Familiarization with the surrounding natural world for the senior group. Summary of direct educational activities to familiarize yourself with the outside world on the topic “Interconnections in Nature” in the preparatory group. Making a preliminary plan
Contents of educational activities"Cognitive Development"
Familiarization with the subject and social environment. Getting to know nature.
Type of activity/topic
Program Content/Objectives
September
1 week
Subject environment
Topic: “Items that facilitate human work in everyday life”
Program content. To form children’s ideas about objects that facilitate human work in everyday life; their purpose. Pay attention to the fact that they serve a person, and he must treat them with care.
2 week
Getting to know nature
Theme: “Whether in the garden or in the vegetable garden”
Program content. Expand children's understanding of the diversity of the plant world; about vegetables, fruits and berries; learn to recognize them and correctly name vegetables, fruits and berries. To form general ideas about the benefits of vegetables and fruits, about the variety of dishes from them. Expand children's understanding of how to care for garden plants. Create a desire to share impressions.
3 week
Social environment
Theme "My Family"
Program content. Continue to develop an interest in family and family members. Encourage children to name the first, middle and last names of family members; talk about family members, what they like to do at home, what they do at work. Cultivate a sensitive attitude towards the closest people - family members.
4 week
Getting to know nature
Theme: “Ecological trail in autumn (outdoors)”
Program content. Expand your understanding of the objects of the ecological trail and seasonal changes in nature. To form an aesthetic attitude towards the surrounding reality. Systematize knowledge about the benefits of plants for humans and animals.
October
1 week
Subject environment
Topic: “What the object tells about itself”
Program content. Encourage children to highlight the features of objects (size, shape, color, material, parts, functions, purpose). Improve the ability to describe objects based on their characteristics.
2 week
Getting to know nature
Theme: “Take care of animals!”
Program content. Expand children's understanding of the diversity of the animal world. Strengthen knowledge about animals of your native land. Expand your understanding of the relationships between animals and their environment. Cultivate a conscious, caring attitude towards the natural world. Give basic ideas about ways to protect animals. To form the idea that man is a part of nature, that he must preserve, protect and defend it. Develop creativity, initiative and teamwork skills.
3 week
Subject environment
Theme "My friends"
Program content. Deepen knowledge about peers, reinforce the rules of a friendly attitude towards them (share a toy, talk politely, affably, if one of the children is sad, talk to him, play).
Getting to know natureTheme "Walk in the woods"
Program content. Expand children's understanding of the diversity of the plant world. To provide knowledge about the species diversity of forests: deciduous, coniferous, mixed. To form the idea that for a person, an environmentally friendly environment is a factor of health. Teach children to name the distinctive features of trees and shrubs. Develop a caring attitude towards nature. Systematize knowledge about the benefits of forests in the lives of humans and animals, about correct behavior in the forest.
November
1 week
Subject environment
Theme "Paper Collector"
Program content. Expand children's understanding of different types of paper and its qualities. Improve the ability to identify objects based on material characteristics.
2 week
Getting to know nature
Theme "Autumn"
Program content. Form ideas about the alternation of seasons. To consolidate knowledge about seasonal changes in nature. Expand your understanding of vegetables and fruits. Introduce the traditional folk calendar. Introduce to Russian folk art. To form an aesthetic attitude towards nature. Develop cognitive activity.
3 week
Social environment
Theme "Kindergarten"
Program content. Show children the social significance of kindergarten. To form the concept that kindergarten employees should be thanked for their care, respected for their work, and treated with care.
4 week
Getting to know nature
Theme "Feathered Friends"
Program content. Form ideas about wintering and migratory birds. Learn to solve riddles. Develop interest in the world of birds, curiosity. Give an idea of the importance of birds for the environment. Develop attention, creativity, and the desire to take care of birds.
December
1 week
Subject environment
Theme "Tanya doll's outfits"
Program content. Introduce children to different types of fabrics, pay attention to individual properties (absorbency); encourage establishing cause-and-effect relationships between the use of fabrics and the time of year.
