Theme:“Nature is our common Home!»
Project type: cognitive - research, creative.
Project participants: children - teachers - parents.
By the number of participants: collective
Children's age- from 4 to 5 years old.
Duration of the project- medium term. 16.01-01.03
Objective of the project.
To develop the ecological culture of children on the basis of emotional experiences, practical actions.
Deepen ecological knowledge children, to bring up in them a humane attitude to nature, a sense of responsibility for all life on Earth.
Project objectives:
to form children's ideas about the need to respect the environment, plants, animals, water bodies;
to expand the knowledge of children about the life of plants, their needs, ways of caring for them;
to expand children's ideas about the forest and its inhabitants;
teach to notice birds in the immediate environment, arouse interest in their behavior;
to acquaint children with the Red Book, animals and plants included in it;
develop curiosity, communication, value attitude to the natural world;
to form the ability to establish the simplest connections between the phenomena of living and inanimate nature;
teach children to reflect the knowledge gained in stories and productive activities.
Relevance:
"Tree, grass, flower and bird
They will not always be able to defend themselves
If they are destroyed,
We will be alone on the planet "
D. Radovich
Environmental education- one of the main directions in the education system, it is a way of influencing the feelings of children, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, understand that both plants and animals are living creatures, they breathe, drink water, grow, and most importantly, feel pain like a person. Planet Earth is our common home, every person living in it should take care of it, preserving all its values and wealth. Our task, as teachers in working with children, preschool age, lay the first views and landmarks in the natural world.
You can admire nature, heal your soul, it infects you with a thirst for life, you must not only be able to see, but also feel it. Stop, look around, plunge into the natural world. Rapid population growth, technological development have a detrimental effect on natural world... Currently, one of the main issues of humanity is the protection environment... Our Earth is sick - and its disease is a consequence of human ecological illiteracy.
These days, it is imperative that everyone understands that respectful attitude to nature, this is the primary task of society. Environmental thinking should become the norm in every person's life and accompany him throughout his life, starting from home, kindergarten, school. The success of the protection of flora and fauna largely depends on how much we, teachers, can instill in a child a humane attitude towards nature, teach them to take responsibility for the life of a living creature, show sympathy, compassion and the desire to help.
Terms of implementation:
Estimated results of the project:
Ability to name winter natural phenomena,
Knowledge of how and where animals and birds spend the winter.
Knowledge about the life of plants, about their needs, ways of caring for them;
Knowledge of children about the forest and its inhabitants;
Acquaintance of children with the Red Book, animals and plants included in it;
Knows how to establish the simplest connections between the phenomena of animate and inanimate nature;
Ability to tell from a picture.
Fostering curiosity and emotional responsiveness in children.
Instilling interest in research activities in children.
Development of the child's personality, the ability to interact with each other.
Formation of respect for the environment in children.
Formation of parents' interest in the life of a preschool educational institution.
Planned time for project implementation by stages
Stage 1 - search
Stage 2 - analytical: 01.16-22.01
Collection, analysis and systematization of information on the topic of the project. Problem statement, project goals; definition of the project product; drawing up an activity plan.
Stage 3 - practical: 23.01-28.02
Organization of research within the framework of the project, organization of GCD and joint activities children; involvement of parents in the implementation of the project.
Stage 4 - presentation: Presentation of the project at a meeting of the pedagogical council of the preschool educational institution, and at parent meeting. 01.03
Organizational forms work on the project:
Interaction with parents
Consultation "Ecological education of children in the family"
Parents' questionnaire on the topic: "The attitude of parents to the problem of environmental education"
Memo "Nature and Children".
Joint creativity children and parents.
- Making drawings on the theme: "Animals and plants from the Red Book of the Kaliningrad region"
Project activity product
Making an album on the theme: "Animals from the Red Book of the Kaliningrad Region"
Publication of booklets "Nature and We"
Stand "The nature of our land in winter".
Preliminary work.
Search work for the selection of illustrations, methodological literature, games, fairy tales, stories, poems. Examination of reproductions.
