Game script – quiz on environmental education older children preschool age on the theme "Hello forest, hello mother nature."
Botyakova Tatyana Aleksandrovna, teacher at MBDOU Krasnoborsky kindergarten "Kolosok" village. Krasny Bor, Nizhny Novgorod region.Description of material: the material will be useful to preschool teachers educational institutions when conducting environmental projects, promotions, entertainment. This event is recommended for older children.
Target: formation environmental knowledge, moral and value attitude towards nature.
Tasks:
Educational: expand your understanding of the forest and its inhabitants.
Educational: develop cognitive interest, curiosity, enrich lexicon children.
Educational: to cultivate a love of nature, an understanding of the need to preserve its integrity, and the ability to behave in the forest.
Preliminary work:
excursion to the forest, viewing illustrations depicting various types trees, viewing albums "Wild Animals", "Birds", "Insects", a competition of drawings about nature, reading works by Russian writers and poets about nature.
Equipment: green and red circles, pictures depicting animals, insects, birds, mushrooms, flowers, “caps” of berries, flowers cut out of cardboard according to the number of children, tree leaves (maple, oak, birch, aspen), cards depicting animal tracks , tokens, basket with natural material.
Participants: presenter, children, Lesovichok, fox.
Progress of the quiz.
Leading: Hello guys! A warm summer breeze brought a maple leaf to the kindergarten. There is an invitation written on it from old man Lesovich. He invites us into the forest for riddles.Round dance: “We went for a walk in the forest” (“The Forest Sings” by O. Feltsman)
Leading: So we came to the flower meadow. Isn't it really beautiful here? The trees are green, there are flowers in the clearing... Oh, how good it is to breathe!
Hello forest, dense forest,
Full of fairy tales and miracles!
What are you making noise about in the leaves?
On a dark, stormy night?
What are you whispering to us at dawn?
All in dew, like in silver?
Who is hiding in your wilderness:
What kind of animal, what kind of bird?
Open everything, don’t hide:
You know that we are our own! (S. Pogorelovsky)
(Lesovichok appears)
Lesovichok: Good afternoon guys! You recognized me? I am Lesovichok, the owner of the forest. I'm glad you came to the forest clearing. did you know that the forest is your big and a true friend? The forest is alive. And like all living things, it needs the sun, which gives warmth and light, water and soil for the growth of plants and the life of animals, fresh air, and also peace and quiet. People often don't think about how easily they can harm the forest and its inhabitants. How do you behave in the forest? Before you go through the forest to look for riddles, let's remember the rules of behavior in the forest.
Didactic game: "Ecological traffic light"
(The forester lists what can be done in the forest and what cannot be done. Children raise a green or red circle in accordance with this)
- You can (cannot) break branches;
- leave trash behind;
- destroy nests and anthills;
- somersault in the grass;
- picking berries;
- destroy poisonous mushrooms;
- light fires;
- rest on a stump, etc.
Lesovichok: Right. And remember a few more rules:
Going for a walk in the forest,
Please don't forget
Forest rules
Unpretentious, simple.
Trees, don't break branches,
Don't leave trash in the forest
Don't light fires in vain,
Don't shout too loudly.
Don't catch butterflies
That's not what they are for.
You are only a guest in the forest,
The main ones there are oak and elk.
Take care green Forest
And he will reveal many secrets and miracles!
Lesovichok: So, my first riddle will be about our feathered friends. Who do we call birds?
Children: Birds.
(On the easel, children choose the appropriate picture from several)
- What birds do you know? (Children's answers).
- What birds winter in our area? (Crow, sparrow, magpie, woodpecker, etc.)
- What bird throws its chicks into other people's nests? (Cuckoo)
-What bird knocks on wood all day? (Woodpecker)
- What bird settles on the roofs of houses and, according to legend, brings happiness to the house? (Stork)
- Which bird has a very Long neck and legs? (Crane)
- What bird hunts at night? (Owl)
Outdoor game "Owl"
Designated "owl's nest". A leading owl is placed in the nest. The rest of the children pretend to be birds, butterflies, and beetles - they scatter across the clearing.
In response to the teacher’s words: “Night comes, everything falls asleep,” the children freeze in the positions in which the night found them. At this time, the owl quietly flies out to hunt - it walks, slowly waving its arms, and picks up moths and bugs that move. He takes them to his nest. The owl catches until the teacher says: “Day.” Then she returns to the nest, and the moths and bugs begin to fly again. The owl goes hunting two or three times. Then a new leader is chosen, and the game starts all over again.
Lesovichok: So, the next riddle.