2 week
Getting to know nature
Theme: “Let’s feed the birds”
Program content. Expand your understanding of wintering birds of your native land. Learn to recognize and name birds by appearance. Create a desire to watch birds without disturbing them. Develop an educational interest in the natural world. Reinforce knowledge about the habits of birds. To form a desire to take care of birds in the winter (hang up feeders, feed the birds), to develop emotional responsiveness.
3 week
Social environment
"Games in the yard."
Program content. Introduce children to the basic basics of life safety, discuss possible dangerous situations that may arise when playing in the courtyard of the house, or riding a bicycle within the city.
4 week
Getting to know nature
Topic: “How animals help humans”
Program content. Expand children's understanding of animals from different countries and continents. Contribute to the formation of ideas about how animals can help humans. Develop curiosity and cognitive activity. Develop creative abilities. Expand your vocabulary.
January
1 week
Subject environment
Theme "In the world of metal"
Program content. Introduce children to the properties and qualities of metal. Learn to find metal objects in your immediate environment.
2 week
Getting to know nature
Topic: “Winter phenomena in nature”
Program content. Expand your understanding of winter changes in nature. Reinforce knowledge about the winter months. Activate vocabulary (snowfall, blizzard, frost). To teach to gain knowledge about the properties of snow in the process of experimental activities. Develop cognitive activity and creativity.
3 week
Subject environment
Theme: “Visiting the wardrobe maid”
Program content. Introduce children to the business and personal qualities of a wardrobe maid. Develop a friendly attitude towards her.
4 week
Getting to know nature
Topic "Ecological trail in the kindergarten building"
Program content. Expand children's understanding of the objects of the ecological trail in the kindergarten building. Learn to recognize and name familiar plants and animals. Expand your understanding of how to care for plants and animals. Develop an interest in the natural world, an aesthetic attitude towards the surrounding reality. Develop a desire to act as a guide at points along the ecological trail.
February
1 week
Subject environment
Theme "Song of the Bell"
Program content. Strengthen knowledge about glass, metal, wood; their properties. To introduce the history of bells and bells in Rus' and other countries.
2 week
Getting to know nature
Theme “Flowers for Mom”
Program content. Expand knowledge about the variety of indoor plants. Develop a cognitive interest in nature through the example of getting to know indoor plants. Give basic ideas about plant propagation by vegetative means. Learn to plant seedlings of indoor plants. To form a caring and attentive attitude towards loved ones, a positive attitude towards work, and a desire to work.
3 week
Subject environment
Theme "Russian Army"
Program content. Continue to expand children's understanding of the Russian army. Talk about the difficult but honorable duty to defend the Motherland, protect its peace and security.
4 week
Getting to know nature
Theme: “Excursion to the Zoo”
Program content. Expand children's understanding of the diversity of the animal world, that man is part of nature, and he must preserve, protect and defend it. To form the idea that animals are divided into classes: insects, birds, fish, animals (mammals). Develop cognitive interest, curiosity, emotional responsiveness.
March
1 week
Subject environment
Topic "Journey into the past of the light bulb"
Program content. Introduce children to the history of the electric light bulb, arouse interest in the past of this item.
2 week
Getting to know nature
Theme “The world of indoor plants”
Program content. Expand your understanding of the variety of indoor plants. Learn to recognize and correctly name indoor plants. Talk about professions related to caring for indoor plants. To consolidate knowledge about the basic needs of indoor plants, taking into account their characteristics. Improve plant care skills. Develop a desire to help adults care for indoor plants. Cultivate a caring attitude towards plants. To form an aesthetic attitude towards nature.
3 week
Subject environment
Theme: “Visiting the Artist”
Program content. To form ideas about the social significance of the artist’s work, its necessity; show that the products of his work reflect feelings, personal qualities, interests.
