Project on environmental education in kindergarten. Environmental education project

Municipal Autonomous Preschool Educational Institution

"Child Development Center "Kindergarten No. 378"

Perm

Ecological project

"Pine Cone"

Prepared

Senior group teacher

Nechaeva Tatyana Vladimirovna

Perm

2013

Project type:cognitive and research.

Project participants:children of the older group, teacher, parents.

Project duration:from July 20 to August 11.

Relevance:

Environmental education significant from the standpoint personal development child - properly organized, systematically carried out in educational institutions under the guidance of people with ecological culture, it has an intense influence on his mind, feelings, will.

The natural world is fraught with great opportunities For comprehensive development children. Thoughtful organization of training, walks, and special observations develops their thinking, the ability to see and feel the colorful diversity of natural phenomena, to notice large and small changes in the world around them. Thinking about nature under the influence of an adult, a preschooler enriches his knowledge and feelings, and develops right attitude to the living, the desire to create, not destroy.

The educational value of nature is difficult to overestimate. Communication with nature has a positive effect on a person, makes him kinder, softer, awakens him best feelings. The role of nature is especially great in raising children. Nature leaves big footprint in the soul of a child, affects all his feelings. The child rejoices when he sees green grass, listens to the chirping of birds, and smells flowers.

The first perceptions are important for the child, and new things surprise and arouse interest. The world is huge, but the child is still small, his experience is limited. Therefore, it is necessary to introduce nature gradually, first with close and accessible phenomena, to help accumulate facts obtained from communication with nature, to direct interest, and to create conditions for the child to form correct ideas about it. To do this, you don’t need to take your child somewhere special; you can introduce children to the nature that surrounds them in everyday life.

No matter what educational concepts the teacher adheres to, no matter what programs preschool education did not work, he cannot help but set a goal for himself: to teach to carefully treat the nature of his land, his Motherland.

Target:

To expand children's knowledge about the pine cone, to form in children a consciously correct attitude towards nature - the conviction that the beauty of nature is priceless, therefore it must be protected.

Tasks:

To consolidate and deepen children's knowledge about the pine cone.

To develop the ability to distinguish a pine cone.

To develop children's ecological ideas and knowledge about the value of nature.

Cultivate children's interest in natural objects.

Teach children to observe natural objects.

To encourage children to accumulate emotionally positive experiences with nature.

Expected result:

1. Gaining more knowledge about the pine cone.

2. Developed skills of observation and experimentation in the process

search and cognitive activity.

3. To develop in children a caring attitude towards the natural world.

4. Responsible attitude of children towards environment.

5. In addition, it is assumed emotional development the child as a whole, the formation of the ability to think logically, the enrichment of vocabulary, the development of observation, curiosity, and interest in cognitive activity.

Hypothesis:

If the children find out more information about a pine cone, they will become more attentive and careful about the nature around them.

Project implementation stages.

Stage 1 – Preparatory.

Stage 2 – Main.

Stage 3 – Final.

Preparatory.

1. Collection and analysis of literature on this topic.

2. Determining goals based on the interests and needs of children.

4. Planning upcoming activities aimed at implementing the project.

5. Providing a didactic complex for the implementation of the project.

Basic.

2. Conducting activities in groups.

3. Interaction with parents - consultation"Environmental education of preschool children in the family."

Final.

1. Mini-exhibition of children's activity products.

2. Photo report on the work done.

3. Summing up.

4. Presentation of the project.

Forms of project implementation.

Ecological activities.

Observations and ecological excursions.

Educational reading.

Outdoor, didactic games.

Project implementation principles:

Accounting for age and individual characteristics children;

The principle of integration.

Integration of educational areas.

Educational areas

Type of activity

Cognitive development

Examination and examination of cones, excursions, observations.

Speech development

The teacher's story, conversations, free communication.

Physical development

Outdoor games, physical education minutes.

Artistic and aesthetic development

Reading poems, asking riddles, creating art.

Social and communicative development

Free communication of children, conversations, didactic games.

Long-term plan implementation of the project “Pine cone. »

Date

Educational activities

1. Excursion to pine forest- Physical education in the second younger group“Visiting the Bear” (collecting pine cones.)

1. Conversation “Pine and pine cone.”

2. Examination of the painting by I. I. Shishkin “Morning in a pine forest.”

1. Game self-massage with pine cones and elements finger gymnastics to activate speech, cognitive activity, development fine motor skills fingers, relaxation and increasing the immunity of children.

2. Artistic creativity(drawing) - “A cone on a pine tree.”

1. Making crafts from “Forest Hedgehog” cones.

1. View the presentation.

2. Exhibition of crafts and drawings.

References:

1. Sypchenko E.A. "Innovative educational technologies. Method of projects in preschool educational institutions" - St. Petersburg: LLC PUBLISHING HOUSE "CHILDHOOD - PRESS", 2012.

