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Environmental project for the senior group “Fabulous Harvest. Project (senior group) on the topic: Project on environmental education in the senior group on the topic: “Be a friend of nature
Short-term environmental project
“Who grew the berry?”
Educator
Kuznetsova M.N.
Type of project: educational and creative,
artistic and aesthetic.
Project participants: children 5-6 years old, teacher, parents.
Project duration: 3 weeks
Goal: establish a cause-and-effect relationship
Between living and inanimate nature
Objectives: - deepen knowledge about the diversity of plants and the effects on them (sun, water, potions)
Develop a caring attitude towards nature
Cultivate a love for beauty and the beauty of the world around us
Strengthen the ability to reflect received impressions in drawings and creative works
Project stages:
Stage 1. Wholeness analysis (problem identification)
Stage 2. Project development
Stage 3. Implementation of the project (organization of joint work of children, teachers, parents)
Stage 4. Summing up (presentation of the fairy tale “Who Grew the Berry?” by E. Korotaeva)
Expected results:
Children understand the cause-and-effect relationship between living and inanimate nature.
Children understand the need for careful and caring attitude to nature
Mastering the norms of behavior in the natural environment and observing them in practical activities
Manifestation active attitude to objects of nature (effective care, the ability to evaluate the actions of other people in relation to nature)
Project implementation
1 Organization of a literary corner
E. Korotkova “Who grew the berry?”
M. Prishvin “Golden Meadow”
A. Peshkova “How the plants quarreled”
A. Smirnov “Flower of the Sun”
3 Didactic games
“Find the plant”, “Guess the berry”, “What has changed”, “Recognize the tree”, “Guess the riddle”, “Find what I’m telling you about”.
4 Verbal games: “I was born a gardener”, “Describe the berry”, “Riddle and we’ll guess”
5 Telling riddles
Goal: develop figurative and associative thinking, imagination, memory, increase observation, enrich children's speech with images.
6 Reading poems about nature
7 Board games"Lay out nature"
Domino "Flower Lotto"
Productive species activities
8 Collage “Flower and berry meadow”
Goal: to continue to arouse children’s interest in collective work of artistic and decorative activities, to practice the ability to create a collage
9 Application
"Magic Flowers"
Goal: to consolidate cutting and pasting skills, to develop aesthetic taste, the ability to make a composition on a sheet of paper, to develop imagination, creative thinking.
10 Drawing with plasticine
“The sun is shining, the rain is falling on the ground, the grass is growing”
Goal: to form in children the idea that when depicting nature, they themselves can choose visual materials. Encourage children to actively experiment with plasticine.
11 Origami
"Tulip"
Goal: to consolidate children’s knowledge and skills in making paper crafts, to develop an eye, fine motor skills hands
12 Finger games
"Plants", "Our Scarlet Flowers"
Goal: to develop fine motor skills of the fingers and a sense of rhythm.
13 Outdoor games
“Sun and Rain”, “We went for the berries”
Goal: develop the ability to act on a signal, restrain oneself, expressively perform movements, develop military skills
"The sun is high"
Goal: to develop an ear for music, a sense of rhythm, to combine movements with words, expressiveness, and singing skills.
15 Looking at illustrations
Homework (together with parents)
Make up a fairy tale about nature
Draw a picture about nature (living, nonliving)
16 Presentation of the fairy tale “Who planted the berry?”
Working with parents:
1 Introduce parents to the topic of the project and interest them. Create a desire to play with children and spend more time.
2 Conduct conversations, organize an information stand, attract parents to participate in the project.
3 Execution homework to the project (together with children)
Project work. Topic: “We and the trees”
Vera Petrovna Tukhvatullina, teacher at the Yulduz kindergarten, Chistopol district. Republic of Tatarstan.Description of material: I present to you my project for older children, about the importance of trees in our lives.
Age: senior group (5-6 years old).
Project location: Republic of Tatarstan, Chistopol district, Municipal budget preschool educational institution"Yulduz kindergarten"
Project type: informational, practice-oriented.
Participants: educators, children of the older group (age 5-6 years), parents of pupils.
Duration: average duration.
Target: the formation of an environmental culture, which should be understood as the totality of environmental consciousness, environmental activities and feelings.
Tasks:
Teach children to recognize and distinguish trees in their immediate environment by external signs;
To form an understanding of the basic needs of a tree for light, water and air in the process of growth and development;
To clarify the understanding of the relationship between living and inanimate nature, human places in them;
Deepen knowledge about the importance of trees in the lives of all living beings, including humans;
Involve children and parents in various types activities in nature;
To promote a sense of empathy for the troubles of nature, a desire to fight for its preservation;
Continue reading poems, songs, riddles and stories about nature;
To cultivate a love for nature through direct communication with it, the ability to perceive its beauty and diversity;
To promote the formation of skills of environmentally literate moral behavior.
Relevance.
Currently, one of the first most important issues is the problem of strengthening the environmental awareness of every inhabitant of our planet. Direct contact with nature has been lost; people take everything from it, giving nothing in return. The barbaric attitude of both adults and children towards all living things leads to an environmental disaster. Modern content of educational work with children preschool age involves the humanization of everything pedagogical process. Today, environmental literacy, careful and loving relationship to nature have become the key to human survival on our planet. V. A. Sukhomlinsky wrote: “The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty. Here in nature eternal source child's mind." Very important with early years develop in children the ability to contemplate nature, enjoy it, peer and listen. By solving various cognitive and practical problems together with adults and peers, children acquire the ability to doubt and think practically. Experienced at the same time positive emotions- surprise, joy from success, pride from the approval of adults - generate confidence in the child’s abilities and encourage a new search for knowledge. Collective experiences bring children closer to each other and to adults. We must not forget that raising careful attitude to nature, the desire and ability to see, hear nature, receive emotional pleasure from its beauty and uniqueness is necessary from the very early childhood. Preschool institutions are designed to play a role in this vital role, ensuring full physical, mental and spiritual development, becoming at the same time educational centers for parents.