4 week
Getting to know nature
Topic: “Water Resources of the Earth”
Program content. Expand children's understanding of the diversity of water resources: springs, lakes, rivers, seas, etc., about how a person can use water in his life; about how to use water resources economically. Expand your understanding of the properties of water. Strengthen knowledge about the water resources of your native land; about the benefits of water in the life of humans, animals and plants.
April
1 week
Subject environment
Theme: “Journey into the past of chairs”
Program content. Arouse interest in the past of objects; lead to the understanding that a person invents and creates various devices to make work easier.
2 week
Familiarization with nature “Forests and meadows of our homeland”
Program content. To consolidate knowledge about the diversity of the flora of Russia. Form ideas about plants and animals of forests and meadows. Expand your understanding of the relationship between flora and fauna. Develop cognitive activity. Foster a caring attitude towards nature.
3 week
Subject environment
Theme: “Russia is a huge country”
Program content. To form the idea that our huge, multinational country is called the Russian Federation (Russia), there are many cities and villages in it. Introduce Moscow - the main city, the capital of our homeland, and its attractions.
4 week
Getting to know nature
Theme "Spring Harassment"
Program content. Consolidate knowledge about spring changes in nature. Expand your understanding of the features of agricultural work in the spring. Foster a respectful attitude towards people involved in agriculture. Activate vocabulary (spring harvest, harvester, agronomist, etc.). develop curiosity and initiative.
May
1 week
Subject environment
Theme "Journey into the past of the phone"
Program content. Introduce children to the history of the invention and improvement of the telephone. Learn to compose algorithms. Develop logical thinking and intelligence.
2 week
Getting to know nature
natural materials - sand, clay, stones.
program content. To consolidate children's ideas about the properties of sand, clay and stone. Develop an interest in natural materials. Show how a person can use sand, clay and stones for their needs. To develop the ability to explore the properties of natural materials. Develop cognitive interest.
3 week
Subject environment
Topic “Profession - artist”
Program content. Introduce children to the creative profession of a theater actor. To give an idea that talented people become actors who can play any role in the theater, cinema, or on the stage. Talk about the business and personal qualities of representatives of this creative profession, its necessity for people. Bring to the understanding that the product of an artist’s labor reflects his feelings. To cultivate feelings of gratitude and respect for the work of people in creative professions.
Subject:"Journey into the Forest"
Tasks:
Educational:
1. To consolidate children’s knowledge about trees;
2. Continue to expand and develop the child’s dialogical speech;
3. Clarify children’s ideas about tree bark.
Educational:
1. Develop environmental thinking and environmental culture;
2. Continue to develop children's activity in games.
Educational:
1. Cultivate interest in plants;
2. To develop children’s ability to listen to each other, the ability to maintain friendly relationships with peers.
Planned results: children can name the structure of a tree, assemble a model of a tree, children can talk about the importance of a forest for a person, how a person can preserve a forest, and can draw their own conclusions.
Preliminary work: reading literature about the forest; observation on walks; solving riddles; looking at illustrations about the plant world, watching video cartoons about nature, making collages.
Materials and equipment:
Illustrations depicting a forest; model of a tree, leaves of birch, rowan, pine, oak; blanks for making panels; hoops (red and green); prohibiting and permitting signs; board (easel).
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Preview:
Summary of direct educational activities
in the field of cognition, familiarization with the natural world
for children of senior preschool age
Subject: "Journey into the Forest"
Tasks:
Educational:
- Strengthen children's knowledge about trees;
- Continue to expand and develop the child’s dialogical speech;
- Clarify children's ideas about tree bark.
Educational:
- Develop environmental thinking and environmental culture;
- Continue to develop children's activity in games.
Educational:
- Cultivate an interest in plants;
- To develop children’s ability to listen to each other, the ability to maintain friendly relationships with peers.
Planned results:children can name the structure of a tree, assemble a model of a tree, children can talk about the importance of a forest for a person, how a person can preserve a forest, and can draw their own conclusions.
Preliminary work: reading literature about the forest; observation on walks; solving riddles; looking at illustrations about the plant world, watching video cartoons about nature, making collages.
