©Dybina O.V., 2010
©"MOSAICASINTEZ", 2010

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Introduction

This manual will help teachers of preschool institutions successfully organize and carry out work to familiarize children 4–5 years old with the outside world - the subject environment and the phenomena of life around them. The manual includes work planning, classes, educational games, and didactic games.
To make it easier for teachers to plan work on this section of the program for training and education of preschoolers, the content of the work is presented by topics. To cover each topic, an approximate course of a lesson, game-activity or game is proposed. This gives the teacher the opportunity to show creativity when planning lessons, to include variable game and problem situations in them, making educational work even more successful and meaningful for him and the children.
The study of each topic can be completed with a final task, which can be used as puzzles, riddles, drawings, answers, etc. Similar game tasks are presented in the workbook by O.V. Dybina. I get to know the world: Workbook for children 4–5 years old. – M.: Sphere shopping center, 2009.
Teachers should pay special attention to the fact that when familiarizing themselves with the world around them, they should not:
- limit yourself only to a monologue-story about objects, phenomena of reality: it is necessary to include as many actions as possible in your classes (sit on a chair, sofa; put on clothes and walk around in them; invite your mother, treat your grandmother, etc.);
– overload children with a large number of questions;
– use only the form of cognitive activities in work.
Work to familiarize children 4–5 years old with the world around them must be built in accordance with their psychological characteristics, choosing adequate forms, means, methods and techniques of interaction with preschoolers and trying to make this process more accessible and effective.
In the middle group of kindergarten, familiarization with the outside world is carried out both in the form of games-activities and in the form of a didactic game, in which the game rule regulates the actions and relationships of children, and the correct solution of problems ensures the achievement of the goal of the game. When organizing and conducting games-activities, didactic games, it is important to create an atmosphere that allows each child to realize his activity in relation to the world around him.
The manual presents additional material: options for activities, games-activities, games that can be used in working with children outside of class, on a walk.
Two lessons per month are allocated to familiarize children of the middle age group with the world around them (subject environment and phenomena of the surrounding world).
The teaching staff of kindergarten No. 179 “Snowdrop” of the ANO DO “Planet of Childhood “Lada”” in Tolyatti, the head - Nadezhda Petrovna Palenova, the methodologist - Natalya Grigorievna Kuznetsova, took part in the development and testing of classes to familiarize adults with work.

Distribution of material for the academic year

Sample lesson notes

September

1. Tell us about your favorite subjects

Program content. Strengthen children’s ability to find objects of the man-made world in the environment; learn to describe an object, naming its name, details, functions, material.
Material. Algorithm: symbols of the natural or man-made world, shape, size, parts, function, etc.

Progress of the lesson

Dunno comes to visit the children. He brings with him and shows the children his favorite toy.
The teacher asks Dunno what kind of toy this is, what it is, what it has, what it is for, what it is made of and who made it. Dunno talks about his toy.
Then Dunno asks the children what their favorite subjects are. The teacher invites the children to find their favorite items in the group, bring them to Dunno and tell about them.
The teacher shows the children a hint (algorithm) for describing an object and describes his object, for example: “This is a toy car, it has a cabin, a body, four wheels; it can carry cargo; the machine is made of wood, belongs to the man-made world.”
Children take turns describing their favorite objects.
The game task is considered completed if all items are described correctly.
Options for complicating the lesson
1. Invite children to choose objects of a certain group to describe: toys, dishes, furniture, clothes.
2. The child talks about his favorite object without naming it, and the other children guess.

2. My family

Program content. Introduce the concept of “family”. Give children initial ideas about family relationships: each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister); mom and dad – daughter and son of grandparents. Cultivate a sensitive attitude towards the closest people - family members.
Material. Matryoshka with six nesting doll inserts, a ball, a basket, 3 sets of pictures (grandmother, grandfather, mother, father, sister, brother, cat, dog, birds, fish), 3 sheets of A3 white paper, the text of S. Marshak’s poem “Matryoshkas” ", photographs of family members of the children and the teacher, one common family photograph of the children and the teacher, a tablet (typesetting sheet) for posting photographs.
Preliminary work. Learning finger games “Who Lives in the Family”, “Like Grandfather Ermolai”. Telling and reading fairy tales “The Three Bears”, “A Goat with Kids”, “The Three Little Pigs”; poem by A. Barto “Two sisters look at their brother.” Album "How I spent my summer." Games: role-playing game “Family”; didactic games “Let’s set the table for tea,” “Daddy’s, Mommy’s household,” “Let’s help mommy.” A conversation about what to call your parents, grandparents.

Progress of the lesson

The teacher invites the children to guess the riddle and find the answer in the group, on the shelf with toys.

In this girl doll
The sisters are hiding.
Every sister -
For the smaller dungeon.

(Matryoshka)

