to take nutrients from the soil.) - What is the stem or trunk of trees covered with? (Bark.) - Why do trees have such a thick bark? (Protects from frost and hot sunlight.) - And what will happen to a tender indoor plant if it is taken outside in winter? Do all plants have the same leaves and flowers? Children look at pictures of a deciduous tree, spruce, cactus. 4. And gr a "Living - inanimate." Children stand in a circle, the teacher names various objects and plants. If this is a living being, the children clap their hands, and if not, they raise their hands up. 5. STATEMENT AND SOLUTION OF THE PROBLEM SITUATION. The game character says that he was walking down the street and did not see any leaves and flowers on the trees. Children explain that in winter the trees go to sleep: they do not feed, they do not grow. After all, in winter there is little moisture, light, heat and nutrients. But now the sun is starting to warm up, spring is coming, and buds will soon appear on the trees, then leaves, and then flowers. Preliminary work. – Observation of the growth of oats, peas, etc. – Labor in a corner of nature. - Conversations with children. - Consideration of a series of diagrams "How peas grew", etc.

BIRDS IN SPRING (generalizing conversation using diagrams and models)

Tasks: to contribute to the generalization of ideas about birds in the spring: a change in their behavior - they bask in the sun, on trees, chirp, nest, hatch chicks, etc .; the formation of the ability to compose stories according to the scheme; cultivate curiosity, a desire to take care of birds. Course of the lesson 1. Reading and listening to the poem "Starlings". Starlings flew in - messengers of young spring. Worms they peck And sing, sing, sing! 2. Conversation. - What did you like (remember) in the poem? - And where were the starlings in winter? Why are they singing? - What other birds flew to us in the spring? - Select pictures with migratory birds. 3. Compilation of a descriptive story based on a model diagram: what is it called? Tell us about the appearance, structural features of body parts (beak, tail, etc.) What does it eat? What is different about behavior in spring? 4. Game and imitation "We are building nests." 5. Making birdhouses. Preliminary work. - Making birdhouses. – Conversations and bird watching in the kindergarten area. – Considering illustrations (different types of nests, the appearance of chicks, etc.). - Reading educational literature.

HOW WE SMELL (introspective conversation)

Tasks: to create conditions for familiarizing children with the peculiarities of the work of the olfactory organ - the nose; comparison of features of perception of smells by some animals; to instill a careful and caring attitude towards their health. The course of the lesson 1. Guessing a riddle. Between two luminaries I am alone in the middle. (Nose) 2. Conversation. Why does a person need a nose? (To perceive and distinguish smells). Do animals have a nose? Why do animals need a nose? (The sense of smell serves animals for choosing and searching for food, tracking down prey). - Dogs, cats, horses know about the approach of the owners long before they come. Wild animals have a better sense of smell than domestic animals. Why do you think? 3. And gr and "Recognize the smell." Children are invited to take turns sniffing onion, garlic, perfume, lemon, orange and other objects that have distinctive smells. 4. Conversation. - What smell did you smell? Did you like this smell or not? – Do you have any favorite scents? 5. And the game "Can or can't." The teacher asks the children questions, passing the "magic wand"; it is necessary to answer the question and explain the answer to it, for example: - Can I give my handkerchief to a friend? Is it possible to inhale very cold air? - Can you pick your nose with your finger?

FISH IN AQUARIUM (generalizing observation)

Tasks: to develop and generalize the idea that an aquarium is a small reservoir in which fish of various species, plants, snails live; the idea that fish are living beings and breathe the air that is in the water (there is a lot of air in clean clear water, there is little air in dirty muddy water - and fish suffocate, fish breathe with gills, they are not visible, they are inside the head, on top of the gills covered with gill covers: the fish lifts them, drawing in water, the air remains in the fish in the gills, and the water comes out, you can determine from the fish whether it is easy to breathe or difficult if the gill covers rise strongly and often, and the fish itself swims to the surface of the water and there is enough air, which means that the water is depleted of oxygen and there is not enough air, therefore, the living conditions are bad, in order to improve them, it is necessary to change part of the water, add fresh, saturated with oxygen, or install a compressor); ideas about what fish eat, how they swim; Improve your fish care skills. Course of the lesson 1. Comparison of pictures with fish in an aquarium. The teacher offers the children pictures: consider who is depicted (different types of fish). Go to the aquarium in a group and find in the pictures the fish that live in the aquarium. - How do fish in an aquarium differ from crucian carp? Observe the behavior of fish in an aquarium: How do they behave? Are children afraid? Appearance? 2. And gr a "Carp and pike." Children-carp swim freely, on a signal - "Pike!" run and hide. And the pike is trying to catch them. 3. Compilation of a descriptive story about the fish you like. 4. Individual observations. Children examine the fish food, feed the fish and observe while discussing how the fish eat the food. 4. Completion of the task: draw your favorite fish in the aquarium. Preliminary work. - A cycle of observations of the inhabitants of the aquarium. - Work in the corner of nature. - Conversations and looking at illustrations.