Materials and equipment:
Illustrations depicting a forest; model of a tree, leaves of birch, rowan, pine, oak; blanks for making panels; hoops (red and green); prohibiting and permitting signs; board (easel).
- Organizational moment
(Children stand in a circle, holding hands.)
Educator: Guys, tell me, were you and your parents in the forest?
Children: yes.
Educator: What did you like most about the forest?
Children: relax, pick mushrooms and berries.
Educator: Guys, what do you think, why do all the inhabitants of planet Earth need a forest? Want to find out?
Children: yes.
Educator: Well, then let's go guys!
We follow each other
Forest and green meadow
Motley wings flicker,
Butterflies fly in the field.
One, two, three, four
They flew and circled.
Here we are in the forest.
- Main part
Educator: So, little experts, first guess the riddle:
(the teacher asks the children a riddle):
Its spring and summer
We saw dressed
And in the fall from the poor thing
All the shirts were torn off.
But winter snowstorms
They dressed him in furs.
Children: tree.
Educator: That's right, this tree. Do you think the tree is alive or not?
Children: alive.
Educator: why do you think so?
Children: because, like all living beings, they eat, sleep, reproduce and breathe.
Educator: How do trees breathe?
Children: using leaves.
Educator: That's right, with the help of leaves. Guys, how many of you know what parts a tree consists of?
Children: trunk, leaves.
Educator: Well, then let's go guys!
We follow each other
Forest and green meadow
Motley wings flicker,
Butterflies fly in the field.
Game “Parts of a tree” (matches the tree model)
Educator: Sasha start. Which part did you take?
Sasha: roots.
Educator: roots, what are they doing?
Sasha: absorb water and nutrients from the soil.
Educator: and the roots also hold the tree together. Arina, which part did you take?
Arina: trunk.
Educator: what function does the trunk perform?
Arina: The trunk and branches carry water and nutrients to the leaves.
Educator: Masha, what is on the branches?
Masha: there are leaves, flowers, fruits.
Educator: Guys, what do the leaves release?
Children: oxygen, but absorb light, fruits fall, seeds, falling into the ground, germinate.
Educator: When the leaves fall, they rot and form nutrients for the tree.
Educator: I suggest you play the game “What is a tree for?”
Educator: Well, then let's go guys!
We follow each other
Forest and green meadow
Motley wings flicker,
Butterflies fly in the field.
Didactic game “What is a tree for?”
Educator: in this game you need to talk about the meaning of the tree.
Children: this is a dining room for animals, insects, birds, since the leaves of trees feed on: elk, birds, caterpillars and other inhabitants of the forest; this is a place to build a nest; for a beetle, this is a home where prey can be found, a place for laying larvae; for the hare it is food, bark in winter, shelter; for the artist it is a subject for paintings; for a tired traveler this spreading tree can hide from the hot sun and rest; For a city dweller, a tree is clean air, coolness in hot weather, and a place of rest.
Educator: Well done. Guys, look here and tell me what is shown?
Children: trees.
Educator: which ones?
Children: birch, oak, spruce, rowan, pine, cedar.
Game “Which tree is the leaf from”
Educator: let's select leaves for each tree.
(Children determine whether the leaves belong to a particular tree and “revive the trees.” The teacher offers to determine which tree one of the leaf samples is from, then the children find a basket with similar leaves and “revive” the corresponding tree).
Educator: Well done, look how our trees have come to life with leaves?!
Physical education lesson “We walked through the forest”
We walked through the forest
And a little tired.
Let's stand up and take a deep breath
Let's raise our hands together.
Miracles in our world:
The children became dwarfs
And then everyone stood up together,
Everyone became giants.
Let's clap together!
Let's drown quietly!
We had a good walk and weren’t tired at all!
Educator: Do you think it’s nice to be in such a forest?
Children: of course.
Educator: But how should you behave in such a beautiful forest? What can’t be done to preserve such forest wealth?
