Ecological path project. Thematic week "ecological trail"

Project

Performed:

Artyushenko Yulia Valerievna

Content

Introduction……………………………………………………………………………….3

Project Information Card……………………………………………………...8

Project passport……………………………………………………………17

Project implementation………………………………………………………...23

Literature…………………………………………………………………………………32

Appendix………………………………………………………………...34

Introduction

A characteristic feature of our timeneither is the activation of humanistic tendencies in the education of subracesmelting generation (A.G. Asmolov, S.G. Vershlovsky, A.G. Kozlova,I.A. Kolesnikova, V.G. Maralov, etc.). Purpose educational process becomes the development of the humanistic orientation of the individual in relation topeople, nature, starting from preschool age(Sh.A.Amonashvili,T.I.Babaeva, R.S.Bure, B.T.Likhachev, A.V.Petrovsky, V.A.Sitarov, etc.).

The search for effective ways and means of this development is recognized as relevant today pedagogical problem. Its decision is associated, among other things, with the introduction of children to environmental culture - a layer of culture with great moral, humanistic content, focused on conservationdevelopment and reproduction of universal human values ​​in relation to nature(E.V. Girusov, A.A. Gorelov, A.N. Zakhlebny, I.D. Zverev, I.T. Suravegina, etc.). Appropriation of an accessible part of its content during environmental educationenriches the personality with a number of humanistic attitudes: awarenessvalues ​​of life, respect for nature as a value, understanding of the significancecaring attitude towards it, and through this contributes to solving the problem of overcoming the environmental crisis (S.V. Alekseev, L.I. Ponomareva, etc.).

).

In the process of communicating with nature and developing emotional responsiveness, children develop the ability and desire to actively preserve and protect nature, i.e. see objects in all the diversity of their properties and qualities, features and manifestations; participate in creating the necessary conditions for the normal functioning of living beings in the sphere of children's activities; understand the importance of nature conservation; consciously follow the norms of behavior in nature. All this is possible only as a result of competent and reasonable training and education of preschool children.

Environmental education has already become an integral part of preschool pedagogy. This is why teachers have many questions. How to create an effective environmental education system in kindergarten based on an integrated approach? How to ensure that the ideas of environmental education are implemented through different types child’s activities: experimentation, observation, work, play, musical, visual, physical activity? How to create a developing environment (ecological room, laboratory, living corner, mini-museums, ecological path, etc.); what techniques to use when working with children; Why does a preschool institution need an “Ecological Passport”?

The introduction of Federal state requirements requires the implementation of the principle of integration in the educational process of preschool educational institutions, as a condition for improving the quality of preschool education. One of the relevant and effective methods that implement this principle is the project method. One of the ways to implement the principle of integration is to use an ecological path when working with children as a developmental environment.

Ecological trail is a specially equipped route passing through various ecological systems and other natural objects. Along the route, visitors receive oral (with the help of a guide) or written (stands, sold-out houses, etc.) information about these objects. Organizing an ecological trail is one of the forms of developing an ecological culture and responsible behavior of people in nature. With the help of such trails, tourists’ knowledge of their environment (flora and fauna, geological structure of the area, etc.) is deepened and expanded, and their understanding of the patterns of biological and other natural processes is improved. This increases people’s responsibility for preserving the environment and promotes a sense of love for nature and their homeland.

Along with its attractiveness, another important property of the trail is its information content. The information received here can be conditionally divided into cognitive “educational” and prescriptive. Each type of information corresponds to “its own” objects on the route and its own signs-symbols (reminiscent of road signs). Natural objects act as a source predominantly educational information. These are types of plants, animals, landforms, soils and other elements of living and inanimate nature. The most popular among children and adults are biological objects: plants, mushrooms, animals. They are the ones who are most exposed to human influence.

A number of objects in the trail area can be created with your own hands, skillfully fitting them into the surrounding landscape. You can create a series of botanical sites in the route area, planting on them medicinal, rare or endangered plant species characteristic of the area. At the same time, information boards, signs with pointers, numbers or symbols, installed at certain distances and near particularly interesting objects, allow you to quickly obtain relevant information and direct the movement of visitors along a given route.

Ecological trails, in addition to educational excursions, conducting classes, and observations, can be used to organize monitoring and design activities, implement social and environmental projects, conduct environmental holidays, as well as environmental campaigns, including campaigns for cleaning the territory and caring for planted plants.

Using the ecological and educational potential of the educational eco-trail, it is possible to make traditional environmental campaigns: “Feed the birds in winter”, “Give a flower to the kindergarten”, “I grow with my tree”, etc. One of the areas of activity can be the organization of environmental monitoring, which contributes to increasing interest in nature in children.

The main contingent of visitors are pupils of preschool educational institutions, teachers, and parents. Multi-level available, interesting information at stops given taking into account age characteristics children. Average duration excursion route 15-20 minutes. You can develop several thematic excursions depending on the saturation of the trail with various objects.

The ecological trail can be used in all seasons of the year.

Based on the above, we can conclude that the theme of the Project"Uh ecological trail in a preschool educational institution" is relevant.

Goal of the work : the formation of the beginnings of an ecological culture, the formation of a consciously correct attitude towards nature in all its diversity, towards the people who protect it using excursions along the ecological trail.

Tasks : deepen and expand the knowledge of preschool children about their environment (flora and fauna, geological structure of the area, etc.), improve understanding of the patterns of biological and other natural processes, increase responsibility for preserving the environment.

Expected results:

Increasing the role of the natural environment in environmental education of children.

Increasing the direct participation of children in organizing and conducting various environmental events.

Increasing the level of knowledge in preschool children about the ecology of their hometown and nature conservation.

Forms and methods of working with preschoolers during the project implementation:

• Educational conversations

• Didactic games

• Conducting observations of natural objects

• Outdoor games

• Celebrations

• Organization of excursions along the ecological trail

• Joint activities of children and parents to create crafts and drawings, design albums, photo newspapers, book exhibitions

• Reading works about animals and plants

• Productive activities: origami, drawing, applications, etc.

• Compiling fairy tales

• Design of project materials

Basic regulatory documents defining new priorities for the development of preschool education

Constitution of the Russian Federation

Law of the Russian Federation “On Education” (1992, as amended on January 13, 1996)

National Doctrine of Education in the Russian Federation(Resolution of the Government of the Russian Federation dated October 4, 2000 No. 751)

Federal Law “On Environmental Protection” dated January 10, 2002 N7-FZ

Concept of the Russian Federation's transition to sustainable development (1996)

Environmental Doctrine of the Russian Federation (2002)

World Monitoring Report “UNESCO Education for All Programme”. Ed. UNESCO, 2007.

Environmental Code of Moscow dated June 16, 2004

Decree of the President of the Russian Federation of February 41994 No. 236 “On the state strategy of the Russian Federation for environmental protection and sustainable development”

Convention on the Rights of the Child

Law “On the development of education in the city of Moscow” (dated July 20, 2001)

Government Decree “On the City Target Program for the Development of Education (“Capital Education for 2012-2016”)

Concept of long-term socio-economic development of the Russian Federation for the period until 2020 (Order of the Government of the Russian Federation dated November 17, 2008 No. 1662-r)

Model regulations on a preschool educational institution (Resolution of the Government of the Russian Federation dated September 12, 2008 No. 666)

Federal state requirements for the structure of the main general education program preschool education (order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009)

SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations” (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 22, 2010

№ 91)

Preschool education concept

Approximate basic general education program for preschool education, ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva

Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009. No. 655 “On the approval and implementation of the FGT to the structure of the main general education program of preschool education”

Order of the Ministry of Defense and Science of the Russian Federation dated July 20, 2011. No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education”

Letter of the Ministry of Education of the Russian Federation dated 06/02/98 No. 89-34-16 “On the implementation of the right of a preschool educational institution to choose programs and pedagogical technologies”

Methodological letter of the Ministry of Defense of the Russian Federation dated 07.01. 99g No. 70/23-16 “On the practice of diagnosing child development in the preschool education system”

Value-target settings of the project

Priority directions public policy RF

Environmental conservation, conservation unique nature Russia and the city of Moscow as the basis for the spiritual and moral development of the personality of a citizen of Russia, a citizen of the world.

Development of skills and abilities in acmeological training of student interaction, productive interaction with children in the field of environmental and noxological education, education of environmental safety.

Formation and development of environmental consciousness and behavior of students.

Fostering the individual’s need for a caring attitude towards nature, the desire to protect it in the system of the metropolis and the whole country.

Initial conceptual provisions of the project

A humanistic, personality-oriented, activity-based paradigm for the education and upbringing of environmentally literate students who are able to understand and love the world around them, nature and treat them with care, the acquisition of values ​​accepted in the Russian and world community that correspond to the tasks of environmental education.

Technologies used

Technology of critical thinking

Peer learning technology

Project-based learning technology

Problem-based modular training

Dialogue of cultures

Cultural practices

Use of information and computer technologies (ICT)

Technologies for student-centered learning (problem-based)

Integrated Technologies

Portfolio technology

Moderation technology (coaching)

Forms of work

Interdisciplinary

Integrative

Communication

Active

Discussion

Use of ICT

Dominant activity

Extracurricular independent activities of students

Information

Research

Design and research

Practice-oriented

Subject content area

Interdisciplinary

Over-subject

Form of organization

Group

Educational and methodological equipment

Scientific literature

Methodological literature

Regulatory documents

Encyclopedias

Information equipment

Printed sources

Internet resources

Content Components

Project

“Ecological trail in a preschool educational institution”

Axiological - providesbuilding environmental skillsliterate and safe behavior and elemental ideas about the dependence of human health on the state of the environmentenvironment and own behavior;formation of an active system of propaganda of ideassustainable development and the creation of an appropriate system of upbringing and education.

Cognitive - provides students with knowledge that contributes to successful life in different conditions, including in social conditions.

Activity-creative - involves the inclusion of students in active environmental education of preschool children in order to develop their environmental knowledge and increase the level of environmental awareness.

Competency-oriented - is aimed at developing in the graduate the readiness to effectively co-organize internal (knowledge, skills, values, psychological characteristics, etc.) and external resources to achieve the set goal.

Project Keywords

Bioethical education - this is the most complete and logical solution to the problems of education, this is the formation of harmonious developed personality, guided in its actions not simply by traditions, not by anthropocentric morality, justifying bad methods with noble goals, but assessing the needs of every living being fairly and taking them into account in its activities.

Ecological culture is the totality of people's experience of interaction withnature, ensuring the survival and development of man, which is expressed in the form of theoretical knowledge and methods practical actions in nature and society,moral norms, values ​​and cultural traditions.

Ecological culture of personality - it is socially necessary moral quality personality, including human knowledge about nature, the relationships between society and the environment, ways to preserve and assist it.

Ecological thinking is a process that anticipates at the conceptual levelpractical implementation of environmentally feasible activities.

Environmental awareness - the result of the child’s mastery during environmentalnurturing the values ​​of ecological culture. It manifests itself as a result of qualitativeeducation of environmental knowledge and skills mastered by a preschooler, experience of a humane attitude towards nature and is expressed in a humane and value-based attitude towards it.

Environmental education is an educational process that addresses the relationship of man with his natural and man-made environment and includes the relationship of population, pollution, resource distribution and depletion, conservation, transportation, technology, urban and rural planning with the entire human environment.

Ecologization of consciousness – these are processes related to optimization and harmonizationinteractions between society and nature, and the changes that arise in the spiritual andmaterial life in connection with the requirements of modern ecological situation. Ecologization of consciousness is a change in the direction of consciousness, its orientation towards moreadequate reflection of the state of the external environment.