Municipal autonomous preschool educational institution

Child development center - kindergarten No. 102, Tomsk

Verified: Approved:

senior teacher: head:

Pankina E.A.____________ Kuznetsova O.V.__________

Project

on environmental education of preschool children in the process of integration different types activities on the topic:

“The forest is our wealth”

Tomsk – 2016

“The forest is our wealth”

In a pine forest,
In a birch grove,
Where the desire to live is so multifaceted,
For me, the strong one, it’s only kinder and simpler
And I want to be more humane.
A. Yashin

Project type: long-term (September-May)

Project type: information-practice-oriented

Participants: teacher, preparatory group children, parents

Preliminary work: reading fiction about the forest, looking at illustrations, guessing riddles, learning poems.

Relevance of the project: The most current problem of our time is the problem of human interaction with nature. Most people consider the forest to be a source of waste products or a place of recreation. And few people think about future fate the forest, about its inhabitants, and the fact that in general there are many different inhabitants in the forest. After people rest in the forest, there remain unextinguished fires, bottles, garbage, all this negative position adults is reflected in preschoolers, since children first of all follow the example of their parents. Statistics show that due to violations of the rules of human behavior in nature, the number of forest fires. Modern children have little contact with nature, rarely go to the forest with their parents, have difficulty distinguishing between trees and shrubs, not to mention the knowledge of what benefits the forest brings and why it should be protected. Therefore, in order to keep forests healthy and beautiful, giving us oxygen, beauty, warmth, household items, and to guarantee forest protection, we need to educate preschoolers’ ecological culture with early age, forming responsiveness, curiosity, and the ability to manage one’s behavior in nature. For this purpose we have developed environmental project "The forest is our wealth" which will expand and deepen the understanding of children and their parents about green friends that need to be taken care of, protected and preserved, and they will learn to follow the rules of behavior in nature. The identified problems made it possible to determine the goal and set tasks.

Target: formation in children of a culture of behavior aimed at preserving natural resources and expanding ideas about the forest, its importance for the life of all living things through various types activities.

Tasks:

To form and generalize in children elementary ecological ideas about the forest and its inhabitants. Bring children to understand that everything in nature is interconnected. To develop an understanding of the consequences of environmentally illiterate behavior (making fires, destroying trees, collecting plants) through familiarization with the rules of behavior in nature.

Develop cognitive interest and curiosity in the process of observing trees and forest inhabitants, develop search activity children, the ability to define tasks based on the problem posed.

To cultivate emotional responsiveness, the ability to see and understand the beauty of the natural flora, caring attitude towards forest vegetation and its forest inhabitants.

Providing methods:

Observations of objects and phenomena of living and inanimate nature;

• Experimental activities;

  Game activity;

  Practical (productive) activity.

Project implementation stages:

Preparatory stage:

• Discuss issues related to project activities

What trees do you know?

What significance do they have in the lives of humans and animals?

How to use wood correctly?

What forest protection measures do you know?

To find answers to these questions:

Determined the goal and objectives of the project,

We developed an action plan.

Select fiction for children on the topic;

Select didactic and visual material;

Main stage:

Theoretical part: drawing up an action plan, developing scenarios, GCD notes, conversations and events.

Practical part:

Conversations on the topic;

GCD on the topic;

Publishing a newspaper for parents about types of feeders and types of bird food;

Design of the poster “Take care of the forest”;

Design of exhibitions of family creativity;

Production and design of the mini-museum “Forest”;

Carrying out the “Grow a Green Friend” campaign;

Participation in preschool educational institution competitions.

Connection with other activities:

• Productive

  Communication (conversations, reading fiction)

  Physical development (physical exercises, outdoor games)

Homework:

Exhibition of family creativity “Crafts from natural material", "The forest is a green friend";

Preparation of material for a photo exhibition;

Excursions to the park;

Making feeders together with parents.

Final stage:

Project presentation (multimedia);

Conducting entertainment “The Forest is Our Friend”;

Design of a mini-museum in the “Forest” group.

Project implementation:

Creating conditions for the implementation of the project.

Drawing up an action plan.

Observations on walks.

Informative conversations and conducting educational activities.

Productive activities (drawing, modeling, applique, artistic work)

Experimental activities

Interaction with parents (making feeders, participation in the “Feed the Birds in Winter” campaign, “Grow a Green Friend”, participation in family art exhibitions, etc.)