Alenka grows in the grass
In a red shirt
Who won't pass
Everyone gives a bow. (Berry)
(Children choose a picture of berries)
Strawberries:
It's easy to pick a berry -
After all, it doesn't grow very high.
Look under the leaves -
It's ripe there... (strawberry)
Blackberry:
The berry tastes good
But pick it up and go:
A bush with thorns is like a hedgehog -
So it's named.... (blackberry)
Cranberry:
I'm red, I'm sour
I grew up on a bolt,
And I will mature under the snow,
Well, who knows me?
Blueberry:
Under a leaf on every branch
Little children are sitting
Who will gather the children?
He'll stain his hands and his mouth.
Raspberries:
Red beads hang
They are looking at you from the bushes.
Love these beads very much
Children, birds and bears.
Round dance: "Let's go to the garden through the raspberries."
Lesovichok: You have to find the next riddle yourself. To do this, you need to turn to the right, take three steps forward and find an oak leaf. Riddles will be written on it.
(Children complete the task, among the leaves different trees they find an oak leaf with riddles about insects written on it).
1.Flies from flower to flower,
and sits down and rests. (Butterfly)
2. On the daisy at the gate
The helicopter descended -
Golden eyes.
Who is this?... (Dragonfly)
3.I work in an artel
At the roots of a shaggy spruce,
I'm dragging a log over the hills -
It's bigger than a carpenter. (Ant)
4.Flies by flowers,
Collects honey. (Bee)
5. The spring jumps -
Green back -
From grass to blade of grass,
From the branch to the path. (Grasshopper)
6.Flies, squeaks,
His long legs are dragging,
Don't miss the opportunity
He will sit down and bite. (Mosquito)
Low mobility game: "Catch a mosquito."
Children stand in a circle. In the center of the circle is the leader. The driver has a stick in his hand with a string tied to it. At the end of the rope is a mosquito cut out of paper. The driver spins a rope with a mosquito over the children's heads. They, in turn, try to catch the mosquito with their hands.
Lesovichok: Listen carefully and look for the next riddle.
From an elegant bright cup
The insects are enjoying themselves.
(Flower)
Flower riddles
1.White peas
On a green leg. (Lily of the valley)
2. Rye is earing in the field.
There, in the rye, you will find a flower.
Bright blue and fluffy,
It's just a pity that it's not fragrant. (Cornflower)
3. Sisters are standing in the meadows -
Golden eye, white eyelashes. (Daisies)
4.Oh, the bells are ringing, Blue colour,
With a tongue, but no ringing. (Bells)
5.I'm a fluffy ball
I turn white in a clean field,
And the wind blew -
A stalk remains. (Dandelion)
Dance competition.
Cardboard flowers are placed on the children's heads and, at the leader's signal, they begin to dance to the music without touching the flowers with their hands. The winner is the one who dances the longest without dropping the flower.
Lesovichok: The next riddle is from old man Lesovich. (Shows pictures of animal tracks) What do you think it is?
Children: Animal tracks.
Game: “Whose traces?”
Children take turns drawing cards with footprints from the “Magic Bag” and answering who they belong to. For correct answers, tokens are awarded. (Children's answers: elk, wild boar, fox, hare, etc.)
Riddles about animals
1. I wear a fluffy fur coat and live in a dense forest.
In a hollow on an old oak tree I gnaw nuts. (Squirrel)
2. Don’t meet me when I’m hungry,
I’ll click my teeth and eat it casually. (Wolf)
3. In the summer he walks through the forest,
In winter it rests in a den. (Bear)
4.Lying between the trees
Pillow with needles.
She lay quietly
Then suddenly she ran away. (Hedgehog)
5. Red-haired cheat,
Cunning and dexterous,
Got into the barn
I counted the chickens. (Fox)
Lesovichok: And here is a resident of the forest - Fox. (A child comes out dressed as a fox)
Foxy, don't be angry,
Play with us.
Outdoor game: "Sly Fox"
The players stand in a circle. To the side, outside the circle, the fox's house is indicated. At the teacher’s signal, the children close their eyes, and the teacher walks around them from the outside of the circle and touches one of the players, who becomes the leader - sly fox. Then the children open their eyes and ask in unison three times: “Sly fox, where are you?” After the third question sly Fox runs out to the middle of the circle, raises his hands up and says, “I’m here!” All the players run away, and the fox catches them.
Lesovichok:
There's a baby in the forest under the Christmas tree,
A hat and a leg. (Mushroom).
(Children choose the appropriate picture)
Lesovichok: Well done guys, you're looking for riddles well. Listen to mushroom riddles.