Sedentary didactic game “You can - you can’t”
(children put prohibition signs in a red hoop, and permissive signs in a green hoop).
Educator: let us check if you have laid out the signs correctly? Well done! If you come to the forest, do not make noise, do not disturb the forest inhabitants. And then the forest will reveal its secrets to you. Guys, let’s remember what trees grow in our region and play the game “What grows in our native land?” I will name the trees, if a tree grows in our forests, clap your hands, if not, then show “negation” with your finger.(apple tree, pear tree, spruce tree, raspberry tree, birch tree, cherry tree, aspen tree, chestnut tree, lemon tree, pine tree, cedar tree, linden tree, etc.).
Educator: guys, you are so great. Tell us what trees and forests cannot exist without?
Children: without light, air, heat, soil, moisture.
Educator: Guys, if only spruce, pines, and cedars grow in the forest, how can you call such a forest in one word?
Children: coniferous.
Educator: Right. And if the forest contains the most birches, rowan trees, aspens, and poplars, what do we call such a forest?
Children: deciduous.
Educator: What will be the name of a forest in which there are both coniferous and deciduous trees?
Children: mixed.
Educator: I suggest you create a panel of a mixed forest so as not to offend either deciduous or coniferous trees.
(Children go to tables on which silhouettes of various trees have been prepared in advance and paste them on, creating a panel of mixed forest).
Educator:
Who protects the forest world,
The one who doesn't break branches
The one who doesn't scare away the bird,
The fly agaric will not knock down,
And the fire won't light,
Who is always, always in the forest.
Respects silence!
Educator: Well done guys!
- Summary (reflection)
Educator: guys tell me where we went?
Children: in the forest.
Educator: Do you think we have figured out why all the inhabitants of planet Earth need forests?
Children: yes.
Educator: Come on, guys, we will take our panel to small children so that they can admire the beauty of nature.
Lenura Murtazaeva
Summary of a lesson on acquaintance with nature in the senior group “Travel to Nature”
Software tasks:
Teach children to distinguish living objects from nonliving ones. Develop children's speech.
Develop the ability to answer questions and give reasons for your answers.
Develop learning skills. Consolidate knowledge about the nature of your native land. Foster a caring attitude towards nature.
Equipment: pictures about nature, magic box. Illustrations depicting signs of living nature: growing, breathing, eating, moving, reproducing. Globe, two plastic cups. Water.
Handout:
Cards with images of wildlife objects. Pencil. Chalk.
Napkins.
Progress of the lesson.
Educator: Guys, I have a box on my table, to open the box you need to guess the riddle.
"Bright sun
and blue sky
mountains, oceans,
plains, forests.
Water and sand
and everything is alive around.
What do we call all this, friends?
(Nature)
Educator: Guys, do you like to travel?
Educator: Let us be travelers today and go in search of treasure. But in order to find the treasure, you need to complete several tasks (sitting at tables, children look at pictures about nature (conversation based on content).
Educator: What did you see?
Children: Nature.
Educator: Correct. Everything that surrounds us is not made by human hands - it is nature. It can be living or non-living. Guys, what kind of wildlife objects have you seen?
Children: Plants, flowers, trees.
Educator: That's right, everything living: grows, breathes, eats, moves, reproduces. What inanimate objects have you seen?
Children: rain, wind, sun
Educator: Well done, you correctly named the objects of living and inanimate nature.
Finger gymnastics “Finger - boy, where have you been.”
Finger - boy, where have you been?
I went to the forest with this brother
I cooked cabbage soup with this brother
I ate porridge with this brother
I sang songs with this brother.
Educator: Guys, on your tables there are cards with pictures of nature. Take pencils and use arrows to distribute objects of living and inanimate nature (children complete the task).
Educator: Tell me, what do you classify as living and inanimate nature?
Children: A cactus, a beet, a ladybug are all living things, but the moon, the sun, a cloud, a cloud with rain are inanimate nature.