Conducting entertainment “The Forest is Our Friend”

Expected results:

Observing phenomena and objects surrounding nature, children develop an emotional perception of the natural world. The natural world will become an integral part of every child's world. The implementation of the project will help to form in the minds of children the concepts of values, as well as the fundamentals of nature conservation (forests); increase the level of knowledge on environmental protection;

Children will acquire practical skills in caring for living objects, learn to analyze, generalize, draw conclusions, reflect their impressions through various types of activities (speech, productive, play), control their actions and behavior when communicating with nature, so as not to harm it.

Event plan for September-April

Literature:

1. Nikolaeva S.N. Methodology of environmental education of preschool children-M:. Publishing center "Academy", 2001.

2. Savo I.L. Planning work on environmental education in different age groups d/garden: Educational and methodological manual. – SPb.: DETSTVO_PRESS, 2010. – 560 p.

3.Nikonova N.O., Talyzina M.I. Ecological diary preschooler “Autumn”, “Winter”, “Spring”, “Summer” Tutorial. - Publishing house “CHILDHOOD PRESS”, 2008. – 32 p.

4.Teacher of preschool educational institution No. 1/2009

5. Young ecologist. System of working with children senior group kindergarten. -M:. MOSAIC-SYNTHESIS, 2010.

6. Gorbatenko O.F. System of environmental education in preschool educational institutions. –Volgograd: Teacher, 2007.

7. Isakova N.V. Development cognitive processes among older preschoolers through experimental activities St. Petersburg: LLC "CHILDREN'S PRESS", 2013

8. Dybina O.V. The unknown is near. Experiences and experiments for preschoolers - M.: TC Sfera, 2010. - 192 p.

9. Bondarenko T.M. Environmental activities for children 5-6 years old: practical guide. – Voronezh: TC “Teacher”, 2002, -159 p.

10. Ryzhova N.A. Mini museum in kindergarten. – M.: Linka-Press, 2008, -256 p.

Environmental education project

Children of senior preschool age

"Clean World"

Completed:

Teacher Sitdikova Albina Nailievna

Kazan

Brief summary to the project:

Contemporary issues The relationship between a person and the environment can only be resolved if an ecological worldview is formed in people, starting from preschool age, their environmental literacy is increased and they are introduced to environmental culture.

Helping children see the uniqueness and mystery of life on planet earth was the goal of this pedagogical work.

The “Clean World” project is long-term (designed for 1 year).

Depending on the age of the children, all topics become more complex in content, objectives and methods of implementation (informational, effective-mental, transformative). Special attention is devoted to the formation of a holistic view of nature and man’s place in it. Children form their first ideas about the relationships that exist in nature and, on this basis, the beginnings of an ecological worldview and culture, a responsible attitude towards the environment and their health.

Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview, his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form experimental actions.

Important when working with preschoolers, a moral aspect is attached: the development of ideas about the intrinsic value of nature, an emotionally positive attitude towards it, the development of the first skills of environmentally literate and safe behavior in nature in everyday life.

The project participants are children, preschool teachers, and parents.

Relevance of the topic:

Nature is an amazing phenomenon, educational impact which on spiritual world It is difficult to overestimate a preschool child. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. A child's soul is revealed in communication with nature, interest in the world around him is awakened, and the ability to make discoveries and be surprised by them is formed.

It's no secret that preschool children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research, search activity – natural state child, he is determined to understand the world, he wants to know it. To explore, discover, study means to take a step into the unknown and unknown. Exactly exploratory behavior and creates conditions for the child’s mental development to initially unfold as a process of self-development.

Special significance For the development of a preschooler’s personality, it is necessary for him to assimilate ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden significant connections with natural phenomena.

Project goal:

Form in children environmental knowledge, caring attitude towards nature and everything around us.

Project objectives:

· To form in children a caring, responsible, emotionally friendly attitude towards the natural world, towards living beings, in the process of communicating with them.

· Develop observation and experimentation skills in the process of search and cognitive activity.

· Develop children's imagination, speech, imagination, thinking, ability to analyze, compare and generalize.

· Protect and strengthen the health of children.

Project implementation stages:

Stage – Preparatory

Stage – Main

Stage – Final

Preparatory stage

1. Collection and analysis of literature on this topic.

2. Determining goals based on the interests and needs of children.

4. Planning upcoming activities aimed at implementing the project.

5. Providing a didactic complex for the implementation of the project.

Main stage

2. Conducting activities in groups.

3. Interaction with parents aimed at introducing them to project activities.

Final stage

1. Mini-exhibition of children's activity products.

2. Photomontage.

3. Summing up.

4. Presentation of the project.

Project participants:

· educators;

· parents.

Project implementation principles:

·  The principle of differentiation and individualization involves creating conditions for the full manifestation of the abilities of each child and timely educational work.

· The principle of conformity with nature indicates that educational process matches as inner nature, and external conditions.