Observation:
Observing the weather, wind, sky, sun, blizzard (from the window), snowfall, snowflakes, snow (white, cold, wet), snowdrifts, birds (sparrow, titmice, bullfinches, pigeons), passers-by (how they are dressed, for trees, the work of a janitor, observation of natural phenomena typical of winter, frost, snow, ice, blizzard.
Labor in nature:
Feeding birds.
Garbage collection.
Comparison of spruce and pine cones.
How the snow turns into water.
Presentations:
« Wild animals»
"Wintering Birds"
"Pets in winter"
"Animals and Plants of the Red Book".
Purpose: To acquaint children with the Red Data Book of the Kaliningrad region, protected plants and animals.
Conversations:"What is nature", " Winter forest and its inhabitants ”,“ Animals and birds in winter ”,“ Rules of conduct in nature ”,“ What is the “Red Book”, “Pets in winter”.
Didactic games:
"Pets"
"Seasons"
"Who eats what?"
"In the animal world"
"What's what and why?"
"Who lives where?"
"Whose house?"
"Merry Zoo"
"Big and Small"
"Animals of the World"
Role-playing games : "Zoo", "Poultry yard"
: "Winter Forest", "In the Winter Park".
"Winter house of animals", " Winter's tale»,
Uspensky "Birds"
V. Bianchi "Forest Choir".
Making riddles:
About nature.
About wild animals.
About birds.
About pets.
About trees and plants.
Painting:“Protect animals”, “Protect nature”.
Application / Construction:"Hill", "Wild Animals", "Pets", "Turtle", "Bird Feeders".
Modeling:"Animals of the forest"
Outdoor games
"The Fox and the Hares".
"Relay" Collect the trash ".
"Wild animals"
"Snowflakes are spinning"
“Along the snow maze”.
"Birch"
"To the watering place";
"Magpie".
"Snowball"
"Snow was falling on the doorstep"
"Birch"
"Birds";
"Bear in a Den";
Breathing games:
"Whose leaf will fly away first?"
Stages of project implementation
Stage I. Search (preparatory)
Development of the project "Nature is our common home"
Explore the literature on the topic
Pick up material for the development of children's creativity
II stage Analytical
Draw up a plan for the implementation of the project.
III Practical (basic)
Project map
1 week "Nature is our common home" 23.01-29.01
| Cognitive development | Observations: | |
| Labor in nature: | Feeding birds. Garbage collection. |
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| Comparison of spruce and pine cones |
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| "The value of water in the life of all living things" Purpose: by experiment to consolidate the previously acquired knowledge about water and reveal new ideas of children about its states. |
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| Presentations: | "The nature of the Kaliningrad region." |
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| Social and communicative development. | "What is nature", "Rules of conduct in nature", |
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| Didactic games: | "Big and Small" "Animals of the World" |
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| Role-playing games: | "Zoo", "Poultry yard" |
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| Speech development | Reading fairy tales, stories, poems: | "Winter's Tale" |
| Making riddles: | about nature |
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| Artistic and aesthetic development. | Painting: | "Protect the environment" |
| application / design | ||
| Physical development | Outdoor games | Relay "Collect trash" "Empty place" |
| Games for the development of coordination of words with movement: | "To the watering place"; "Bunny", "On the way" "Wild animals" "Snowflakes are spinning" “Along the snow maze”. |
|
| Breathing games: | "Whose leaf will fly away first?" |
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| Finger games | "Birds", "Winter", "Bear in a Den"; |
2 week "Winter forest and its inhabitants" 30.01-05.02
| Cognitive development | Observations: | for the weather, wind, sky, sun, blizzard (from the window), for snowfall, snowflakes, snow (white, cold, wet), snowdrifts, birds (sparrow, titmice, bullfinches, pigeons), for passers-by (as dressed, for trees mi, at the work of the janitor.Observation of the natural phenomena, typical for winter, frost, snow, ice, blizzard. |
| Presentations: | "Wild animals" |
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| Experimental activities: | Comparison of pine and spruce branches. |
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| Labor in nature: | Feeding birds. Garbage collection. |
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| Presentations: | "Animals of the Kaliningrad region" |
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| Social and communicative development. | "Winter forest and its inhabitants", |