Educator: Guys, do we belong to living or inanimate nature?
Children: We belong to living nature.
Educator: Why?
Children: We breathe, we grow.
Physical education lesson “The wind is blowing in our faces”
The wind blows in our faces
The tree swayed
The wind is quieter, quieter, quieter
The tree is getting higher and higher.
Educator: That's right, we are part of nature, we are alive, and all living things grow, breathe, multiply, and eat. How do you and I breathe?
(the teacher suggests doing a breathing exercise).
Educator: You have napkins on the table, take them and blow them like the wind, breathing exercises “Wind”.
Breathing exercises “Wind”.
Educator: Guys, we are now going to conduct an experiment and look at objects of inanimate nature.
1. Experiment with water (the teacher demonstrates himself). The teacher pours water from one glass to another.
Educator: What happened to the water, did it stop being water or not?
Children: No, I haven’t stopped.
2. Experience with chalk (together with children).
3. One of the children shows the experience together with the teacher. They take chalk and break it in half.
Educator: What happened to the chalk? Has he stopped being chalk or not?
Children: No.
Educator: That's right, chalk remained chalk, only the pieces became smaller, the water also remained water.
The teacher concludes: chalk and water are objects of inanimate nature.
Educator: Guys, you completed all the tasks. And what new have we learned? Did you like it? What did you like best? What caused the difficulties?
Educator: Let us end our conversation with a wonderful poem by L. Daineko “Blue Planet”
There's a huge house on earth
Under the roof is blue.
The sun, rain and thunder live in it
Forest and sea surf.
Birds and flowers live in it,
The cheerful sound of the stream.
You live in that bright house
And all your friends.
Wherever the roads lead
You will always be in it.
The nature of my native land
This house is called.
Educator: This concludes our lesson. Well done!
Publications on the topic:
Summary of an integrated educational activity for introducing children to nature and speech development in the senior group “Late Autumn” Program content: clarify children's knowledge about the changes that occur in living and inanimate nature in late autumn. Activate.
Summary of educational activities on FEMP and familiarization with nature in the senior group Summary of educational activities on FEMP and familiarization with nature in the senior group Topic. The Magic Kingdom of Knowledge Program content: consolidate knowledge.
Summary of educational activities in the preparatory group on familiarization with the environment and nature on the topic “Our Motherland - Crimea.” Integration of educational areas:.
Summary of the final educational activity on introducing children to nature in the preparatory group “The Journey of a Little Engine from Romashkovo” Goal: to identify the level of knowledge and skills of children in the preparatory school group for the educational program “Acquaintance with Nature”. Objectives: Summarize knowledge.
Summary of a lesson on familiarization with the nature of the Krasnoyarsk Territory in the senior group of kindergarten Summary of a lesson on familiarization with the nature of the Krasnoyarsk region in the senior group. MDOBU "Kindergarten No. 28 "The Scarlet Flower"" Minusinsk.
Natalia Dolmatova
Summary of a lesson on familiarization with the natural world in the senior group “What is nature”
Subject:"What is nature?"
Target: expand children's knowledge about living and inanimate nature.
Tasks: Continue to teach children to distinguish living objects from inanimate objects
To form ideas about the inextricable connection between man and nature / man
part of nature/.
Teach children to distinguish natural objects from artificial/created ones
person/.
Arouse interest in nature and the problem of its protection.
Vocabulary work: enrichment of vocabulary: wisdom, artificial objects /not nature/;
activation of the dictionary: living and inanimate nature.
Preliminary work: looking at illustrations, reading literature about nature,
observations, didactic game "Chamomile".
Methodical techniques: artistic expression, conversation, comparisons, illustrations,
Equipment: interactive whiteboard, photo slides with images of nature, environmental signs, photo slides with images of an ant and a ladybug, D / and “Chamomile”.
1. -Guys, do you like to walk in the forest, in the park, in the meadow?
How many of you have vacationed at sea?
Who vacationed in the mountains?
What did you like most?