· The principle of dialogic communication as an integral condition for the interaction of subjects, which reflects close connection between mutual and reciprocal openness, sincerity, mutual understanding between the teacher and the child, and projects an attitude towards reasonable assimilation.

· Accessibility principle provides for the implementation environmental work taking into account the characteristics of age, preparedness, as well as individual characteristics and mental development children.

· Systematic principle. Achieving the goal is ensured by solving a set of health, educational and educational tasks with appropriate content, which allows us to obtain a predictable result.

· The principle of consistency consists in gradually increasing requirements in the process of environmental activities.

Project implementation forms:

ü Ecological activities.

ü Observations and ecological excursions.

ü Educational reading.

ü “Lessons in Kindness.”

ü Laboratory “Experiments” (experiments and experiments).

ü Environmental actions.

ü Outdoor, didactic, simulation games, environmental dramatizations

Project resource support:

1. Corner of ecology and experimentation in a group.

2. Methodological tools (card index of didactic games, lesson notes, entertainment scenarios, etc.).

3. Library of a young ecologist.

4. A selection of fiction “Cognitive reading”.

5. A selection of experiences and experiments “Experiments”.

Expected results:

1. A caring, responsible, emotionally friendly attitude towards the natural world, towards living beings, formed in children, in the process of communicating with them.

2. Developed skills of observation and experimentation in the process of search and cognitive activity.

3. Children's responsible attitude towards the environment and their health.

Abstract of an environmental lesson in preparatory group

Subject: "Earth is our common home"

Target: contribute to the formation of children’s ideas that planet Earth is a huge ball ( most globe covered with water - oceans and seas, besides water there are continents - solid ground, land where people live); generalization of knowledge that there are many living creatures on planet Earth, that they all need clean water, clean air, pure land; the formation of ideas that planet Earth is now in danger; to cultivate a love for nature, proper communication with it, a desire to study it.

Material: globe, illustrations, ball, drawing paper, sets of colored pencils.

Preliminary work:

Examination of the globe, map.

Reading educational literature (from the series “Ecological disasters”).

Looking at illustrations and talking with children.

Progress of the lesson:

Working with the globe.

A globe is added to the group.

The teacher invites the children to look at the globe.

Educator. Which amazing planet- Earth! Seas and oceans splash on its surface, rivers and streams flow, wide plains spread, green forests rustle, high mountains rise. The earth is a huge ball. It rotates around its axis and at the same time around the Sun, the closest star to us.

Examination of the globe, answers to questions:

– What shape does the Earth have?

– What living creatures inhabit the Earth?

– What do all living beings on Earth need? (Heat, sun light, air and water.)

– What does a person need on Earth? ( Fresh air, clean water, fertile soil, plants and animals.)

– Why is the Earth called a common home?

– Who pollutes our planet and how? (There are a lot of sick places on our planet. This happened because people built many plants, factories, electrical and nuclear power plants. These enterprises pollute the air - it is polluted by the smoke that goes into the sky from pipes, gases from cars. Waste from factories is discharged into rivers and seas. Many plants and animals die from this, and people get sick. Nature is dying. Our planet needs help). – What can a person do to preserve the riches of the Earth? (To help her, you need to learn to love nature, to love it from childhood. Learn to understand how all living beings live: birds, bugs, animals. This is what people called ecologists do.)

Physical exercise.

Game “Catch the ball - say the word.”

Children stand in a circle. To whom the teacher throws the ball, he must name one of the riches of the Earth.

3. Game “How can we help our planet?”

Assignment: come up with environmental signs and draw them.

Viewing and discussion of drawings, summing up.

Progress of the lesson.

1. Introductory conversation.

A very long time ago, planet Earth looked completely different from what it does now; before, completely different trees grew on the planet and other animals lived. (Show children illustrations of ancient forests).

Questions for children: What animals do you know that do not live on Earth now? (Dinosaurs, mammoths). Why did they go extinct?

2. Reading the story “Sea Cows”

Many years ago, on distant, unknown islands in Pacific Ocean A Russian ship was wrecked. The sailors escaped, but they were in danger of starving to death. And then they saw that huge sea animals, similar to large whales, were swimming off the coast in whole flocks. They were peaceful and so trusting that they allowed themselves to be touched. They ate algae, and the sailors called them sea cows. The meat of sea cows turned out to be tender and tasty, so the sailors did not die of hunger. They were able to build a small boat from the wreckage of the broken ship and sail home.

Having heard about the amazing animals, other people began to sail to these islands and stock up on meat. But no one thought that the sea cows needed to be protected, and in less than 30 years they were all killed. Scientists have long hoped that there were sea cows somewhere else; they looked for them, but never found them. There is not a single sea cow left on Earth.

3. Discussion to consolidate what was heard:

What amazing animals did the sailors meet?