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| Didactic games: | "Pets", "Seasons", "Who eats what?", "In the world of animals", "What is what and why?", "Who lives where?" "Whose House?", "Merry Zoo" "Big and Small" "Animals of the World" |
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| Role-playing games: | "Zoo", "Poultry yard" |
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| Speech development | Consideration of plot pictures | "Winter forest", |
| Reading fairy tales, stories, poems: | "Little fox sister and grey Wolf», V. Stepanov "Animals of our forests". T. A. Shorygina "What animals in the forest." |
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| Making riddles: | About wild animals. |
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| Artistic and aesthetic development. | Painting: | "Wild animals", |
| "Animals of the forest" |
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| Physical development | Outdoor games | |
| Games for the development of coordination of words with movement: | "To the watering place"; "Bunny", "On the way" "Wild animals" "Snowflakes are spinning" “Along the snow maze”. |
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| Breathing games: | "Whose leaf will fly away first?" |
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| Finger games | "Birds", "Winter", |
3 week "Wintering birds" 6-12.02
| Cognitive development | Observations: | for the weather, wind, sky, sun, blizzard (from the window), for snowfall, snowflakes, snow (white, cold, wet), snowdrifts, birds (sparrow, titmice, bullfinches, pigeons), for passers-by (as dressed, for trees mi, at the work of the janitor.Observation of the natural phenomena, typical for winter, frost, snow, ice, blizzard. |
| Experimental activities: | How snow turns into water |
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| Labor in nature: | Feeding birds. Garbage collection. |
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| Presentations: | "Wintering birds of the Kaliningrad region" |
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| Social and communicative development. | "Wintering Birds" |
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| Didactic games: | "Birds of our land", "Seasons", "Who eats what?", "In the animal world", "What is what and why?", "Who lives where?" "Whose House?", "Merry Zoo" "Big and Small" "Animals of the World" |
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| Role-playing games: | "Zoo", "Poultry yard" |
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| Speech development | Consideration of plot pictures | "In the winter park". |
| Reading fairy tales, stories, poems | "Swan geese" Uspensky "Birds" A. Yashin "Feed the birds in winter". V. Bianchi "Forest Choir". |
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| Making riddles: | ||
| Artistic and aesthetic development. | Painting: | "Duck and Swan" |
| Application / construction | Bird Feeders. |
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| Physical development | Outdoor games | |
| Games for the development of coordination of words with movement: | "To the watering place"; "Bunny", "On the way" "Wild animals" "Snowflakes are spinning" “Along the snow maze”. |
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| Breathing games: | "Whose leaf will fly away first?" |
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| Finger games | "Birds", "Winter", "Bear in a Den"; "Bunny", "Magpie", "Snowball", "Snow was falling on the threshold", "Birch" |
4 week "Pets in winter" 13-19.02
| Cognitive development | Observations: | for the weather, wind, sky, sun, blizzard (from the window), for snowfall, snowflakes, snow (white, cold, wet), snowdrifts, birds (sparrow, titmice, bullfinches, pigeons), for passers-by (as dressed, for trees mi, at the work of the janitor.Observation of the natural phenomena, typical for winter, frost, snow, ice, blizzard. |
| Presentations: | "Pets in winter" |
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| Labor in nature: | Feeding birds. Garbage collection. |
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| Social and communicative development. | "Pets in winter" |
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| Finger games: | "Birds", "Winter", "Bear in a Den"; "Bunny", "Magpie", "Snowball", "Snow was falling on the threshold", "Birch" |
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| Didactic games: | "Pets", "Seasons", "Who eats what?", "In the world of animals", "What is what and why?", "Who lives where?" "Whose House?", "Merry Zoo" "Big and Small" "Animals of the World" |
