Games for children “Forest animals”. Ecological games for children of middle and senior preschool age
Didactic games for preschoolers on the topic: “Trees and shrubs”
Author: Knis Anna Nikolaevna, senior teacher.
Place of work: MBDOU " Kindergarten No. 3 "Smile", Kalach-on-Don.
Job description: I bring to your attention didactic games for preschoolers on the topic: “Trees and shrubs.” This material will help educators, children and their parents consolidate children's knowledge about trees and shrubs in a playful way.
Didactic game: lotto “Trees and Shrubs”.
Target: Consolidating children's knowledge about the variety of trees and shrubs, the ability to distinguish them and find the right plant.
Didactic material: The playing field (4 pcs.), divided into 6 squares with images of various trees and bushes, corresponding to the images on small cards (24 pcs.).
Progress of the game: Game for children from 4 years old. The game can be played by 3-5 people. Players are given game cards. The presenter pulls out a small card from a special opaque bag, the player or presenter names the tree or shrub shown on the card. Whoever finds the corresponding image on his field takes the picture for himself. This continues until one of the participants covers the entire playing field with pictures. For children over 5 years old, the game can be complicated. Name in one word the trees or shrubs depicted on the same playing field.
1. Oak, birch, willow, linden, chestnut, maple are deciduous trees.
2. Bird cherry, lilac, mimosa, magnolia, rose hips, jasmine are shrubs.
3. Lemon, plum, pear, cherry, peach, apple tree are fruit trees.
4. Spruce, pine, cypress, juniper, thuja, cedar conifers.
Didactic game “Guess the plant”
Target: Developing the ability to describe trees and shrubs and recognize them by description.
Didactic material: Cards depicting various trees and shrubs.
Progress of the game: The teacher gives the children cards with pictures of trees and shrubs. Children do not show their cards to anyone. The teacher invites one child to describe what is shown in his picture, or to ask a riddle. The other children must guess what is in the picture.
For example: This is a tree. It has white bark with black stripes. The branches hang down. In spring, sticky buds swell on them and catkins appear. This tree is considered a symbol of Russia. (Birch).
I have longer needles
Than the Christmas tree.
I'm growing very straight,
In height.
If I'm not on the edge,
The branches are only at the top of the head. (Pine).
Didactic game “Collect a picture”
Target: Development logical thinking, outlook, cognitive interest and speech activity.
Didactic material: Cards with images of trees and shrubs, cut into several parts.
Progress of the game: Game for children from 4 years old. Children are given game cards cut into 3, 4, 5 parts (according to the age and abilities of the child). Having collected the picture, the child tells what he collected.
For example: Oak is a tree. Acorns grow on it.
Lilac is a bush with lilac flowers.
Cards for cutting.
Didactic game "The Fourth Wheel"
Target: Development of skills to classify trees and shrubs according to essential characteristics.
Didactic material: Cards depicting 4 types of trees and shrubs, 3 of them belong to one thematic group, and the fourth to another group.
Progress of the game: The children are given the task: “Look at the pictures, name what is shown on them and determine which image is superfluous. Name the remaining images in one word.” Each participant eliminates the unnecessary image in turn. If he makes a mistake or does not complete the task, his version is offered to the next player. For each correctly completed task they give a chip. The one who collects the most chips wins.
For example:
1. Oak, alder, spruce and birch. Extra spruce because it conifer, and the rest are deciduous.
2. Alder, thuja, spruce, pine. Extra alder because it deciduous tree, and the rest are coniferous.
3. Pear, peach, lilac, apple tree. The extra lilac is because it is a shrub, and the rest are fruit trees.
4. Mimosa, magnolia, lilac, birch. There is an extra birch because it is a tree, and the rest are shrubs.
Didactic game “What first, what then?”
Target: the ability to arrange pictures in order of plot development.
Didactic material: A set of pictures for the game “What first, what then?”, four pictures in each series.
Progress of the game: The teacher offers the children a series of pictures (four pictures for each child), which they need to carefully examine and determine what happened first and what happened next. “Which picture is first? What happened first? Children look at the pictures and arrange them in the required sequence. To check for accuracy, you can stick numbers on the back of the pictures. When the child lays out the sequence, he can check it himself by opening the pictures from reverse side.
Didactic game “Which tree is the leaf from?”
Target: the ability to distinguish and name the leaves of familiar trees.
Didactic material: Cards showing 4 types of trees and 4 leaves corresponding to these trees.
Progress of the game: Invite the child to connect the leaves with trees of the corresponding type and name them.