How do you imagine sea cows?

4. Invite the children to draw sea cows the way they imagine them.

5. Teacher’s explanations:

More than a hundred species of different animals and birds were destroyed by people. Some were hunted too hard, others were not even left a piece of land (forests or steppes), where they could live, others were caught by predators brought by people.

Many plants have also disappeared. In the end, people realized: if nature is not helped, more and more plants and animals will die. To prevent this from happening, they compiled the Red Book. You already know about it. Let's remember what is written in it? Why is it red? Scientists have compiled the International Red Book. It is very large because it records endangered plants and animals of the entire planet Earth. Each state has its own Red Book, and it is even possible to create a Red Book for each region.

6. The teacher’s story about the black stork.

This is the rarest bird. The black stork nests only on the territory of the Oksky Nature Reserve; it builds a nest in tall trees. He flies from South Africa at the end of April. After arriving, storks repair their nests, cover them with moss and grass and lay from two to six eggs. Hunting of black storks is prohibited. There are very few of them left due to poachers.

There is also a brown bear protected on the Russian plain, here it is in the illustration. Once upon a time there were a lot of brown bears, but now there are no places left in the forests that people don’t visit, and bears like to live in the wilderness where people can’t go. What other animals are at risk of extinction? Why? How can you prevent their death?

7. Summing up.

Topic: “Water is life”

Target: promote the accumulation in children of specific ideas about the properties, forms and types of water, develop speech, thinking, and curiosity. Foster an environmental culture. Develop the ability to draw conclusions and conclusions. Cultivate accuracy when working.

Material: transparent plastic cups, containers different shapes, flour, salt, sugar, ascorbic acid, milk, picture, paints, brush, cotton wool, handkerchief, funnel, vegetable oil, pipette, herbal infusion, mint oil, napkins, audio recording “Water”, cocktail straws, jug of water.

Progress of the lesson:

Children sit freely around the table for experiments and exploration. A recording of a babbling brook sounds. The teacher reads a poem:

Have you heard about water?

They say she's everywhere!

In a puddle, in the sea, in the ocean

And in the water tap,

Like an icicle, it freezes,

Fog creeps into the forest,

It's boiling on the stove,

The kettle steam hisses.

We can't wash ourselves without it,

Don't eat, don't get drunk!

I dare to report to you:

We can't live without her.

N. Ryzhova

Educator: Guys, what is water for, who needs water? (children's answers). Do you want to know more about water? (children's answers). Then go to this table where they are waiting for us various items for water research.

Experiments with water.

What shape is water? There is a cube and a ball on the table. The teacher asks what shape these objects are (children's answers). Does water have a form? To do this, take a narrow jar and fill it with water. Pour this water into a wide jar. The form that water takes changes all the time. Conclusion: Water has no form and takes the shape of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. They spread on the asphalt, collect in holes, and are not visible when absorbed into the ground, only the ground is wet. And so water has no form. The teacher shows the children an algorithm that symbolizes that water has no shape and hangs it on a magnetic board.

What color is the water? Let's take two glasses - one with water and the other with milk. Let's take a picture and put it behind a glass of water. Can we see the picture? (children's answers) Now let's put the picture behind a glass of milk. What did we find? Conclusion: the pattern is visible through water, but not through milk. This means that water is a transparent liquid. Clear water can be made opaque. To do this, wet the brush and dip it into the paint. Add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The drawing is not visible. And so, we conclude that water is a transparent liquid, using an algorithm that symbolizes this property of water. And we post it on the board.

Water is a solvent. Does water have a taste? Children test the waters and voice their opinions. Then invite one child to stir sugar in water, another - salt, and a third - ascorbic acid. After the substances have dissolved, offer to taste the water again. What has changed? The water has a taste. The water became sweet, salty, and sour. Conclusion: water does not have its own taste. What happened to the substances we put in the water? (children's answers) Now let's try to dissolve flour and sunflower oil in water. Two children complete this task.

Physical education minute.

The teacher invites the children to return to the table to continue their water research. Draws the children's attention to the glass where the flour was dissolved. What do we see? (children's answers) The flour did not dissolve completely, and the sediment sank to the bottom of the glass. Also, the oil does not dissolve; it floats on the surface. Conclusion: not all substances can dissolve in water. Invite the children to determine whether the water has a smell. (Children's answers)

Then offer to stir the herbal infusion and mint drops into the water. And again offer to smell the water. The water has a smell. Dissolving in water various substances, change the water: color, taste, smell. Again we use algorithms symbolizing that water has no taste or smell, hanging them on the board.