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| Role-playing games: | "Zoo", "Poultry yard" |
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| Speech development | Consideration of plot pictures | "Pets" |
| Reading fairy tales, stories, poems: | "The cat and the fox" V. Bianchi "Forest Choir". |
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| Making riddles: | About pets. |
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| Artistic and aesthetic development. | Painting: | "Pets", |
| application: | "Pets", |
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| Physical development | Outdoor games | |
| Games for the development of coordination of words with movement: | "To the watering place"; "Bunny", "On the way" "Wild animals" "Snowflakes are spinning" “Along the snow maze”. |
|
| Breathing games: | "Whose leaf will fly away first?" |
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| Finger games | "Birds", "Winter", "Bear in a Den"; "Bunny", "Magpie", "Snowball", "Snow was falling on the threshold", "Birch" |
5 week "Animals, birds and plants included in the Red Book" 20-28.02
| Cognitive development | Observations: | for the weather, wind, sky, sun, blizzard (from the window), for snowfall, snowflakes, snow (white, cold, wet), snowdrifts, birds (sparrow, titmice, bullfinches, pigeons), for passers-by (as dressed, for trees mi, at the work of the janitor.Observation of the natural phenomena, typical for winter, frost, snow, ice, blizzard. |
| GCD ( Open class) | "Animals and Plants of the Red Data Book of the Kaliningrad Region". |
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| Labor in nature: | Feeding birds. Garbage collection. |
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| Presentations: | "The Red Book of the Kaliningrad Region: Animals, Fish, Plants" "The Red Book of Russia" |
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| Social and communicative development. | "What is the" Red Book "" |
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| Didactic games: | "Pets", "Seasons", "Who eats what?", "In the world of animals", "What is what and why?", "Who lives where?" "Whose House?", "Merry Zoo" "Big and Small" "Animals of the World" |
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| Role-playing games: | "What is your tree's name?" |
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| Speech development | Reading fairy tales, stories, poems: | "Winter house of animals", E. Charushin "Sparrow", Foxes "," Bears " |
| Making riddles: | About trees and plants. |
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| Artistic and aesthetic development. | Painting: | "Take care of animals" |
| application: | "Turtle", |
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| Physical development | Outdoor games | |
| Games for the development of coordination of words with movement: | "To the watering place"; "Wild animals" "Snowflakes are spinning" “Along the snow maze”. |
|
| Breathing games: | "Whose leaf will fly away first?" |
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| Finger games | "Birds", "Winter", "Bear in a Den"; "Bunny", "Magpie", "Snowball", "Snow was falling on the threshold", "Birch" |
IVpresentation stage
Activity with children
PROJECT IMPLEMENTATION PRODUCTS:
1. Development of abstracts of classes and thematic conversations on the topic "Nature is our common home";
2. Making the Red Book .
3. Issue of booklets "Nature and We"
4. Stand "We and Nature".
5. Card index of gymnastics for the eyes "Animals and us"
Application
GAMES, POEMS AND EXERCISES
GAME FOR DEVELOPMENT OF WORD COORDINATION WITH MOTION "ON THE WATER"
On a hot day, a forest path (children walk in a circle one after another)
The animals went to the watering hole.
A moose calf stomped behind a moose mother (they walk, stomping loudly)
A fox was sneaking behind a fox mom (sneaking on tiptoes)
The hedgehog was followed by a hedgehog (squat, slowly move forward)
A bear cub followed the mother bear, (they waddle)
Little squirrels galloped after the squirrel mom (they jump squatting)
Behind the hare mom - oblique hares, (jumping on straight legs)
The she-wolf led the wolf cubs (walk on all fours)
All mothers and children want to get drunk. (face in a circle, make movements with the tongue - "lapping")
FINGER GYMNASTICS "EVERYONE HAS HIS HOME"
The fox has a hole in the deaf forest - safe house... (children curl their fingers on
Snowstorms are not terrible in winter for a squirrel in a hollow on a spruce. both hands: one at a time
Under the bushes, the prickly hedgehog rakes the leaves into a heap. finger on each line)
Beavers are made from the branches, roots, bark of the hut.
The clubfoot sleeps in its den; it sucks its paw until spring.