1. Trees: cherry, peach, apple, pear.
Leaves: cherry, apple, pear, peach.
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"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" (Pin correct usage 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) |
| To mom autumn bouquet we'll take it. | ("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.
Municipal budgetary educational institution
"Kustovskaya secondary school"
Nomination “Save the forests of Russia”
The game is a journey on the topic:
"The Forest and Its Inhabitants"
Completed by: Lezhneva O.S.
teacher primary classes
MBOU "Kustovskaya Secondary School"
Goal: to instill in children a love of nature, careful attitude to her.
Design:
Teacher: Hello, forest, dense forest,
Full of fairy tales and miracles!
What are you making noise about?
On a dark, stormy night?
What are you whispering at dawn?
All in dew, like in silver?
Who is hiding in your wilderness?
What kind of animal?
What bird?
Open everything, don’t hide:
You see, we are our own!
Today we will play an unusual game - a journey on the topic: “The forest and its inhabitants.” We'll go along the forest path and make several stops. Two teams and fans take part in the game. Based on the results of the game, we will be able to reward the best team and the best forest expert. For each correct answer at each stop, the student who not only answers correctly, but also demonstrates knowledge of the rules of behavior in the forest will receive a token.
(Music “Sounds of Nature” sounds).
On our globe on the earth,
Where we were born and live,
Where is the summer dew in the grass?
And blue skies
Where is the sea, mountains, steppes, forest -
Full of mysterious miracles.
- A gray wolf wanders through the forest,
And the thin lily of the valley blooms,
In the steppe feather grass is like delicate silk,
The breeze brushes.
A waterfall thunders on the rocks,
And the splashes fly like a rainbow.
And in the blue sea blue whale –
Big as a house, it sleeps on the waves.
Don't destroy this world
Girls and boys
Otherwise these miracles
They will remain only in the book.
- So that there is Narzan in the springs,
From the clearing - strawberries,
Be careful like Tarzan
Make friends with wild nature!
- You are also part of her miracles,
And the forest darkens for you,
And the bright river flows,
And everything will bloom in the spring.
And we have to try
We can't part with this!
So our game begins!
1Tour “Add a proverb”
Each team is given envelopes with cut cards on which proverbs are written. Participants need to correctly collect proverb cards within the allotted time.
Stork on the roof - // peace in the house.
Although the earth feeds, // it also asks for food.
Life is given // for good deeds.
A good deed // praises itself.
A lot of water - // a lot of grass.
Plant - // earth decoration.
A lot of forest - // don’t destroy it, a little forest - // take care, no forest - // plant it.
Feed the birds in winter, // they will repay you with kindness in summer.
The nightingale doesn't need it // golden cage, but he needs // an earthly branch.
The bushes were cut down - // goodbye to the birds.
I saw a starling - // spring at the porch.
Spark the carcass // before the fire, avert trouble // before the blow.
Groves and forests - // native land beauty.
The fate of nature is // the fate of the Motherland.
Tour 2 “What do we know about trees”
3 Musical tour “Who will sing who?”
The holiday is more fun with a song,
We can't live without her,
Because for the song contest
We invite you, friends!
Each team in turn must sing a song about nature, about animals, about birds, about plants.
4 Tour “Guess the riddles”
White-sided Magpie
flew from far away
She didn't say where she was.
- But she, guys
Very tricky riddles
She brought it to us on her tail.
Who can guess faster?
He gets the chip.
Eats bugs and worms.
Doesn't fly away for the winter
Lives under the eaves. (Sparrow)
To where the house awaits him,
He can sing other people's songs,
And yet it has its own voice. (Starling)
Laughs all day. (Magpie)
They grow on a stump in the forest. (Honey mushrooms)
They grow under the birch trees, what are their names? (Boletus mushrooms)
Don't take him out of the clearing, what's his name? ( Pale grebe)
He is wearing a red hat, and there are pots on it. (Amanita)
Thin Antoshka is coming. (Rain)
It dies in autumn and warms in winter. (Tree)
a white canvas hung. (Fog)
The rye is ripening
When does this happen? (In summer)
Under the white snow cap
We found a little flower
Half frozen, barely alive! (Snowdrop)
He never calls. (Bell)
Going into green house –
You will see miracles in it. (Forest)
5 Fine tour “Let's save our Earth together”
Each team must draw an environmental poster within the allotted time (5 minutes). Participants are given markers and whatman paper.
While the teams are preparing for this competition, we have a “Game with Spectators”.