The essence of my project is to prevent children from being indifferent to green spaces. Deepen their knowledge of the importance of trees in people's lives. Any communication with nature should contribute to broadening one’s horizons, the development of spiritual and moral personality traits, and the formation of a sense of responsibility for the fate of nature - a prerequisite for ensuring the environmental safety of not only our hometown, but also the whole country as a whole.
Hypothesis.
Children’s ideas about the relationship between living nature and humans will be formed if a system of work on environmental education using observations, didactic plots - role playing games, art classes, practical interaction with the environment. Only the active participation of each of us in protecting the environment, the need to plant at least one tree, will contribute to the fact that there will be no place in the soul for indifference and cruelty. The world will be saved.
Expected Result:
Increasing the level of environmental literacy of children;
Formation of a conscious need to communicate with nature;
Creation of an ecologically developing environment on the kindergarten site;
Creation of an artistic and aesthetic environment;
Expanding children's knowledge about trees and shrubs, their significance in nature and human life;
Formation of the ability to see the variety of shades of colors in nature, to reflect one’s impressions in creative activities;
To promote more active participation of parents in the life of the kindergarten.
Interaction between project participants.
Stages of work on the project.
Stages:
- Activities of teachers;
- Children's activities;
- Activities of parents.
Preparatory stage.
Select materials, equipment, fiction, illustrations. They think through the course of conversations, organization and conduct of games, observations, excursions, and classes. Diagnostic examination. They get acquainted with literature, participate in games and observations. Consider poems and riddles. Help teachers select required material, replenish the development environment.
Statement of the problem (immersion in the problem). They form a problem: “Do you know that if you don’t protect and take care of all living things, there will be fewer trees, the air will be polluted, it will be more difficult to breathe, our health will not be good. To prevent this from happening, let’s plant trees, watch them grow, and try to become defenders of our nature.” They enter into the problem and accept the tasks. They enter into the problem and accept the tasks.
Practical activities.
Conduct working together with children, including observing the life of trees, conducting research (roots, branches, buds, leaves, flowering, seeds, soil, light). They combine activities with drawing, appliqué, origami, and games. Participate in labor activity: planting seedlings, creating conditions for their growth. They develop basic tourism skills and reinforce the rules of behavior in nature during excursions. They play various games, learn poems, riddles, sculpt, draw, and design. They participate in excursions, conversations, planting tree seedlings, caring for them, collecting seeds and leaves for making a herbarium. They continue to replenish the developmental environment, participate in collecting seeds and leaves of trees, making a herbarium, and help children determine the sequence of work.
The final stage. Analyze and summarize the results of the work. Strengthen children's knowledge. A diagnostic examination is carried out. Develop recommendations for educators. New directions are planned project activities at the preschool educational institution. Making crafts for the exhibition from natural material. Make up a herbarium of leaves. Take part in the preparation of new projects.
Game activity:
1. Didactic game"Compare"
Target: each child talks about his tree and compares it with another
The teacher encourages children to complete the sentences they have started using comparative phrases.
For example:
The leaves of viburnum in the fall are like... (Gold, sunshine)
Viburnum berries are shiny, like... (Beads, precious stones)
Kalina is as good as... ( Beautiful girl, beauty, princess)
Educator. Well done. Let's admire the beautiful viburnum. What do we call viburnum affectionately, tenderly? (Kalinka)
Kalina has long been considered a symbol of our native land. Its red clusters decorate loaves that are served to dear guests; craftswomen embroider viburnum on festive tablecloths.
2. Didactic game “I recognize a tree”
Target: learn to find a tree by description.
The adult asks the children to name the trees he is asking about.
Which tree has white bark and is one of the first to turn yellow? (Birch)
Which tree leaves resemble crow's foot? (Maple)
Which tree is compared to a Cossack, a hero? (Oak)
From which tree do bees collect honey in summer? (From the linden tree)
What tree has needles instead of leaves? (Fur tree, pine tree)
3. Didactic game “Green World”
Pupils give answers to the adult’s questions.
Which plant has a trunk? (By the tree)
What plants grow low? (Herbaceous plants, grass)
What do the leaves of trees and bushes grow on? (On the branches)
What about grass and flowers? (On the stem or just next to it)
What plants do birds build their nests on? (In trees, sometimes in bushes)
What part of the plant do bees and butterflies love most? (Flower)
Which part of the plant drinks moisture from the ground? (Root)
What do we call plants that have healing properties? (Medicinal plants)
4. Didactic game “Where does it grow?”
Target: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
5. Didactic game “Wonderful bag”
The bag contains: honey, nuts, cheese, millet, apple, carrots, etc. Children get food for the animals, guess who it is for, who eats what. They approach the toys and give them treats.
6. Didactic game “Name the plant”
The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
- Name the plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
-What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
7. Didactic game “What’s extra.”
Target: children must identify the extra object (oak, aspen, maple, spruce, chamomile).
Outdoor games on site:
"Find your tree."
Target: The game requires the participation of several children. Before you start the game, talk to the children about trees, what they look like different trees how they differ from each other (trunk, leaf shape, color and thickness of the trunk, branches, etc.) Divide the children into several groups, each standing near a specific tree. Draw the children's attention to which tree they are standing by and ask them to name it. Then, at your signal, everyone runs away different sides. When the adult says: “Find your tree!”, the children should gather in groups to the trees where they stood before the start of the game.
“Find the same leaf.”
Target: You can play this game alone with your child, or with a group of children. During this game, children not only develop their activity, but also get acquainted with nature. Show your child a maple or birch leaf and examine it carefully. Invite the children to run in different directions, find the same leaves and bring them back. When repeated, the task is given to find the leaves of a different tree each time.
"Forest Tags"
Target: Children play tag with the following conditions: you cannot tag a player whose back is against a tree; you cannot salt two players if they hold hands and surround a tree; You cannot salt those who can wrap their arms around a tree or hang on it.
"From tree to tree." Target: Children take turns jumping on two or one leg from tree to tree. How many jumps will anyone have to do to reach the goal?