Everyone has their own home, everyone is warm, comfortable in it. (strikes with palms and fists alternately)
OUTDOOR GAMES
I walk in a circle and look out the window. We're walking in circles
I'll go up to one and knock softly. We call the fox
- Knock Knock! Don't let your eyes open
- Who's there? He recognizes us by our voice.
- ……..(Sasha)
- Why did you come?
- We ran in a race like …….
(hares, bears, foxes, etc.)
POEMS ABOUT ANIMALS (Owner Stepanov)
Bear. Squirrel.
On the rubble, along the ravines Belka - with tassels ears-
The beast walks at a master's pace. The mushroom will see at the edge -
He loves fragrant honey, Jumping after him from dense branches
Yes, it tears raspberries from the branches. And brings home soon.
Boar. Elk.
Fog descends, Elk - branchy horns
The boar is waking up. Yes, the hooves are fast.
Digs the ground by the river, shaking his head, he
Sharpens sharp fangs. Hits the sky.
Hedgehog. Badger.
The gray hedgehog is all in needles, the badger will rise after midnight,
As if he is not a beast, but a tree. Will walk around your house.
Though a thorny forest silent - A keen sense of smell and a keen eye -
The hedgehog is kind, not evil. The hour has come for the hunt.
Birch
We planted a birch tree, (Straighten up at the table.)
We poured water on it, (Bend your hands to your shoulders, palms forward.)
And the birch tree has grown, (Stand at the table.)
Raised branches to the sun, (Hands up.)
And then she bent them (Hands down, back straight.) -
And she thanked the guys. (Head bows, sit down.)
Conversation on the topic: "WHAT IS NATURE?"
Target:
Form the concepts of "nature" and "not nature"; living and inanimate nature.
Develop the memory and thinking of children.
To foster a sense of respect for nature.
Equipment:
Sets of cards "Nature is not nature", "Living and inanimate nature"; natural material; toys; drawings depicting people, animals and plants.
To form in children the concept of "Nature and not nature".
Nature is that which exists independently of man; not nature is what is made by human hands.
Classification of surrounding objects, objects into nature and not nature.
Didactic game"Nature is not nature."
Introduce the concepts of wildlife and inanimate nature
Animals and plants as living beings can breathe, feed, move, grow, reproduce, and die.
Inanimate nature - sun, water, sky, cloud, earth, wind, etc.
Living and inanimate nature is a common home for all living beings.
Didactic game "Who lives in the house?"
Didactic game "Who lives where?"
Who plunged into the hollow? (squirrel)
Who hid in the hole? (Fox)
Who got under the leaves? (hedgehog)
Who took refuge under the bush? (Hare)
Who lay in the den? (bear)
Guys, are you now convinced that not only people, but also animals are preparing for winter?
(children's answers)
Outdoor game "Fox and Hares"
Children - hares, teacher - fox, are in opposite ends of the playroom. Hares "gallop" in the clearing, gnaw on the bark of trees, at the signal "Fox!" squatting, grouping, freezing, turning into “snowballs”. The fox walks among the hares, searches, says: “Where have these hares gone? There is one snow all around! " If she notices that one of the hares is moving or laughing, she takes him out of the game.
Walk"OBSERVING SEASONAL CHANGES IN NATURE"
Goals:
To form concepts about natural phenomena (decreasing day, staying at night, frost, frost).
Consolidate knowledge about the sun (shines, but does not warm).
Observation progress:
The gray day is shorter than the night
The water is cold in the river.
Frequent rain wears away the earth,
The wind whistles in the wires.
Leaves fall into puddles
The bread was removed to the bins.
Before the winter cold comes
Houses are insulated.
Consultation for parents "TEACH CHILDREN TO LOVE NATURE"
Purpose: to involve parents in the ecological education of children.
Dear Parents!
Encourage children to love and respect nature. Teach them to behave correctly in the forest, in the meadow, by the reservoirs. Tell us how destructive noise affects the inhabitants of the forest, about the dangers of fires, about the fact that you should not spoil trees, get birch sap, destroy nests, anthills, litter reservoirs and much more.
Already at preschool age, children should LEARN and KNOW:
We must protect and preserve nature.