Ecological consciousness - this is an adequate reflection of a person’s experience of his interaction with nature, including charactera value-based and responsible attitude towards nature. Ecological consciousness - a statement of the result, the level at which awareness is locatedprocesses of interaction between society and nature.

Competence - the quality of an individual’s actions, manifested in adequate and effective solution some class socioculturally

significant tasks relatively unregulated (problematic) nature.

Competence - subjects of jurisdiction determined by law (scope of activity, range of issues to be resolved), the corresponding scope of powers and the limits of activity of an official or government body.

Noxology - (Greek noxo - danger) - the science of the dangers of the material world of the Universe. The general goal of studying noxology is to deepen and develop knowledge about the security system in the conditions of negative factors of the technosphere, as well as to develop skills in the practical use of knowledge in the field of security in the implementation of organizational, managerial and operational professional activities.

Noxological competence – an integral characteristic of a person, determined by his noxological culture, noxological worldview and level of mastery of a set of noxological competencies.

Environmental competence - this is the individual’s ability to engage in environmental activities, based on knowledge, skills and abilities; elementary environmental competence presupposes the ability to determine the level and nature of the ecosystems of one’s locality, school, school site, city, region.

Federal State Educational Standard - Federal state educational standard for preschool education programs. Change of educational paradigm (goal). Instead of transferring the sum of knowledge - DEVELOPMENT of the child’s personality based on mastering methods of activity.

Types of activities of a preschooler (according to the Federal State Educational Standard) – play activity(leader), communicative, labor, cognitive-research, productive, musical and artistic, reading.

Activity approach -

Subject-oriented organization and management by the teacher of the child’s activities when he solves specially organized educational tasks of varying complexity and issues. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person.

It involves opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of one or another opportunity.

Project Passport
Project name	Ecological trail in a preschool educational institution
Justification of the relevance of the Project	Of particular importance is the development of a careful attitude towards nature acquiredbegins in preschool childhood, when the foundations of value relations are laidAs a child approaches the world, the basis of his personal culture is formed(B.G. Ananyev, L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, A.A. Lyublinskaya and others.). One of the keys to successful environmental education is the creation of an atmosphere that promotes the development of emotional sensitivity and responsiveness in children. Positive emotions, according to psychologists, are powerful stimulants of human activity. The development of humane feelings in a child is influenced by the direct activities of preschool children under the guidance of a teacher in a corner of nature (caring for plants and animals), in the garden, in the flower garden, and on walks. In the process of communicating with nature and developing emotional responsiveness, children develop the ability and desire to actively preserve and protect nature, i.e. see objects in all the diversity of their properties and qualities, features and manifestations; participate in creating the necessary conditions for the normal functioning of living beings in the sphere of children's activities; understand the importance of nature conservation; consciously follow the norms of behavior in nature. All this is possible only as a result of competent and reasonable training and education of preschool children. Environmental education has already become an integral part of preschool pedagogy. The project method allows preschool children to become involved in environmental activities and contributes to the formation of elements of environmental culture in them.
Methodological basis of the Project	Problem: How will project activities contribute to the environmental education of preschool children? Objective of the project : creation of software and methodological support for the educational process on environmental education of preschool children in preschool educational institutions using the project method;the formation of the beginnings of an ecological culture, the formation of a consciously correct attitude towards nature in all its diversity, towards the people who protect it using excursions along the ecological trail. An object: studying the problem of using the project method in environmental education of preschool children. Item: using the project method in the process of environmental education for preschool children. Hypothesis: the process of environmental education for preschool children using project activities will be effective if the following conditions are met: an ecologized subject-development environment for the preschool educational institution will be created; environmental education will be more significant in connection with the introduction of a new activity-based paradigm of preschool education; the age and individual characteristics of children will be taken into account; A variety of integrated children's activities will be used. In accordance with the purpose and hypothesis, the following were put forward:tasks: study the project method in the system of environmental education for preschool children; develop a project and test it in the education system for children of senior preschool age; draw conclusions based on the results of the project; to form in preschoolers elementary ideas about natural objects and their relationships; study the interaction of living organisms with the outside world, identifying the benefits and harm of the flora and fauna of the ecosystem through observations and conversations; explore the functional features of life support systems of living organisms; develop imagination, creativity, cognitive interest, thinking, ability to analyze, compare, generalize; reflect knowledge gained through experience in various types activities (visual, mental, play); study the impact of human activities on the environment. Methodological and theoretical basis of the Project ideas of a close connection between the pedagogical process and the spiritual life of society, a systematic analysis of the knowledge of reality appeared, the ideas of scientists in the field of philosophy, anthropology, pedagogy, psychology and advanced pedagogical experience were used - (A.S. Arsenyev, P.P. Blonsky, L.A. Wenger, V.I. Vernadsky, L.S. Vygotsky, P.Ya. Galperin, A.V. Golovlev, V.V. Davydov, L.V. Zankov, A.V. Zaporozhets, P.F. A.N. Leontiev, A.R. Luria, N.A. Menchinskaya, J. Piaget, S. L. Rubinstein, N. F. Talyzina, D. B. Elkonin). The study was based on the methodological justification of the process environmental education(N.D. Zverev, N.N. Kondratyeva, N.M. Mamedov, I.T. Suravegina, N.N. Nikolaeva), on the theory of activity developed by psychologists (L.S. Vygotsky, V.V. Davydov, S.L. Rubinstein). Theoretical significance of the Project. A theoretical and methodological substantiation of the conceptual position is presented that the process of forming environmental knowledge of preschoolers using project activities has its own characteristics in theoretical approaches, content and forms of environmental education in a preschool educational institution. Scientific novelty of the research is as follows: in substantiating the possibility and necessity of environmental education for preschool children, where the features of FGT are the fundamental provisions; in clarifying the structure and content of the main components of the ecological culture of preschool children in preschool educational institutions; in the development of an innovative model of the ecological and developmental subject environment of a preschool educational institution on a module-competency basis; in determining the criteria for the formation of the ecological culture of preschool children in preschool educational institutions. Practical significance of the study is determined by the possibility of using the theoretical provisions and conclusions contained in it, scientific and methodological materials and recommendations in the process of improving the work on environmental education of preschool children. Samples of tasks, trainings, and games can serve as a guide for pedagogical creativity, organization of scientific and humanitarian exploration of the natural world by preschool children, ensuring their environmental literacy.
Participants	Teacher, children, parents
Implementation period	Spring-summer period (March-April-May-June)
Project functions	Diagnostic – records changes in the formation of environmental knowledge among preschool children in the process of environmental education and upbringing. Goal-setting – supports educational goals (what we teach the child and why). Motivational – encourages the child’s achievements in understanding the world around him. Developmental – ensures continuity of the learning and development process from year to year.
Integration of cognitive domains	Cognition, communication, reading fiction, music, artistic creativity, labor, physical education.
Expected Results	increasing the level of environmental knowledge, cognitive and speech activity of children; children have developed a stable interest in objects of living and inanimate nature; formation in children of a humane attitude towards all living things, a sense of mercy; children are able to apply the acquired knowledge in other activities.

Project implementation The ecological trail has various viewpoints: Flower garden Shrubs Trees Birds Meadow Perspective plan for the route of the ecological trail (designed for senior and preparatory groups.) - clarify children’s ideas about flower beds, the diversity of flowering plants, their names, structure, methods of care, growth conditions; Teach to understand the benefits and importance of nature for Have a good mood and well-being.	Perennial and annual flowering plants: tulips, irises, daffodils, calendula.
"Shrubs" "Trees"	Fix the name of trees and shrubs, their structure, external characteristics; Teach children to distinguish trees and shrubs by external signs; Systematize ideas about coniferous and deciduous trees; Bring up careful attitude to trees and bushes.	Lilac; rose hip; birch; spruce; maple; Rowan.
"Birds"	To deepen children’s knowledge about migratory and wintering birds and their way of life; To form ideas about the role of birds in the life of the forest; Cultivate a caring attitude towards birds.	Birds: pigeons, sparrows, crows, magpies. Bird houses, bird nests in trees.
"Meadow"	Encourage children to enjoy the first spring flowers, consolidate their name, teach them to find differences in plants in the characteristics of the stem, flowers, leaves; Give an idea about insects, their lifestyle, similarities and distinctive features; Foster a sense of respect for the natural community of the meadow.	Flowers: coltsfoot, dandelion, chamomile, clover. Herbs, insects.

Stage 1. Preparatory

The objectives of the project at the first stage are:

getting into the problem

getting used to the game situation,

acceptance of tasks and goals, as well as addition to project objectives.

The last point is very important, since one of the most important tasks of a teacher is to develop an active life position in children; Children should be able to independently find and identifyproblems that interest them.

Project activities

Tasks

Implementation deadlines

Studying the level of knowledge on the topic “Ecological trail”

Determining children's current knowledge about plants and animals in the world around them

One week before the start of the project

Selection methodological literature

Methodological support for the project

Selection of fiction

Information Support project

Within a week before the start of the project

Production of teaching aids on the topic

Providing the project with visual materials

Within a week before the start of the project

Writing class notes

Planning upcoming work

Within a week before the start of the project

Stage 2. Meaningful

At this stage, the teacher (in addition to organizing activities) helps children competently plan their own activities in solving assigned tasks.

Children are united into working groups, and roles are distributed.

The teacher, if necessary, provides the children with practical assistance, and also directs and monitors the implementation of the project.

Children develop a variety of knowledge, skills and abilities.

Project activities

Tasks

Implementation deadlines

Educational conversation “Spring has come”

Clarifying and expanding children's knowledge about the signs of spring

1st week of March

Observing primroses in a flower garden

Give an idea of ​​primroses, teach them to identify them by description

2nd week of March

D/i “Guess by the description”, “Whose flower?” "Couples"

Consolidating knowledge about primroses, enriching vocabulary

3rd week of March

Recording of P.I. Tchaikovsky “Waltz of the Flowers”

Teach the perception of the beauty of nature through music.

4th week of March

Origami "Flower Glade" ( teamwork)

Teaching children to transmit characteristics flowers using the origami technique.

Development of imagination

1st week of April

Observing buds on trees and bushes, talking about what happens to plants in spring

Development of children’s cognitive activity in the process of forming ideas about trees and shrubs

2nd week of April

D/i “Run to the named tree”, “Guess by the description”, “Which tree is the leaf from”

3rd week of April

Composing a fairy tale “About a tree”

Development of coherent speech, activation of vocabulary and vocabulary of signs

4th week of April

Drawing “My favorite tree in different seasons”

Teaching children to convey the image of a tree in different seasons. Development of figurative ideas

1st week of May

Holding an exhibition with the involvement of parents “Miracle Tree”

Introducing parents to the work carried out within the framework of the Ecological Trail project

2nd week of May

"Russian Birch Festival"

Expanding children's knowledge about their homeland, its symbols, and the beauty of their native land.

3rd week of May

Application “Trees and shrubs on our site”

Teaching children to create images of trees and shrubs using appliqué, conveying the features of their appearance

4th week of May

Bird watching in the areac.

Conversation “What benefits do birds bring”

Expanding children's understanding of birds, their way of life, distinctive features of appearance, and the benefits they bring

1st week of March

D/i “Who screams what?”, “Who eats what?”, “Guess by the plumage”

Consolidating and systematizing children's knowledge about birds.

2nd week of March

Cooperative activity children and parents to create crafts and drawings “Our feathered friends”

Development of a system of productive interaction between participants in the educational process.

Learning to apply acquired knowledge in independent creative activities.