Some mushrooms are edible, and some are... (Inedible).
- Mushrooms that have a special reddish color. (Saffron milk caps).
- Neighbors of the birch. (Boletus mushrooms).
- Most often they grow under aspen, but are found under birch and oak trees. (Boletus).
- Deadly poisonous mushrooms, “relatives” of the fly agaric. (Pale toadstools).
- They will quickly save you from hunger in the forest. (Russula).
- Edible mushrooms that are grown all year round. (Champignon).
- The most beautiful poisonous mushrooms. (Fly agarics).
View document contents
"Lexico-grammatical games on the topic "Forest. Trees""
LEXICAL TOPIC: “FOREST, TREES.”
1Lexico-grammatical games:
While walking, look at the trees: birch, poplar, rowan, pine, spruce, aspen. Pay attention to different tree trunks and different shapes of leaves. Talk about the structure of a tree: roots, trunk, branches that form the crown, leaves. Help your child remember information. Please note that now, in autumn, the leaves of the trees are multi-colored, and late autumn and in winter the trees shed their leaves. Collect and dry tree leaves. Explain the meaning of the word "herbarium".
“One - many” (formation of nouns plural genitive case). Example: tree - many trees. Words: bush, wolf, leaf, fox, hedgehog, cone.
“Children from whose branch?” (formation of relative adjectives):
This is a rowan leaf - rowan leaf, birch leaf -..., aspen leaf -..., poplar leaf -...,
oak leaf -…, linden leaf -….
"The fourth wheel":
Poplar, birch, pine, rowan.
Birch, aspen, boletus, willow.
Oak, rowan, autumn, aspen.
Dandelion, spruce, poplar, linden.
One two three four five,
“Count from 1 to 10” (agreeing nouns with numerals) Sample: one leaf, two leaves...ten leaves. Words for counting: cone, tree, berry, basket, mushroom, branch.
“Dunno in the Forest” (Reinforce the correct use of prepositions). One day Dunno walks through the forest and says:
“Leaves grow in a tree. A bird sat down from a bush. The ant crawled out into the anthill. An owl sits on a hollow tree. A woodpecker knocks on a tree. The hare runs away to the fox. A dragonfly flies underground. A caterpillar crawls over a branch. Flowers grow above the tree."
Children must correct Dunno's mistakes.
2. Development of fine motor skills. Exercises for fingers
| |
|
| We will collect leaves. | (clench and unclench your fists) |
| Birch leaves, rowan leaves, | (bend your fingers, starting with thumb) |
| We'll take an autumn bouquet to mom. | ("walk" middle and index fingers on the table) |
3. Development of auditory memory. Learn a poem.
Leaves.
What time of year is it?
Where do children go?
3) Why do children collect leaves?
Creative tasks.
1) Choose definitions for the words: autumn(which?) sunny, golden, rainy, cold, generous, fruitful; leaves(which ones?) multi-colored, beautiful, cut-out, etc.
Inna Shtepina
Target: formation of knowledge about forest wealth, seasonal changes In the woods; nurturing a love for inanimate nature and the ability to care for it; develop interest in your native land
Tasks:
1. Introduce 10 deciduous and coniferous trees.
2. Talk about different types forests
3. Form a friendly attitude towards inanimate nature.
4. Teaching to comply with the norms and rules of behavior in nature.
5. Influence the emotional and spiritual world of the child.
6. Develop mental processes: imagination, creative thinking, memory, attention.
7. Activate the child’s vocabulary, introducing new words.
8. Nurture skills positive communication, active life position.
Equipment for the game “Discover the Forest”:
Game area “Nature Corner” (includes: samples of twigs, fruits of trees and shrubs, visual material and etc.)
Didactic material in the form of cards with images of trees, fruits, etc.
Samples of twigs, leaves, and fruits of trees intended for children to play with.
Type of game: game on a social issue.
Pedagogical relevance.
As in society as a whole, so in children's team In particular, issues of moral and spiritual education are very acute. One of the main tasks of the teacher is the ability to instill in the child moral and moral qualities, goodwill, love for the country, nature, etc.
Since the main activity of the guys in kindergarten is a game, then the best implementation of the task will be through the means of the game.
Since a didactic game contributes to the formation of new knowledge and skills, as well as consolidation of those already acquired, and reflects the phenomena of the surrounding reality, the creation of a didactic game using natural material is the most the best option a children's game designed for this purpose.
The game “Discover the Forest” is relevant for children of middle and older preschool age. Through it, they will become acquainted with new types of trees for the first time, learn what fruits grow on them, learn the characteristics of deciduous and coniferous trees, learn how the forest changes throughout the year, etc. They will study, repeat and reinforce the rules of behavior in nature. Learn to talk about beauty forest wealth, asking questions, will strengthen the skills of playing in a team or group.