Observations and research activities.
1.
Getting to know the sounds of nature, listening to an audio recording with the sounds of nature, excursions along an ecological trail.
Goal: to teach children to identify sounds in nature, to consolidate the ability to observe, compare, analyze, and draw conclusions about natural objects.
2.
Tree research.
Goal: to learn to identify a tree by color, shape, structure, bark, seeds, fruits.
Artistic and productive activity.
Exhibition:
“Forest Sculptors”, “Tree by Tree”, “Portrait of a Tree Family”, “Tree Neighbors”, “ Autumn birch" – drawing, application: " Decorative panel from autumn leaves”, panel “Tree of Life”, modeling: “Rowan Brush”.
Reading fiction:
1. “Green Country” by E. Serov.
Goal: to instill love for green brothers and sisters.
2. “The Wisdom of the Tree” by A. Lopatin.
Goal: to cultivate respect and love for trees, that much can be learned from them.
3. “The Life of a Tree” by A. Lopatin.
Goal: to foster respect for trees.
4. “Lipkin’s Gifts” by A. Lopatin.
Goal: explain to children that trees have healing properties.
Organized activities:
Conversation “What do we know about trees and birch in particular?”
Target: Find out what children know about trees in general and birch in particular. Deepen interest in birch, lead to the idea that birch wants to be friends with people.
1. How are trees different from other plants?
2. What trees do you know?
3. Are trees alive? Why do you think so?
4. Are there many trees growing near the kindergarten? What are their names?
5. Are there many trees growing near your house? What are their names?
6. Who plants trees? For what?
7. What is the name of a forest in which only birches grow?
8. Where are trees better - in the forest or in the city?
9. How can you determine the age of a birch?
10. Have trees ever helped you? What about you? Give examples.
11. Let's imagine that the trees have disappeared. What will happen on Earth? Why might trees disappear?
Teacher's story “How was birch used in ancient times?”
Target: bring children to understand that trees are of great importance in human life. Introduce how birch was used in ancient times.
Our ancestors used birch beams to illuminate their houses. The sick were treated with birch sap. The wheels of the cart were lubricated with tar, which was made from birch. Made from birch wooden Toys, wooden sculptures, spoons, birch bark - tueski (they carried water and kvass), baskets for berries and mushrooms. They wrote on birch bark. Nowadays, birch is used in construction, furniture, plywood, skis are made from it, and yellow and green paint, medicines are made from kidneys.
Conversation “The relationship of wood with living and inanimate nature.”
Target: Deepen your understanding of the relationships between living and inanimate nature and the factors that influence the life of birch.
- Can a tree live without light? (Light, like an artist, colors the leaves green.)
- Does birch grow in an open or shaded place?
- Can a tree live without heat? (The amount of heat determines the beginning of the appearance of leaves on the trees.)
- What happens to trees in winter? (In winter, trees do not grow - they go into sleep. And the trees are protected from the cold by cork fabric, which does not allow either water or air to pass out.)
- What else can trees not live without? (Without water, they drink water like people. The tree receives water from rain, from melt water, and drinks it from the ground - the soil.)
- Trees, like us, need to breathe. They breathe through small holes on the leaves, so small that they are invisible.)
- Trees need fresh air: They die from dirty things. At the same time, the trees themselves purify the air, making it suitable for humans and other living beings.
- Does a tree need birds? (Birds eat various insects that can harm the tree.)
- The wind carries birch seeds.
- Earthworms participate in the formation of soil, “pass” lumps of earth and dry leaves through themselves, loosen the soil, making it suitable for the development of plants.
- Why do trees get sick? (This means that harmful insects have settled on the bark. This can be seen if you look at the reverse side of the bark - the passages made by pests.)
- How can you determine the age of a birch? (By bark: the older the tree, the harder and thicker the bark, so older trees can withstand frost more easily.
Conversation “The beauty of nature is priceless.”
Target: Let children understand that no amount of money can buy a beautiful tree. It needs to be planted and a lot of effort must be made so that it does not die, but takes root and grows. Foster love and respect for nature.
Complex lesson in the senior group “I love the Russian birch tree.” (see application)
Experiences:
“Observing changes in poplar and lilac branches in a vase of water”, “How trees save us from the heat.”
Compiling a herbarium of trees on the site.
Consultation on the topic “Nature as a teacher.”(see application)
Participation of parents in the “Plant a Tree” campaign.
Manufacturing joint crafts with kids:
Decorating a corner of nature with beautiful plants.
Making origami – “Christmas tree”.
Mosaic – “Tree”.
Proverbs, sayings about trees.
Guessing riddles.
Making up riddles for children.
Reading poems, stories, fairy tales about trees:
T. A. Shorygina “Trees. What are they? ”, A. Prokofiev “Birch Tree”, N. Nekrasov “Green Noise”, I. Tokmakova “Oak”, A. Tvardovsky “Forest in Autumn”, I. Sokolov - Mikitov “Falling Leaves”.
Memorization: I. Bunin “Falling Leaves.”
Drawing: “Lilac is blooming”, “Tree branch in a vase”, “Autumn landscape”.
Modeling "Leaf".
Application “Autumn carpet”.
Listening: P.I. Tchaikovsky - the cycle of works “The Seasons”, memorizing songs about trees.
Tour of the kindergarten site.
Examination of seeds of various trees.
Ecological observations.
Target– to form an idea of animals and plants as living organisms, to show the relationships that exist in nature. It is important to consider the observed object from all points of view. Thus, by observing plants, you can identify interesting information about their names, classification (tree, shrub), appearance, purpose, conditions of their growth; trees as habitat and food for birds; methods of seed dispersal, reproduction; the importance in human life of how a person helps plants; rules of behavior in nature. Ecological knowledge is the basis of environmental consciousness through the introduction of children to practical activities.
Ecological excursions.
Target– find answers to the questions posed, accumulate information, learn to observe, “read” the book of nature.