Summer is a wonderful time
The kids are screaming... (Hooray!)
- We have both rivers and forests
They give in the summer...(miracles)
- Who performed the miracle?
In the summer, into a fairy tale... (turned)?
- Who made the whole world like this:
Loud, joyful...(colored)?
- The whole Earth became circle
Bright, colorful... (carpet).
- Where above the dome of heaven
It turns lushly green... (forest).
- And flowers are blooming around
Unprecedented... (beauty).
- Here, greeting the guys,
Bells... (ringing).
- How nice it is for us to run
Along the chamomile... (meadows)!
- Like sunbeams,
Golden... (dandelions).
- Into the world of goodness and beauty
Transform the world... (flowers)!
Guys, telegrams have arrived for you. Listen to what they say.
Your woodpecker."
Yours true friends: Willow, Bird cherry, Lilac.”
Teacher: What answers will you send to these telegrams? What help can you provide?
Guys, I suggest you answer the questions.
(You can’t pick up the dream grass, it is under protection. You also can’t replant it. In the fall, you need to collect the seeds and plant them in a place that is not too dark.)
(A fire pit in the forest does not become overgrown for 5-7 years, and it takes 90 years for a tin can to completely decompose, plastic bag– 200 years.)
6 Tour “Ecological signs”
Take care of the Earth
Take care of the earth!
Take care of the lark
At the blue zenith.
- Take care of the mountains,
rivers and forests,
Let it not disappear
There is beauty in life!
Each team is given 5 symbols. Participants, in turn, must name the rules of conduct in the forest, according to the signs:
Teacher: - Famous writer MM. Prishvin said: “Take care of nature! If there is water and not a single fish, I won’t trust the water. And even if there is oxygen in the air, but birds don’t fly in it, I won’t trust the air either. A forest without animals is not a forest...”
... You, man, loving nature,
At least sometimes feel sorry for her.
On pleasure trips
Don't trample its fields!
And don't exhaust it to the bottom.
And remember the simple truth:
Don't burn her recklessly
There are few of us - and she is alone! (V. Shefner)
The song by Y. Chichkov to the words of M. Plyatskovsky “This is called nature” is performed by all participants:
We love the forest at any time of the year,
We hear the rivers speaking slowly...
All this is called nature,
Let's always take care of her!
The results of the game are summed up. Teams are awarded.
Teacher: Guys, I hope you will love even more native nature, show interest in her, protect her. Our competitions helped you expand your knowledge about nature, as well as show your caring attitude towards it. Thank you.
Lezhneva Oksana Sergeevna
Preschool age is an important stage in the development of an individual’s ecological culture. Ecological games contribute not only to gaining knowledge about objects and natural phenomena, but also develop skills in careful and non-destructive handling of the environment.
While playing, children learn to love, learn, cherish and multiply.
The games offered contain interesting facts about the life of animals and plants, puzzles and intricate questions about nature and promote the development of curiosity.
Ball game "I know..."
Target: To develop the ability to name several objects of the same type.
Develop the ability to combine objects based on common features.
Game actions:
Children stand in a circle, with the leader with the ball in the center. The presenter throws the ball and names a class of natural objects (birds, trees, flowers, animals, plants, insects, fish). The child who caught the ball says: “I know 5 flower names” and lists them (for example, chamomile, cornflower, dandelion, clover, porridge) and returns the ball to the leader. The leader throws the ball to the second child and says: “Birds” and so on.
"Birds, fish, animals"
Target: To train children in the ability to name an object of a certain group of objects.
Game actions:
The presenter throws the ball to the child and says the word “birds.” The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. Next child must name the bird, but not repeat it. The game is played in a similar way with the words “animals” and “fish”.
"Guess what's in your hand"
Target: Identify vegetables, fruits and berries by touch.
Game actions:
Children stand in a circle with their hands behind their backs. The teacher places models of vegetables, berries and fruits in the children’s hands. Children must guess. The teacher shows, for example, a pear and asks to determine who has the same object (fruit, vegetable, berry).
“Guess which bird is singing?”
Target: The ability to identify bird calls from sound recordings.
Determine which bird sings and how it sings (subtly, sonorously, melodiously, loudly, quietly, drawn out, etc.).
Cultivate interest and caring attitude towards birds.
Game actions:
The teacher offers to listen to a recording of bird voices. We need to determine which bird is singing. How can you determine by its voice which bird sings and how. Invite children to practice pronouncing the sounds of bird songs. The game uses a disc with recordings of bird voices.