He praises the guys for the correct answer and picks up the matryoshka doll. He asks if the children want to meet their guest Matryoshka.
The teacher, on behalf of Matryoshka, introduces himself to the children: “My name is Grandma Matryona. I am a wooden doll, chubby, ruddy. In a multi-colored sundress, with a lace scarf in his pocket. I didn’t come to visit alone. With me is my husband - grandfather Anton, my two daughters Masha and Dasha and my grandchildren: Marishka, Irishka and Timoshka - a little bigger than a nut.”
The teacher asks where the listed relatives of Matryona’s grandmother are. Invites the guys to look for them.
Children look for and find nesting doll inserts in a large nesting doll. All nesting dolls are displayed on the table.
Teacher. Guys, can we say that all the nesting dolls are one big, friendly family? Why? (Children's reasoning.) Grandmother Matryona loves to play different games with her grandchildren, and she used to play with her daughters when they were little. She wants to play with them and with you.
A didactic reasoning game “Who left? Who came?"
The teacher names the actions and manipulates the toys, the children name the names of the nesting dolls.
Teacher. Grandma left... (Matryona.) Her eldest daughter came... (Masha.) The eldest daughter left, her two daughters came running... (Marishka and Irishka.) The girls ran away, the grandfather came... (Anton.) Another daughter came to grandfather Anton... (Dasha.) Dasha’s little son also came... (Timoshka.) Grandfather… (Anton), daughter… (Dasha) and a little grandson... (Timoshka) left, and Grandma Matryona came again.
Grandmother Matryona. What kind of families do you guys have? Who is in Olya’s family (Vova, Olesya, Ksyusha, Masha)? I suggest you try to create a portrait of your family from pictures.
The game “Make a portrait of your family” is played.
Three children take part in the game. On the carpet are sheets of white A3 paper and three sets of pictures (grandmother, grandfather, mother, father, sister, brother, cat, dog, birds, fish). The teacher invites each child to make a portrait of his family from pictures. The game is repeated 2-3 times.
Grandmother Matryona praises the children and says that family is the most precious thing a person has. All family members love each other and take care of each other.
Teacher (addressing Matryona). You know, Matryonushka, our children like to look at photographs of their family. Let's tell stories about our families. I will tell the first family story. (Puts the photograph on the easel.) This photograph shows my family in the summer at the dacha. Our whole family loves to grow vegetables, swim in the river, sunbathe, relax, and fish. In this photo are my closest relatives: my husband and our children - son and daughter.
Next, children who want to tell from the photo about their family. Grandmother Matryona puts all the photographs on an easel, praises the children for their interesting stories about the family and draws attention to the fact that in all the photographs the family members are smiling, close to each other - they feel good together.
Then the teacher shows the children individual photographs of their family members and asks questions:
– Who is Vanya to his mother? (Vanya is his mother’s son.)
– Whose children are Vanya and Tanya? (Children of mom and dad.)
– Whose grandchildren are they? (Grandchildren of grandparents.)
- Whose mother is this? (Tanya’s mother, daughters, girls.)
- Whose grandmother is this? (Grandmother of Tanya and Vanya.)
– Who is Vanya’s sister? (Tanya, girl.)
Grandmother Matryona says that she loves her affectionate grandchildren very much and asks if the children know how to be affectionate.
The ball game “Name it kindly” is played.
Children stand in a circle. In the center of the circle stands a teacher with a ball. He throws the ball to the child and calls any family member, for example: “Mom” (father, sister, brother, grandmother, grandfather). The child who catches the ball must call his mother affectionately (mommy, mummy, mummy, mother).
Next, the teacher draws the children’s attention to the basket that Grandma Matryona brought with her: “Whoever Grandma Matryona places a basket on the palm of his hand must put in it the good deeds that the whole family does at home.”
Children stand in a circle. The teacher walks in a circle, places a basket in the child’s palm, and the child names good deeds of the whole family (cooking delicious food, going to the store, caring for a sick grandfather, washing dishes, washing clothes, vacuuming, walking the dog, working in the country, etc.). d.).
Matryona thanks the guys for the full basket of good deeds that they named. The teacher thanks Grandma Matryona and the children and concludes: “You all have mothers, fathers, grandmothers, grandfathers, some have a brother, a sister. This is a family. Family members live together, love each other and take care of each other. Every person really needs a family. A family can be large or small. The main thing is that family members love each other, be attentive and caring towards each other.”
In conclusion, Grandma Matryona invites her large family and all the children to drink tea and cake.

October

3. Parsley goes to work

Option 1

Program content. Teach children to group objects according to their purpose; cultivate a desire to help adults.
Program content. Pictures depicting items necessary for games and work in the garden, in the kitchen, in the apartment; three layouts: garden, kitchen, room.

Progress of the lesson

The teacher shows the children a letter from Parsley and reads it. In the letter, Petrushka says that he is visiting his grandmother. He plays, draws, walks, and also helps his grandmother. Today she gave him three tasks: to plant carrots in the garden and water the flowers; cook soup; clean up the room (put away toys, wipe off dust, vacuum). But Petrushka gets confused in the tools needed to complete the tasks, and asks the guys to help him.
The teacher shows the children models of the garden, kitchen and room and explains the task: you need to take one picture, look at it carefully, name the object, tell how it is used and what kind of work it is needed for, and then put the picture on the corresponding model. For example, a vacuum cleaner is used to clean a carpet, it needs to be turned on and vacuumed, so a picture of a vacuum cleaner needs to be placed on the room layout.
The teacher draws the children's attention to the fact that among the pictures with tools there are pictures with toys. They need to be selected and put in a box. The task is considered completed if all the pictures are arranged correctly.
At the end of the game, the teacher invites the children to tell Petrushka in a letter what items he will need to complete his grandmother’s tasks.

Option 2

Program content. Develop the ability to group objects according to purpose; improve coordination and accuracy of movements.
Material. Pictures depicting tools (rakes, shovels, watering cans) or toy rakes, shovels, watering cans; flower pot; Parsley doll; screen.

Progress of the lesson

Parsley comes to visit the children and brings pictures depicting tools (a rake, a shovel, a watering can) or a toy rake, a shovel, a watering can and a flower pot.
Teacher. Guys, look and name what Parsley brought? (Rake, shovel, watering can, flower pot.) Why do you think Parsley needs all this? (Parsley will work.) Are rakes part of the natural or man-made world? (To the man-made.) What about the shovel? (To the man-made.) What about the land? (To the natural.) And the watering can? (To the man-made.) Let's plant some plant and teach Parsley how to do it. First you need to water the ground, then dig a hole, plant the plant, cover it with soil and water again. Now tell me what tools we used and what each item was intended for. (A watering can to water; a shovel to dig; a rake to loosen; earth so that everything can grow in it; the sun to warm everything.)
Now draw the objects necessary for labor, and Petrushka and I will see who can draw better.
Children start drawing.

Option 3

Program content. To develop children’s ability to classify objects according to their purpose; fix the names of professions; cultivate interest in the work of a gardener, cook, doctor, carpenter, tailor.
Material. Pictures depicting Parsley as a gardener, cook, doctor, carpenter, tailor. Object pictures (tools and a few extra items).

Progress of the lesson

Teacher. You guys already know that our friend Petrushka went to his home in a fairyland, and today he sent a letter. This is what he writes: “Hello, guys! I am writing to you from afar. I really like it here. I learned a lot of interesting things about people of different professions and even wanted to work with them. Since I will not come to you soon, I am sending pictures in which the artist drew me at work. And you guys, guess who I want to work with.”
Who do you think Parsley works for? (Shows a picture.) That’s right, here he is a doctor. Who's here? (Cook.) Who is Parsley depicted in this picture? (He is a gardener.) How did you guess? (He plants flowers.) In this picture, Petrushka is a tailor; he sews clothes for children and adults. He holds a centimeter in his hands, with which you can find out how much fabric is needed for trousers or a skirt. Who is shown in this picture? (Carpenter.)
Parsley asks you to help him choose the items he needs for his work. I will show pictures, and you will guess whether Parsley needs this item for work or not.
If the child correctly names the object, the teacher gives him the picture. The one with the most pictures wins. The game is designed for five players.
It is possible to complicate the game: children who are already familiar with the game can play independently, 1-2 people at a time.

4. My friends

Program content. Form the concepts of “friend”, “friendship”. Cultivate friendly relationships between children, encourage them to do good deeds; teach cooperation, empathy, care and attention to each other.

Progress of the lesson

The teacher invites the children to listen to L. Kvitko’s poem and say who it is about.

About these guys
No wonder they say:
"They are for each other
They stand like a mountain."
There are two of them, but it seems -
The platoon is stomping,
When preparation
Heading towards battle.
Zhukov is being studied
Sitting by the river
And very willingly
They eat pies.
One sighs
The other one will sigh too.
One sneezes
The other one sneezes too.
They don't fight
Almost never
After all, fighting is not a sport,
Struggle - yes.
Where is the first one?
There, therefore, there will be a second one!
Stand for each other
Guys, go ahead!