Water filtering. Guys, let's remember the fairy tale "Sister Alyonushka and Brother Ivanushka." What happened to Ivanushka? (Children's answers). Why couldn't you drink this water? That's right because it's dirty. But there is a situation where water clean nearby no, but it is vital to take at least a sip of water. There are different ways water purification. With the most in simple ways that may be useful to you in life, we will now get to know each other. To do this, take: a funnel, a handkerchief, cotton wool and water containers. Together with the children we find out how to make cleaning devices - filters. And so, if Alyonushka and Ivanushka knew that water could be purified by passing it through a scarf, then the disaster could have been avoided.

The teacher offers the children speech game"Water is..."

Task: To develop the thinking of preschoolers, to activate their experience and knowledge, to teach them to consider the same object with different points vision.

Progress of the game: The presenter invites the children to determine what role water plays in the lives of animals, plants, people, etc.

Here's an example:“For plants, water is...”

“For people, water is…” answer options.

Summing up the lesson.

Topic: “Tree bark”

Target:

1. Continue to cultivate a love for trees, a careful and caring attitude towards them.

2. Clarify with the children the concept of “bark”, what it serves for a tree.

3. Learn to recognize by appearance tree, its age (to give the idea that even an old tree grows, young branches appear, the bark on them is young, thin, flexible, tender, unlike the bark of an old tree).

4. Fix the name of the profession of people involved in the study and care of forests, birds, and animals.

5. Clarify and expand knowledge about what wood is needed for and what is made from tree bark.

6. Learn to model bark from paper.

Preliminary work: 1. Excursion to the park, to the forest, looking at the color of the bark different trees, paying attention to the age of the tree, its species, size. 2. Watching a woodpecker. 3. Conversation about what is made from wood.

Material: pieces of tree bark (birch, spruce, linden, pine); pieces of resin; poplar branches; sheet of paper, paint; diagram of a dry tree, drawn birch leaves; samples of objects made from birch bark, oak bark, linden.

Progress of the lesson:

Educator: Guys, I was in the forest over the weekend and met a forester there. He gave me an envelope with a document for you. Let's read the letter and find out what it says (reads a letter containing a riddle).

A friend, green and good, will help us in the rain and heat,

He will stretch out dozens of hands and thousands of palms to us. (Tree.)

That's right, it's a tree (shows a poster). Do you think the tree is alive or not? Why? (It breathes, eats, grows, multiplies.) How does a tree breathe? That's right, leaves. The tree breathes into itself dirty air, which is emitted by plants, factories, cars, and gives off oxygen - this is the clean air necessary for people to live. But you and I forgot about one more gift from the forester. What is this? (Tuesok.) Let's open the case and take a look (shows samples of bark, lays them out on the table). Children, what do you think: what is this? That's right, it's bark. Why does a tree need bark? How do you think? (The bark protects the tree.) What can she protect him from? (From the sun, frost, wind, to prevent juice from flowing out.) Do you think the bark only protects the tree trunk? (No, and branches.) Let's look at what the bark is and what lies underneath it. "Undress" the twig (carefully, holding with your hand, separates part of the skin). What's underneath? (Wood.) What's the skin like? (Thin, flexible, soft.) Yes, we easily separated it from the wood. Children, you said that the entire tree is covered with bark: both the trunk and the branches. Why do you want to say that there is skin on the branches? (Because the bark is hard, thick, and the skin is thin, soft.) The peel is also bark, only young. How do you think you can determine the age of a tree by looking at its bark? It’s true that the older the tree, the thicker and harder the bark. Let's look at the pieces of bark on this trunk. Find the bark of a young tree. Explain why you think so. What is she like?

Find the bark of an old tree. Explain why. Look and tell me, what tree species does this bark come from? (Birch, pine, linden.) Why do you think a person needs to know the age of a tree? (To cut down old trees for firewood, for building houses, for making furniture, paper.) What trees need to be cut down in the forest, except old ones? (Sick.) How to determine and know that a tree is sick? (The leaves wither, the bark cracks.) Why do trees get sick? (Harmful insects have settled in.) Look at the back of the bark, find where there are tunnels made by pests, and show others. Who do you think heals trees? (Woodpecker.) The woodpecker's tongue is jagged and sticky. When he pokes a hole in the trunk with his nose, he sticks out his tongue, and insects accumulate on the tongue or stick to it, and the woodpecker pulls them out of the trunk. Who knows what a woodpecker is called? (Forest doctor.) What else causes trees to get sick? (Someone cut the bark, broke a branch etc.) Yes, children, whoever does this causes great harm to the trees. The tree is crying. In early spring, many people collect birch sap: they make a cut and the sap flows out, collect the required amount and leave. And the juice continues to flow. After some time, a red stripe forms in this place. People say: “The birch tree cries tears of blood.” But few people know that after collecting sap, it is necessary to cover the wound on the trunk with clay or earth so that the tree does not get sick or die. Birch sap, guys, is very healthy, rich in vitamins. But in pine and spruce, the sap hardens in air, and resin is obtained. Glue is made from resin. Let's smell some pieces of bark. What does this smell remind us of? Who can identify pine bark by smell? How did you guess? (She smells like resin.)