Children, together with their parents, occasionally go out into nature, so children’s knowledge about the world around them and the ability to behave in the forest is not sufficient, or even very superficial. Because of this, conducting a didactic game with natural material “Learning about the forest” will help both children and parents in acquiring new knowledge, skills, broadening their horizons, etc.
Game option 1: “Winter - Summer”
Target:
the ability to see seasonal changes in nature, establish the relationship between these changes, and develop interest.
Tasks:
1. Tell children how they change deciduous trees with the arrival of winter.
2. Show the differences between coniferous trees and deciduous trees.
3. Develop attention and intelligence, train children’s memory.
Materials:
cards with pictures various trees in summer and winter.
Progress of the game:
First, the teacher talks about the seasonal changes that occur in the trees. Then he shows a card with a picture of a tree in summer and winter. He talks about it, talks about the fruits. This introduces you to all the trees. The next step is that the teacher shows a card with a picture of a tree in summer, and the children must find the same tree from the proposed winter pictures and name it.
Game option 2: “On which branch does what grow?”
Target:
development of knowledge about tree fruits.
Tasks:
1. Tell the children which trees have which fruits and varieties, as well as leaves.
2. Show both pictures and samples of tree fruits, seeds and leaves.
3. Develop attention, memory, expand the vocabulary and horizons of children.
Materials:
cards with images of fruits and leaves of trees, as well as samples of fruits and twigs.
Progress of the game:
First of all, the teacher talks about how fruits ripen on the trees in the fall. These can be cones, berries, seeds. At the same time, showing both the cards with the image and the fruits themselves. The next step is to match the fruits of one tree with the branches and leaves of the same tree. Discussing features during the game.
Game option 3: “Nature Lotto”
Target:
consolidate knowledge about trees; develop the ability to work in a coordinated manner.
Tasks:
1. Clarify children’s knowledge about trees.
2. Develop the ability to play in a team.
Materials:
cards showing 4 trees, separate cards with each tree for the leader in a bag, chips for the players.
Progress of the game:
The leader has cards in a bag with a picture of each tree. The players (5 children + the leader can play at the same time) have cards with 4 pictures of trees. The presenter takes out cards one by one and shows them, naming the tree, and the players cover this tree in their cards with chips. The first one to cover all the pictures wins. For the first time, a teacher can act as a presenter to demonstrate the game.
Game option 4: “Collect a tree”
Target:
Consolidation of acquired knowledge about the structure of a tree, its fruits and leaves (needles).
Tasks:
1. Show the children what a tree is made of, what fruits it has, and what leaves it grows.
2. Tell that needles are modified leaves.
3. Show the differences and similarities between deciduous and coniferous trees.
4. Train children’s memory, thinking, and intelligence.
Materials:
cards with a picture of a whole tree, its fruit and a leaf (or pine twig) - 10 pieces, a bag containing cards with pictures of trees, leaves, fruits - 30 pieces.
Progress of the game:
The presenter takes out cards with different images one by one. Whoever has this fruit/leaf/tree on the card raises his hand, the presenter gives this card. The player closes the corresponding picture on himself. The winner is the one who is the first to cover all the images on his card, thereby “assembling the tree”
Game option 5: “Magic bag”
consolidating children's knowledge about trees and fruits based on sensory examination.
Tasks:
1. Teach children to distinguish natural objects, in particular the fruits and seeds of trees.
Materials:
“magic bag”, fruits and seeds of trees, cards with their images.
Progress of the game:
Taking turns, the children try: 1. to find an object in the bag at the request of the teacher or another player, without peeking; 2. guess what exactly is in the magic bag.
To complicate the game, you can add objects of “inanimate” nature, that is, made by human hands, telling how they differ.
Abstract joint activities educationally - speech development for children of senior preschool age
Tikhonenko Natalya Aleksandrovna, teacher of the 1st category, MADOU "Katyusha" Yamalo-Nenetsky A.O. LabytnangiDescription: This methodological development joint activities on the cognitive and speech development of children of senior preschool age are aimed at consolidating the material covered and will be useful primarily for educators, as well as parents, students, and teachers primary classes. Helps enrich and expand children's knowledge about the forest, the ability to compose descriptive stories, riddles, using various methods of training and development colloquial speech children while working.
Theme: "Forest"
(fixing)Target: consolidate children's knowledge about the forest as a natural community.