Children. This is a poem about friends.
The teacher clarifies: “Who is a friend? What does it mean to be friends? (Children's statements.)
The teacher leads the children to the conclusion: true friends are those who care about their friend or friends and help them in everything.
Then the teacher invites the children to play a game that will help test their friendship. Invites two guys - friends.
The outdoor game “Cross the Swamp” is played.
A “swamp” (a section 3–4 meters long) is separated on the floor. The teacher gives the children two tablets.
Teacher. Who can cross the swamp faster without getting their feet wet? But don’t forget that you are friends, and the swamp is very treacherous.
Children “cross the swamp” on planks, helping each other if necessary.
Teacher. Well done! Happy is he who has a friend. I wonder if everyone has friends? Let's check it out.
The didactic game “Name your friends” is being played.
The teacher takes out lotto cards with images of fairy-tale characters, invites the children to combine the cards into groups and name the fairy-tale characters - friends:
– Cheburashka, Crocodile, Gena;
– Karabas-Barabas, Duremar;
– Pinocchio, Malvina, Pierrot, Harlequin;
- Koschey, Baba Yaga, Leshy, Serpent Gorynych;
- Nif-Nif, Naf-Naf, Nuf-Nuf.
Teacher. Fine! Why does each hero have his own friends? What do they have in common? (Children’s statements.) That’s right – common interests, goals, hobbies. How many of you want to tell us about your friend (without calling him by name), about your hobbies, and games you play together? And we'll guess who it is. For example: “I’m friends with a boy from our group. He loves to build sand cities. And I always help him. Who is this?"
Children (4–5 children) take turns talking about their friends if they wish.
Teacher. What great fellows you are! Everyone is fine, you are smiling, but do you know why? Because we were talking about friends. It is pleasant and joyful to talk about friends. Who can you call friends? (Children's statements.) Which of you has friends, raise your hand. Who would like to give others a pleasant surprise? I suggest you make a gift from paper or plasticine for your friend or girlfriend, and then give your craft to someone dear to you. Our lesson is coming to an end. But friendship remains with us forever. Take care of friendship, value friendship - be true friends to each other.

November

5. Parsley goes to paint

Program content. Continue to teach children to group objects according to their purpose; develop curiosity.
Material. Large picture “Clown draws”; small pictures depicting drawing tools and materials.

Progress of the lesson

Petrushka comes to visit the children, takes out a large picture “The Clown Draws” from a folder and asks the children to tell what is depicted on it.
Then Parsley shows small pictures and asks the children to help him choose tools and materials for drawing. Children select pictures with tools and materials for drawing, name the objects, tell how they are used and what they are needed for. Children put pictures depicting objects that do not correspond to the task aside.
In order for Parsley to correctly use tools and materials for drawing, the teacher invites the children to sort the pictures into three groups:
1) tools for painting;
2) tools for drawing with pencils;
3) tools for drawing with crayons.
Children explain why they assigned the objects to this group. The game task is considered completed if the children correctly classified the objects.
Then the teacher organizes the game “Find a Pair” in order to consolidate the ability to determine the purpose and functions of objects. The game uses pictures depicting objects that perform the same and different functions.
Teacher. Guys, last night they brought me a parcel and a letter. Want to know what it says? The letter came from children from another kindergarten. They invite us to play the game “Find the Pair” and describe it. What's in the package? Here are envelopes with pictures. Each envelope contains four pictures depicting objects. All objects perform some functions. What does it mean “an object performs some function”? (Children's answers.)
With the help of the teacher, children explain what they do with the help of this item and how it is used. Then the children name the objects shown in the pictures and talk about their functions.
The teacher gives the children one picture each.
Teacher. Listen to the task: the children who have pictures with objects for carrying weights will sit at the first table, the children who have pictures with objects for drawing will sit at the second table, the children who have pictures with objects for lighting the room will sit at the third table. Now pick up pictures with objects that help you study, and then pictures with objects that help you work. Well done! Did a good job.

6. Our kindergarten is so good - you won’t find a better kindergarten

Program content. Clarify children's knowledge about kindergarten. (A large, beautiful building with many cozy groups, two halls (music and physical education), a spacious kitchen where chefs prepare food, a medical office where children are treated. The kindergarten is reminiscent of a big family where everyone takes care of each other.) Expand knowledge about people of different professions working in kindergarten.
Material. Photos: general view of the kindergarten, group rooms, music and sports halls, kitchen, medical office; photographs of children engaged in various activities; photographs of kindergarten workers. A sheet of Whatman paper, glue, markers, colored paper.

Progress of the lesson

The teacher asks the children if they love their kindergarten; do they like to play, study, work; How many friends do they have in kindergarten?
Invites the children to make a photo montage about the kindergarten at a common stand. Draws their attention to the photographs, asks them to find a photograph of the kindergarten building among them.
Together with the children, he places a photograph of the kindergarten building on a piece of Whatman paper and glues it.
The teacher invites the children to answer the questions and clarifies that each answer is presented in the photograph. Draws attention to the fact that after each answer they must find the desired photograph and paste it on a common stand.
As the conversation with the children progresses, the teacher glues all the photographs onto a piece of Whatman paper.
Questions for children:
– What is there a lot of in kindergarten? (Groups, children, adults, toys, etc.)
– Are many groups good or bad?
– What is our group? (Large, bright, beautiful, cozy, etc.)
– What do the guys in the group do? (They play with toys, read books, take care of flowers, study, etc.)
– What rooms, besides group rooms, are you familiar with? (Music and sports halls, kitchen, medical office, etc.)
– What professions do people work in kindergarten? (Teachers, cooks, nurse, manager, music director, carpenter, watchman, etc.)
– What work does the teacher do? Teacher's assistant? Cook? Laundress worker? And so on.
– What can you tell about the teachers, the cook, the medical worker, the assistant teacher? What are they?
The teacher summarizes the children’s answers and leads them to the conclusion that the kindergarten is large, beautiful, and many children attend it; People of different professions work in kindergarten, their work is significant and important.
During the conversation, a sheet of Whatman paper with photographs is decorated with colored paper.

Zanda Naranova
Summary of a lesson on familiarization with the outside world in the middle group “Wizards of Kindergarten”

Tasks: - expand and clarify children’s ideas about employees kindergarten; labor processes performed by each of them;

Foster respect for the work of adults;

Develop logical thinking, promote the development of imagination; - identify children’s emotional response to the importance of any profession.

Materials and equipment: pictures depicting a janitor, cook, nanny, laundress, musician and other professions in kindergarten, object pictures depicting objects needed by people of these professions, a ball.

Preliminary work: tours of the premises kindergarten, show workers' jobs kindergarten; reading poems about kindergarten; looking at paintings; observation of adults' work.

Progress of the lesson

1. Organizational moment.

Reading a poem.