It is necessary to behave carefully in nature and remember that permanent residents (animals, birds, insects, fish) live in the forest, in the meadow, in the reservoir, for whom this environment is their home! Therefore, you cannot destroy it. You can't spoil plants, pick flowers, litter, make noise. You can not take living beings from their habitats.
It is necessary to take care of the earth, water, air, since these are environments where all living things exist.
Water should be used sparingly, since plants, animals and people cannot live without it.
And another tip: consolidate all knowledge using the questions-situations that our life is so rich in.
For example:
Vova and his mother went to pick mushrooms in the forest.
“Mom, mom, look, the bird flies so low that I can catch it. Let her stay at our house. "
“No, you can't do that,” my mother replied.
Why did she answer Vova like that?
Seryozha with mom and dad went to the river. Many small fish swam near the shore.
“Give me a jar, I'll catch some fish,” Seryozha asked his parents.
“You can't catch them,” Dad said and explained why.
What did dad tell Seryozha?
Didactic game of ecological content
"BIRDS OF OUR LAND"
Purpose of the game:
To form generalized ideas in children about wintering and migratory birds ah of our region, their habits, appearance, nutrition, habitats.
Learn to distinguish birds by their appearance and find them in pictures.
Establish a link between the disappearance of food and the departure of birds.
To acquaint with the main difference between wintering and migratory birds: differences in nutrition.
Develop memory, attention, speech.
To foster love for the nature of the native land.
Game options:
"Find migratory and wintering birds"
Children are offered pictures with images of migratory and wintering birds. They attach migratory birds to one side of the magnetic board using magnets, and wintering birds to the other.
"Find by description"
The teacher gives a description of the bird: appearance, lifestyle features, some habits, etc. The child finds a bird from a picture or photograph.
"Find someone I will name"
You need to find the bird by name using didactic material.
"Describe, and we will guess"
The child can describe the bird or name several distinguishing features without mentioning the name of the bird. Children guess.
"Who is gone?"
The teacher invites the children to look at the birds, and then close their eyes. At this time, the teacher removes the picture from one of the birds. Children from memory name which bird is gone.
Board game "WHAT IS YOUR NAME OF THE TREE?"
Suggest to children board game ecological content.
Target:
Introduce children to different kinds trees and their distinctive features: leaf shape, flowers, fruits.
Develop attention, imagination, fine motor skills of the fingers.
Reading A. Yashin's poem "Feed the birds in winter."
Target:
Raise a love for birds.
Feed the birds in winter!
Let from all ends
They will flock to you like home,
Flocks on the porch.
Their food is not rich.
A handful of grain is needed
One handful - and not scary,
It will be winter.
How many of them die - do not count,
It's hard to see.
But in our heart there is
And it's warm for the birds
Is it possible to forget:
Could fly away
And they stayed for the winter
Along with people
Train the birds in the cold
To your window
So that without songs you don't have to
We welcome spring!
Conversation on the content of the verse:
Why should you feed the birds in winter?
What makes the birds so hard in winter?
How would you feed the birds?
How many birds do you think die in winter?
What will you do to get the birds to flock to your porch?
DRAWING on the theme "PROTECT THE NATURE!"
Goals:
Expand children's ideas about flora and fauna.
Learn to display your own ideas in the drawing.
Develop creativity, imagination.
To cultivate love for native land and the ability to behave correctly in nature.
Materials and tools:
Gouache, brushes, napkins, album sheet.
Preliminary work:
Conversation with children about the rules of behavior in nature.
1. Chatting with children about what they want to display in their drawing.
2. Drawing according to the intentions of children on the theme "Take care of nature!".
Exhibition of drawings.
Literature
From birth to school. Approximate general education program preschool education(pilot version) / Ed. N.E. Veraksy, T.K. Komarova, M.A. Vasilyeva. - 3rd ed., Rev. and add. - M .: MOSAIKA - SYNTHESIS, 2014.
Solomennikova O.A. Classes on the formation of elementary ecological concepts in middle group kindergarten. Lecture notes. - M .: MOSAIKA - SYNTHESIS, 2010.