Tasks:
Educational - teach children to answer questions correctly and be attentive to details; teach children to make riddles according to patterns, following the sequence, to compose descriptive stories about the forest;
Developmental - develop speech, fantasy, imagination, memory, develop dialogical speech, enrich sensory experience through speech, replenish vocabulary with a variety of words, give the concept of the word “forest”, “forester”, use synonyms, consolidate the ability to express your thoughts in complete sentences, teach to understand the meaning of the wisdom of folk proverbs;
Educational – bring up careful attitude to the plant and animal world.
Vocabulary work: forest, forester, deciduous forest, coniferous forest, birch grove, spruce forest, oak forest, “Old Man - Lesovichok”.
Preliminary work: Reading fiction about the forest and its inhabitants. Watching films and presentations. Observation on walks.
Equipment: pictures depicting trees, bushes, mushrooms. Mnemotables (forest in different time of the year). Illustrations of wild animals, insects, flowers, diagrams - riddles, a toy - Lesovichok.
Progress
1.Organizational moment
"Game with hands"
The deer has a big house, (arms above head)
He looks out his window. (we move our heads forward)
The bunny runs with a sideways view, (jumping in place)
He knocks loudly on his house. (Knock on table with fist)
Hare, hare, hare stop! (they shake a finger)
Don't run into my house,
Hurry up, come on, sweethearts. (take each other's hands)
2. Exercise to relax the speech apparatus(lips)
"Frogs"
(lips stretch out, as when pronouncing the sound “i”, and then return to their place.
3. Surprise moment
“Old Lesovichok” appears
"Old Lesovichok"-Hello guys! Do you know who I am?
Educator- That's right - a fairy-tale grandfather guarding the forest. He came to visit us today and wants to know - What do you know about the forest?
Educator- Who was in the forest?
Educator- What did you see there?
Educator- What grows in the forest?
Educator- Have you met forest animals? Which ones?
Educator- Did you encounter any anthills along the way?
Educator-Have you heard the grasshoppers?
Educator- Do you know how to behave in the forest? (do not shout, speak quietly, do not pick flowers, do not destroy nests and anthills, do not throw garbage, do not light fires)
"Old Man Lesovichok"- Well, well done!
Educator- What plants are the most important in the forest? (trees)
Educator- That's right, these are trees, there are a lot of them.
Didactic game “Find what I will describe”
(children find pictures with the desired image: birch, maple, pine, etc.)
Green, not a meadow,
Henbane, not snow,
In earrings, not a person.
The giant stands mighty
With a head like a cloud.
In a cloud in yellow little houses
Many little sons.
Who is the most
New Year
To us from the forest
He will come to the house -
In the lights, balls and stars
And silver rain?
You will always find her in the forest -
Let's go for a walk and meet:
Stands prickly like a hedgehog
In winter in a summer dress.
Educator- What else grows in the forest under the trees? (shrubs, herbs, berries, mushrooms)
Educator- What is the name of the forest in which birches, maples, poplars, etc. grow? (foliar)
Educator- What is the name of the forest in which spruce, pine, cedar, etc. grow? (coniferous forests)
Educator- Eat birch groves, only birches grow there.
Educator- And if only spruce trees grow, what should we call such a forest? (spruce forest)
Educator- What do you think they grow in the oak grove? (Oak trees)
(we look at the illustrations along the way)
4.Gymnastics for the eyes
5.Phys. just a minute
They raised their hands and shook them - these are trees in the forest.
Elbows bent, hands shaken - the wind knocks down the dew.
We wave our hands smoothly - the birds are flying towards us.
Let's show them how they sit down, fold their wings back.
Didactic game “Riddle and Guess”
(children make up their own riddles according to the diagrams)
("Under the pines, under the fir trees there runs a bag of needles")
(“In the forest clearing right next to the path there are red peas.
Whoever passes by will put them in his mouth.")
"Old Little Fox"- Guys, is it possible to cut down trees in the forest? (No)
Educator- Why?
Educator- Why do all people like to go to the forest?
Educator- It’s really nice to be in the forest, communicate with animals and plants, watch them. The forest is common Home for animals and plants, he gives them shelter and food. People admire its beauty, reflect it in poems, paintings, songs, etc. The forest is a wonderful natural wealth.
6. Writing descriptive stories
Educator- The forest looks different at any time of the year, but it is always fabulously beautiful! Can you tell me why?
(children use their mnemonic tables to compose descriptive stories)
“Our forest is beautiful in autumn, winter, spring and summer.
In autumn, people collect mushrooms, berries, nuts and cones in the forest, as well as beautiful autumn leaves.