There is a garden somewhere in the world,

I am glad to go to this garden.

Here in summer and winter

All my friends are with me.

It's not cherries that grow here -

Anechka and Mishenka,

And it’s not the branches that make noise -

Ira, Dasha, Lenochka.

Our favorite gardener

Calls everyone by name.

Questions for children:

What garden is the poem talking about? (About kindergarten where children go).

What is it kindergarten? What is it for? (children come here, play, study, dance, sing here)

What is our name? kindergarten? A the group you go to? (Children's answers).

And you know, in our children's kind people work in the garden wizards, they do everything so that children can kindergarten was interesting, cozy so that parents do not worry about them.

2. Conversation about employees kindergarten.

Educator: Here in our the group has a little sorceress Marina Anatolyevna, my assistant. What is her job? (removes in group, wipes the dust, washes the dishes, brings us food).

Who meets you every morning at kindergarten? (Educators). Who are they and what do they do? (Children talk about teachers).

Right. A teacher must know and be able to do a lot so that every day is interesting for you, so that you learn something new, so that you are always in a good mood, so that you grow up as cheerful, smart, kind children.

But that's not all wizards of our kindergarten. I'll tell you riddles about them, and you guess.

1. They wear a white cap

With a ladle in hand

He's cooking for lunch

Porridge, cabbage soup and vinaigrette (Cook)

2. She looks at necks

Gives vaccinations

Measures temperature

Gives us vitamins

So that you are strong and healthy

Let's go to school quickly (nurse)

3. Who plays and sings

Calls you to dance merrily

She plays the accordion

Teaches music to children

(music director)

4. He will wake up at dawn,

The snow will be cleared in the yard,

All paths will be swept,

And the sand will cover the ice (street cleaner)

5. It erases everything, look

Soap foaming in the trough

And then he will sew for us

The curtains are simply top class (laundress)

(Children name the professions of workers, call them by name and say what their job is)

Educator: Well done guys, everyone you named the wizards of our kindergarten. Now let's rest a little.

3. Physical exercise.

Educator: And now we’ll play a little.

4. An exercise is conducted to develop logic.

Children look at the pictures on the flannelgraph and determine what professions people need these items.

The last pictures on the flannelgraph are a hammer, a saw and a nail.

Educator: Guys, who needs these items? Who uses these items in our garden? (children's answers)

(There is a knock on the door and a worker in overalls enters, holding tools in his hands)

With the help of the teacher, he tells the children about his profession.

Educator: Here, guys, how much wizards live in our kindergarten. Many thanks to them for this! Think about it, whose work is more important? (children's reasoning). All employees are needed. Their work is important. We must respect their work and help them. After all children's The garden is our second home, here we spend the whole day from morning to evening. May you be happy, happy and happy here!

Publications on the topic:

Summary of a comprehensive lesson on familiarization with the outside world in the preparatory group Topic: “Magic Electricity” Program content: Educational objectives: - generalize children's knowledge about electricity, - expand their understanding of where they “live”.

Summary of educational activities for familiarization with the outside world in the middle group Topic: “To the forest, to the rescue!” Goal: To give children an idea of ​​the connections and interdependence of humans, animals and flora. Learning objectives: Consolidate knowledge.

Summary of educational activities for familiarization with the outside world in the middle group. The topic is “Acquaintance with the traditions of the native land.” Summary of direct educational activities to familiarize yourself with the outside world in the middle group. Topic: “Acquaintance with traditions.

Summary of educational activities for familiarization with the surrounding world “The Magic World of Wood” in the middle group of kindergarten 1. Introductory part. Objectives: 1. Expanding children's horizons about the properties of wood, forming ideas about working people who create beautiful ones.

Summary of an open lesson in the middle group “Journey to the Land of Health” Goals and objectives: 1. To consolidate children’s knowledge about the effects on health.

Purpose: Educational: consolidate the version of the name of the Black Sea; fix the name of the fish of the Black Sea; teach to distinguish mollusks by appearance.

Program content:

- consolidate the basic concepts: “health”, “cleanliness”, “hygiene items”, “kindness”, “proper nutrition”;

Teach children the rules of safe behavior;

Develop attention, memory, thinking, imagination;

Materials used in the lesson:

Mirror, food models, pictures of “hygiene items”, modules, pictures of “Smeshariki”, balloons, baskets (3 pcs.), picture of the sun, ribbons according to the number of children, multimedia, tape recorder.

Progress of an open lesson on familiarization with the outside world in the middle group

Educator: Hello, dear guys. Today I came to visit you to go on a magical journey. Look how many guests we have. Let's say hello to them. "Hello!"

Educator: Guys, we didn’t just say hello to you, but wished each other and the guests health, and the guests wished us health.

Guys, what should you do to be healthy? (children's answers)

Educator: And now I invite you to the kingdom of “Health”. (music plays)

To go on the road with me, we don’t need transport.

The magic mirror will not let us down

Health will quickly bring us to the kingdom.

In order to get into the magical kingdom, you need to look into the magic mirror and smile at it. (children look in the mirror and smile)

Educator:

So we entered the kingdom of “Health” and found ourselves in the first clearing “Healthy Eating”.

Thirty-two funny teeth

Clinging to each other

Up and down they rush in a hurry,

They gnaw bread, gnaw nuts.

Guys, smile at each other and see how many teeth you have? How beautiful you are when you smile.

Educator: Look, there are two teeth in this clearing. What tooth is this? (shows a funny tooth)

Children: Cheerful.

Educator: Why is he cheerful?

Children: He is white and healthy.

Educator: What tooth is this? Why is he sad? (shows sad tooth)

Children: He has a hole, he is sick, he has caries.

Educator: in order to be healthy you need to eat right. I think you know which foods are healthy and which are unhealthy. Name foods that are healthy, name foods that are unhealthy. Now I suggest you play the game: “Healthy and Harmful Foods” (children put food models into two baskets).

Well done, I see you know a lot about healthy eating.

Educator: Now listen to the magical riddles that will take us to the next clearing, “Rules of Safe Behavior.”

Riddles about dangerous objects:

If sharpened well,

He cuts everything very easily -

Bread, potatoes, beets, meat,

Fish, apple and butter.

This is a cramped, cramped house:

A hundred sisters huddle in it.

And any of the sisters

It might break out like a fire.

I'm puffing, puffing, puffing,

I don't want to get warm anymore.

The lid rang loudly:

“Drink tea, the water has boiled!”

He has a lot of worries:

Experienced tool -

Not big, not small,

He cuts and shears.

(scissors)

In the Linen Country along the Prostynya River

The ship sails back and forth,

And behind it there is such a smooth surface - not a wrinkle can be seen.

Educator: Guys, here we are in the “Rules of Safe Behavior” clearing. And in this clearing live Smeshariki, sad and cheerful, who want to play the game “Helpful and Harmful Advice” with you. I will ask you questions, and if you agree, then raise Smesharik, who is smiling, and if you do not agree, then raise Smesharik, who is sad.