"Plants of the forest, garden, vegetable garden"
Target: Expand children's knowledge about plants in the forest, garden and vegetable garden.
Game actions: similar to the game “I know...”
"Garden - vegetable garden"
Target: To consolidate children's knowledge of what grows in the garden or vegetable garden.
Develop children's memory and attention.
Game actions:
The teacher brings a basket of vegetables and fruits.
Children, I accidentally mixed up vegetables and fruits. Help me please. During the game, children summarize objects in one word and determine the place where vegetables and fruits grow.
"What is this?"
Target: Exercise children in the ability to guess living or inanimate objects nature.
Describe the characteristics of objects.
Game actions:
The teacher or presenter makes a wish for a living or inanimate nature and begins to list its signs, and the children must guess the given object.
"Intricate Questions"
Target: Develop intelligence and resourcefulness.
Game actions:
The teacher reads a riddle-task:
Four birches grew.
On every birch -
Four large branches,
On every big branch -
Four small branches each
On every little branch -
Four apples each.
How many apples are there in total?
"Flies, swims, runs"
Target: Depict the way an object moves.
Game actions:
The presenter names or shows the children an object of living nature and invites the children to depict the method of movement of this object. For example, when hearing the word “bear,” children begin to imitate walking like a bear; “magpie” children begin to wave their arms and so on.
"Migration of Birds"
Target: Recognize and name wintering and migratory birds.
Reinforce the concept of “wintering” and “migratory”.
Game actions:
Object pictures of birds are laid out on the table. Each participant in the game takes a picture and “turns” into a certain bird. The child says: “I am a crow!”, “I am a sparrow!”, “I am a crane!”, “I am a cuckoo!” and so on. At the leader’s signal: “One, two, three, fly to your place!”, children who have pictures depicting wintering birds run to a conventional image (winter landscape), other children who have pictures depicting migratory birds run to another conventional sign(spring landscape). You can play several times, children must take different pictures.
“Alike - not alike”
Target: To develop in children the ability to abstract, generalize, highlight objects,
Similar in some properties and different in others, compare, compare objects or images.
Game actions:
The game uses a game screen with three “slot windows” into which tapes with symbols properties; ribbons - strips with designations of the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
The options may be different:
1 option: The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second “window”.
At the initial stage of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first “window” is an apple, the second “window” is a circle, the third “window” is a ball.
Option 2: One child installs the first “window”, the second child selects and sets the property that the data has, the third child must select an object that fits the first and second “windows”. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3: used in the final stages of development. You can play with large group children. The child asks a “riddle” - he lines up images in the first and third “windows” that have a common property, while the second “window” is hidden. The rest of the children guess how the depicted objects are similar. The child who named it correctly general property, get the right to open a second “window” or make a new “riddle”.
“Who lives where?”
Target: Determine the habitat of the animal, correctly determine the place of the “home” of the object.
Game actions:
The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (hole, hollow, den, river, nest, and so on).
"Seasons"
Target: To form in children concepts about the seasons and the dependence of living nature on seasonal changes occurring in inanimate nature.
Game actions:
The teacher tells the children that the seasons are constantly changing. Children name the seasons and characteristic features sequentially.
The teacher shows pictures depicting the season and pictures of objects that are undergoing various changes, for example, a white hare - winter; a blossoming snowdrop means spring, ripe strawberries mean summer, and so on. Children must explain the contents of the picture.
"Question - answer"
Target: Develop the ability to answer questions posed.
Show resourcefulness and intelligence.
Game actions:
The teacher asks questions and the children answer
Questions:
1.Why does a person look back? (because he has no eyes on the back of his head).
2.Why does a cat run? (can't fly).
3.What kind of comb can you use to comb your head? (rooster).
4.How many eggs can you eat on an empty stomach? (one thing: after the first one there will be no more fasting).
5. Why does a goose swim? (from the shore).
6. How will you reach the sky? (with a glance).
7.What does the dog run on? (on the ground).
8.What can you see from eyes closed? (dream).
9.What can’t you bake bread without? (no crust).
10. Why is there a tongue in the mouth? (behind the teeth)
11. Who has a hat without a head, a leg without a boot? (at the mushroom).
"Flowers" (outdoor game)
Target: Name and identify flowers.
To cultivate love and the ability to admire their beauty.
Game actions:
Children remember garden and forest flowers and compare them.
Each participant in the game chooses a flower emblem for themselves. Each child has his own picture. Several children cannot have the same name.