The content of excursions can be an examination of the surrounding area to form ideas about the surrounding natural conditions, ecological situation, and the presence of plants. During excursions you can collect natural material for collections. The results are presented in the form of albums, drawings, and collections.
Lessons in thinking.
Will make it easier to answer a variety of questions, for example: “Why do leaves change color? ", "Why does the Christmas tree have green needles? ", "What do trees eat? " A prerequisite must be a combination cognitive activity from the practical, forming the interest of children. Walks are combined with a fascinating story, with minor inclusion works of art. This develops a sense of nature in children.
Collecting.
Compiling collections of natural material and herbariums helps to attract children's attention to the world around them. It should not harm nature. Collecting can start conversations about natural resources edges, about their use, can form the basis of exhibitions and museums organized by children.
Lessons in kindness.
Target– Develop an interest in nature, form a positive attitude towards it, a desire to protect it and take care of it, cultivate sensitivity and a sense of empathy. The topics of kindness lessons can be varied. Conducted both individually and in groups of children.
Discussion and playing out situations.
This form of work helps to consolidate in the mind the norms and rules of behavior in nature. The topics of such conversations can also be varied.
Forms of work with parents.
Result:
While working on the environmental project “Trees Around Us”:
children's interest in nature has increased;
knowledge about trees and shrubs was consolidated and refined;
there was a desire to learn more about trees;
a friendly attitude towards all living things has been formed;
mental and speech activity;
children learned to draw their own conclusions;
aesthetic taste has been formed;
they used knowledge and impressions in practice and activities;
parents took an active part in landscaping the kindergarten site and planting young seedlings;
in organizing an exhibition of crafts made from natural materials;
Questionnaire: Based on this project, it is possible to develop other environmental projects, such as: “From seed to tree”, “Inhabitants of gardens and forests”.
Application.
Consultation “Nature as a teacher.”
Nurturing children’s correct attitude towards nature, the ability to carefully handle animal creatures, can be fully implemented in preschool period only if the operating system is in kindergarten combined with the impact on the child in the family.
Kindergarten teachers great attention They focus on instilling skills in caring for plants, animals, and birds.
Wonderful teacher V.A. Sukhomlinsky wrote: “Man has always been and remains a son of nature, and what unites him with nature should be used to introduce him to the wealth of spiritual culture. The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty. Here, in nature, is the source of children's intelligence. All children are naturally inquisitive. Their range of interests is very wide. Among the questions that they ask us adults, there are those that are caused by various phenomena and objects of nature. To better understand all the living things that surround us, parents need to be more often in the field, in the meadow, in the forest, by the river, in the park, be able to see the beauty in everything and notice everything interesting. How the first leaves bloom, why the spruce tree is very green in winter, while others have fallen leaves. It depends on us adults whether a child will be inquisitive and how his speech develops. How bigger baby saw and understood, the brighter and more imaginative his speech, the more willingly he communicates with his peers, and the easier it is to come into contact with adults. The ability to express your thoughts helps you do better at school. He will actually be convinced that not a single phenomenon arises without a cause, on its own, and nothing disappears without a trace. In the process of systematic, targeted observations, the child learns to think and answer the questions “Why?”
And even though such work is complex and laborious, but as a result, the foundations of curiosity, inquisitiveness, the ability to think logically, make inferences, and conclusions are laid in the child’s mind from early childhood.
Children love to go to the forest with adults, do not forget to say hello to him: “Hello forest, dense forest, full of fairy tales and miracles!”, and when leaving to say goodbye to him:
The sun hides in the fog
The dense forest, goodbye!
You protected us from the heat
Gave me health and fresh strength
And he treated me to a treat.
We must always remind children that only those who walk slowly and step silently see and hear a lot, then they will see a lot, like leaves rustling, dew on the grass, a baby squirrel feasting on sweet strawberries, and birds feeding their chicks, and here is a hedgehog with hedgehogs. Play the game “Forest Smells” with your children. First, invite the children to smell what strawberries, moss, mint leaves, chamomile, etc. smell like. First, take 2-3 plants, and then more; the children will smell, and then find out with closed
What kind of plant does it smell like? Remember riddles, little poems about plants, signs.
They swept the anthill - watch the life of the ants, how friendly they are, they piled up in a heap on the caterpillar, dragging it to their house - they are clearing the forest of pests. Treat them with sugar or candy and watch how they love sweets.
You can go to the forest at different times of the year and admire it, notice problems and fix them. Remove dry branches on the path, tie up a broken branch, plant a tree.
Those parents who treat nature and their child during a walk do the right thing. “Look how beautiful it is!”, “How white, fluffy the snow is today!”, “What do you think the cloud looks like!” etc.
After playing with the snow, children return home joyfully. It's warm and cozy here.
Often in Sundays pies are baked at home, and the bakery smells like bread. Give the children an impetus to think by saying the proverb: “A lot of snow, a lot of bread,” “The snow blew, the bread blew.” Show the children a grain field at different times of the year, explain why they say: “Bread is the head of everything”; This means that it must be protected. Tell me how many people work so that this fragrant loaf of bread comes to our table. Everyone, even the most Small child must save bread.
And whoever has animals at home, do not forget to feed them. First together with you dear dads and mothers, and then it will become a habit and your child will do everything himself.
The ability to see and understand another living being, the subtle movement of a child’s soul, depends on interest in a plant or animal - on the degree of development of observation and moral feelings. This is where responsibility for all life on the planet begins. When we, adults, say (don’t tear, don’t trample, don’t break, don’t touch, etc.) it is necessary to explain why “Don’t tear.” To expand and consolidate knowledge about ecology, it is necessary to look at pictures, observe the flora and fauna, and read fiction.
We must always remember to all adults and children that the Earth is our common home, a person living in this house must be kind, take care that all living things are well.
"Our planet Earth,
Very generous and rich
Mountains, forests and fields
Home is our dear friends!
Let's save the planet together.
There is no other like it in the world.
Let's raise clouds and smoke above it.
We won’t let anyone offend her.