In winter, people ski through the forest. There you can see a hare, squirrel or fox, as well as find unknown tracks.
In spring, thawed patches appear in the forest and snowdrops bloom. Buds are swelling on tree branches. Birds return from warm countries.
In the summer, strawberries are picked in the forest, and hay is cut in forest clearings.
It's good to be in the forest at any time of the year!"
Educator- Who helps “Old Lesovich” protect the forest? (Human)
Educator-A forester is a person who keeps order in the forest. And he explains to people that the forest must be protected.
"Old Lesovichok"- Do you know proverbs about the forest?
Forest and water color the field.
Forest and water are brother and sister.
The forest sees and the field hears.
Educator- What does the forest give to people? (warmth, paper, toys, furniture, housing)
7. Summary
(Katya T. reads a poem)
On a hot or frosty day
Getting ready to go into the forest,
Remember: only for good
We need to spend time.
Hundreds of secrets and wonders
The forest will open for you!
Educator- What did we talk about today?
"Old Lesovvichok"- Well done, guys, I really liked it with you, I see you know a lot about the forest, and I am infinitely happy about this, but it’s time for me to return home. But I’ll definitely come see you again sometime. Goodbye friends! Happy forest hikes!!!
Municipal preschool educational institution
"Kindergarten No. 20 combined type"
Game “Food chains in the meadow”
Target: Strengthen children's knowledge about food connections in the meadow.
Rules of the game: Children are given cards with silhouettes of meadow inhabitants. Children lay out who eats whom.
plants - caterpillar - bird
cereal grasses - rodents - snakes
cereal grasses - mouse - birds of prey
grass - grasshopper - meadow birds
insects and their larvae - moles - birds of prey
aphid - ladybug- partridge - birds of prey
grass (clover) - bumblebee
Game “Food Chains of a Reservoir”
Target: Strengthen children's knowledge about the food chains of the reservoir.
Rules of the game: The teacher offers silhouettes of the inhabitants of the reservoir and asks the children to lay out who needs food for whom. Children lay out cards:
mosquito - frog - heron
worm - fish - seagull
algae - snail - crayfish
duckweed - fry - predatory fish
Game “Food chains in the forest”
Target: Strengthen children's knowledge about food chains in the forest.
Rules of the game: The teacher hands out cards with pictures of plants and animals and suggests laying out food chains:
plants - caterpillar - birds
plants - mouse - owl
plants - hare - fox
insects - hedgehogs
mushrooms - squirrels - martens
forest cereals - elk - bear
young shoots - elk - bear
Game “What can’t you go into the forest with?”
Target: Clarification and consolidation of rules of conduct in the forest.
Rules of the game: The teacher places on the table objects or illustrations depicting a gun, an axe, a net, a tape recorder, matches, a bicycle... Children explain why they should not take these objects into the forest.
What do we take into the basket?
Target: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest.
Learn to distinguish fruits based on where they are grown.
To form an idea of the role of people in conservation of nature.
Materials: Pictures with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Progress of the game. Some children have pictures depicting different gifts nature. Others have pictures in the form of baskets.
Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets must pick up fruits in both hands. Prerequisite: Each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Guess what's in the bag?
Target: teach children to describe objects perceived by touch and guess them by their characteristic features.
Materials: vegetables and fruits of characteristic shape and varying density: onions, beets, tomatoes, plums, apples, pears, etc.
Progress of the game: Do you know the game “Wonderful Bag”?, today we will play differently. Whoever I offer to take an object out of the bag will not immediately pull it out, but after feeling it, he will first name its characteristic features.
Choose what you need.
Target: consolidate knowledge about nature. Develop thinking cognitive activity.
Materials: subject pictures.
Progress of the game: Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Target : consolidate knowledge about the different states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Progress of the game:
Option #1. Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
WITH the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option number 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
At what time of year can water in nature be in a solid state? (Winter, early spring, late fall).
Which branch are the kids from?
Target: consolidate children's knowledge about leaves and fruits of trees and shrubs, teach them to select them according to their belonging to the same plant.
Materials: leaves and fruits of trees and shrubs.
Progress of the game: Children look at the leaves of trees and shrubs and name them. At the suggestion of the teacher: “Children, find your branches” - the children select the corresponding fruit for each leaf.
Fold the animal.
Target: consolidate children's knowledge about pets. Learn to describe using the most typical features.
Materials: pictures depicting different animals (each in two copies).
Progress of the game: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.
What is made of what?
Target: teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take it out of the bag various items and name it, indicating what each item is made of.
Guess what.
Target: develop children’s ability to solve riddles, correlate a verbal image with an image in a picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.