3rd week of March

Exhibition of books on the topic “Birds” with illustrations

M. Prishvin,

N. Sladkov

Generating interest in the book. An explanation of how important drawings are in the book; showing how many interesting things can be learned by looking at book illustrations

4th week of March

Conversation “How birds winter”

Forming an idea of ​​what wintering birds eat, what needs to be helped and fed during the winter season

1st week of April

Reading a story

V. Bianchi “Forest Houses”

Familiarizing children with the features of their native nature, its inhabitants, forming a holistic picture of the world, including the ability to appreciate and preserve the beauty of their native land

2nd week of April

P/i “Migration of Birds”, “The Cat and the Sparrows”

Development of the ability to imitate movements and coordinate movements

3rd week of April

Observing plants in the meadow.

A conversation about the difference between garden and meadow plants.

Fixing the names of meadow and garden plants.

Development of children's vocabulary and coherent speech. Teaching children the ability to distinguish plants based on their characteristic appearance. Learning to see the beauty and diversity of the surrounding nature

1st week of May

Drawing “Dandelions in the grass”, “Clover”

Continued training in the process of drawing to convey the characteristic features of the appearance of meadow flowers

2nd week of May

Insect observation.

A conversation about the benefits and harm they bring.

Learning to name insects, recognize them by their distinctive features, and highlight characteristic features.

3rd week of May

Reading by V. Bianchi “Like an ant hurried home”

Familiarization with the habitat and benefits of ants. Cultivating a friendly attitude towards living beings.

Explanation of why anthills should not be destroyed.

4th week of May

Creating an album for viewing “Plants and insects of the meadow”

Generalization of children's ideas about the features of a meadow as an ecosystem.

1st week of June

D/i “Who lives where”, “Guess by the description”,

"It flies, it doesn't fly"

Consolidating knowledge about insects, their habitat, characteristic features

1st week of June

Modeling "Dragonfly and Ant",

“Caterpillar on a Leaf”, “Snail”,

« Ladybug»

Consolidating the ability to sculpt insects and convey the features of their appearance. Learning to combine works into a composition

2nd week of June

Productive activities:

"Draw an anthill"

“Build your own anthill”

Development of creative abilities, cognitive interest

Valentina Melnikova
Thematic planning in the middle group “Travel along an ecological trail”

Subject: « Traveling along the ecological trail»

Target: To promote the child’s further knowledge of the natural world, to introduce the signs and properties of plants as living organisms (they eat, breathe, grow, to expand ideas about seasonal changes, the simplest connections in nature, to consolidate knowledge of the rules of safe behavior in nature, to cultivate a caring attitude towards nature, the ability to notice the beauty of spring nature.

Morning exercise complex No. 7 (repetition) Speech: “Accustom yourself to order, do exercises every day”

Final event: conversation on the topic “How to behave in nature”

Educational activities in special moments

Individual work

Development organization environment for independent activities of children

Variable part

P, S/K, F, 1. Conversation on issues: “What insects appear with the arrival of spring? What do insects do in winter? What benefits do they bring to people?

2. D/game "Tell me about the insect" Target: learn to compose short story according to the picture.

3. Duty in the corner nature:

watering plants and wiping the leaves of large plants

Individual work with Stepa, Egor, Grisha

Learning a poem by A. Prokofiev "Berezka" 1. Learning the text by role “Bug, bug, buzz, where are you hiding, tell me?”

2. Physical exercise “On the floor there were eight pairs of flies dancing…”

3. Free play activities in play areas.

1. O O "Artistic creativity" Application "Funny people from circles" see Shvaiko page 31

2. O. O "Physical Culture" By instructor's plan

Walk P,

S/K, F 1. Observation of the cockchafer. Goals: expand ideas about insects, continue to introduce them to their diversity; develop an interest in the life of insects; cultivate observation skills

2. Getting to know the signs: a large number of May beetles - means drought; There are a lot of mosquitoes - it will rain tomorrow.

3. Labor assignments to maintain order at the site. Practice long jumps with Styopa, Kirill, and Angelina. 1. P\i "Find yourself a mate"- orientation in space, exercise in running.

2. P\i "Who can reach the flag faster"- agility, intelligence, exercise in running.

3. Independent play activity with external material

Evening P, R,

H/E 1. Conversation about the caterpillar, its structure, color.

Etude "Caterpillar" (silent movie) See Supplementary Material.

Place in book corner book by I. Gurina "How a Butterfly Appears" Additional education. Work circle "Miracle of the Palm" see work program.

Evening walk F,

R Health walking - help improve children's health

Labor assignments - collecting twigs on the site - developing teamwork skills

Didactic ball game “Flies - doesn’t fly” - development of speech, attention, reaction speed

S/K 1. Morning exercises.

2. Developing educational situation « Ecological trail in spring»

Target: expand children’s understanding of seasonal changes in nature; give basic ideas about the relationship between man and nature.

3. Reading a poem by A. Prokofiev "Berezka"

Continue to strengthen the skills and abilities to use scissors Artem, Misha, Polina. 1. KGN. Remember nursery rhymes about water with your children. Continue to instill the skills to keep your hands clean.

2. P/game "Beetles"

All children participate in the game - a child representing a bird is selected in advance using a counting rhyme.

1. O. O « Cognitive development» RMP No. 29 “Reinforcing knowledge of numbers 1,2,3.4,5” see Kolesnikova p. 73 (repetition)

2. O.O. “Artistic and aesthetic development” World of music by the plans of the muses. Head

Walk P,

P 1. Observation of plants. Target: develop the ability to establish connections between changes in inanimate nature and the life of living organisms

2. P/game "Butterflies and Birds"

Four players are selected, holding hands, they represent a bird. The rest of the children are butterflies. To words “Butterflies, butterflies flew to the meadow” Butterfly children run easily, flapping their arms.

To words: "The Birds Are Flying" bird children holding hands try to catch butterfly: surround her by joining your hands. Children who are caught are eliminated from the game. You can only catch one butterfly at a time.

Throwing and catching a ball - develop agility, throwing power, and develop healthy lifestyle skills.

1. Labor assignments to maintain order in the area, to collect toys at the end of the walk.

2. Free play activity with external material.

3. Drawing on the ground with a stick on a free theme.

S/K Design: "Furniture for kindergarten" (construction material) see Kutsakova p. 118 D/I "One is many".

Target: Continue to introduce children to different ways of word formation. Kirill, Dasha, Sasha 1. Security

"Child on a City Street"

Games in the yard

Looking at illustrations.

Conversations: "We're playing in the yard", “And there are cars driving in the yard”.

Acting out and discussing situations.

Evening walk P,

F Observing the clouds - continue to form the consciousness of the unity of earth and sky as the basis for a holistic perception of the world.

Artistic word: reading by S. Dzhus “Why are there clouds?” see additional material.

Di "Edible - inedible" (with a ball)- formation of attention, development of the ability to highlight the main, essential features of objects.

Free play activity.

S/K 1. Morning exercises.

2. D/game “Who can name more actions?” Goals: learn to select verbs denoting actions, develop memory and attention. Move games: The teacher asks questions, the children answer with verbs. What can you do with flowers? (pluck, smell, look, water, give, plant) What does a janitor do? (sweeps, cleans, waters, clears snow from paths)

D/game “Which one, which one, which one?” with Misha, Timofey, Ksenia. 1. Exercise “Let’s decorate the butterfly’s wings”, a butterfly is drawn using an external stencil - to develop fine motor skills and creative imagination.

2. Role play "grocery store"- develop your playing range

1. O.O. « Speech development» Description of the appearance of the baby animal. Reinforcing the material covered. See Ushakova page 174,

Kolesnikova p. 74

2. O.O. "Physical Culture" By plan physical education instructor

Walk P,

S/K 1. Observation of trees - develop powers of observation, cultivate a caring attitude towards nature.

2. P/n "Feet off the ground", "Traps"- practice running without bumping into each other; develop agility and endurance.

3. Didactic game “Flies - doesn’t fly” - development of speech, attention, reaction speed

Throwing a ball at a target - develops coordination of movements. Polina, Dasha, Ksenia. Labor activity. Collecting pebbles on the site teaches you to work together and get joy from the result.

2. Game to develop creative thinking

"What happens if?."- teach children to think about different topics. Examples tasks:

What happens if. Can't turn off the boiling kettle? leave the refrigerator open? wear tight shoes? not brushing your teeth?

Hit the ball through the window? eat ten servings of ice cream at once?

Teasing the neighbor's dog?

S/K. Introduction to fiction Reading a poem by S. Marshak "Mustachioed - Striped" cm. technological maps Z. T. Asanova p. 164 Work on the recommendation of a typhlopedic teacher. See interaction notebook. S/R game "Let's treat insects"

Games with small toys - insects. Continue to develop skills in negotiating a game and assigning roles

Evening walk F,

S/K 1. Exercise for jumping over low objects

2. P/I " "Stop"- teach children to act in accordance with the rules, control their actions, and quickly respond to a sound signal; develop dexterity, strengthen the muscles of the legs and torso.

3 Games at the request of children, to consolidate the ability to negotiate a game

S/K 1. Morning exercises.

2. Finger gymnastics "Bee":

Arrived to us yesterday (waving palms)

Striped bee.

And behind her is a bumblebee (for each name of an insect and a cheerful moth, bend one finger) Two beetles and a dragonfly

Like lantern eyes. (make circles from fingers and

bring it to the eyes)

They buzzed, they flew, (waving palms)

They fell from fatigue. (put palms on table) Individual work D/I.: “Call it in one word” (Vasilisa, Ulyana, Yana)

Target: strengthen children’s ability to unite into groups and isolate parts of the group. 1. Board game "Mosaic".

Target: teach children to lay out patterns according to instructions, come up with drawings on their own, develop visual perception, imagination, fine motor skills.

2. Offer the album for free viewing "Who needs trees in the forest"

1. O.O. "Cognition" World of Nature" "Mushrooms. Berries" see Kaushkal page 30 “Formation of a holistic picture of the world”

2. O.O. "Artistic creativity" Drawing "Dandelions Bloom" see Utrobinastr. 29

Walk P,

S/K 1. Observation of grass.

Target: invite children to look at the grass, listen to riddles about it, identify properties herbs: is the main food for many animals, a habitat for some insects. To form in children ideas about the relationships in nature.

2. Health jogging around the territory of the kindergarten - develop motor activity children, promote hardening of the body. Individual work Exercise "Snake"-keep walking "snake" between objects without knocking them down; develop attention and observation. Kirill, Ksenia, Nikita, Misha. P/games "Mousetrap", a game at the request of children.

Work assignments: loosening the soil around the planted flowers, clarify their names - marigolds. Cultivate a desire to conscientiously carry out assigned work.

Independent play activity.

Game “Come up with words with sounds [s], [sh] - exercise the ability to come up with words with a certain sound A game "One-Five" (exercise: name and count the insects from 1 to 5.) Role-playing game

"At the doctor's"

Goals: Teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary stock: introduce concepts "hospital", "sick", "treatment", "medicines", "temperature", "hospital". Equipment: Dolls, toy animals, medical tools: thermometer, syringe, tablets, spoon, phonendoscope, cotton wool, jars of medicine, bandage Additional education. Work circle "Visiting a fairy tale"

Evening walk F,

P, H/E Exercise for the development of fine motor skills of the hands “Lay it out yourself” - lay out the sun from small pebbles.

Ball game “Name it quickly”, throws the ball to the child, pronouncing a generalizing word, the child names the representative.

S/K 1. Morning exercises.

2. Game problem situations “We saw a fallen chick”, “We saw a boy with a slingshot in his hands”, “We saw a bird landing on your windowsill”

Target: Form the idea that animals and plants are living, they need to be protected. D/game "Call me kindly" Target: learn to select words in a diminutive form. Christina, Polina Matvey. 1. Coloring images of insects, design collective composition "Spring Meadow"

2. Offer educational board games, continue to develop the ability to negotiate a game, play calmly, without disturbing others.