The game is played from the book “The Word on the Palm” by N. Pikuleva.

Educator: Now I will name trees and shrubs, and you try to choose those that grow in our region. And if they grow, clap your hands, and if not, remain silent. (Apple tree, pear, raspberry, mimosa, spruce, sea buckthorn, birch, cherry, bird cherry, lemon, orange, linden, willow, baobab...) Well done! But this is just the beginning. Get ready, pay attention. I will call even faster. (Plum, aspen, rowan, chestnut, coffee, oak, cypress, cherry plum, poplar, pine, viburnum...) Everyone completed the task well. What do you think, children, is our cortex (shows) What tree was it taken from? From living or non-living? Of course, from sawn wood, which is prepared for firewood. Eat special people who study and care for the forest, birds, animals and trees. Who knows what this profession is called? (Forester.) So he knows which tree needs to be removed and what can be made from which tree. We told you that wood is used to build houses, to make furniture and paper. What can be made from tree bark? Look at this exhibition, it will help you find the answers. That’s right, various artistic crafts and tueski are made from birch bark. In ancient times, when there was no paper yet, people wrote letters and letters on back side birch bark, and this letter was called “ Birch bark letter" Bast shoes were woven from linden bark. Traffic jams

The thermos is made from cork oak bark. And the bark of an ordinary oak is used as a medicine to treat gums. Hemlock bark is used for tanning leather. Many of your mothers use a seasoning such as cinnamon, which is the crushed bark of a tree growing in Asia.

Educator. What do we hear? (Bird commotion.) Something happened in the forest. Birds circle above the tree (shows a diagram of a dry tree). What do you think happened to this tree? (It died.) Why is this visible? (No bark, no leaves.) How can we help him? Let's "dress him up" first. How to make bark that looks like real bark? (Crumple the paper and paint.) We will make linden bark.

Children make leaves, the teacher glues them to the trunk.

Educator. So we “treated the tree.” How else can we help him? Every good deed you name will turn into a green leaf on a tree. (Children say: water it, cover it with snow in winter, cover it with earth; make birdhouses so that birds can fly in to collect bugs; cover the wounds with clay if it’s a young tree; tie a stick to it so the wind doesn’t break it...)

Educator(writes his name on a birch leaf made by the child, glues the leaf to the tree). Look how our tree came to life. Birds flew to him. Maybe they'll build their own nests and hatch chicks. Listen to how they sing. (Joyfully, cheerfully.) I gave you instructions to find out something interesting about trees. Who found out what? (Children talk.) You see how many interesting things we learned in class. Trees are the decoration of our earth. So let's take care of them! Tomorrow we will draw “protective” signs and hang them in the forest and park.

Topic: “Sea Ecosystem”

Target: 1. Expand knowledge about the “Sea” ecosystem. 2. Clarify ideas about the importance of the sea in human life: health, aesthetic, economic, etc. 3. Teach to preserve the cleanliness of the environment.

Preliminary work: Observing the aquarium, looking at pictures, photographs depicting marine life, reading works of art.

Progress of the lesson:

Educator: children, do you like to travel? I suggest you go to today exciting journey on the ship. Where can you go on a ship? (By water, river, sea.) Take your seats on the ship. What's in my hands? (Globe.) Look at the globe, everyone. If you don't twist it, what does it seem like? (Multi-colored.) And if you spin it too hard, it turns blue. Why? Who can answer this question? (Because there is more blue paint on the globe than green and brown.) What does the blue paint mean? (Blue paint on the globe indicates seas and oceans.) Are the seas and oceans the same color everywhere? Why? (Some are very deep, others are shallower.) The finer the color, the lighter the paint. That's right, but still the seas and oceans are very deep. Even the most high mountain and she would have disappeared into their salty abyss. How were seas and oceans formed? Scientists suggest that after its origin the Earth was shrouded in a dense veil of clouds. As the Earth cooled, downpours fell on its surface, flooding the depressions with water. earth's crust. This is how the first oceans were formed. Who has been to the sea and seen it? What sea? What is the water like in the sea? (Salty.) Why? Is it good that we have a sea and why? (The sea gives us coolness, relaxing by the sea , transport goods by sea, etc.) The ocean is wide. You can sail along it for weeks without seeing the shore. Everywhere you look, there is water for hundreds of kilometers. (Looks through binoculars.) I see an island. The ship makes a stop. Where did the islands in the sea come from?

The teacher's story about the formation of coral, volcanic and other islands.