We will take care of birds, insects, animals.
This will only make us kinder.
Let's decorate the whole Earth with gardens, flowers,
You and I need such a planet.”
Complex lesson in the senior group “I love the Russian birch tree”
Target: continue to develop children’s interest in their native nature; generalize knowledge about birch; expand children’s ideas about the image of the birch in poetry, music, works visual arts; cultivate a love for Russian birch.
Material for the lesson:
Illustration depicting a birch tree.
A tape recorder with an audio recording of the song “There was a birch tree in the field” (Russian folk song), “Seasons” by P.I. Tchaikovsky.
Reproductions of paintings by I. Levitan “Spring. Big water", " Golden autumn", K. Juno "March Sun". I. Grabar “February Azure”, I. Shishkin “Forest Wilderness”.
Progress of the lesson
Mystery:
Alenka is standing with a green scarf,
Slim figure white sundress. (Birch)
The teacher suggests looking at an illustration depicting a birch tree.
- How can we recognize a birch tree at any time of the year? (Only the birch tree has a white trunk.)
- What do people call a birch tree? (Russian, white-trunked, curly, elegant, golden, beloved.)
- What kind of leaves does a birch tree have? (Green, emerald, sticky, gold.)
- Of all the trees in the Russian forest, our birch is the cutest. The light birch groves are nice and clean. White trunks are covered with thin birch bark. There is a special day in Russian nature when young leaves begin to bloom on birch trees. You will enter the forest and gasp with joy: the forest edges are covered with a gentle green haze. What a beauty! What bliss!
- With whom in Rus' was the beautiful birch compared? (With a girl who has a thin, flexible waist, with a bride.)
- In June, the holiday of the “Russian Birch” was celebrated in Rus'. In the morning, a bright, colorful crowd headed towards the birch grove. The girls chose one of the birch trees and decorated it, tied colored rags and ribbons to the branches, hung gingerbread cookies and sweets. Round dances were performed around, people danced, and games were played.
- Many poems and songs have been written about the white-trunked beauty.
Listening to the Russian folk song “There was a birch tree in the field.”
- Now let's read poems about birch.
Reading poems: A. Prokofiev “I love the Russian birch tree”, S. Yesenin “White birch tree”.
- Many talented landscape artists captured the birch tree in their paintings. She's good in her own way different times of the year!
I invite children to look at reproductions of paintings and talk about them.
- In artists’ paintings, birch trees are straight, slender, and white-trunked.
- Our beautiful birch tree can predict the weather. Listen to the signs:
If a lot of sap flows from a birch tree in spring, it means a rainy summer.
If in the fall the birch leaves begin to turn yellow from the top, spring will be early.
The birch will open its leaves in front of the alder - the summer will be dry, the alder in front of the birch will be wet.
Performed to Russian folk melodies collective application"Birch".
Used Books:
1. A. S. Gerasimova, O. S. Zhukova “Big Encyclopedia of Preschoolers”, Moscow “OLMA Media Group” 2007
2. S. N. Nikolaeva " Young ecologist" Environmental education program in kindergarten, Moscow “Mosaic – Synthesis” 2010
3. A. Dietrich, G. Yurmin, R. Koshurnikova “Pochemuchka”, Moscow “Pedagogy - Press” 2006
4. A. I. Ivanova “Ecological observations and experiments in kindergarten”, Moscow Sphere shopping center 2009
5. T. S. Komarova “Visual activities in kindergarten”, Enlightenment 1973
6. M. N. Sigimova “Knowledge of the plant world”, Childhood press 2010
7. T. A. Shorygina “Trees. What are they? ", Moscow 2006
8. O. A. Solomennikova “Environmental education in kindergarten” Program and guidelines for classes with children 2-7 years old, Moscow “Mosaic – Synthesis” 2010
Project on environmental education in the senior group
"Clean World"
Prepared by the teacher Fedoseeva M.I.Arzamas 2015
Name: Project on environmental education in the senior group “Clean World”
Project type: informational - educational .Project duration: Long-term (September - April).
Project participants: pupils, teachers, parents (legal representatives).
Relevance:
Environmental education is an important component general education modern man. Preschool institutions are the initial element of the environmental education system. When a child is in kindergarten, it is convenient to organize the process of learning about various forms of nature.
The goal of oriented environmental education for preschool children is to develop a complex of practical and scientific knowledge about the world of animals and plants, natural phenomena. The child develops a responsible attitude towards the unique world of nature and an attitude towards saving natural resources.
The catastrophic deterioration of the environmental situation is among the most current problems modernity. The ecological state of our planet and the tendency towards its deterioration require that living people understand the current situation and have a conscious attitude towards it. IN preschool childhood the foundations of personality are laid, including a positive attitude towards nature and the surrounding world. Kindergarten is the first link in the system of continuous environmental education, so it is no coincidence that we were faced with the task of forming the foundations of environmental culture among preschoolers.
Experience shows that already at senior preschool age children without special effort learn a complex of environmental knowledge if the knowledge is presented in an accessible, exciting form and if the child’s interest in natural phenomena is taken into account.
The process of environmental education can be carried out in various forms. Environmental projects are considered one of the most promising forms today.
Objective of the project: Formation of a person with new ecological thinking, capable of realizing the consequences of his actions in relation to the environment and able to live in relative harmony with nature
Project objectives:
Formation of the foundations of a child’s general ecological culture
Create conditions for the development of environmental concepts.
Create conditions for expanding and deepening ideas about animals and plants as representatives of living things in the natural world (about the diversity of external structure, about the basic life functions - nutrition, breathing, movement, growth, development, reproduction)
Forms and methods of work:
Productive activity– experimentation, drawing, modeling, appliqué, experiments, manual labor.
Reading fiction.
Theatrical activities and celebrations
Observation in a corner of nature and on a walk
Organization of labor in a corner of nature, on a plot, in a vegetable garden
Different shapes
Working with a nature calendar, observation diary, experiment log
Interactions with the school (environmental center)
Selection of poems, riddles, proverbs, sayings
Interaction with family
Examination of reproductions of paintings, illustrations, photographs, albums
Thematic exhibitions.