Guys, what do you think nature is?
Nature is rivers, seas, lakes, forests and fields, sky and sun, soil and air, and all living things.
Guys, do you know that man is also a part of nature and the smallest insect is also a part of nature.
I will read you a poem by the Russian poet Fyodor Ivanovich Tyutchev, and you listen carefully.
The sun is shining, the waters are sparkling,
Smile in everything, life in everything,
The trees tremble joyfully
Bathing in the blue sky.
The trees sing, the waters splash,
The air is dissolved with love,
And the world, the blooming world of nature
Intoxicated with the abundance of life.
Guys, what do you think this poem is about? (poem about the beauty of nature).
Guys, look carefully at the screen and tell me what you see on the screen, on the screen (on the screen there are photo slides of nature).
Nature.
What would you call these images?”
I'll tell you riddles, and you try to guess them.
Lives in seas and rivers
But often flies across the sky,
How will she get bored of flying?
It falls to the ground again. (Water).
They beat me, they beat me,
They turn, they cut,
And I endure everything
And I cry with all good things. (earth, soil).
Blue scarf,
Red bun rolls on a scarf,
Smiles at people. (Sky, sun).
In a dense forest, under the fir trees,
Showered with leaves
A ball of needles lies
Prickly and alive. (Hedgehog).
There are two oak trees.
There is a barrel on the oak trees,
There is a bump on the barrel,
There is a forest on the hummock. (Human).
Many hands, one foot. (Tree).
Well done guys, you guessed the riddles correctly.
What else do you see on the screen? (children name objects of living and inanimate nature).
Guys, tell me what applies to living nature? (animals, plants, everything that grows, breathes, eats and reproduces).
What about inanimate nature? (sun, stones, water, soil).
Tell me why you don’t see images of houses, cars, fences, factories on the screen? / if the children find it difficult to answer, help /
We cannot call everything that is made by human hands nature.
And so, nature is everything that surrounds us, but is not made by human hands, even from natural materials. For example: a wooden chair is made from the natural material of wood, but it is made by human hands and the chair is not nature. The machine is made by human hands - it is not nature. But a horse and a camel, which a person also rides, are nature. Man simply tamed the camel and the horse, made them domestic animals, and they existed in nature even without man. A camel and a horse eat and have babies that breathe. And the man made the car himself. The machine does not breathe, it does not have cubs. Man often invents things that are similar to natural objects. For example: who does the helicopter look like?
Dragonfly.
What does the submarine look like?
On the whale.
2. Phys. just a minute.
The sun is sleeping and the sky is sleeping, (palms to the left cheek, to the right cheek)
Even the wind doesn't make any noise. (we shake our hands up)
Early in the morning the sun rose, (raised hands up, stretched)
Sent all its rays. (we shake our hands up)
Suddenly a breeze blew (we waved our hands up and down)
The sky is overcast. (covered face with hands)
And shook the trees. (torso swinging left - right)
The rain pounded on the roofs (jumping in place)
The rain is drumming on the roof (claps your hands)
The sun is sinking lower. (bending forward)
So it hid behind the clouds, (we crouch)
Not a single ray is visible. (they stood up and hid their hands behind their backs)
3. - Guys, now we will play the game “Chamomile”. The winner is the one who correctly indicates what the things necessary for a person are made of and what they belong to. On the board around the yellow center are attached white chamomile petals, on the reverse side of which objects of living and non-living nature and non-nature are depicted. Children take turns tearing off the petals. I ask questions:
What is shown on the petal?
What is it made of?
What does this object belong to? (the child who gives the most complete answers is awarded a postcard with a picture of a plant or animal).
4. - Guys, nature pleases people with its beauty! Admiring the beauty of nature, a person becomes better and kinder. Nature teaches man wisdom. This is how the poet V. Orlov said about it.
Us at any time of the year
Wise nature teaches
Birds teach singing.
Spider - patience.
Bees in the field and in the garden
They teach us how to work
And besides, in their work
Everything is fair.