1. O.O. “Artistic and aesthetic creativity” World of music by the plans of the muses. leader.

2. O.O. "Physical Culture" By plan physical education instructor

Walk P,

S/K 1. Observation. "White-trunk birch".

Target: invite the children to find a birch tree on the site, talk about what it looks like, how you can recognize a birch tree; invite children to listen to riddles about birch, find out what signs and properties of this tree are reflected in them, what the figurative expressions found in the riddles mean ( "white sundress", "earrings", "curls" etc.); learn to use in speech words: birch, beautiful, white-trunked, tender, branches, thin, earrings.

2. Health running - promote health

3. Outdoor games: "Geese, geese", "Ocean is shaking"

Development of movements.

Target: practice jumping in place with turns to the right, left, around yourself (Denis, Dasha, Nikita) 1."A Minute of Safety" « Dangerous situations on the street and in the yard"- teach children to behave correctly in situations of discovering unfamiliar objects and when meeting with strangers; cultivate attentiveness and caution.

2. Work assignments. "Find yourself a job"- develop teamwork skills and maintain the desire to restore order.

Final event: conversation on issues: “How should one behave in nature? Is it possible to catch butterflies and beetles? Destroy anthills? Picking flowers? Breaking tree branches? Why?" looking at pictures on the topic.

Exercise the ability to color objects for Timofey, Egor, Grisha Work activity - "Let's treat books"- carry out individual work processes

D/i – “What’s missing here?”- practice classification, grouping of objects; fix the name and purpose of electrical household appliances

Evening walk F,

S/K 1. P/I "The mice dance in circles".

Target: learn to move quickly on a signal; run without bumping into each other.

2. Exercise “Little Frogs” - train children to jump on two legs while moving forward.

Independent ball games.

Natalia Menshchikova

Project« Ecological trail of the group site"Stars"

Ecological trail on the kindergarten site

View project: leisure-cognitive

Duration: long term (during two years).

Participants: children of middle and senior groups, educators, specialists, parents of pupils.

Educational area: familiarization with surroundings

Relevance:

In modern conditions, the problem environmental education of preschool children acquires particular urgency and relevance. Most modern children rarely communicate with nature. Ecological education begins with familiarity with the objects of the immediate environment that the child encounters every day. In any city or town you can find interesting natural objects: trees, grass, insects, birds. Huge role in environmental The education of preschool children is practical, in natural conditions. You can explore the natural world in the process design-research activities on kindergarten site. Therefore, in our practice, we provide children with such an opportunity to become involved in research work at the stages ecological paths of our site, as the leading way of understanding the world around us.

Target project: creating conditions for the formation of elements in a child ecological culture, ecologically competent behavior in nature, humane attitude towards living objects of flora and fauna.

Tasks project:

1. Teach children to observe objects of living and inanimate nature

2. Teach specific ways of experimenting and exploring natural objects.

3. Develop skills ecologically safe behavior in nature

Expected result: children's ability to behave environmentally conscious in nature.

Preliminary work: observations, collection of material, conversations,

The role of parents in implementation project: assistance in preparing manuals, manufacturing equipment, collecting materials for experimentation, creating a video library on ecology.

Participation preschool educational institutions specialists in the implementation project: attracting the muses of the worker, physical. worker, psychologist, caretaker.

Product project activities: plan diagram ecological trail of the kindergarten site, photos, folders- projects, drawings, research papers, diagrams, exhibitions, feeders, didactic environmental games, collections, group experimentation zone, multimedia presentations of regional focus: "Trees", "Plants of the meadow", "Animals", "Red Book", "Insects", family ecological landing, environmental signs.

Passport of view points ecological path of the group site"Stars"

OBJECT No. 1 "Relaxation bench"

Objects for observation:

natural objects plot in different time of the year

aesthetic development

reading fiction

creative workshop

see the beauty and uniqueness of every flower, every blade of grass

to form a feeling of closeness to nature and empathy for all living things, a desire to help and care for nature

OBJECT No. 2 – "Green Pharmacy"

Objects for observation:

1. Nettle

2. Dandelion

3. Plantain

4. Yarrow

walk and observe the appearance of plants in spring, growth, flowering, looking at flowers, leaves, comparison different plants throughout the spring and summer months

viewing and collecting plant seeds

conversations with children about healing properties each plant

games with children "We are plants", "what is useful", "whose leaf"

children's sensory development

OBJECT #3 – "Bushes"

Objects for observation:

excursions and bush observations at different times of the year

external research features: leaf, trunk, flowers, etc., how they differ from trees, common features and differences between bushes

connection with the animal world

benefit to humans and human concern.

OBJECT #4– "Trees"

viewing and observing trees at different times of the year

comparing them with each other

human care for trees

researching: rain gauges, measuring height, thickness of trees, drawing tree shadow

sensory development of children during walks and observations

connection with animals

OBJECT #5 - "The Kingdom of Amazing Stumps"

Objects for observation:

tables, mushrooms, stump chairs.

natural aging of wood

looking at moss and tree mushrooms

using magnifying glasses for observations

creating conditions for a second life for old things

research activities

OBJECT No. 6 "melliferous island"

Objects for observation:

connection with animals and insects

comparison of grass and moss

examination « paths» ants

using magnifying glasses for observations

list of plants in the meadow

different flowering times of plants

list of insects seen

monitoring plant growth and seed maturation (using the example of dandelion)

research activities

the behavior of plants and insects at different times of the day and according to the nature of the weather

OBJECT No. 7 "Bird Town"

Objects for observing feeders on group area"Stars".

purpose of feeders

looking at a bird house

bird watching

listening to recordings of different birds singing

development of rules of behavior

OBJECT No. 8 "City of masters". (Sandbox)

The objects for observation were sand, water, and snow.

research activities

carrying out experiments and experiments

collection work

collective work

creative work

OBJECT No. 9 « Path of health»

Objects "frog hummocks", "ladder - centipede", "Pilgrim Swing", "rainbow snail", "blue Lake"

health promotion

formation of a stable habit of physical activity

creative work

OBJECT No. 10 "Want to know everything"

Veranda on area groups during adverse weather conditions

sensory development of children during walks

conversations about the role of humans in plant life (care, help, admiration, etc.)

aesthetic development

reading fiction

didactic and board games

View book illustrations and photos from the life of flora and fauna

theatrical activity

creative workshop

OBJECT No. 11 "Flower Garden"

Objects for observation:

1. Marigolds

3. Pitunia

walking and watching flowers grow, looking at flowers, leaves, comparing different plants throughout the spring and summer months

viewing and collecting plants for the herbarium

conversations with children about the variety of colors

games with children "We are plants", "the most beautiful flower"

children's sensory development

OBJECT No. 11 "Mini garden"

walk and watch the growth of plants in the garden, looking at leaves and fruits. Comparison of different plants throughout the spring and summer months

viewing and collecting fruits.

conversations with children about the variety of vegetables and herbs.

games with children "our garden", "healthy vegetables"

cognitive development of children.

Calendar planning for the middle group for 2016 – 2017
Joint activities of adults and children, taking into account integration educational areas Organization of a developmental environment for independent activity
Educational activity in restricted moments Directly educational activity Educational activity in restricted moments Educational activity in restricted moments morning (group, subgroup) walk 2 half day May
Week 3 theme “Travel along an ecological trail”
1 2 3 4 5
Goals: To promote the child’s further knowledge of the natural world, to introduce the signs and properties of plants as living organisms (they eat, breathe, grow), to expand understanding of seasonal changes, the simplest connections in nature, to consolidate knowledge about the rules of safe behavior in nature, to cultivate a caring attitude towards nature, the ability to notice the beauty of spring nature.
15.05.2017
Monday

1. Conversation on the questions: “What insects appear with the arrival of spring? What do insects do in winter? What benefits do they bring to people?
2.D/game “Tell about an insect” Purpose: to teach how to write a short story based on a picture.
3. Duty in a corner of nature:
watering plants and wiping the leaves of large plants
4.Individual work with: ________________________________
Learning the poem “Birch” by A. Prokofiev
5.Learning the text by role: “Beetle, beetle, buzz, where are you hiding, tell me?”
6. Physical exercise “On the floor, eight pairs of flies danced...”
7.Task “Show the butterfly how you are on duty”
8.Reading of I. Tokmakova’s poem “Sleep-grass”:
The distant forest stands like a wall,
And in the forest, in the depths of the forest,
An owl is sitting on a branch.
Sleepy grass grows there.
They say sleepy grass knows sleepy words... 1.Cognition (ecology)
Topic: “Journey to the spring forest”
Source: O.A. Voronkevich
"Good
welcome to
ecology", page 127
2.Physical education

1. Observation of the cockchafer. Goals: expand understanding of insects, continue to introduce them to their diversity; develop an interest in the life of insects; cultivate observation skills. [Organization of children's activities during a walk. Average group/automatic-composition T.G. Kobzeva, I.A. Kholodova, G.S. Alexandrova. p.238]
2. Getting to know the signs: a large number of cockchafers means drought; There are a lot of mosquitoes - it will rain tomorrow.
3.Individual work with: ________________________
Ecological game “Children from the Branch”
4.D/game “Riddle, we will guess” Objectives: to consolidate knowledge about insects; the ability to name their signs, describe and find them by description, and develop attention.
5. P/game “Beetles” Goal: coordination of speech with movement 2 block:

Outdoor games/Lego construction
Lesson with a speech therapist teacher
1. Conversation about the caterpillar, its structure, coloring.
2.Looking at illustrations depicting caterpillars.
3. Study “Caterpillar” (silent film)
Cribble-crabble-boom, turn into caterpillars!
This strange house without windows
People call it "cocoon"
(children lie on their backs with their feet in the center of the circle)
Having twisted this house on a branch,
The caterpillar sleeps in it.
(turn on your left side, hands under your cheeks)
Sleeps without waking all winter,
(turn on your right side)
But winter rushed by.
(lie on your back, stretch)
March, April, drops, spring (slowly setting)
“Wake up, sleepyhead,” (stretch while sitting)
Under the bright spring sun
(stand up, stretch while standing)
The caterpillar has no time to sleep,
She became a butterfly!
(run in a circle, flapping their wings)
4. Individual work with: ______________________________
Ball game “Choose the word” Exercise “Butterfly” (laying out a mosaic of a butterfly silhouette according to a pattern)
Game V.V. Voskobovich "Miracle Honeycomb"
Children riding and swinging on swings.
P/game “Bees and Swallows”
Modeling on the theme “Caterpillar” (team work) C: learn to roll plasticine into a thin rope, roll it into a circle, roll a small ball.
16.05.2017
Tuesday
Reception of children, games, communication, morning exercises, duty preparation for breakfast, breakfast, activities after breakfast, preparation for OOD
1.Developing educational situation “Ecological trail in spring”
Goal: to expand children’s understanding of seasonal changes in nature; give basic ideas about the relationship between man and nature.
2.Reading of A. Prokofiev’s poem “Birch”
3. Observation of objects on the ecological trail: birch trees, flower beds, birdhouses on trees, bird feeders, stumps.
4.Task: “Teach Lesovich to wash himself”
5.P/game “Beetles”
All children participate in the game - a child representing a bird is selected in advance.
Children, moving freely around the hall or clearing, sing along with the teacher:
- On the road there is a beetle - a beetle, on the road there is a black one

Look at him, how agile he is.
(If the celebration takes place in the hall, the children lie on their backs, raise their legs, and quickly move them; if outside, they simply squat down, moving their arms in front of them)
- He fell on his back, moved his paws (perform movements),
He flapped his wings (stand up and wave his arms)
Jumped merrily (jumping on the spot),
He flapped his wings and jumped merrily (repeat the movements according to the text)
There's a beetle on the road, there's a black beetle on the road,
Look at him - how agile he is
Look at him - that’s how agile he is (they run on their toes in the loose)
- Bird! (children - beetles run to their places, trying so that the bird does not catch them).
6.Individual work with: ________________________________
P/game “Ball up” 1. Speech development
Topic: “Summer. Flowers in the meadow"
Source:
N.V. Nishcheva Subgroup notes... in the middle group...
2. Music
(according to the music director's plan)
1. Observation of plants. Goal: to develop the ability to establish connections between changes in inanimate nature and the life of living organisms. [Organization of children's activities during a walk. Average group/automatic-composition T.G. Kobzeva, I.A. Kholodova, G.S. Alexandrova. p.257]
2.Acquaintance with sayings and proverbs about summer, riddles about summer.
3.D/game “Which one, which one, which one?”
4.P/game “Butterflies and Birds”
Four players are selected, holding hands, they represent a bird. The rest of the children are butterflies. To the words “Butterflies, butterflies have flown to the meadow,” the butterfly children run easily, flapping their arms.
To the words: “Birds are flying,” the bird children, holding hands, try to catch a butterfly: surround it by joining their hands. Children who are caught are eliminated from the game. You can only catch one butterfly at a time.