Direction of work
Speech development
Development of logical thinking
Development of communicative qualities in children
Generalization of ideas about nature
Awakening imagination and fantasy
Awakening interest in nature.
Expected Result:
Creation on territory of preschool educational institution environmentally friendly environment. Increasing the level of knowledge on ecology in children. Improving the level of knowledge and environmental competence of parents on the topic of the project.
Contents of the project.
| Implementation stages | Action of teachers | Action of pupils | Parental action |
| Preparatory from 01.09. 15 to 04/01/2016 | Selection of methodological, fiction and encyclopedic literature on the topic of the project; Methodological literature for teachers and parents; Educational and encyclopedic literature for children. 2. Study of Internet resources on the topic of the project, selection of online games and online presentations; 3.Selection and production visual materials to implement the project: Visual: paintings, photos, cards with images of nature, etc. D diagram maps ( reference diagrams to write a story about ecology | -view illustrations, photographs, paintings and cards depicting nature | Questionnaire. “Ecological education of a preschool child” |
| Practical stage from 01.11.2014 until 05/31/2015 | - Creation and design ecological trail | Film lectures, presentations Environmental holidays Excursions, Observations Environmental actions Role-playing, didactic, Mind games Experimental and experimental activities Ecological tales Creation of creative works by children (drawing, applique, modeling); | Open lesson for parents and teachers"This useful household waste", "We are nature savers" in a modern preschool educational institution" Making toys for artificial spruce in Group New Year's celebration“Love nature! -ecological fairy tale "Labor landing" Parent meetings in a non-traditional form Environmental information Experience exchange Environmental holidays, promotions |
September Drawing up an annual plan for project implementation. Excursion to the zoo building. Getting to know the animals Drawing up a plan for the implementation of the project. Choose thin. lit. for reading, retelling, memorizing, Arina. Carry out the first stage of diagnosis.
Create an album “Weekend Album”
Questionnaire on the topic “Ecological education of a preschool child”
Labor activity: cleaning the site, helping the janitor, for designing a herbarium and crafts Questionnaire “Environmental education of a preschool child”
Photo report
Labor activities: cleaning the site, janitor, collecting autumn leaves from the herbarium. Parent meeting. Topic recommendation « Environmental education of preschool children
in a modern preschool educational institution"
October Conversation with children about forest animals, about the habitat, about preparing animals for winter, about human behavior in the forest.
Looking at illustrations and books about forest animals.
Conversations: How did the family spend the summer? Establishing emotional contact
Conversation about the forest: It's a sad time! Eyes of charm
Strengthen children's understanding of the golden period of autumn
Formation of the concept of the origin of the river and its sources.
D. and “Don’t be mistaken”, “Find what I’ll describe”, “Riddle, we’ll guess”
Drawing “Gifts of Autumn” - consolidate the ability to convey the shape and color of vegetables and fruits in a drawing
Joint activity of parents and children in making crafts on the theme “Golden Autumn” Design of parent corners by season and month Exhibition of works from natural materials “Golden Autumn”
November Observation of trees on the site (name of trees, structure, benefits) Conversations: “A plant as a living being”
To form in children an idea of the adaptability of plants to their environment and to the seasons of the year.
D. and. “Birds in autumn” (conversation about migratory birds)
D. and. Who eats what?
Watching the film "Birds of Passage"
Reading liters:
E. Blaginina “Flying away, flying away”, V. Bianchi “Sinichkin calendar”
Application “Magic Flowers”
Drawing “Nature has no bad ones Creating your own red book Autumn Festival “What has autumn brought us? »
Month Social partner (animal corps) Preschool employees
Educator, musical director Parents Final event
December Conversations: “talk about snow” - establish the dependence of the state of snow on air temperature
Observation of wintering birds on the site ( appearance, comparison of different birds, highlighting commonalities and differences, habits)
Looking at footprints in the snow, feeding birds.
Looking at illustrations about wintering birds, conversation
Watching a film about wintering birds
Reading thin lit.
V. Bianchi - Bathing bear cubs
E. Charushin - Wolf
V. Varanzhin - how a hedgehog survived the winter
Artistic creativity (origami)
Dove, Sparrow or Swan
Making bird feeders
Making toys for an artificial tree in the New Year's party group “Love nature! "-ecological fairy tale
January Conversations: How many interesting things happen in winter - to form a generalized idea of winter in children
D/ and “We are little bunnies”, “Finish the sentence”, “Animals in the forest”
Reading liters
V. Bianchi – Forest houses
I. Polenov – Sinichkin’s storage rooms
Drawing “Fir Branch” Photo exhibition “Nature and Children” Parent meeting
"Environmental education in the family"
February Observing winter beauties in nature
Highlighting the characteristic signs of winter Conversations: “Who is a person” - clarify children’s ideas in comparison with animals and flora
D. and. »Find the mistake
D. and. When does this happen? Whose silhouette?
Reading liters:
G. Skrebitsky - take care of the birds
Drawing “We are walking - continue to introduce children to the winter landscape, depict a person in motion in a drawing Create an album “rules of behavior in nature” Exhibition of albums “rules of behavior in nature
March Weather monitoring seasonal changes. Identification of characteristic signs of spring Conversation: “Spring drops”
D/I “Seasonal changes”
D. and. »Find the mistake
Reading liters:
The birds have arrived
April. Summarizing
Literature
1. Annenkov V. The Path to an Ecological Man // Preschool education, 2001, No. 7
2. Artemova L.V. The world around us in didactic games for preschoolers / Manual for educators of preschool children - M., Education, 1992.
3. Bondarenko T. M. Ecological activities with children 6-7 years old - Practical guide for educators and methodologists of preschool educational institutions. – Voronezh, 2007
4. Bondarenko A.K. Didactic games in kindergarten. / Manual for kindergarten teachers - M., Prosveshchenie, 1991.
5. Bondarenko T. M. Complex classes V preparatory group kindergarten: A practical guide for educators and methodologists of preschool educational institutions. – Voronezh, 2007
6. Wenger L. A. Games and exercises for development mental abilities in preschool children / Book for kindergarten teachers - M., Prosveshchenie, 1989.