Gorkova L.G. Scenarios for environmental education of preschoolers (middle, senior, preparatory groups) / L.G. Gorkova, A.V. Kochergina, L.A. Obukhov. - M .: VAKO, 2005.
Lopatina A.A. Tales of Mother Earth. Environmental education through fairy tales, poetry and creative tasks / A. A. Lopatina, M. V. Skrebtsov. - 2nd ed. - M .: Amrita-Rus, 2008.
Lukonina N.N. Matinees in kindergarten: Scenarios about nature / N.N. Lukonina, L.E. Chadova. - M .: Iris-press, 2002.
Environmental poems and tales of WWF friends' clubs. / Comp. E. Kuznetsova. - M .: World Fund wildlife, 2006.
Articles from magazines
Voronkevich O.A. "Welcome to ecology" - modern technology ecological education of preschoolers // Preschool pedagogy. - 2006. - No. 3.- S. 23-27.
Gorbunova G.A. Development of the ecological culture of preschoolers // Preschool pedagogy. - 2005. - No. 6. - S. 10-16.
From 13 to 23 October 2014 in MBDOU Kindergarten No. 1 "Vasilek" was held the municipal environmental campaign "Week for the protection of animals - 2014".
The purpose environmental action It was - to unite the efforts of adults and children to preserve rare and endangered species of animals of their native land, to teach the younger generation to act in defense of nature.
As part of the annual action in MBDOU, numerous educational events were planned and carried out. The events were attended by pupils, their parents and employees of the preschool educational institution. In the groups, book corners were decorated, in which illustrations, encyclopedias about the life of animals were selected, fiction about animals. Together with the children, the teachers drew and sculpted.
With pupils in all age groups: conversations on topics aimed at the development and formation of cognitive interest in the surrounding world. “What animals living in our forests do you know?”, “How do animals prepare for winter?”, “Red Book Nizhny Novgorod region"," My beloved pet "," How to protect animals "," Beavers - what are they? " A., Smirnova O. V.
Children listened to the Sounds of Nature audio recordings; "Morning in the forest" - younger group... middle group. We learned the songs of the muses. Dubravina J. "Forest Music", music. E. Ptichkina "Take care of forests, rivers and lakes ..."
During the week, exhibitions of artistic and productive activities were held in groups: Modeling - junior group "Mushrooms for a squirrel", middle group "Funny hedgehog"; preparatory group"Gossip Fox"; drawing - junior group "Balls for a kitten"; middle group "Owl"; "Family Kindergarten"" Let's help the lynx find their lynx spots "; preparatory group "Forest animals".
In the middle group, the teacher Smirnova O.V. together with the children wasthe poster "Protect wild animals" was madecreative collective application.At the first stage of work, children created an environmentIya wild animals: painted and carved trees, bushes, mushrooms. At the second stage, the teacher prepared pictures depicting wild animals, which the children, together with the teacher, cut and pasted - “settled” them in the forest. Taking a direct part in the creation of the poster, the children felt themselves involved in the activities of people for the protection of wild animals. They realized the inextricable connection between man and nature, their responsibility for the life of every living creature on earth.
In parental corners leaflets "October 13-23 - Municipal action" Animal Week - 2014 "were posted.
They took an active part in the preparation for the educational event "Animal Protection Week" parents of pupils... Together with the children, they made models "Wild Animals" with forest animals, to enrich the developing environment of the group. different ways(drawing, applique) creative work for the opening day: senior group "World of animals".
GCD using ICT
in the middle group on the topic "Protect the forest"
Program content (tasks):
educational: to expand children's ideas about nature conservation, to consolidate the rules of behavior in nature; to give elementary representations about the relationship between man and nature;
developing: develop imagination, imaginative perception, creativity;
educational: to form a careful and caring attitude to the surrounding nature.
Integration educational areas: "Cognition", "Communication", "Artistic Creativity", "Security".
Methods and techniques:
1) play;
2) visual;
3) verbal.
Equipment and materials: colored paper, glue, brushes, scissors.
ICT tools: presentation, projector, screen.