Exercise “Travel by car”
6.D/game “Who can name the most actions?” Goals: learn to select verbs denoting actions, develop memory and attention. Progress of the game: The teacher asks questions, the children answer with verbs. What can you do with flowers? (pluck, smell, look, water, give, plant) · What does the janitor do? (sweeps, cleans, waters, clears snow from paths)
· What can the wind do? 2 block:
Games, leisure, communication and activities based on interests, preparation for meals, afternoon snack, dinner
1.Safety
"Child on a City Street"
Games in the yard
Looking at illustrations.
Conversations: “We play in the yard,” “And cars drive in the yard.”
Acting out and discussing situations.
Productive activity: designing “Our Yard”.
Didactic games at the request of children.
Role-playing games based on traffic rules.
2.Individual work with: ________________________________

3. Conversation on the questions: “Where have you been today? What did you see, what did you learn about? What do you remember most about the excursion about the ecological trail?”
4. Coordination of speech with the “Moth” movement
Vitilek moth (run in a circle with arms out to the sides)
Bring us the breeze:
From the gate - turn (turn; run in the opposite direction)
Drive the boat into the stream.
Wey, wey, breeze, (stop, turn their faces in a circle; wave their arms,) Pull the sail, (stretch)
Chase the shavings (they run in a circle, holding hands)
From west to east.
Construction of garages, sheds, houses from building materials.
HRE “Let’s treat insects”
Games with small insect toys.
17.05.2017
Wednesday Reception of children, games, communication, morning exercises, duty, preparation for breakfast, breakfast, activities after breakfast, preparation for OOD
1.Search- cognitive activity“How can insects hide?” Goal: to find features of the appearance of some insects that allow them to adapt to life in the environment.
2. Individual work with: ______________________________
Exercise “Decorate the wings of a butterfly”
3.Exercises: “Who is the odd one out?” Why?"; “How are all butterflies alike and how are they different?”
4. A conversation about what helps butterflies hide from birds; multi-colored colors help them “turn into flowers”) 5. Finger gymnastics “Bee”:
Flew to us yesterday (waving palms)
Striped bee.
And behind her is a bumblebee (for each name of an insect and a cheerful moth, bend one finger) Two beetles and a dragonfly,
Like lantern eyes. (make circles from fingers and
bring it to the eyes)
They buzzed, they flew, (waving their palms)
They fell from fatigue. (put palms on table)
6. Conversation on the topic “What can disturb a child’s sleep?”
7.Reading of V. Bryusov’s poem “Lullaby”
1.Mathematical and sensory development
Topic: “Summer. Flowers in the meadow"
Development of maternal representatives at preschools with OHP p.192
2.Physical education
(according to the plan of the physical education instructor)
1.Bird watching. Goals: to deepen and consolidate knowledge about birds, their characteristic features; cultivate a caring attitude and cognitive interest in birds; develop observation skills. [Organization of children's activities during a walk. Average group/automatic-composition T.G. Kobzeva, I.A. Kholodova, G.S. Alexandrova. p.258]
2.Acquaintance with signs about birds.
3.D/game “What kind of bird?”
4.Labor: assisting the janitor in removing debris from the path around the garden.
5.Individual work with: ______________________
Repetition of calls about the ladybug.
6. P/game “Butterflies” Purpose: To develop children's intelligence, spatial orientation and rhythmic movements. Exercise children in running and squatting. Children - "butterflies" stand on the edge of the playground wherever they want. To the music or to the words of the teacher: “butterflies, butterflies have flown into the garden,” children move their arms to the sides, run in different directions, running around one another. The teacher continues: “Everyone sat down quietly on the little white flower.” Children squat near the flowers of the named color. At the teacher’s signal: “oo-oo-oo,” which means howling wind, storm, butterflies run away from the garden to the edge of the playground. The game is repeated with the words: “butterflies, butterflies, they flew into the field.”
2 block:
Games, leisure, communication and activities based on interests, preparation for meals, afternoon snack, dinner
1. Experiences and experiments
“Plastic, its qualities and properties”
Program content: To promote the accumulation in children of specific ideas about properties: to recognize things made of plastic, to determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity). Game material: Plastic cups, water, alcohol lamp, matches, algorithm for describing material properties.
2. Role-playing game
"At the doctor's"
Goals: To teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand lexicon: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”. Equipment: Dolls, toy animals, medical instruments: thermometer, syringe, tablets, spoon, phonendoscope, cotton wool, jars with medicines, bandage, gown and cap for the doctor. 3. Individual work with: _______________________________
Game “Come up with words with sounds [s], [w].
4. Game “We went to a clearing and found insects”
5. Physical exercise “Bee” (coordination of speech with movement) Making a butterfly from a plastic bottle.
Game "Let's give the butterfly tea"
P/game “Bees and Swallows”
Looking at pictures of insects, comparing insects.
18.05.2017
Thursday Reception of children, games, communication, morning exercises, duty, preparation for breakfast, breakfast, activities after breakfast, preparation for OOD
1.Coloring images of insects, designing the collective composition “Spring Meadow”
2. Game “One-Five” (task: name and count insects from 1 to 5.)
3.Individual work with: ______________________________
Game with cut pictures “Fold the flower”
4. Conversation on the topic “What is there a lot in the spring meadow?” (beautiful flowers and various insects.)
5. Making riddles about insects, flowers; memorizing the poem by Z. Alexandrova “Dandelion”
6. Coordination of speech with the “Vesnyanka” movement:
Sunshine, sunshine, (they walk in a circle, holding hands)
Golden bottom.
Burn, burn clearly
So that it doesn't go out.
A stream ran in the garden (they run in a circle)
A hundred rooks have arrived (“flying” in a circle)
And the snowdrifts are melting, melting, (slowly squat)
And the flowers are growing. (stretch on tiptoes, hands up)
1. Visual activity (drawing)
(according to the plan of the DO specialist)
2.Music
(according to the music director's plan)
1.Observation of trees and shrubs. Objectives: to continue to form the idea that a tree and a shrub are plants, they have common essential features; cultivate interest in plant life; develop analytical thinking. [Organization of children's activities during a walk. Average group/automatic-composition T.G. Kobzeva, I.A. Kholodova, G.S. Alexandrova. p.259]
2. Experimental activity “Properties of sand” (we make paths and patterns from sand). 3.Acquaintance with signs about trees.
4.D/game “Choose similar words” Objectives: to develop auditory attention; learn to pronounce polysyllabic words clearly.
5.Individual work with: ______________________
Exercise “Magic insects”: laying out the outline of insects of your choice from any material.
6.P/game “Mousetrap”
7.Exercise “Flashlight”
2 block:
Games, leisure, communication and activities based on interests, preparation for meals, afternoon snack, dinner
1.Acquaintance with fiction
Topic: Introduction to the fairy tale “The Picky One” (Dahl’s model)

The main content of environmental education is the formation in the child of a consciously correct attitude towards natural phenomena and the objects that surround him and with which he becomes acquainted in preschool childhood. In my work with children, I use the following methods and forms of introducing preschoolers to nature - visual (observations), practical (outdoor games, didactic games, verbal games), work in nature (individual assignments, collective work), elementary experiments, excursions, walks, work in a corner of nature, as well as an ecological trail, as one of the most important components of an ecological development environment. I believe that an ecological trail allows a preschooler to visually become familiar with the various processes occurring in nature, to study living objects in their natural environment, to gain the skills of simple ecological research, to identify local ecological problems and solve them in your own way.

An ecological trail is a specially designed or specially equipped route into nature. When organizing work on an ecological trail, it is important to use a variety of forms. These can be excursions, experimental classes, observation classes, environmental games, expert competitions, quizzes, and holidays.

The ecological trail helps me realize a very important pedagogical idea - raising a child through communication with nature. After all, during walks and excursions along an ecological path, children play, experiment, observe, learn not just to look, but to see what surrounds them, and talk about their impressions. They gain orientation skills in time and space, and make sketches from life. They develop thinking, speech, memory, and most importantly, they develop a sense of beauty, develop compassion for nature, and the desire to preserve and protect it.

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Ecological trail in a preschool educational institution.

The comprehensive development and education of preschool children is carried out by various means. One of the most effective is introducing preschoolers to nature.

Nature is an inexhaustible source of spiritual enrichment for a child. Children are constantly in contact with nature in one form or another. They are attracted to green meadows and forests, bright flowers, butterflies, beetles, and animals. Diverse world plants and animals awakens in children: a keen interest in nature, curiosity, encourages them to activity. Encounters with nature help children develop realistic knowledge

about the world around us, humane treatment of living beings. Introducing a child into the world of nature, teaching him to understand it, and cultivating a caring attitude towards it is the most important task of environmental education in a kindergarten.

The aggravation of the environmental problem in the country dictates the need for intensive educational work to develop environmental consciousness and a culture of environmental management among the population. This work begins in the d/s in the first link of the system continuing education. Preschool childhood is the initial stage of a person’s personality, his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself and towards the people around them is formed.

The goal of environmental education is to teach children an environmentally sound lifestyle. It is necessary to begin work in this direction from early preschool age, when the foundation of cognitive activity is laid in children and interest in the environment is awakened.

It is important to develop in children the need to independently study nature. This task can be accomplished by creating a pedagogical developmental environment of an ecological direction, in which a child could explore the world around him, independently identify connections and dependencies that exist in nature, observing objects and phenomena of inanimate and living things.

nature and actively interacting with them.

The main content of environmental education is the formation in a child of a consciously correct attitude towards natural phenomena and objects that surround him and with which he becomes acquainted in preschool childhood.

Children's consciously correct attitude towards nature is based on its sensory perception, emotional attitude towards it and knowledge of the characteristics of life, growth and development of individual living beings, knowledge of the relationships within natural communities.

The process of developing a consciously correct attitude towards nature is accompanied by certain forms of child behavior, which can serve as criteria for assessing the level of his environmental education. These are independent observations, conducting experiments, asking questions, the desire to talk about experiences and impressions, discuss them, embody them in various activities (reflect in a game, create art products, care for animals and plants).