PETS (generalizing conversation using diagrams and models)

Tasks: to promote the systematization of ideas about the habitats of domestic animals; the ability to compose a story about the stages of animal growth using a model; generalize children's ideas about the adaptability of domestic animals to the environment, their relationship with humans (benefit, human care for domestic animals), about cubs. Course of the lesson 1. Reading the poem “Pets”: I love pets very much: I feed, shore and caress, I consider the dog and cat, goat and pig to be my friends. A cow, a goat give us milk, There is no sheep's wool, A purring cat will give us comfort And catch all the mice. Our assistants - a cow, a ram And a dark-maned black horse - Live next to us, are attached to us, Trusting, peaceful. 2. Conversation. What animals are mentioned in the poem? What animals are called four-legged rescuers? Why? What does a guide dog do? - Why do the owners prepare hay for the winter? - What animals do you have at home? How do you take care of them? 3. Riddles - sounds of imitation. Guess the riddle and insert suitable onomatopoeia with suitable intonation: 1) Who ate my stew? - the pig grunts: (Oink-oink). 2) Give fresh weed to me! - the goat bleats: (Mee-mee). 3) Milk was poured a little! - the cat meowed: (Meow-meow). 4) Grab the thief by the sleeve! - the dog barked: (Wow-wow-wow). 5) My master is far away! - the horse neighs: (And-go-go). 6) Where is the calf - I don’t understand? - the cow will moo: (Moo-oo-oo). 4. And gr a "Remember and name" (pictures of pets): - Who? Which? - Who's doing what? - Who has who? (Cubs.) - Benefit to man. 5. And gr a “Who eats what?”. Task. Pick up food for animals. Preliminary work. - Examination of illustrations, paintings. - Talk to children about animals in their homes. - Reading educational literature. – Observation of a cat, a dog.

FLOWERING TREES (generalizing conversation with elements of observation)

Tasks: to promote: generalization of ideas about trees as representatives of the living in the natural world: the diversity of the external structure of different types of trees, the main life functions (nutrition, respiration, growth, flowering, etc.); the formation of ideas about the needs of specific trees in the environment (light, air, warmth, human care); developing the ability to compose a descriptive story using a diagram; to cultivate a careful, caring attitude towards nature. The course of the lesson 1. Guessing a riddle. In the spring, the white ... (birch) sheds tears. Ruddy, liquid apples hang on it. (Apple tree.) 2. Compilation of a descriptive story according to the model scheme. Pictures of flowering trees are exhibited. Children must describe the depicted trees according to the plan: 1) Name. 2) What does it look like? 3) What benefits does it bring to people? 4) Comparison of birch and bird cherry: how are they similar? What is the difference? 3. Riddle. He was a tight fist, And unclenched - became a flower. (Bud.) 4. Game - and imitation "Blossoming flowers on trees." 5. Game “What does a plant need for growth and development?”. Choose card diagrams and tell what helps plants live. (Light, warmth, clean air, human care.) 6. Drawing "Flowering branch". Preliminary work. – Observation of trees in the kindergarten area. – Work in the observation diary and phenological calendar. - Labor on site. - Memorization of poems, riddles.

JOURNEY TO THE ZOO (talk about wild animals using a model diagram)

Tasks: to promote the formation of ideas about wild exotic animals, their living in nature (what they eat, how they get food, adapt to their habitat); develop playing skills: maintain an imaginary situation, play a role. Preliminary work. – Consideration of illustrations of encyclopedic literature. - Building a zoo. - Conversations with children. - Solving riddles. Course of the lesson 1. Building a zoo in a group. 2. Game "Zoo guide". Children take turns playing the role of guides. With all the children-tourists of the zoo, they conduct an excursion “My favorite animal” - a storytelling using a model diagram: where they live in nature, what they eat, appearance, habits, etc. 3. Game “Feed the animals”.