Progress of the game: On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Target: consolidate knowledge about edible and inedible mushrooms.
Materials: basket, subject pictures with images of edible and inedible mushrooms.
Progress of the game: On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children find and put down a picture of the answer. edible mushroom add to cart
Flower shop.
Target: consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Materials: petals, color pictures.
Game progress: Option 1. There is a tray with colorful petals on the table different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower it is. we're talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
Useful - not useful.
Target: consolidate the concepts of healthy and harmful products.
Materials: cards with pictures of products.
Progress of the game: Place what is useful on one table and what is not useful on another.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolate candies, cakes, Fanta, etc.
Find out and name it.
Target: consolidate knowledge of medicinal plants.
Progress of the game: The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here they are medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).
For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).
Name the plant
Target: clarify knowledge about indoor plants.
Progress of the game: The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
Who lives where
Target: consolidate knowledge about animals and their habitats.
Progress of the game: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
Protect nature.
Target: consolidate knowledge about the protection of natural objects.
Progress of the game: on a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
Chain.
Target: clarify children's knowledge about living and inanimate nature.
Progress of the game: The teacher has in his hands an object picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.
"Magic Train"
Target. To consolidate and systematize children’s ideas about animals, birds, insects, and amphibians.
Material. Two trains cut out of cardboard (each train has 4 with 5 windows); two sets of cards with images of animals.
Progress of the game
Two teams play (each with 4 “guide” children), who sit at separate tables. On the table in front of each team there is a “train” and cards with pictures of animals.
Educator. In front of you is a train and passengers. They need to be placed in carriages (in the first - animals, in the second - birds, in the third - insects, in the fourth - amphibians) so that there is one passenger in the window.
The first team to place the animals correctly in the carriages will be the winner.
Similarly, this game can be played to reinforce ideas about various groups plants (forest, garden, meadow, vegetable garden).
"Zoological canteen"
Target. To form preschoolers’ ideas about the ways animals feed and how to group them according to this characteristic.
Material. For each team - a sheet of cardboard with the image of three tables (red, green, blue), a set of pictures depicting animals (15-20 pieces).
Progress of the game
Two teams of 3-5 people play.
Educator. As you know, birds, animals, and insects eat different foods, so they are divided into herbivores, predators and omnivores. You need to place the animals at the tables so that the predators are at the red table, the herbivores are at the green table, and the omnivores are at the blue table.
The first team to place the animals correctly will be the winner.
"Forest multi-storey building"
Target. Deepen children's knowledge about the forest as a natural community; consolidate ideas about “floors” (tiers) mixed forest.
Material. Model depicting 4 tiers of mixed forest (soil, herbaceous, shrub, woody); silhouette images of animals, chips.
Progress of the game
1 option . The teacher gives the children the task of placing the animals on 4 tiers of mixed forest.
Option 2 . The teacher places the animals in tiers unusual for their habitat. Children must find mistakes, correct them and explain why they think so. Whoever finds the error first and corrects it gets a chip.
The winner is the one who has the most chips at the end of the game.
"Who lives nearby"
Target. Summarize children's ideas about a forest, meadow, pond as natural communities. Concretize ideas about typical residents of various communities. Concretize ideas about typical residents of various communities. Strengthen the ability to establish the simplest causal investigative connections, revealing the need for plants and animals to live together.
Material. Masks (caps) of plants, mushrooms, animals of the forest, meadow, pond (for example, wolf, hare, squirrel, woodpecker, spruce, birch, hazel, White mushroom, butterfly, lark, bee, dandelion, chamomile, frog, heron, perch, egg capsule, reed) - according to the number of children; hoops red, green, blue.
Before the game, the teacher reminds that plants and animals are adapted to life in certain conditions and in close connection with each other; that some live in the water, others near the water, in the forest or in the meadow. Forest, meadow, pond are their homes. There they find food for themselves and raise their offspring.
Progress of the game
IN different corners the grounds lay out red, blue and green hoops. Children wear masks (hats).
Educator. Determine who you are and where you live and grow. You will walk around the site for some time. At the command “Occupy your houses!” the inhabitants of the forest must take a place in the green hoop, the inhabitants of the meadow - in the red, the inhabitants of the pond - in the blue.
After the children take their places in the hoops, the teacher checks whether the task was completed correctly: “animals” and “plants” name themselves and their habitat. Then the children change masks and the game is repeated several times.
"Live Chains"
Target. Expand children's understanding of natural communities, their integrity and uniqueness, and food chains.
Material. Masks (caps) of animals and plants.