In my work with children, I use the following methods and forms of introducing preschoolers to nature - visual (observations), practical (outdoor games, didactic games, verbal games), work in nature (individual assignments, collective work), elementary experiments, excursions, walks , work in a corner of nature, as well as an ecological trail, as one of the most important components of an ecological development environment. I believe that an ecological trail allows a preschooler to visually become familiar with the various processes occurring in nature, study living objects in their natural environment, acquire the skills of simple environmental research, identify local environmental problems at an elementary level and solve them in their own way.

An ecological trail is a specially designed or specially equipped route into nature.

I came to the conclusion that when organizing work on an ecological trail, it is important to use a variety of forms. These can be excursions, experimental classes, observation classes, environmental games, expert competitions, quizzes, and holidays.

The ecological trail helps me realize a very important

pedagogical idea - raising a child through communication with nature. After all, during walks and excursions along an ecological path, children play, experiment, observe, learn not just to look, but to see what surrounds them, and talk about their impressions. They gain orientation skills in time and space, and make sketches from life. They develop thinking, speech, memory, and most importantly, they develop a sense of beauty, develop compassion for nature, and the desire to preserve and protect it.

Long-term plans for observations on the ecological trail ( senior group).

Lesson 1. Autumn (October).

Program content.

1. Educational : continue to teach children to notice and name seasonal changes in nature, establishing relationships: in the fall the sun shines less - the plants have withered - the insects have disappeared - insectivorous birds flew away.
2. Developmental : develop children’s ability to recognize and name plants of their native land; prove that a plant or animal belongs to a certain species: a tree – a thick trunk, branches; bush - several thin branches, etc.
3. Educational : to cultivate aesthetic feelings, emotional responsiveness to the beauty of the native land.

Preliminary work: looking at sketches made after spring and summer hikes, memorizing poems about autumn, making rain gauges.

Progress of the lesson.

1 part.

Educator . Guys, Dunno found out that we were going for a walk along an ecological trail, and sent a letter: “Hello, guys. I ask you to see how they are doing there beautiful butterflies, whom we saw in the summer. Are they just as beautiful when they drink nectar from fragrant dandelions?” I think we will answer Dunno when we return from the excursion. Look carefully at what has changed on the ecological trail and what remains the same, so that you can later describe it to Dunno.

Part 2.

Consistently walk around all the objects, note changes in the flora and fauna. Set up a chain: it gets colder - there are no insects - the birds fly away. Sketch. Pay attention to the beauty of autumn nature.

1. Invite children to install rain gauges (a device for

measuring the amount of precipitation) under a tree and in an open area to compare the amount of precipitation.

1. Invite the children to create a box for a collection” - where fruits, seeds, dry leaves, pebbles found nearby, pieces of bark will fit.

An object: "Red rowan."

Part 3.

Educator . Guys, what do we answer to Dunno? (Reminds me of the contents of the letter). Let's answer the questions: what happened to the weather? How have the plants changed? What changes have we observed in the animal world?

In conclusion, the teacher asks the children to read poems about autumn.

Lesson 2. Winter (January).

Program content.

1. Educational : clarify children’s knowledge about changes in nature in winter: the ground is covered with snow, the vegetation has disappeared, some birds have flown south; to develop knowledge about the ways trees adapt to winter (deciduous trees shed their leaves).
2. Developmental : develop children’s skills to establish relationships: it became cold - the ground was covered with snow - the vegetation disappeared - insects hid - some birds flew south; develop children’s speech, the ability to correctly formulate their thoughts, use figurative expressions, and use proverbs and sayings in speech.
3. Educational : instill in children a desire to help birds survive the winter.

Preliminary work: looking at sketches made by children after an autumn hike, reading stories, memorizing poems about winter, reading proverbs about winter, making feeders.

Progress of the lesson.

1 part.

Educator . Guys, today we will go on an excursion along the ecological trail. As always, Dunno wants to go with us. He says that he is very grateful to you for your letter. You described autumn nature very well, and he wants to see this beauty with his own eyes. Better to see once than hear a hundred times. What do you guys think, Dunno will be able to see autumn nature now? (Children's answers). Let's show Dunno what changes have happened to plants and animals in winter.

Part 2.

Consistently walk around natural objects, examine, compare. Remember the proverbs about winter. Explain why wintering birds need help. Hang up the feeders.

Educator . Why do you think the spruce is green? Why do birch, elm, poplar and maple trees stand without leaves? Where have the insects gone? Why did some birds disappear while others appeared?

An object: "Migratory and wintering birds."

Children get acquainted with specific species of birds in their area, learn their names, characteristic features appearance, behavior. They find out what they eat, how they are adapted to the land-air lifestyle, to the seasonally changing conditions of inanimate nature. They learn that winter is a very difficult period for birds: there is little food, no insects, cold, short days (during daylight hours the birds do not have time to feed themselves).

Different birds have adapted to life in winter in different ways: some that feed on insects fly away warmer climes where there is no snow and frost, these are migratory birds; others do not fly south, feed on plant seeds, human food remains, and approach their homes; these are wintering birds.

A person can help wintering birds by feeding them bread crumbs and seeds of various plants.

Part 3.

Educator . Children, let's tell Dunno about what changes have occurred in nature.

1. Changes in inanimate nature.
2. Changes in the plant world.
3. Changes in the animal world.

Lesson 3. Spring.

Program content

1. Educational : teach children to distinguish and name deciduous and coniferous trees: spruce, birch, poplar, elm; teach to compare them, finding common features: all trees have a crown, trunk, branches, roots; clarify children's knowledge about the state of plants in spring: buds swell on the trees, thawed patches appear at the base of the trees, as sap flow begins.
2. Developmental : develop the ability to think logically, establishing relationships: the state of inanimate nature - the plant world - the animal world; develop children's speech, the ability to choose a definition for a word.
3. Educational : to instill in children the need to communicate with nature, to develop a love for their native nature, a desire to admire the world around them.

Preliminary work: learn poems about spring.

Progress of the lesson.

1 part.

Educator. What time of year is it now?

Dunno : Winter, because there is still snow, no flowers, no leaves.

Educator . Children, is Dunno right?

Educator. Guys, let’s take a careful look around and prove to Dunno that it’s spring now, the sun is warming up and sending its cheerful warm rays to the earth.

Object: poplar tree.

Educator . What is this? (children's answers). Why do you think this is a tree? How are the branches located in relation to the trunk? What color is poplar bark? What kind of tree is this: coniferous or deciduous? (children's answers).

The teacher tilts a branch with large buds: “This is the house of a leaf. A warm ray of sunshine knocks on the house in spring. Leaf

wakes up. Spring came!"

Object: birch tree.

Educator . What is this? (children's answers). Compare it to poplar. How are they similar? What is the difference?

Object: elm, spruce, maple.

An object : lilac, bird cherry.

Examination of swollen buds. Children's answers to questions about these trees, reading poetry.

An object : herbaceous plants, shrubs.

The children went out into the clearing and saw the first dandelions.

The teacher comments: “The sun warmed the earth, awakened the green grass, and along with the green grass yellow flowers appeared - dandelions.

An object : ladybug, chafer.

The unexpected appearance of a ladybug is always a joy for children.

In April on sunny places(on a bush branch, on a fence, a house wall, stumps, and so on) you can see a small bug - a ladybug. It is round, the back is convex, brightly colored (red, orange, yellow) with black or white dots - it is easy to notice. The bug basks in sunny places after hibernation. The ladybug has six legs. Two soft transparent wings and two hard elytra. With the help of its paws, it quickly runs over leaves, bark, stones, and hand. Wings allow her to fly.

The bug feeds on various insects, even smaller than itself, that suck juice from plants and cause great harm to orchards and many plants in general.

Part 2.

Educator . Guys, prove to Dunno that spring has come. Tell us what signs of spring you saw on the ecological trail.

Children . The buds swelled, the first dandelion flowers appeared, the first insects - a ladybug.

The teacher helps, by clarifying, to establish connections: the sun is heating up more, the last snow is melting, streams have appeared, thawed patches have appeared, sap flow has begun.

After the excursion - sketches and children's stories about what they saw.

Lesson 4. Summer.

Program content.

1. Educational : teach children to notice and name seasonal changes on the ecological trail and establish connections: summer has come - the sun is heating up more strongly - plants have appeared - insects have appeared - birds have arrived; continue to get acquainted with the nature of your native land.
2. Developmental : develop the ability to prove using appropriate phrases: because, since, based on...
3. Educational : to cultivate interest in the nature of the native land, to develop a sense of beauty.

Preliminary work:look at the sketches made during and after the excursion in the spring, remember the objects located on the ecological trail; list stories, learn poems about summer.

Progress of the lesson.

1 part.

Educator . Guys, today Dunno came to visit us again. Dunno says that he wants to look again to see if there is any snow left in the areas. Do you think he can see it now? (children's answers) Let's go along our route again and carefully look at what has changed and why. And then we’ll tell Dunno.

Part 2.

Consistently walk around all the objects, note changes in the flora and fauna. Especially note the appearance of birds and insects.

Establish a chain: plants appeared - insects can hide in them and feed - insectivorous birds flew from the south, since food appeared for them (mosquitoes, beetles, etc.). Note which herbaceous plants have appeared (dandelion, mosses, plantain). Sketch.

An object . "Spruce".

The children's attention is drawn to the fact that spruce is a coniferous tree. They examine the needles, compare ordinary leaves and needles, study and touch the bark, branches, and cones. Looking at the crown

They are convinced that spruce is an example of a light-loving tree.

Object: "Lilac".

The teacher reminds the children that lilac is a bush. It has many stems and they grow straight from the ground. Preschoolers compare this shrub with a tree, with other shrubs: how are they similar and how are they different?

An object : “Apothecary meadow.”

The teacher talks about the variety of medicinal plants, their biological features. The guys are watching plantain, chamomile, and chicory. They examine the shape, color, size, smell of leaves and flowers. Tactile examinations are carried out (leaves are rough, smooth, fleecy, etc.).

An object : "Earthworm."

The teacher offers children the opportunity to get to know the earthworm better, touch it, and find out how it crawls. Many people find it unpleasant that the worm is slippery. Explain that mucus helps with these underground inhabitants move in the soil and retain moisture. Earthworms loosen the soil, process rotting leaves, and therefore help plants.

An object : "Vegetable garden."

Visiting Daria the vegetable gardener.

The owner of the garden greets the children warmly: “Hello, dear guests! Come in, come in, take a look at our beds. We’ll tell you everything about the vegetable garden and show you the beds. You see how good the soil in the garden is - loose, moist, and there is enough food in it for plants. So they grew up big and beautiful here. Only the sun, wind and water know how much work has been put into these beds. To begin with, I'll tell you guys some riddles. Whoever you guess the riddle about, you will instantly recognize him in my garden bed.”

1. The green house is full of children, sitting in a row next to a kolobok (pea).
2. Red, but not a girl, with a tail, but not a mouse (carrot).
3. Everyone loves me, but undressing me means shedding tears (onion).

Educator . We walked along the path and saw what had changed. Let's explain to Dunno what happened to the weather, to the plants, to the animals.

In conclusion, the teacher suggests reading poems about summer and guessing riddles.

After the excursion - sketches and stories.

Long-term plans for observations on the ecological trail.(Preparatory group).

Lesson 1. Autumn.

Program content.

1. Educational : continue to teach children to notice, name, compare seasonal changes in nature, using different types of analyzers: smell, sounds, tactile sensations, visual.
2. Developmental : develop children’s sensory perceptions and the ability to describe them: it smells like fallen leaves, I feel the touch of raindrops, I see the autumn attire of trees, etc.; develop logical thinking, speech - proof: the birds flew away because...
3. Ecological : continue to teach how to establish relationships in nature: the sun heats less - the plants have withered - the insects have disappeared - the insectivorous birds have flown away.
4. Educational : cultivate love for native land, emotional responsiveness to the beauty of autumn nature.