By lot, the chosen flower, for example, cornflower, begins the game.
He names a flower, for example a poppy or a rose. Poppy runs, and the cornflower catches up with him. When the poppy is in danger of being caught, he names some other flower participating in the game. The named flower runs away.
The caught flower changes its name and is included in the game again. The winner is the one who has never been caught.
"Puzzles"
Target: Expand children's knowledge about the animal and plant world.
Promote the ability to think and make inferences.
Cultivate a friendly attitude towards animals and plants.
Game actions:
A teacher or a trained child asks problems - puzzles:
1. Six sparrows are sitting in the garden bed, five more have flown to them. The cat crept up and grabbed one sparrow. How many sparrows are left?
2. A pair of horses ran 40 km. How many kilometers did each horse run?
3. Garden flowers grew in the clearing: daisies, cornflowers, roses, clover, violet. Tanya picked all 1 rose, 2 clovers, 3 daisies. How many flowers does Tanya have in her bouquet? (identify garden and forest flowers, count only forest flowers).
4. There are fruits in the vase: bananas, oranges, apples, tomatoes, cucumbers, lemons. How many fruits are in the vase?
5. Succulent trees grew in the garden bed, delicious apples and tangerines, ripe cherry and eggplant. How many vegetables grew in the garden?
"Find out from the advertisements"
Target: Continue to introduce the characteristics of animals and birds ( appearance, behavior, habitat)
Develop logical thinking.
Game actions:
The teacher invites the children to play. Explains the rules of the game, you need to listen carefully to the announcement and guess who it is about (animal or bird), the announcement says. The one who guessed correctly gets a chip and the result is summed up at the end of the game.
1. Come visit me! I don't have an address. I always carry my house on me.
2. Friends! Anyone who needs needles, contact me.
3. Tired of crawling! I want to take off. Who will lend the wings?
4. Will I help everyone whose alarm clock is broken?
5. Please wake me up in the spring. Better come with honey.
6. I want to build a nest. Lend, give down and feathers.
7. It became very boring for me to howl at the moon alone. Who will keep me company?
8. To the one who finds my tail! Keep it as a keepsake. I'm successfully growing a new one!
9. I’ve been waiting for a friend for 150 years! The character is positive. There is only one drawback - slowness.
10. Everyone, everyone, everyone! Who has a need for horns? Contact me once a year.
11. I teach all sciences! Of the chicks for short time I make birds. Please note that I conduct classes at night.
12. I can help kind but lonely birds find family happiness! Hatch my chicks! I have never experienced maternal feelings and never will. I wish you happiness in your personal life. Cuckoo!
13. I am the most charming and attractive! I'll fool anyone you want to deceive. Considering all this, I urge you to call me by my first name and patronymic. Don't call her Patrikeevna anymore!
“Where does it ripen?”
Target: Exercise the ability to use knowledge about plants, compare the fruit of a tree with its leaves.
Game actions:
Two branches are laid out on the flannelgraph: on one - the fruit and leaves of one plant (apple tree), on the other - the fruits and leaves of the plants. (For example, gooseberry leaves and pear fruits). The presenter asks the question: “Which fruits ripen and which don’t?” Children correct mistakes made in drawing up a drawing.
"The postman brought a letter"
Target: Develop the ability to describe objects and recognize them by description.
Game actions:
The teacher brings a box to the group and says that the postman brought a parcel. In the parcel different vegetables and fruits. Children take packages out of the box, look into them and describe what the postman brought them. The rest of the children guess.
"Bird"
Target: Identify trees by their leaves.
Teach children to behave correctly in the game: do not give hints to each other, do not interrupt their peers.
Game actions:
Before the game starts, children remember various trees, compare them by the shape and size of the leaves.
Before the game, children must choose a phantom for themselves - any small thing, toy. Players sit down and choose a forfeit collector. He sits in the middle of the circle and gives the other players the names of the trees (oak, maple, linden, etc.) and the children take and put on a wreath of leaves. Everyone must remember their name. The forfeit collector says: “A bird flew in and sat on an oak tree.” The oak should answer: “I wasn’t on the oak tree, I flew to the tree.” The tree names another tree and so on. Whoever misses gives away a forfeit. At the end of the game, forfeits are redeemed.
"Snowball"
Target: Expand children’s knowledge about migratory birds.”
Develop attention and observation skills.
Game actions:
The presenter shows a picture that shows migrant.