7. Voronkevich O. A. Welcome to ecology! Long-term plan work on the formation of environmental culture in preschool children - St. Petersburg: “CHILDHOOD-PRESS”, 2006
8. Ivanova A.I. Living ecology: Program of environmental education for preschool children. 2nd ed. – M.: TC Sfera, 2009
9. The natural world and the child. /Methods of environmental education of preschool children. // Ed. Manevtsova L. M., Samorukova P. G., ed. 2nd, revised and expanded. – St. Petersburg, Aksident, 1998.
10. S. N. Nikolaeva, I. A. Komarova STORY GAMES in environmental education of preschool children. Playful learning situations with toys different types literary characters Manual for teachers preschool institutions Moscow-2005
11. Nikolaeva S. N. Game in environmental education. / Preschool education, 1994
12. Nikolaeva S. N. How to introduce a child to nature. – Perm, 1993
13. Nikolaeva S. N. Communication with nature begins from childhood. – M., Education, 1994.
14. Nikolaeva S. N. Joint activities of adults and children. / Preschool education, 2002, No. 5.
15. Ryzhova N. A. Environmental education in kindergarten. – M., Publishing House"Karapuz", 2001
Project type: cognitive and research.
The purpose of this project: formation in children of a system of knowledge about the diversity and relationships of living and inanimate nature using the example of the development of plants from seeds.
Tasks:
1. To form children’s ideas about the diversity of seeds and fruits, about the role of seeds in nature and human life, about the relationship between living and inanimate nature, about a careful and caring attitude towards it.
2. Create conditions for developing the ability to see the diversity of the world in a system of relationships and interdependencies; expanding prospects for the development of search and research, experimental activities by including them in thinking, modeling and transformative actions.
3. Expand educational experience children in a generalized form using visual aids; develop the ability to compare, contrast, and draw conclusions; navigate the information space; apply acquired knowledge in changing conditions; promote the acquisition of labor skills.
4. Promote the development of coherent, dialogical speech; improve the ability to write stories, fairy tales, and solve riddles; use oral works in speech folk art.
5. Make children aware of the need to lead healthy image life, improve your health, take vitamins, medicinal plants; improve the ability to correlate movements with text; develop fine motor skills of the hands.
6. Encourage children’s initiative, intelligence, inquisitiveness, criticality, and independence.
At the preparatory stage project, I collected illustrations on the topic of the project; sets of seeds for study, for planting, boxes with soil have been prepared; developed the direct educational activity “We study seeds” using a multimedia presentation: “Different seeds”; prepared a diary of observations of plant growth for subsequent completion; collected a card index of didactic games; selected riddles, poems, works of oral folk art, educational and fiction literature; conversation materials; prepared multimedia presentations: “How a seed sprouts” (for experimental activities), “Let’s grow peas” (for conversation), collected material for the manual “Miracle Seeds”.
The children identified the problem on their own. One child came to kindergarten after illness and said that the doctor advised him to eat more vitamins, which are found in onions, dill, and lettuce. But where can I get these plants? in early spring when the ground is still covered with snow? This is where the idea arose to organize a project that would answer this question. Children identified goal of your project: how plants that contain vitamins appear.
I used a three question model:
— what do we know about these plants? (they are grown in the garden, very healthy, contain a lot of vitamins, they are eaten so as not to get sick, they can be added to salads, first and second courses, the greens are very tasty and juicy).
- what do we want to know? (where do plants come from, the sequence of their development, how to properly grow green plants, how to care for them, what is necessary for their full growth, how plants differ, what they have in common).
- how to find out? (children seek help from teachers, parents, grandparents; find information in encyclopedias, books, children's television programs; use magnifying glasses, an observation diary, tweezers, rulers in research and experiments).
Before the start of the project, I informed the parents that the group would implement environmental project"Wonderful seeds." All parents supported the idea of the project and expressed a desire to provide assistance and take an active part in it.
On main stage Experimental activities were carried out on growing dill seeds (“Gribovsky”), onions, watercress (“Zabava”), and vitamin grass for cats. First, the children and I soaked the seeds, then sowed them. Seed germination, growth and development of plants were observed for six weeks. The children recorded all observations in a diary. The plants were on the windowsill on the sunny side, the guys carefully, trying not to damage the young shoots, watered them. The children found that for normal height and plant development are necessary: heat, light and moisture.
As a result of a careful and caring attitude towards plants, we have a good harvest, which served as a prototype village garden to compose the composition “Village”. The children enjoyed participating in the creation of this composition. “Village” reminded the children of the places where their grandparents live and where they spend their summer holidays.
The children were very pleased with the juicy and tasty dill, vitamin herb for cats, which we cut several times and the children took it for their pets, onions were added to soups during lunch, watercress surprised with its unusual taste and big amount vitamins
During educational activities:“We are studying seeds” children recognized, compared, described the seeds of various plants using a mnemonic diagram, at the same time research activities children developed coherent, dialogical speech, enriched lexicon. The children were very interested in working in our laboratory; they liked using magnifying glasses, tweezers, and vials; consider plant seeds (corn, pumpkin, tomato, sunflower, cucumber, watermelon, melon), because The children saw some of the seeds for the first time.
The children were especially interested in the didactic games that were played throughout the project.
Didactic game: “Where are the seeds planted?” Helped the children identify plants according to where they were grown. The children were presented with schematic images of a flower bed, vegetable garden, orchard and field, to which they had to select the necessary cards of flowers, vegetables, fruits, and grains. The children confidently completed the task.
In the didactic game: “Guess!” the guys called characteristic features vegetables, fruits, where they grow, benefits. After the story, the children together filled two baskets: one with vegetables, the other with fruits.