Preliminary work: viewing sketches, excursions along the ecological trail in senior group, reading poems about autumn; looking at the album “Memories of Summer”, making rain gauges. (Made from a large plastic bottle, cut in half. Its upper part is turned upside down and inserted into the lower part of the bottle. The divisions are indicated with a marker).

Progress of classes.

1 part.

Educator . Guys, Dunno came to visit us today. He found out that we were going on an excursion along the ecological trail and wanted to go with us. We will carefully look, listen, remember and sketch everything we see.

The children, together with the teacher, remember the objects of the ecological trail that they knew from last year.

Part 2.

The teacher draws the children's attention to various sections and objects of the ecological trail.

Objects : spruce, birch, poplar, elm.

Draw children's attention to old and young trees, trees with several trunks.

An object : rowan bush.

Preschoolers examine leaves and berries, find out what animals feed on them and why rowan berries are red (to make them easier to spot). Using the example of mountain ash, the phenomenon of leaf fall is studied: how did the color of the leaves change in the fall? Where are there more of them now - on the tree or under it? Why? Preschoolers compare living and fallen leaves.

Educator. Why hasn't the spruce changed, but the birch and maple have? (children's answers). Smell the air. What smells? (Children's answers). Close your eyes, listen. What do you hear? (Children's answers).

Walking on the leaves creates an unforgettable feeling. Different ways walking (sliding, sneaking, kicking up leaves, spinning in place) lead to different sound effects, which increases interest in their repetition.

Invite children to solve riddles.

1. They grow in summer and fall off in autumn (Leaves).
2. Gold coins fall from a branch (Leaves in autumn).

1. The fields are empty, the ground is wet, the rain is pouring down. When does this happen? (Autumn).

Invite children to remember proverbs about autumn.

1. Autumn – eight changes;

Invite children to collect fallen leaves for a herbarium.

Object: "Stump".

The teacher and his students find out what a stump (cut down tree) is. Using a magnifying glass, they examine the growth rings, count them, and determine how old the tree was. Then they examine what grows on the stump (mosses, mushrooms), look for bark beetles and traces of their activity, and discuss the role of these insects in nature.

Educator. Now let's read poems about autumn.

After the excursion - sketches, composing stories.

Lesson 2. Winter.

Program content.

1. Educational : continue to teach children to notice and name seasonal changes in nature; introduce the natural and climatic conditions of our region: in winter it snows and is cold.
2. Developmental : continue to develop children’s sensory perceptions and the ability to describe them: smells, sounds of winter, tactile and visual sensations; the ability to compare with past sensations.
3. Ecological : Continue for children to establish connections in nature: winter came - it became cold - snow fell, the river froze - plants disappeared - insects hid - insectivorous birds flew away.
4. Educational : to cultivate in children a sense of love and pride for their region; a sense of gratitude to the people who inhabit it, to develop a sense of beauty.

Preliminary work:looking at an album with drawings and stories about past excursions; memorizing poems about winter.

Progress of classes.

1 part.

Dunno comes to visit the children. He offers them

go on an excursion, asks to be shown an ecological trail.

Children sequentially walk around all the objects of the ecological trail and tell the guest about them. Children learn to recognize trees by their branches and bark.

Educator . Children, who can tell me why the spruce tree is green and other trees have no leaves? (Children's answers). Tell me what the trees were like in the fall. (Children's answers). What does nature smell like now? (Children's answers). Close your eyes, what do you hear? What did you hear in the fall? (Children's answers). Touch the snow. What is he like? What can you tell us about snow? (Children's answers).

Offer children the active game “Trampling Paths.”

Invite children to draw their own path, unlike others, using side-step walking straight ahead, sideways, backwards, etc. The path can be wide, narrow, long, short, round, winding.

Invite children to remember proverbs about winter:

1. Winter freezes the idler.

Guess the riddles:

1. Not snow, not ice, but with silver it removes trees (frost).
2. The white blanket was not made by hand, was not woven or cut, it fell from the sky to the ground (snow).

An object : “Feeders and bird posts.”

Invite the children to feed the birds with plantain seeds and sunflower seeds collected from the summer.

Educator. Birds are our faithful helpers, protectors of forests and fields, gardens and vegetable gardens. From generation to generation, signs were passed down that people created by carefully observing and noticing natural changes. Here are some winter folk signs:

1. A crow cries during a snowstorm in winter.
2. The sparrows chirped in unison - to the thaw.
3. Crows and jackdaws hover in the air - in front of the snow.

Puzzles:

1. Let me be a small bird,

My friends have a habit -

How the cold starts;

Straight from the north here (bullfinch).

1. Tick-tweet! Jump to the grain.

Peck, don't be shy, who is it? (Sparrow).

In conclusion, children traditionally read poems about winter. (A. Yashina “Feed the birds”)

After the excursion - sketches and composing stories.

Lesson 3. Spring.

Program content.

1. Educational : teach to notice and name seasonal changes in nature; continue to introduce plants listed in the Red Book.
2. Developmental : develop observation skills, the ability to notice the awakening of nature, describe your feelings using different types of analyzers (the sound of a drop, the feeling of the sun’s warmth on the skin).
3. Ecological : continue to teach children to establish relationships in nature: the sun is warming up - the snow is melting - the first plants have appeared, the buds have swelled - insects have appeared - birds have arrived.
4. Educational : To instill in children a desire to respect nature, a desire to protect it, and to develop the ability to enjoy spiritual communication with nature.

Preliminary work: looking at drawings about past excursions, memorizing poems about spring, looking at illustrations depicting rare plants.

Progress of the lesson.

1 part.

The group receives a letter on behalf of the spring primroses: “Hello, guys! Your friends are the first to write to you

spring flowers that you encountered on the ecological trail. We ask you to visit us. Goodbye".

Educator . Guys, we need to go to the flowers to find out if they need help.

Part 2.

Children sequentially walk around all the objects, name them, tell what happened to them since the last excursion, and sketch them.

Educator . Why did the snow melt? Why are the kidneys swollen? Why is there still snow in some places? (Children's answers). Touch the ground. What is she like? What plants appeared? (Children's answers).

Educator . You don’t have to touch nature with your hands. Nature can be felt in another way. Close your eyes. What do you feel? (Solar warmth). What do you hear? (Drips, rustling, etc.)

An object : "Dry wood".

The teacher invites the children to express their opinions:

Why did the tree dry up?

How is it different from living things? (Children explore the bark and branches.)

Are there insects on the tree?

How can you help the trees on the kindergarten grounds stay alive as long as possible?

Children suggest digging, cutting dry branches, covering wounds, watering.

Educator. This is how it is in nature around us: flowers, trees, our pets in a corner of nature will feel good if we show them kindness and take care of them. They will feel good and will delight us with beauty and health.

An object : “An area for observing icicles.”

Educator . Why do icicles melt? Why do some icicles melt faster than others?

An object : “A huge puddle.”

They are investigating why this puddle appeared. They find streams.

An object : "A flock of sparrows."

Educator . The birds are warm, but the ground is still covered with snow,

there are no blades of grass, no worms, no midges - they have nothing to eat. Let's treat the cheerful sparrows!

Children list the names of familiar birds that have flown together and note the peculiarities of their behavior.

In conclusion, the teacher offers to admire the beauty of spring nature, breathe in the spring air, silently listen to the sounds for a few minutes, and smell the smells of spring nature. At the end of the excursion, children traditionally read poems about spring.

After the excursion - sketches and composing stories.

Lesson 4. Summer.

Program content.

1. Educational : continue to teach children to distinguish and name plants and insects found on the ecological trail; establish connections: summer has come - the sun is heating up more - plants and insects have appeared.
2. Developmental : develop children’s ability to figuratively describe their emotional condition when communicating with nature: I feel that my skin is warm from the sun; I hear the rustling of leaves on the trees when the wind blows; develop observation skills.
3. Ecological : continue to introduce children to a variety of types of plants and insects, continue to teach how to establish relationships in nature in the summer: the sun is warm - it’s warm - there are a lot of plants - there is food for insects, shelter - a lot of birds.
4. Educational : cultivate love and respect for nature.

Preliminary work:reading and memorizing poems about summer; looking at illustrations, drawings about summer, about past excursions.

Progress of the lesson.

1 part.

The teacher suggests going on an excursion to fill out the last page of the album about the ecological trail.

Part 2.

Educator . Children, today we are with you consistently

Let's go around all the objects, note the changes that have occurred in nature, name the plants and insects.

An object : “Our friends are trees.”

The game “Guess the Description” is played. The teacher names different signs of trees, and the children determine which plant they are talking about.

An object : “Living barometers” - earthworms.

Earthworms live in the soil. Their burrows under raised pieces of earth can be found among tree plantings in the meadow. Earthworms are called “earthworms” because they can only be seen before or during rain; sensing a change in air humidity, they crawl out of their burrows. Why they behave this way is still unknown even to scientists. But this serves as a sign of impending bad weather.

An object : “Apothecary meadow.”

The teacher talks about the variety of medicinal plants (calendula, plantain, chamomile, dandelion), their biological characteristics, medicinal properties, rules for collecting these plants, as well as what parts of the plants are used to treat diseases.

An object : "Trace of the white man."

Preschoolers will learn about plantain, its adaptability to growing along roads, on paths, and playgrounds. The teacher pays attention to the structure, short stature, and endurance of the plant. Who eats its seeds? How is a plant studied by humans? The teacher explains why the plantain is called the “white man’s footprint” (its seeds came to America along with the shoes of visitors, so the plant spread along the roads, where Europeans visited).

Object: "Stump".

A stump is a home for small organisms: insects, spiders, mushrooms, lichens, mosses and many others. It gradually collapses, turning into dust. Observing a stump helps children understand the cycle of substances in nature. Inhabitants of the stump: on the bark, the lichen - steppe goldenrod - sparkles with bright yellow spots. The tinder fungus has grown into beautiful gray-brown frills. Woodlice beetles, woodcutter beetles,

longhorned beetles and other insects. On a sunny day, you can find bugs – “soldiers” and ants – on the stump.

An object: "Flower bed"

Children name the name of familiar flowers and the structure of the flower.

The teacher suggests taking a stick and trying to stick it into the ground - whether the ground is dry or not. Invite the children to water the flowers.

Educator . Notice the variety of plants in summer compared to other seasons. Why do you think? (Children's answers).

After the excursion - sketches and composing stories.

Ecological trail passport.

Natural objects:

1. Spruce.

2. Poplar.

3. Elm.

4. Birch.

5. Maple.

6. Herbaceous plants.

7. Shrubs.

Spruce . Spruce is found more often than others in our surrounding forests coniferous trees. Who doesn't know this forever green Tree, which rushes with a sharp peak to meet the clouds and appears in our homes on New Year's holidays. Spruce has been growing for more than 200 years. It begins to bear fruit only at the age of 30-50 years. Spruce loves moist clay soils. Spruce wood is very valuable: it is used to make paper, artificial silk, saw logs and boards, make furniture and musical instruments, and much more. Spruce is beautiful at any time of the year. Especially in spring, during flowering, when young red cones appear among the greenery.

How old is the Christmas tree? – Every year, new branches appear at the top of the spruce tree, growing from one place in different directions (a new whorl). From these branches you can count how many years they ate (the number of whorls plus one). Spruce is a very useful tree because emits a pleasant “spruce” smell and cleanses the air of bacteria.