Children look at the picture and talk about it in turn: the first child - the first sentence, the second child - the previous sentence and his own, the third child - repeats the two previous ones and adds his own. For example: “The rook is a migratory bird.” – “The rook is a migratory bird. It's big and black." – “The rook is a migratory bird. He's big and black. Their habitat is called a rookery,” and so on.
“Who should we treat with what?”
Target: Know what animals and birds eat.
Game actions:
The leader throws the ball to the children and names the object (animal, bird), and the children answer and return the ball to the leader. For example, a sparrow - crumbs and seeds; tit - lard; cow - hay; rabbit - carrot; cat - mouse, milk; squirrel – pine cone, berries and so on.
Game "Good - Bad"
Target: Improve children's knowledge about the phenomena of living and inanimate nature, animals and plants.
Game actions:
The teacher or teacher offers children different situations, and the children make conclusions, for example: “Is a clear sunny day in the fall good or bad?”, “All the wolves have disappeared in the forest - is this good or bad?”, “It rains every day - is this bad or bad?” good?", "Is a snowy winter good or bad?", "All the trees are green - is this good or bad?", "A lot of flowers in our garden - is this good or bad?", "Grandma in the village has a cow - is this good or bad?”, “All the birds on earth have disappeared - is that bad or good?” and so on.
"Who's after who?"
Target: Show children that in nature everything is connected to each other.
Continue to instill in children a caring attitude towards all animals.
Game actions:
The teacher invites the called child to connect with a ribbon all the animals that hunt each other. Other children also help find correct pictures with animals. You can suggest starting the game with a plant, a frog or a mosquito.
"To each his place"
Target: To develop in children the ability to use schematic images of generalizing concepts.
Develop independence and the ability to think logically.
Game actions:
The teacher distributes one card to each child (of the same type). Then he distributes one picture to each child in turn. Children, having received a picture, must place it under a schematic representation of the concept to which the image in this picture fits. When all the pictures have been sorted out, the children check the correctness of their actions and the actions of their peers.
Children must independently check whether the task was completed correctly and explain why they did it that way.
“The Falcon and the Fox” (outdoor game)
Target: Expand children's knowledge about wild animals and birds of prey.
Ability to act quickly on a signal from a leader.
Game actions:
The teacher invites the children to play the game “Falcon and Fox”. Shows a picture of a falcon and talks about where this bird lives and how it behaves.
Remember the habits of a fox.
Choose a “falcon” and a fox according to the children’s wishes or use counting rhymes.
The rest of the children are “falcons”. The falcon teaches his falcons to fly. He runs easily different directions and at the same time makes flying movements with his hands. A flock of falcon chicks runs after the falcon and exactly repeats its movements. At this time, a fox suddenly jumps out of the hole.
The falcons quickly squat down so that the fox does not notice them.
The appearance of the fox is determined by the leader's signal. The fox catches those who did not have time to sit down.
“What will happen if...?”
Target: Know what to do in order to protect, preserve and increase nature.
Develop the ability to draw conclusions and inferences.
Game actions:
The teacher sets a situation for discussion with the children, from which the children come to the conclusion that it is necessary to maintain a sense of proportion and protect nature. For example: what will happen if one boy throws a Coke can into the river? How about two? How about three? Are there many boys? What happens if one family brings an armful of snowdrops from the forest on the weekend? Two families? Five? What happens if one driver's car emits a lot of exhaust gases? Three cars? Half the city's drivers? What will happen if one person in the forest turns on the tape recorder at full power? A group of tourists? All vacationers in the forest? (Similarly - about a fire, about a broken branch, about a caught butterfly, about a ruined nest, and so on).
Literature
1. Voronkevich O.A. Welcome to ecology! St. Petersburg “Childhood-Press”, 2003.
2. Gor’kova L. G., Kochergina A. V., Obukhova L. A. Lesson scenarios for environmental education preschoolers. M.: “Vako”, 2007.
3. Kondratyeva N.N. "We". Children's Environmental Education Program, 2004.
4. Makhaneva M.D. Ecological development preschool and younger children school age. M.: Arkti, 2004.
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: To consolidate children's knowledge about the food chains of a 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 various gifts of 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 characteristic shape and different densities: 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 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?
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 autumn).
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 different objects out of the bag and name them, indicating what each object 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 useful concepts 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, chocolates, 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 its picture, “settle” it by showing the card to the teacher.
Take care of 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 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.
"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 consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).
"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, porcini 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 herbivores, which in turn feed 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 easily cope with game tasks, the chains can be lengthened.
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 ones
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 its 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.
Take care of 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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