HOW PEOPLE TAKE CARE OF THEIR HEALTH IN SPRING (conversation)

Tasks: to develop ideas about the human body, about the purpose (functions) of its individual parts and organs; understanding that all organs are important for a person (he is healthy and feels good if they work normally); ideas that the body needs to be strengthened and developed (exercise, temper, keep the room clean and tidy, ventilate it, take care of plants, as they improve the air and create beauty; that the body is weakened in spring, so you need to be more fresh air, consume foods rich in vitamins); educate the desire to lead a healthy lifestyle. The course of the lesson 1. A playful surprise moment. Dr. Aibolit comes to the group of children. Dr. Aibolit. I want to check what you know about your body, about your health. What parts of the body do you know? What are they for you? (Conducts a dialogue with the children.) All the organs, guys, need to be protected and taken care of. 2. Riddle. The snow is melting, The meadow has come to life, The day is coming, When does it happen? (In the spring.) The doctor shows the children pictures (photographs of children from another kindergarten who fell ill), which show examples of violations by children of the body hardening regimen, wearing seasonal clothes, etc. - Why did the children get sick? (In the rain without an umbrella, barefoot in puddles, in an open coat in the wind.) 3. Compilation of a memo to improve health. Children, together with Dr. Aibolit, make up the rules for strengthening and developing the body (see tasks). 4. Children show Dr. Aibolit green onions grown on the windowsill, tell how they grew them, treat the doctor with onions. Preliminary work. - Conversations with children about their health. - Looking at illustrations.

FIRST FLOWERS IN THE PLOT (comparative story about coltsfoot and dandelion)

Tasks: to create conditions for familiarizing children with the first spring flowers, their names, with the structural features of the stem, flowers, leaves; development of observation - the ability to notice that, first of all, flowers appear in places well warmed by the sun, where the snow quickly melted; establishing cause-and-effect relationships (it grows better where there is more heat, moisture, light); inculcate respect for primroses. Course of the lesson 1. A playful surprise moment. Ladybug flies to the children in the group and invites the children to the spring meadow. (A layout plan is created in the group.) Ladybug shows the children how beautiful it is on the meadow, and makes riddles: He is both a stepmother and a mother, What is this flower called? (Cat-and-stepmother.) Grandfather is standing in a white hat, If you blow, there is no hat. (Dandelion.) 2. Analysis of growth. Children look at their mother and stepmother and describe: a low stem, covered with a soft, light fluff that protects the flower from the cold, brown sharp leaves are pressed to the stem. Why is it called so strangely? (The lower part of the leaf is covered with thick white hairs. If you stroke it with your hand, you will feel soft and warm. Like a mother caressed. And the upper part of the leaf is smooth, cold. Like the touch of a stern stepmother.) The flowers are collected in inflorescence. When the plant fades, it will turn into a fluffy hat. - Where will it bloom faster, in the shade or in the sun? Why? Flowers open in the morning and close before bad weather or at night. What does a dandelion flower look like? (Children's reasoning. Describe from the picture.) - Who likes to fly to a dandelion meadow? (Bees, bumblebees, butterflies). What for? How are they similar and how are they different? 3. Game and mimic "Let's collect nectar from flowers." 4. And gr and "Guess - why?". Bright yellow dandelion! Why did you change your jacket? He was handsome, young, Became, like a grandfather, gray-haired! 5. Reading poems from the children. The children sit on the meadow and tell the Ladybug the verses they have learned in advance: Herons nest in the reeds, The sleepy river slumbers, The sun splashed drops On the river banks. Droplets have become flowers, Illuminated everything around! In a new yellow sundress Dandelion meadow! On the thawed patch is the first flower. How defenseless and small he is! A sharp wind ruffled it, Bent the stalk to the ground, Chilled in the predawn darkness, But the brave flower resisted! I'll kneel before him, I'll touch the petals with my hand - How much wisdom and patience In this drop of gold! Ladybug also gives the children a poem: I walk through a green meadow, The dew dries on the leaves, The wind shakes the grass resiliently, And I hear voices of flowers. They whisper: don't tear us, don't! Our flexible stems don't wrinkle! We are for the eyes and for the heart - a joy, Ornament of our native land. - What did you like (remember) in the poem? Preliminary work. – Observation of plants on the site. – Work in the observation diary and phenological calendar. - Reading educational literature. - Memorization of poems and riddles.