Game Useful and harmful tips

Sitting at the table, waving a knife and fork;

Talk without chewing food;

Use a napkin while eating;

Take buttons, paper clips, needles into your mouth;

Play with matches;

Temper yourself;

Opening the door to a stranger;

Taking medications without adult permission;

Follow a daily routine;

Turn on electrical appliances without adult permission;

Stand on the windowsill and lean out of the window.

Well done, you didn’t make mistakes and answered correctly. Well, it's time to go to the next clearing.

Educator:

We love exercise very much -

Everyone wants to be healthy!

Charging helps us

See doctors less often.

And now you and I find ourselves in a sports field, where we will do some physical exercise.

Doing physical exercise (to music)

Educator: And this clearing is magical and the fairy “Kindness” lives on it, who turns little children into wizards. Stand in a circle, give each other hands, close your eyes. Now you will become little wizards (magical music sounds). Open your eyes, look at each other and smile. Give each other the warmth of your hands. Feel how the kindest feelings come to you along with the warmth of your palms. Now stand in pairs and hold hands.

Give each other a kind smile;

Give each other a kind look;

Give each other a good handshake;

Let's warm our palms with warm breath and give our warmth to each other.

From your kindness, your warmth, a bright sun shone in the clearing. Each of you is a ray of sunshine. Let's sit down, take a ray of light and warm each other with warm words. Looking into the eyes of a neighbor, you need to say a few kind words to him, praise him for something, promise or wish him something good. (children sit on their knees, rays in their hands, after saying a kind word, they apply a ray to the sun)

Educator: Now listen to a fairy tale that will take us to a clearing where the fairy “Purity” lives.

A fairy tale about purity.

Educator: I think that you all like to wash and swim, but now let’s build a palace for Sunshine so that she can sometimes fly to us and check whether everyone likes cleanliness.

Game “Castle for Sunshine”

(children build a house from modules on which hygiene items are depicted; taking a module, explain why this or that hygiene item is needed).

What a beautiful castle it turned out to be, and I think that Sunshine will really like it.

Educator: This is where our journey through the kingdom of “Health” ends.

We learned to be healthy

And we will give you some new advice:

Never harm anyone.

Eat only healthy food.

Wash your hands and feet with soap.

Forget about playing on the road!

Do exercises, dress warmly,

Douse yourself with cold water in the morning.

Be careful at night and during the day.

Never play with fire!

There is nothing more expensive than health.

All children and adults know about it.

So let everyone take care of their health

At home, on the street, in kindergarten.

Educator: Now let’s say goodbye to the kingdom of “Health”, and it’s time for us to return to kindergarten.

We don't need transportation to return to kindergarten.

For a bright smile, I will give you a mirror.

The magic mirror will not let us down.

It will quickly get us to kindergarten.

(children look in the mirror and smile)

Educator: Well, here we are back in kindergarten. Tell me, guys, did you like the journey to the kingdom of “Health”? What do you remember most from our trip? (children's answers)

And I really enjoyed traveling with you. I have prepared a surprise for you. These are balloons. (distributing balloons).

Thank you very much.

This is where our lesson ended.

For several years I have been working at MBDOU No. 1 “Berezka” on the problem “Education of eco-culture and environmental consciousness of preschool children using play forms of activity.”
I chose this direction because one of the main tasks of upbringing and education is the formation of environmental culture and environmental consciousness, the foundation of which is reliable knowledge of ecology and practical skills aimed at protecting nature.
To implement this problem, a long-term work plan was drawn up in the middle group to familiarize themselves with the outside world, which includes the following sections of the Education and Training Program in Kindergarten / ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, as:

• Subject environment. Phenomena of social life.
• Natural surroundings. Environmental education.

Long-term planning of lessons in the section “Child and the world around us”:

Subject environment. Phenomena of social life.
Natural surroundings. Environmental education in the middle group of kindergarten

SEPTEMBER

Week	Subsection of the program	Subject	Program content
II week		We live in the city	Consolidate and expand children's knowledge about the city, develop curiosity; cultivate a caring, caring attitude towards your city
III week		Walk around the city	Expand children's understanding of the diversity of natural phenomena, develop children's knowledge about transport. Cultivate responsiveness.
IV week	Subject environment. Phenomena of social life	We're going to visit (my family)	Clarify children's knowledge about family ties, develop speech, cultivate love and respect for their loved ones
V week	Subject environment. Environmental education	“The street is full of surprises” (How to behave on the street)	Teach children the rules of behavior in the yard and on the street, reinforce ideas about seasonal changes in nature, and develop awareness of their health

Week	Subsection of the program	Subject	Program content
II week	Subject environment. Phenomena of social life	What are we like?	Teach children to see signs of similarities and differences; develop speech, cultivate attentive attitude towards each other
III week	Subject environment. Environmental education	“Pets” (who lives with us)	Strengthen children's knowledge about pets; develop the ability to identify signs of similarity and difference, cultivate a humane attitude
IV week	Subject environment. Phenomena of social life	What are we like?	Teach children to name parts of the face, develop the ability to determine their emotional state, and cultivate caring behavior.
V week	Subject environment. Environmental education	Autumn drops gold	Learn to independently find signs of autumn, develop knowledge about the cause-and-effect relationships of nature

Week	Subsection of the program	Subject	Program content
I week	Subject environment. Phenomena of social life	To the forest for mushrooms and berries	Introduce children to some of the properties of wood; expand children's understanding of forest mushrooms and berries; cultivate respect for nature
II week	Subject environment. Environmental education	How do animals prepare for winter?	Expand children's understanding of the lifestyle of forest doors and sedentary birds in the fall, develop speech, and cultivate a love of nature
III week	Subject environment. Phenomena of social life	And again in the garden	Teach children to classify objects according to typical characteristics, develop speech, cultivate politeness
IV week	Subject environment. Environmental education	Where do the vegetables in the store come from?	Learn to distinguish vegetables by appearance, develop knowledge about vegetables, cultivate goodwill
V week	Subject environment. Phenomena of social life	What for what? (We help mom cook)	Learn to recognize vegetables and fruits, develop knowledge about food, cultivate curiosity

Week	Subsection of the program	Subject	Program content
I week	Subject environment. Environmental education	Fruits on store shelves	Learn to distinguish fruits and garden berries by appearance, develop knowledge about fruits and berries, cultivate responsiveness
II week	Subject environment. Phenomena of social life	All jobs are good (people's professions)	Teach how to correctly name people’s professions, develop children’s knowledge about professions, cultivate respect for people of all professions
III week	Subject environment. Environmental education	Where did the bread come from?	Introduce children to how bread was grown in the old days; develop children's knowledge about bread, cultivate a caring attitude towards bread
IV week	Subject environment. Phenomena of social life	Winter in the city	Learn to independently find signs of winter, analyze, compare, draw conclusions, develop the ability to observe, cultivate a love of nature