Didactic game: “Drawing a picture” , where children first glued buckwheat, rice, sunflower, and pea seeds onto the images circled according to templates, and then painted them. This activity required perseverance, accuracy, and attentiveness from the children; nevertheless, the children were interested in the process itself and pleased with the result.
Keeping a diary of observations of the growth and development of seeds aroused great interest among children; they enthusiastically made the necessary sketches in the diary, according to the results of observations of growing plants. The diary was kept throughout the project; images of growing plants were sketched: dill, onions, lettuce, vitamin herbs. The children were happy to convey the results of their observations in the drawing.
During the project, we made crafts on the theme: “The snow is already melting, the streams are flowing...”. We got unusual boats with sails, decorated with plant seeds: buckwheat, rice, sunflower, peas. As a result, a long, beautiful caravan of ships floated down the fast spring stream.
Together with parents we held an exhibition of drawings: “Plants of our region” . She inspired the children to carefully think through the concept of their drawing: it was necessary to depict the seeds of a plant, the growth of this plant and its fruit. At home, together with their parents, the children examined the plant and its seeds, studied the encyclopedia, and in kindergarten, using the knowledge gained, they independently talked about the plant depicted. Thus, the children got acquainted with the stages of development of the selected plant, its characteristic features using the knowledge gained from parents.
During the outcast project two collective works were carried out. " Flower arrangement» Children decorated with seeds of various plants. With great enthusiasm they decorated flower after flower, leaf after leaf, taking turns changing and giving way to each other.
Teamwork: "Lake" was a colorful fish swimming in a blue lake. All the fish were decorated with seeds of various plants. These works required the children to be careful, focused, result-oriented, and creative.
As a result of this work, the children realized that seeds can not only germinate and, gradually developing, turn into plants, but also be used as decorative decoration V artistic creativity.
At the final stage, The product of the project was the production of a manual: “Miracle Seeds”. It helped children use visual, motor, and associative memory to solve cognitive problems; children were able to highlight the main thing, systematize, analyze and synthesize the acquired knowledge.
Subsequently, the children continued to use the “Miracle Seeds” manual. On your own, in home environment, they began to get acquainted with new plants and place their illustrations or seeds in our manual. Next, using a well-known algorithm, the children, without the help of a teacher, studied the selected plants.
The proposed project for the development of cognitive, research and experimental activities provided children with the opportunity for further independent knowledge of the world around them.
teacher at GBOU Samara region
"Secondary school No. 10",
Syzran, Syzran urban district, Samara region.
Goal: to create conditions for the cognitive activity of preschoolers in order to replenish knowledge and ideas about the nature of their native land Tasks: to form in children basic skills of cognitive and research behavior in their native nature (generalize, systematize, draw conclusions); develop the cognitive initiative of preschoolers (curiosity), skills of observation and experimentation in the process of activity, skills of working in a team; teach to understand the relationship: the dependence of plant life in the life of all humanity; to cultivate respect for nature, to teach children to be surprised and admire the wisdom of nature, which gives us health and mood; create a developmental environment in the group with the help of parents, involving them in the implementation of a joint project; Reflect the acquired knowledge in various types of activities: gaming, communicative, cognitive-research, labor, motor, visual, musical.
Problem for children: what do trees provide for people’s lives: benefit or harm? Planned results: targets “initiative”, “has creative abilities”, “shows curiosity”, “asks questions and tries to independently come up with explanations” Vocabulary work: poplar, cedar, alder, aspen, crown, “wintering buds”, deciduous and coniferous trees Equipment: images of various types of trees and shrubs at different times of the year Project type: educational - research
Stages of project implementation Preparatory stage: 1. Selection and analysis of popular science and fiction literature on the topic. 2. Determining the goal based on the interests of the children. 3. Planning upcoming activities aimed at implementing the project. 3. Providing a didactic complex for the implementation of the project. Main stage: 1. Implementation of a set of measures aimed at achieving the set goal. 2. Interaction with parents aimed at introducing them to project activities. Final stage: 1. Summing up the project. 2. Evaluation of achieved results.
Forms of work with parents Creation of a herbarium “Trees and shrubs of our region” Exhibition of natural materials “Ah, autumn!” Campaign “Give a book about nature” Consultation “The importance of project activities for preschoolers” Productive activity (exhibition) “Beauty winter forest» Publication of a mini-book “Get to know a tree” Excursions to the autumn and winter forest Exhibition of various tree species of our region Creation of the “Tree Seeds” collection
Excursion to autumn forest
Games with autumn leaves
Independent activity children on a walk Outdoor game “1, 2, 3 - run to the tree!”
Outdoor game “At the bear in the forest”
Labor on site. Cleaning autumn leaves.
Experience – research “Measuring the thickness of wood”
Experience - research “What is a tree trunk covered with?”
Creation of the herbarium “Trees and shrubs of our region”
“Gift for a little crow” by Lera L.’s family. “Vase with strawberries” by Nastya I.’s family. “Baba Yaga” by Valera S.’s family. “My favorite Christmas tree!” Sasha F.’s family. Exhibition of natural materials “Forest Fantasies”
Educational activities V regime moments Looking at tree rings
Experience – research “Overwintering tree buds”
Productive activity (drawing) “The beauty of the winter forest”
Protecting trees from freezing
Looking at illustrations of trees at different times of the year. Compiling stories “What is the difference between autumn trees from trees in winter?
Independent activity in restricted moments D/game “In the forest” Herbarium “Leaves of trees from our site” D/i “Your Red Book”
Exhibition of products of activity Herbarium, a small book “Get to know a tree”, various tree species, tree fruits (seeds) 38 In anticipation of effectiveness: preschoolers show curiosity, ask questions regarding near and distant objects and natural phenomena (living and non-living) have basic understanding from the field of living nature, establish cause-and-effect relationships that appear Creative skills in drawing, inventing fairy tales, etc. replenished in detail - spatial environment With the help of parents, preschoolers demonstrate forms of ecological culture (notice seasonal and climatic changes in nature), show respect for nature