Poplar . For residents of cities in Russia, spring is usually associated with the fragrant and resinous smell of young poplar foliage. These trees are very unpretentious and grow quickly. Poplar leaves catch, retain dust, filter and purify polluted city air. In spring, inflorescences called catkins appear on poplars. On male trees, catkins are larger, red, and velvety. After flowering they fall off. On female trees, catkins are smaller and green in color. After pollination, a whole garland of green small boxes is formed on them. They ripen, and on the streets of cities in the middle

June, the poplar fluff that is so annoying to everyone is flying. Getting on

moist soil, they germinate very quickly, sometimes even within a day. Over the course of a year, the young shoot stretches up to 60 cm - 1 meter. The urban poplars that are familiar to us are black poplars. There are such types as white poplar, turanga, balsam, ciliated.

Elm . IN middle lane Smooth elm is found in Russia. This tall tree, up to 30 meters, has thick, rough bark with longitudinal cracks, a thick, spreading crown and thin, hanging branches. Elm is an unpretentious tree. It can withstand frost, drought, strong winds, and smoky air in cities. Elm adapts to any soil. In autumn, elm can be recognized by the variegated color of its leaves. They come in lemon yellow, dark burgundy, and variegated yellow-raspberry. There are no elm forests, but it can almost always be seen among alders, willows, next to oak, maple, and birch.

Birch . A lot of words beautiful things are said about the birch. A slender white trunk, flexible, bending branches, graceful leaves have always been a symbol of the beautiful, the sublime.

Birch is the most common tree in our forests; it stands out, first of all, for the white color of its crown. If you remove a piece of bark from a tree, what remains on your fingers is something like white powder- this is beluga, spills out from the cells of the cortex. Dark horizontal stripes are stretched over the white trunk. These are lentils. They peel off easily, and through them oxygen, necessary for the tree to breathe, enters the trunk.

If in early spring If you injure a birch trunk, clear, sweet-tasting sap will begin to ooze out of the cut. This is harmful to the plant, because it is depleted and deprived of its reserves necessary for growth and flowering. Birch flowers bloom simultaneously with the leaves. Large inflorescences - earrings are visible to everyone. The wind sways the tree branch along with the long catkins, and sometimes the pollen shell becomes visible.

Scientists have counted about 65 species of birch trees. In the middle zone, a birch has settled, drooping or warty - this is the most familiar birch to us.

Maple . In the forests of central Russia in the fall, the leaves of the Norway maple are almost the first to turn yellow. A little later, the tree becomes even more elegant. Ash maple or American maple is also common. The tree tolerates drought and the smoky atmosphere of cities well. It grows quickly, but does not live long, just over 60 years.

Each ripening maple fruit is equipped with a wing. When falling, it works like a helicopter rotor, and the fruit glides smoothly to the ground. The wind carries the seeds over long distances.

Herbaceous plants.

Calendula – a herbaceous annual plant, a widespread ornamental plant, sometimes growing wild. Calendula blooms from June to October, the fruits ripen from August. IN folk medicine marigolds have long been used in many countries.

Clover is a widespread perennial herbaceous plant in the Southeast. Found in all regions in wet meadows, fields, and forests. Blooms from May to September. The flower heads are light crimson. A representative of legumes, it enriches the soil with nitrogenous salts.

Lungwort officinalis- a perennial herbaceous plant widespread in almost the entire central zone of the European part of the CIS and in Transcaucasia.

Dandelion officinalis- a plant widespread not only in the Southeast, but also in all regions of the CIS. Grows in meadows, gardens, roads. This is a perennial plant up to 30 cm in height. Blooms from April to late autumn. To prepare medicinal infusions, the roots are used, which are harvested in the fall.

Shepherd's Purse – the plant is widespread in all regions of the CIS. It grows like a weed in gardens, orchards, fields, along roads, in vacant lots and trash areas. This is an annual or herbaceous winter plant up to 20-30 cm in height. Blooms from April to autumn.

Large plantain- enough common plant in

all regions of the CIS. Found in damp places, fields, meadows, roads. This is a perennial herbaceous plant 15-30 cm in height with a rosette of wide basal leaves. Blooms from June to autumn. The leaves are collected for medicinal purposes. They are picked by hand, leaving a short petiole. Dried plantain leaves are used in various herbal preparations for coughs and stomach disorders.

Common chamomile– herbaceous annual plant up to 30 cm tall. Occasionally found in vegetable gardens, orchards, and weedy places in all regions of the CIS. Blooms from May to October. Medicinal raw materials are flowers in baskets without a peduncle, well bloomed. Chamomile flowers contain essential oil.

Shrubs.

Rowan . Rowan is a decoration of our northern forests; it grows along the edges of forests, in clearings, among bushes. It is photophilous and grows like a shrub or small tree. Rowan is always elegant - in May it is covered with shields of white flowers, the flowers are fragrant, with a strong smell of bitter almonds. Rowan is especially interesting late autumn when the leaves dress her in a fiery red outfit. Clusters of bright orange berries remain on bare branches until mid-winter unless birds peck them. Rowan lives for a very long time - up to 200 years.

Questionnaire for parents.

1. What is ecology?
2. Do you have indoor plants, and what kind? If not, why not?
3. Does the family have a dog, cat or other animals?
4. Have you planted a tree?
5. Have you ever made bird feeders?
6. Do you read books about nature to your child?
7. Does your child watch filmstrips or TV shows about nature?
8. Does your child like to be in the forest?
9. Do you often go to the forest with your child?
10. Does your child know the names of trees, flowers, berries, etc.
11. Do you tell your child about the benefits of trees, medicinal herbs, berries, insects, birds?
12. Does your child know poems, riddles, sayings, proverbs about nature?
13. Does your child show a caring attitude towards animals and plants?
14. Do you think your child receives knowledge about nature in kindergarten?

Consultation for educators.

“On the forms and methods of environmental education for preschool children.”

With the publication of the laws of the Russian Federation “On the protection of the natural environment” and “On education” and the resolution “On environmental education of students in educational institutions Russian Federation" (March 30, 1997 No. 4/1-6), environmental education is gradually becoming the most important area in the work of preschool institutions. One way to increase its effectiveness is to use a variety of forms and methods of work.

List of forms and methods environmental work, used in preschool institutions:

1. Ecological activities.
2. Ecological excursions.
3. Lessons in kindness.
4. Lessons in thinking.
5. Ecological circles.
6. Environmental competitions.
7. KVN, auctions, marathon, quiz.
8. Environmental actions.
9. Labor landing.
10. Green Patrol.
11. Nature Followers Club.
12. Laboratory of a young ecologist.
13. Drawing up environmental maps.
14. Maintaining a “Panorama of Good Deeds”.
15. Maintaining phenological calendars of nature.
16. Collecting.
17. Ecological museums.
18. Day (week) of environmental creativity.
19. Ecological holidays and festivals.
20. Ecological games (didactic, simulation, games-

ecosystem simulations, competitive games, travel games, etc.).

1. Ecological tales.
2. Environmental trainings.
3. Dramatizations, theatrical performances, etc.

Discussion and playing out situations.

This form of work helps to consolidate in the mind the norms and rules of behavior in nature.

You can discuss and play out the following situations.

1. The children picked large bouquet lilies of the valley The teacher got angry with them. Why?
2. The children brought a small and helpless bunny to the living corner. What will you tell them? Express your attitude towards their actions.
3. It takes a long time to pick berries, one at a time, in the forest. It’s easier to break branches with berries. Is it possible to do this?
4. A chick fell out of the nest. What actions will you take? Etc.

Collecting.

This is another way to attract children's attention to the world around them. Collecting should not harm nature, so it is best to collect various rocks and minerals.

Collecting can start conversations about natural resources Russia, about their use (“How is glass and iron made?”; “What is coal?”)

You can collect anything: smells, sounds, colors of nature, postcards about nature, drawings. Collections can form the basis of exhibitions and museums organized by children.

Lessons in thinking.

Mastering the relationship between objects and natural phenomena is the most difficult topic for preschool children. You can make solving this problem easier with the help of thinking lessons, which are based on answers to a variety of questions.

"How?"; "Why?"; "From what?".

For example, “Why does the Christmas tree have green needles?”, “How does a birch tree breathe?”, “Where do the birds spend the night?”

We should not forget that children’s cognitive activity must be combined with their emotional perception of nature.

Thinking lessons can be conducted at different scheduled periods of time. The main condition for their implementation is the interest of children. The combination of walks with a fascinating story, with the organic inclusion of works of art helps to develop a sense of nature in children.

Lessons in kindness.

It is carried out individually or with a small subgroup of children (older) in moments of their turning to the natural world.

Such lessons, which affect the soul of the child, should not be verbose; can be combined with music, perception of works of art.

The topics of kindness lessons: “What does it mean to be kind?”, “How to take care of indoor plants?; “Why is a flower beautiful?”; "The Beauty of Man"; “Harmony of Colors”; “What is so amazing about a frog?”; “What should you do to avoid scaring animals?”; “How do you show love to animals?”; “What did nature tell you?” and etc.

Ecological excursions – expeditions.

During the expedition, children can prepare medicinal herbs, collect natural material for a collection; explore plants, soil, water in different conditions.

For environmental expeditions it is required special equipment: magnifying glass; pencil; herbarium folder; boxes; packages; camera, etc.

The results of the work are presented in the form of an album, drawings, and collections.

Environmental exhibitions and expositions.

Their purpose is to familiarize themselves with roadside phenomena that are inaccessible to children.

The topic can be very diverse: “The forest is man’s friend”; “The riches of the bowels of our Earth”; “Man and his good deeds on Earth”; “Native spaces”, etc.

The exhibition may include works of art, works of children and teachers, various collections. The exhibition usually serves as an excellent backdrop for conversations with children, for excursions that not only the teacher, but also the child can conduct.

Practical activities for children.

Children usually participate in cleaning the territory, landscaping it, and planting trees and shrubs. They can care for weak or diseased trees on the site and feed birds. They can put up environmental signs and explain their meaning to the kids.

Of particular importance are labor landings and raids, which are planned once a week. For example: “Plant a tree”; "Sanitary day"; “Feed the birds in winter”; and etc.

Proverbs and sayings about the seasons.

Autumn.

Autumn is a supply, winter is a selection.

Autumn – eight changes;

October covered the ground with snow and leaves.

Autumn is coming, the rain leads with it;

Spring is red with flowers, and autumn with pies.

Winter.

In winter, the sun smiles through tears.

The sun is warm in summer and freezing in winter.

Winter is not summer, she’s wearing a fur coat.

Winter freezes the idler.

In winter I would eat a fungus, but the snow is deep.

Spring.

Spring is red during the day.

Spring and autumn – there are eight weather conditions per day.

Spring - light up the snow, sparkle the ravines.

Spring rain grows, winter rain rots.

Spring is red and hungry.

Summer.

Summer stores, and winter eats.

In the summer you'll get plenty of food, in the winter you'll get hungry.

A summer week is more expensive than a winter week.

Summer day - for a winter week.

Summer works for winter.

Literature.

1. I.I.Grom “Vitamin-carrying plants.”
2. V.V.Petrov " Vegetable world our homeland."
3. S.N. Nikolaeva “Young ecologist”,
4. N.A. Ryzhova “Developmental environment of preschool institutions”,
5. V.A. Shishkina, M.N. Dedulevich “Walks in nature.”
6. B.G. Volansky, K.I. Bender... “Medicinal plants in scientific and folk medicine.”
7. V.V. Smirnova, N.I. Balueva, G.M. Parfenova “Path to nature.”
8. and. “Child in kindergarten” 2002 No. 5.
9. and. "Preschool education" 2001 No. 3, No. 7, No. 10; Art. N. Ryzhova “Hello, tree.”
10. V.Volina “Proverbs, sayings, puzzles.”