Week	Subsection of the program	Subject	Program content
II week	Subject environment. Environmental education	Winter sings - it calls, the shaggy forest lulls (excursion to the winter park)	Learn to talk about winter phenomena in the life of nature, develop speech, cultivate curiosity
III week	Subject environment. Phenomena of social life	Forest inhabitants - animals	Teach children to talk about preparing forest animals and birds for winter, analyze, draw conclusions, develop speech, cultivate observation skills
IV week	Subject environment. Environmental education	Animal Farm Inhabitants	Learn to find similarities and differences between rural domestic animals and wild animals, develop speech, and cultivate curiosity

Week	Subsection of the program	Subject	Program content
I week	Subject environment. Phenomena of social life	About those who can fly (birds)	Learn to find signs of similarities and differences between birds; develop speech, cultivate caring
II week	Subject environment. Environmental education	Poultry house inhabitants	Learn to find signs of similarities and differences between birds; develop speech, cultivate a caring attitude towards nature
III week	Subject environment. Phenomena of social life	Inhabitants of water - fish	Teach to talk about fish, develop the ability to observe, cultivate responsiveness
IV week	Subject environment. Environmental education	We're going to the zoo	Teach children to talk about animals of our and other countries; develop speech, cultivate a culture of behavior
V week	Subject environment. Phenomena of social life	"Holidays" Defender of the Fatherland Day	Talk about the military, develop a desire to defend the Motherland, cultivate a sense of pride in one’s Motherland

Week	Subsection of the program	Subject	Program content
II week	Subject environment. Environmental education	Holidays	Continue to introduce the holiday of March 8th - International Women's Day.. Create a desire to please mothers and grandmothers with a gift. Cultivate love and care for mother and grandmother.
III week	Subject environment. Phenomena of social life	How to receive guests	Teach children how to behave correctly when visiting, how to receive guests, develop logical thinking, and develop respect for people.
IV week	Subject environment. Environmental education	Weather and mood	Teach children positive, supportive ways of communicating with peers, help them understand what the role of the owner of the house is when receiving guests.
V week	Subject environment. Phenomena of social life	Your favorite activity	Together with children, determine their preferences in games and activities, compare curiosity, cultivate friendliness

Week	Subsection of the program	Subject	Program content
II week	Subject environment. Environmental education	There was a breath of spring through the window	Teach to find characteristic signs of spring, develop the ability to analyze, compare, draw conclusions, and cultivate curiosity
III week	Subject environment. Phenomena of social life	How to behave at the table	Teach children to use forms of politeness and to thank for services rendered. Develop the ability to treat all things with care, cultivate modesty
IV week	Subject environment. Environmental education	Let's take care and protect nature	Learn how to behave correctly in nature, develop an understanding of what actions harm nature, spoil it, and what actions contribute to its restoration. Cultivate environmental consciousness in children.
V week	Subject environment. Phenomena of social life	About those who can fly	Teach to talk about birds, activate the names of birds in speech, determine the color, shape, size of birds. Cultivate an emotionally positive attitude towards birds

Week	Subsection of the program	Subject	Program content
I week	Subject environment. Environmental education	Spring awakening of nature (Excursion to the forest park)	Teach yourself to find the characteristic signs of spring; develop the ability to observe, describe, establish simple cause-and-effect relationships; cultivate respect for nature
II week	Subject environment. Phenomena of social life	Six-legged mothers	Expand children’s knowledge about characteristic features, develop the ability to see signs of similarities and differences; cultivate a caring attitude towards all living things
III week	Subject environment. Environmental education	Seasons	To consolidate children’s ideas about the main signs of all seasons, to develop the ability to independently find them and express them in speech, to cultivate attention
IV week	Subject environment. Phenomena of social life	Spring in the village (planting plants)	Expand children's ideas about the life of domestic animals in the spring, about the work of people in the village in the spring. Cultivate love for one's native land
V week	Subject environment. Environmental education	Repetition	Encourage stories about birds flying to the site and consolidate knowledge about trees. Cultivate an emotionally positive attitude towards birds

Literature used:

1. Avdeeva N.N., Knyazeva O.L., Sterkina R.B. Safety: A textbook on the basics of children's safety and life activities of children of senior preschool age / N.N. Avdeeva R.B., O.L. Knyazeva, R.B. Sterkin. – M.: LLC Publishing House AST-LTD. – 1998. – 160 p.
2. Vakhrushev A.A., Kochemasova E.E., Akimova Yu.A., Belova I.K. Hello world! The world around us for preschoolers. Methodological Recommendations for educators, teachers and parents - M.: Balass, 2006. - 304 pp.
3. Knyazeva O.L. Me, you, we: Social-emotional development of children from 3 to 6 years old: Educational and methodological manual for teachers of preschool educational institutions / O.L. Knyazeva, R.B. Sterkin. – M.: Education, 2004. – 93 p.: ill.
4. Noskova T. A. Program. Environmental education of preschool children. Practical guide for educators and methodologists of preschool educational institutions. – Kirov: “LONA-PLUS” – 2008 – 232 p.

Municipal autonomous preschool educational institution

"Kindergarten No. 74"

Plan - a program to familiarize yourself with the outside world

middle group

for the 2017-2018 academic year.

Teachers: Gracheva N.V.

Berezniki

2017

SEPTEMBER

OOD

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject: Target walk « What is a street?

Program content:Form basic ideas about the street; draw children's attention to houses, buildings for various purposes, sidewalks, roadways. Consolidate knowledge about the name of the street on which the kindergarten is located; encourage kids who name the street they live on. Explain how important it is for every child to know their address.

Literature:

1. Targeted walk to the crosswalk.

2. Guessing riddles about transport.

1. Looking at photographs with views of the city.

2. Consideration of the album “Berezniki”.

1. Photos with views of the city.

2. Album “Berezniki”.

3 week

Subject:“What has autumn brought us?”

Program content

1. Expand children’s understanding of vegetables and fruits. To consolidate knowledge about seasonal changes in nature. Give an idea of ​​the benefits of natural vitamins.

Literature: O.A. Solomennikova “Lessons on FEEP”, p.28

1. Reading and dramatization of the Russian folk tale “Turnip”.

2.Drawing and modeling of vegetables and fruits.

1. Examination of illustrations depicting vegetables and fruits.

2. Games with dummies of vegetables and fruits.

1. Illustrations depicting vegetables and fruits.

2. Models of vegetables and fruits.

SEPTEMBER

OOD

Joint activities

Independent activity

Replenishment of the development environment

4 week

Subject. « Our d/s is so good – you won’t find a better garden.”

Program content:Clarify children's knowledge about kindergarten. (A large, beautiful building with many cozy groups, two halls (music and physical education), a spacious kitchen where chefs prepare food, a medical office where children are treated. The kindergarten is reminiscent of a big family where everyone takes care of each other.) Expand knowledge about people of different professions working in kindergarten.