EXCURSION TO THE FOREST (talk about the forest)

Tasks: to promote: familiarization of children with spring natural phenomena in the forest (leaves bloom on bushes and trees, anthills come to life, primroses appear, animals, insects wake up, everyone arranges their burrows, nests, breed offspring); the development of ideas that the forest is a “multi-storey building” (community), in which many plants and animals live on different “floors” (tiers) that need each other; education of correct behavior in the forest, without disturbing his life; to cultivate interest in nature, the ability to see its beauty, the desire to preserve all living things; develop a sense of "home": the forest is a home for a person, where he rests, admires the beauty of nature, collects the gifts of the forest (mushrooms, berries, nuts).

Preliminary work. - Examination of illustrations, paintings. - Reading educational literature. - Examination of the drawing "Oak - a multi-storey building", conversations. - The lesson uses the "Forest - multi-storey building" scheme.

EXCURSION TO THE POND (conversation)

Tasks: to acquaint children with a pond - a natural reservoir in which fish, frogs, insects live, there are aquatic plants (trees, shrubs, herbs grow along the banks of the pond, which are very fond of moisture; carp live in the pond, they eat small crustaceans, aquatic insects; wild ducks swim in the water; duck and drake in the spring in a quiet place of the pond breed offspring: they build a nest, the duck hatches eggs and incubates them, then the whole family swims in the pond and feeds on what is in the water; near the pond people relax, admire the water, plants, animals, fishermen catch fish; the pond should not be clogged: in dirty water, both plants and animals feel bad - they will start to die); generalize ideas about the main factors of the aquatic environment: the natural layer of soil, water, stones, plants and various plants that have adapted to live in water (fish - a streamlined body shape, the body is covered with mucus and scales, this helps them swim quickly; there are gills, since the fish breathes the air contained in the water, spawns or gives birth to live small fish, live). Preliminary work. - Examining illustrations, pictures. – Conversations with children about the aquatic environment. - Reading educational literature. - The lesson is held near the painting or drawing "Pond" by N. V. Ryzhova. Course of the lesson 1. Considering the picture "Pond". The teacher offers to examine the picture and find as many inhabitants as possible on it. Discussion: – Who lives on the shore? Who is in the water? - Who can swim well, who can run, jump along the shore or fly over water? – Can they live in other places? Like in the desert? - Can a frog live underground, and a pike - in the forest? Why? 2. And gr a "Create your own reservoir." Children are offered pictures (cattail, pike, beaver, frog, kingfisher, water strider, swimming beetle, snail and outline - drawing of a reservoir). Children themselves resettle the inhabitants of the reservoir, and then compare them with a real picture. Discuss who was placed where. 3. Conversation. – How are lake dwellers related to each other? (Plants are food and a home for animals, some animals eat others, etc.) - What will happen in the lake if the plants disappear? Pike? Other residents? What animal did you like the most? Where does it live: only in the water or in the water and on the shore? Why in the lake? Where is his apartment: on the shore, at the bottom? What or who does it eat? Where is he hiding and why? What will happen if people start throwing garbage into this lake? Wash cars in it? Wash clothes? Will its inhabitants like it? What will they do? 4. Game "Imitation". One child imitates movements, facial expressions of some animal or aquatic plant, and the rest guess. Who guessed, he goes out to imitate. 5. Competition "Who is ready to save the reservoir?". Come up with and draw a series of signs that will help save the reservoir and its inhabitants.

HOW MAN PROTECTS NATURE (conversation)

Tasks: to promote the formation of an idea of how people care about nature, they want to preserve it, therefore, they create reserves - territories where nature (plants, animals) are protected; familiarization with the Red Book (tell that there are plants and animals that are few and may disappear altogether, show and name local plants that are under protection); Encourage children to be responsible and caring towards nature.

Lesson progress

1. The story of the educator about the intensive use of nature by man and its pollution (examples).

2. A conversation about the creation of special territories, natural zones where the construction of roads, houses, factories is prohibited, where people should not be allowed to relax, pick mushrooms and berries - these are reserves.

3. Consideration and conversation about the Red Book, about protected plants in the region. Children make their own Red Book.

4. And gr a "How can we help nature?" – compilation of environmental signs and their discussion.

Municipal budgetary preschool educational institution

child development center - "Kindergarten No. 239"

(MBDOU CRR - "Kindergarten No. 239")

central District

CARD OF CONVERSATIONS ON ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN

Compiled by: Khodina L.V.

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Download:

Preview:

The course of educational activities:

The course of the conversation.