Reflection in water
Teaches us correctness.
Snow teaches us purity.
The sun teaches kindness
And with all the enormity
Teaches modesty.
Nature has it all year round
Need to learn.
We are trees of all species,
All the great forest people,
They teach strong friendship.
Guys, what does nature teach us?
Do you think nature needs our friendship?
Needs.
(Show environmental signs and discuss the meaning of the signs with the children).
People should live in friendship with nature, take care of everything that is on earth! Do not offend anyone, do not harm anyone. But many people don’t think about it.
Guys, are you familiar with these insects?/I’m showing pictures of a ladybug and an ant/
Guys, tell me, are they beautiful? - Who held them in their hands?
Did you know that such small insects bring great benefits to nature, but often suffer due to the unreasonable curiosity of humans.
Let's give each other our word never to catch insects, but only to observe and admire them without harming them. Do not break trees and bushes. Help the birds in winter.
Do you guys want to become nature defenders?
Then let's take an oath:
Look, my friend, don’t let us down
Be truthful and kind, promise!
Don't offend a bird or a cricket,
Don't buy a butterfly net,
Love flowers, forests, open spaces of fields -
Everything that is called
Your homeland.
Publications on the topic:
Summary of a lesson on familiarization with the natural world in the middle group “The Red Book” A lesson on introducing the natural world in the middle group. The Red Book as a means of raising a careful, attentive attitude in children.
"Journey to the winter forest." Summary of a lesson in the first junior group on familiarization with the natural world Integrative tasks: - expand and consolidate children’s knowledge about the life of wild animals in winter (fox, hare, bear); - develop the ability to highlight.
Summary of educational activities for introducing the natural world in the senior group “Trees of a coniferous forest” Summary of educational activities for introducing the natural world in the senior group “Trees of a coniferous forest.” Goal: creating conditions for clarification and consolidation.
Abstract of the OD “Cognitive development” familiarization with the natural world in the senior group. “Journey to the world of nature” Objectives: Educational:.
Summary of a lesson in the middle group on introducing children to the natural world. Abstract on ecology “Flower City” Purpose: 1. To consolidate children’s knowledge about the conditions necessary for the growth and development of plants, about ecological connections in nature. 2. Continue.
Summary of a lesson on familiarization with the natural world in the junior group “Spring” Summary of a lesson on familiarization with the natural world in the younger group on the topic "Spring". Goal: repeat the signs of spring, shape development.
Summary of a lesson on familiarization with the natural world in the second junior group “Observing a kitten” Summary of a lesson on familiarization with the natural world in the 2nd junior group “Observing a kitten.” Goal: Introducing children to a living object.
Summary of a lesson on familiarization with the natural world in the second junior group “Journey to the fairy tale Kolobok” Goal: -Continue to form children's ideas about animals living in the forest (fox, hare, bear, wolf). -Introduce them to their habits.
Summary of a lesson on familiarization with the natural world in the second junior group “Nature has friends - they are us and you” The group includes the Forest Fairy: Hello, kids, Girls and boys (Say hello) I came to ask you for help Educator: What.
Direct educational activities to familiarize with the natural world in the senior group Lesson summary Topic: “What happened to the river?” Objectives: 1. Learn to establish cause and effect relationships: what a careless attitude leads to.
Image library:
Cognitive development: Organize a cognitive workshop with the aim of introducing children to elementary experimentation that is accessible to them.
Give an idea that stones are different. Create conditions for the development of environmental thinking and creative imagination in the process of experimental activities.
Social and communicative development: Cultivate interest in research activities, the desire to engage in it; develop social skills
Speech development: develop the ability to obtain knowledge yourself, draw conclusions, prove, explain your point of view, the ability to analyze and reason.
Artistic and aesthetic development: - introduce the most common decorative stones and products made from them, form an aesthetic perception of the environment. Show what role stones play in human life, introduce the stones that people have been using for their needs since ancient times.
Stagneeva Elena Leonidovna