Preliminary work: viewing illustrations on the theme "Trees", "Mushrooms" and "Berries"; learning proverbs and sayings about nature; drawing "Magic tree".
GCD move
Educator: Guys, today the Old Man-Lesovichok looked into our group. He is very interested in what you know about the forest. Please tell Lesovichku. (children's answers). See which of the trees do you know?
Children watching pictures different trees call them.
Educator: That's right, all the trees have guessed right! Now try to solve my riddle: "In the spring - they bloom, in the fall - they fall" (leaves).
Didactic game "What leaf?"
Educator: What else grows in the forest? Of course, berries and mushrooms. Listen to the riddles of the Old Man-Lesovic and try to solve them:
He was hidden deeply,
One-two-three - and went out,
And he stands in plain sight.
White, I'll find you. (boletus)
Grow at the edge
red-haired girlfriends,
Their name is ... (waves)
Red ears with a fox crown
They lie in the grass - for small hedgehogs. (chanterelles)
Near the forest at the edge,
Decorating the dark forest
Grew up motley like Parsley,
Poisonous ... (fly agaric)
Educator: - Guys, we must protect the forest. Please tell me how to behave in the forest? (children's answers).
Let's tell you how to behave in nature: do not pick flowers; do not kill insects; you can not shout loudly and listen to loud music; protect trees; after making a fire, be sure to extinguish it; do not destroy the nests of birds.
Physical education:
Hands raised and shook - these are trees in the forest.
Elbows bent, hands shook - the wind knocks down the dew.
We gently wave our hands - these are birds flying towards us.
We will show how they sit down: the wings are folded back.
Didactic game "What does a tree consist of?"
The teacher invites the children to name the parts of the tree and show them in the picture.
Educator: - Children, maybe someone will remember sayings and proverbs about our nature? (children's answers).
The forest is wealth and beauty, take care of your forests.
A lot of forest - does not destroy, a little forest - take care, no forest - plant.
The forest is our wealth.
Groves and forests - beauty to the whole world.
The plant is an ornament of the earth.
Educator: In our lesson, we learned a lot about trees and about the forest; how people should behave in nature. Do not forget to protect nature.
Let's make a present for the Old Man-Lesovic, so that he remembers us. I invite you all to do the collective work "Trees in our forest" together.
Collective work (application) - “Trees in our forest”.
Educator: - Thank you, Old man-forest man, for your story about trees, forest. And so that you never forget us, we want to give you our "forest". Goodbye, come to us again!
Environmental education for preschool children has essential, since during this period the child goes through the most intense spiritual and intellectual path of development. A positive attitude towards nature is formed, a desire to protect nature, and ecological knowledge is acquired. Children learn to be merciful, to love and protect nature (earth, water, air, flora, fauna), in a businesslike way, which means, to carefully manage its wealth. The relevance of the chosen direction of work.
The expected result of interaction with children. The preschooler must know. The preschooler must know how to behave in nature. Plants and their signs. Signs of wild and domestic animals. Bird species in our area. Several phenomena of inanimate nature. Follow the rules of behavior in nature. Take care of the plants in the flower garden and group. Provide assistance to the surrounding nature (feeding birds, cleaning up garbage. Making crafts from natural material. The purpose of the circle is to form elements of environmental consciousness in children. Ability to understand and love the world and nature, to be able to live in harmony with it.
The tasks facing the teacher: to form a careful and responsible attitude towards the natural world, a benevolent attitude towards living beings; foster responsiveness and sociability, the desire to sympathize with other people, to support them in difficult moment; maintain respect for the traditions of their people; develop interest and love for the native land; to form an idea of environmental issues your city; develop the ability to create and maintain the necessary conditions for plant growth, animal life in captivity; develop a responsible and caring attitude towards pets, animals of the living area in the preschool educational institution, to forest resources; to form the concept of oneself as an inhabitant of the planet Earth, on which the life of all living things depends.
In the course of my circle work, I lead the children to understand what is for people surrounding nature It has great value... We, like all living things, need air, water and food. Nature gives them to us. She delights us with her beauty, constantly gives us the joy of discovery.
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