Liter. O.V.

Dybina “Classes on sign. from the environment",

1. Memorizing poems about kindergarten (individually).

2. Excursions to the offices of kindergarten workers.

1.Look at pictures depicting the life of a kindergarten.

2.Looking at photographs of kindergarten employees at their workplaces.

3. Role-playing game “Kindergarten”

1. Pictures depicting the life of a kindergarten.

2. Photos of kindergarten employees at their workplaces.

3.Attributes for the role-playing game “Kindergarten”

OCTOBER

Class

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject."Home for Brush."

Program content: give children an idea of ​​the forest as an ecosystem, show the interconnection of animal organisms in nature.

Liter. See developments.

1. Conversation “Where do squirrels live?”

2.D/i “Whose children are you?”

3.D/i “Wild Animals”

1. D/i “Guess who it is?”

2. Consideration of the album “House of Wild Animals”.

1. D/i “Whose children are you?”

2.D/i “Wild Animals”

3. D/i “Guess who it is?”

4. Album “Houses of Wild Animals”.

3 week

Subject."Journey into the past of the chair."

Program content: Consolidate knowledge about the purpose of household items (stool, chair, armchair); Develop a retrospective view of objects. Learn to identify some features of objects (parts, shape).

Liter. O.V. Dybina “Classes on sign. from the environment",

1. Conversation “The History of the Chair”

2.Reading the fairy tale “The Three Bears”.

3. Guessing riddles about furniture.

1. Review of the album “Furniture”

2. D/i “What’s extra?”

1. Album “Furniture”

2. D/i “What’s extra?”

OCTOBER

Class

Joint activities

Independent activity

Replenishment of the development environment

4 week

Subject. « Let’s help Dunno fashion the dishes.”

Program content: Expand children's understanding of the properties of natural materials. Learn to compare the properties of sand and clay. Form the idea that toys and dishes can be made from clay. Strengthen the ability to sculpt from clay.

Liter. O.A.

1.Reading the fairy tale by K.I. Chukovsky “Fedorino’s grief.”

2. Experiments with wet and dry sand.

1. Review of the album “Dishes”

2. Consideration of Dymkovo and Filimonov toys.

1.Album “Dishes”

2.Plasticine

NOVEMBER

Class

Joint activities

Independent activity

Replenishment of the development environment

1 week

Subject.“Wonderful bag” - looking at fruits and vegetables.

Program content: introduce the names of fruits, learn to describe fruits, develop logical thinking, develop the need to create something with your own hands; consolidate knowledge of flowers; cultivate independence, the desire to bring joy to the character.

Liter. See developments.

1. Reading poems about vegetables and fruits.

2. Guessing riddles about vegetables and fruits.

3. D/i “In the garden, in the field, in the vegetable garden”

3.D/i “Name in one word”

1. Consideration of natural vegetables.

2. Review of the albums “Vegetables”, “Fruits”.

1. D/i “In the garden, in the field, in the vegetable garden”

2. D/i “Name it in one word”

3. Album “Vegetables”

4.Introduce natural fruits.

4 week

Subject.“Tell me about your favorite subjects.”

Program content: Strengthen children's ability to find objects of the man-made world in the environment. Learn to describe objects, pronouncing their name, details, functions, material.

Liter. O.V. Dybina “Classes on sign. from the environment",

1.D/i “Describe the object”

2. Guessing riddles about toys.

3.Reading of A. Barto’s poems “Toys”

1. Looking at toys.

2. Review of the album “Toys”

1. Add the album “Toys”

2. Place in the corner of the book an illustrated book of poems by A. Barto “Toys”

NOVEMBER

Class

Joint activities

Independent activity

Replenishment of the development environment

5 week

Subject.“My mother is a wonderful doctor.”

Program content: To form concepts about the importance of the work of a doctor and a nurse, their business and personal qualities. Develop an emotionally friendly attitude towards them.

Liter. O.V. Dybina “Classes on sign. from the environment",

1. Individual and group conversations with children about the profession of their parents.

2.Reading poems about various professions.

3. Guessing riddles about professions.

4. Developmental lotto “Who to be”

1. Role-playing game “Hospital”

2. Review of the album “Professions”

1. Developmental lotto “Who to be”

2. Album “Professions”

3. Enter attributes for the role-playing game “Hospital”

DECEMBER

Class

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject."Journey into the past of clothing."

Program content:Give the concept that a person creates objects for his life; develop a retrospective view of these items (learn to navigate the past and present of clothing items)

Liter. O.V. Dybina “Classes on sign. from the environment",

1. Conversation “History of clothing”

2.D/i “Tell me what kind of clothes.”

3. Guessing riddles about clothes.

1. Review of the album “Clothes”

2. D/i “What’s extra?”

1. Album “Clothes”

2. D/i “What’s extra?”

3 week

Topic: " A flock of bullfinches on rowan branches"

Program content

1. Expand children’s understanding of the diversity of birds.

2. Learn to identify the characteristic features of the bullfinch.

3.Develop curiosity.

4.Cultivate a desire to watch birds flying to the site and feed them.

Literature: O.A. Solomennikova “Lessons on FEEP”, p48

1. Bird watching.

2. Feeding the birds.

3.P/i “Sparrows and a car”

1. Review of the album “Birds”.

2.Drawing and sculpting birds.

1. Album “Birds”.

JANUARY

Class

Joint activities

Independent activity

Replenishment of the development environment

3 week

Subject.“Parsley goes to work.”

Program content: Learn to group objects according to purpose (satisfying the need for labor actions); cultivate a desire to help adults.

Liter. O.V. Dybina “Classes on sign. from the environment",

1. The teacher’s story about what tools there are and what they are needed for.

1. Review of the album “Tools of Labor”

1. Album “Tools of Labor”

FEBRUARY

Class

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject.“What are these things for?”

Program content:To form children’s understanding of objects that make people’s work easier; teach how to correctly pronounce the names of instruments, their parts, and actions with them; classify tools. Foster a positive attitude towards the work of adults and a caring attitude towards things.

Liter. See developments.

1. Making riddles about tools.

2. Conversation about the carpenter profession.

1. Review of tools with an explanation of their purpose.

2.Looking at illustrations depicting various tools.

1.Introduce various tools.

2.Illustrations depicting various tools.

3 week

Subject."Health Secrets"

Program content:teach children to independently monitor their health, know simple self-healing techniques, and be able to provide themselves with basic help; consolidate children's knowledge about personal hygiene items: comb, soap, towel, toothbrush, washcloth, handkerchief and the skills of their use; instill in children a desire to take care of their health.

Liter. See developments.

1. Conversations about health.

2.Reading poems about sports and sports equipment.