Note. The following natural objects that form food chains can be used: oak, wild boar, wolf; aspen, hare, fox (forest); plantain, caterpillar, grasshopper, lark; chamomile, butterfly, dragonfly (meadow); algae, crucian carp, pike; water lily, snail, duck (pond); rye, mouse, stork (field).
The game is based on the example of a forest community. During the preliminary conversation, the teacher clarifies the children’s ideas that the forest is a home for many plants and animals that are closely related to each other. Plants provide food for herbivorous animals, which in turn feed on predators. This is how food chains are formed.
Progress of the game
Two teams play (3 children each). Children wear masks (hats): one plant child, the second is a herbivore, the third is a predator. The game is played in several stages.
Educator. At the command “Chain, line up!” you must line up so that a chain is formed: plant, herbivore, predator. Then everyone will have to introduce themselves and explain why they took this or that place in the chain.
The team that is the first to line up correctly and also explain the formation sequence will be the winner.
At the second stage of the game, children change roles; at the third stage, other natural objects are used.
At the final stage of the game, any object is removed from the chain. When building, children must detect its absence and tell what this can lead to.
If children can easily complete game tasks, the chains can be extended.
Didactic game “Food chains in the forest”
Goal: To consolidate knowledge about food chains in the forest.
Rules of the game: The teacher offers the children cards with images of plants and animals and invites them to lay out food chains
Didactic game “Food chains in the meadow”
Goal: To consolidate children’s knowledge about food connections in the meadow.
Rules of the game: Children are given cards depicting the inhabitants of the meadow. Children lay out who eats who.
Didactic game “Guess what bird?”
Goal: To consolidate children's knowledge about migratory birds.
Rules: Children are offered a set of pictures depicting various birds, from which they must choose only migratory
Nature and man.
Target: consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Materials: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Choose what you need.
Did. task: to consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Progress of the game:
Option No. 1. Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option No. 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn).
Which branch are the kids from?
Did. task: to consolidate children’s knowledge about leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.
Materials: leaves and fruits of trees and shrubs.
Progress of the game: Children examine the leaves of trees and shrubs and name them. At the suggestion of the teacher: “Children, find your branches” - the children select the corresponding fruit for each leaf.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. Using poetic words to show the beauty of different seasons, diversity seasonal phenomena and people's occupations.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
Progress of the game: the teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.
Spring.
In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer.
And light and wide
Our quiet river.
Let's run to swim and splash with the fish...
Autumn.
The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields.
A cloud covers the sky, the sun does not shine,
The wind howls in the field,
The rain is drizzling.
Winter.
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies;
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
Animals, birds, fish.
Did. task: to consolidate the ability to classify animals, birds, fish.
Materials: ball.
Progress of the game: children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird?
The neighbor accepts the item and quickly answers (the name of any bird).
Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted.
They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).
Fold the animal.
Did. task: to consolidate children's knowledge about pets. Learn to describe using the most typical features.
Materials: pictures depicting different animals (each in two copies).
Progress of the game: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.
What is made of what?
Did. task: teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
Guess what.
Did. task: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in a basket.
Flower shop.
Did. task: to consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Materials: petals, color pictures.
Game progress: Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
Wonderful bag.
Did. task: to consolidate children’s knowledge of what animals eat. Develop cognitive interest.
Materials: bag.
Progress of the game: the bag contains: honey, nuts, cheese, millet, apple, carrots, etc.
Children get food for the animals, guess who it is for, who eats what.
Useful - not useful.
Did. task: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.
Find out and name it.
Did. task: to consolidate knowledge of medicinal plants.
Progress of the game: the teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).
For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).
Name the plant
Did. task: to clarify knowledge about indoor plants.
Progress of the game: the teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
- Name the plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
-What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
Who lives where
Did. task: to consolidate knowledge about animals and their habitats.
Progress of the game: the teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
Flies, swims, runs.
Did. task: to consolidate knowledge about objects of living nature.
Progress of the game: the teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.
Protect nature.
Did. task: to consolidate knowledge about the protection of natural objects.
Progress of the game: on the table or typesetting canvas there are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
Chain.
Did. task: to clarify children’s knowledge about objects of living and inanimate nature.
Progress of the game: the teacher has in his hands an object picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.
What would happen if they disappeared from the forest...
Did. task: to consolidate knowledge about the relationships in nature.
Progress of the game: the teacher suggests removing insects from the forest:
- What would happen to the rest of the residents? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?
It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
Recognize the bird by its silhouette.
Did. task: to consolidate knowledge about wintering and migratory birds, to exercise the ability to recognize birds by silhouette.
Progress of the game: children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.
Living - non-living.
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