3. D/i “Helpful - harmful.”

1. Examination of sports equipment.

2. Review of the albums “Winter Sports”.

1. Bring in sports equipment.

2. Albums “Winter sports”.

4 week

Subject."Defenders of the Fatherland."

Program content:give children knowledge about the army, form their first ideas about the branches of the military, aboutdefenders of the Fatherland; enrich your vocabulary with the help of new nouns and adjectives: paratrooper, tanker, pilot; to cultivate a sense of pride in one’s army, to evoke a desire to be like strong, brave warriors, love for the Motherland, for loved ones, to cultivate kindness and the ability to make friends.

Liter. See developments

1. Memorization of physical minutes “To become strong and agile.”

2 Guessing riddles about military equipment.

3.S/r game “Border Guards”

1. Review of the album with representatives of various branches of the military.

2.Examination of illustrations and pictures of military professions.

1. Album with representatives of various branches of the military.

2.Illustrations, pictures with military professions.

5 week

Subject."My friends."

Program content: Form the concepts of “friend”, “friendship”; Nurture positive relationships between children, encouraging them to do good deeds. Learn to cooperate, empathize, show care and attention to each other.

Liter. O.V. Dybina “Classes on sign. from the environment",

1.Learning proverbs, sayings about friendship,

2. Reading fairy tales and stories about friendship, friend.

3. Game “Compliments”

1. Drawing on the theme “My beloved friend.”

1. Audio recording of V. Shainsky’s song “When my friends are with me.”

MARCH

Class

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject."Our Maslenitsa"

Program content: Introduce children to the history, traditions of the Russian people, and Russian folk games.

Create a positive emotional mood.

Continue to enrich your vocabulary (Maslenitsa, buffoon, fun, etc.).

Liter. See developments.

1.Reading Russian folklore (proverbs, tongue twisters, nursery rhymes, chants).

2. Folk game “Vorotsa”.

3. Listening to Russian folk songs.

1.Looking at the illustration of Maslenitsa.

2. Consideration of the album “Russian folk costumes”.

1. Illustration of Maslenitsa

2. Album “Russian folk costumes”.

3 week

Subject."My city."

Program content:Continue to reinforce the name of your hometown (village) and introduce its sights. Foster a sense of pride in your city (village)

Liter. O.V. Dybina “Classes on sign. from the environment",

1. Review of the album “Berezniki, my Berezniki...”

1. Fix the name of your hometown, knowledge of your home address.

2.Develop attention and memory.

3.instill in children a feeling of love for their city.

1. Album “Berezniki, my Berezniki...”

2. Postcards with views of the city of Berezniki.

4 week

Subject."Birds of Migratory"

Program content: Expand children’s understanding of birds, their lifestyle and appearance, continue to differentiate the concepts of “wintering” and “migratory” birds.

Develop thinking, coherent speech, auditory and visual attention, fine motor skills. Expand and activate vocabulary on the topic.

Liter. See developments.

1. Bird watching.

2. Guessing riddles about birds.

1. Review of the album “Birds”

2. Examination of illustrations depicting migratory birds.

1. Album “Birds”.

2. Illustrations depicting migratory birds.

APRIL

Class

Joint activities

Independent activity

Replenishment of the development environment

2 week

Subject."Space".

Program content:Generalize children's ideas about space, introduce children to the history of the Cosmonautics Day holiday, give initial information about the planets of the solar system. Activate children's vocabulary with words: space, planet, astronaut.

Liter. See developments.

1. Conversation about space.

2. Guessing riddles about space.

3. Outdoor game “Cosmonauts”

1. Consideration of the planets of the solar system.

2.Drawing the starry sky.

1.Toys of the planets of the solar system.

3 week

Subject: Visiting the owner of the meadow

Program content

1. Expand children’s understanding of the diversity of insects.

2.To consolidate knowledge about the structure of insects.

3. Foster a caring attitude towards the environment.

4.Develop the ability to guess riddles about insects.

Literature: O.A. Solomennikova “Lessons on FEEP”, p.59

1. Review of the album “Insects”, “Safety in Nature”.

1. Album “Insects”, “Safety in Nature”.

4 week

Subject."Ecological trail in spring."

Program content: Expand children's understanding of seasonal changes in nature. Show objects of the ecological trail in spring. Develop a caring attitude towards the environment. Give basic ideas about the relationship between man and nature.

Liter. O.A.

Solomennikova “Acquaintance with nature in kindergarten”,

1. Guessing riddles about the seasons.

2.Repeat poems about spring.

3. Working with the nature calendar.

1. Consideration of the albums “Spring”, “Trees”.

1.Album “Spring”, “Trees”.

2. D/i “Seasons”

MAY

Class

Joint activities

Independent activity

Replenishment of the development environment

1 week

Subject."Animals of hot countries."

Program content: Consolidating ideas about animals of hot countries and their characteristics, names of cubs.

Repetition of the scheme for composing a story-description of an animal.

Development of the ability to compare animals according to essential characteristics.

Development of coherent speech, fine motor skills, attention.

Fostering educational interest in the fauna of hot countries.

Liter. See developments.

1. Conversation about animals of hot countries.

2.D/i “Whose children are you?”

3.D/i “Animals of hot countries”

1. D/i “Guess who it is?”

2. Review of the album “Animals of Hot Countries.”

1. D/i “Whose children are you?”

2.D/i “Animals of hot countries”

3. D/i “Guess who it is?”

4. Album “Animals of hot countries”.

3 week

Subject."In the land of insects."

Program content: To clarify children’s knowledge about insects, their characteristic features, and adaptability to living conditions; learn to express their movements with facial expressions, gestures and plasticity; development of attention. Act according to the algorithm based on the diagram. Act according to verbal instructions;
cultivate a caring attitude toward insects and a love of nature.

Liter. See developments.

1. Guessing riddles about insects.

2.Looking at insects while walking.

1. Review of the album “Insects”.

2.Looking at illustrations of insects.

1. Album “Insects”.

2. Illustrations depicting insects.

MAY

Class

Joint activities

Independent activity

Replenishment of the development environment

4 week

Subject."Journey into the Forest."

Program content: expand children's understanding of the forest; cultivate love for one’s native land and forest animals; enrich and activate children's vocabulary; develop the ability to transfer the rules of safe behavior into the game with the participation of an adult; form the habit of a healthy lifestyle;

Liter. See developments.

1. Conversation about wild animals.

2. Guessing riddles about wild animals and a healthy lifestyle.

3.P/i “Hares and the Wolf”.

1. D/i “Find out who it is?”

2.D/i “Where is whose house?”

3. Review of the album “Wild Animals”.

1. D/i “Find out who it is?”

2.D/i “Where is whose house?”

3. Album “Wild Animals”.

Literature:

1. Education and training program in kindergarten. Edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. – M. Mosaika-Sintez, 2006.

2. Dybina O.V. “Acquaintance with the subject and social environment.” (Middle group). M.: Mozaika-Sintez, 2014. – 80 p.

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