Educator: let's play on the island (outdoor game “Crucian carp and pike”). And now we’ll have a drink, a snack and hit the road again. Is it possible to drink sea water? (It is forbidden.) Why? (Because it is salty, tasteless, and does not quench your thirst.) The salty taste of sea water is given by various minerals, which are brought to the seas by the rivers flowing into them. Where can you use salty sea water? (It is good for health, it is used to gargle a sore throat; from sea ​​water extract various substances, from which they then make medicines, fertilizers for plants, etc.) How do you imagine the seabed? (Flat, smooth, uneven, etc.) No, children, the bottom of the sea is not even, not flat, it is literally cut up by various hills, valleys, deep depressions and even high mountain ranges. How do we get to the bottom of the sea? (You need to put on diving suits and board a submarine.) Who lives in the sea? (Whale, sperm whale, dolphins, starfish, sawfish, sharks, crabs, octopus, jumperfish, flounder, seahorses, sea rooster, etc. Show several pictures.) We admired the seabed and met marine life, and now we return to the ship. Look, waves have appeared on the sea. Where are they from? (The wind raises the waves.) Right. The wind lifts a mass of water, forming a wave, and then the force gravity lowers it down. The most big wave(according to scientists) sometimes reaches 34 meters.

The game “The Sea is Troubled” is being played.

The children take their places on the ship, and the teacher offers to play a guessing game (asks questions).

1. Which fish has both eyes on the same side? (At the flounder.)

2. Who has a mouth on its belly? (At the shark.)

3. Which dog doesn't bark? (Marine.)

4. Who carries a house with one leg? (In mollusks.)

Educator: Look, a can and paper are floating. How did they end up at sea?

Children's answers. Teacher's summary:“People have long been accustomed to the existence of seas and oceans. They carry cargo by sea, catch fish and seaweed. And too much garbage, toxic waste, and oil end up in the sea. Whales have become less common, fewer fish are caught in nets, and pods of dolphins are disappearing. And people decided that the sea needed to be protected. But how? (Children's answers.) Establish marine reserves, “sea janitors” - garbage ships, oil skimmer ships, do not pollute the sea. Now it’s time for us to go back to kindergarten.”

Theme: “Winter Forest”

Target: To consolidate knowledge about the forest as a community of plants and animals living in the same territory; about multi-tiered mixed forest; about the peculiarities of life of forest inhabitants in winter conditions. Exercise in the ability to distinguish the trees of our region by branches, bark, fruits; recognize animals by their appearance (image). Develop memory, reaction speed, intelligence, logical thinking. To foster cognitive interest, a sense of camaraderie, and respect for partners and opponents in the game. Cultivate love for native nature.

Material: typesetting canvas “Forest - multi-storey building”, flannelgraph, pictures depicting forest animals and birds, animal tracks; a set of branches and pieces of tree bark, spruce and pine cones; a picture depicting a winter forest for the poem by 3. Alexandrova “Winter Song”; emblems for team members; poster "Winter tree".

Progress of the lesson:

Exit of children (2 teams) to the music of P. I. Tchaikovsky from the cycle “The Seasons”.

The teacher reads a poem by S. Yesenin:

Bewitched by the invisible

The forest slumbers under the fairy tale of sleep.

Like a white scarf

The pine tree has tied up,

Bent over like an old lady

Leaned on a stick

And above the very top of your head

A woodpecker is hitting a branch.

Educator: The winter forest keeps many secrets and mysteries. Today we will try to unravel them and answer the questions that the winter forest offers us. Team "Bunnies" and team "Squirrels" will find out which of them knows more about the winter forest. Let's start with greeting the teams (music by E. Tilicheeva from the composition “Meetings in the Forest” sounds).

"Bunnies".

The bunny is jumping,

The little white one is jumping.

Bunny - jump, bunny - hop,

Cold for the bunny, Cold for the white one.

What should I do in winter?

My tail is freezing.

"Squirrels."

Oh, how bored we are

Blizzards, cold,

And the frosts are bitter,

Like forever.

Red squirrels

They hide in a hollow.

I wish the sun would come soon

The clear has risen.

Captains warm-up

Questions for team captains:

What kind of forest dweller dries mushrooms on trees for the winter? (to the captain of the "Bunnies" team).

Why does a fox have a fluffy tail? (to the captain of the “Squirrels” team).

Team warm-up

Questions for team members (one at a time):

Fattakhova Daniya Gafuanovna.
Environmental project “We will protect and protect our Earth!” in the preparatory group

Project implementation period

– from September to May 2017.

Project participants:

children, teacher and parents.

Creating conditions for fostering a conscious, caring attitude towards land and water as sources of human life and health.

Activate cognitive activity project participants.

Continue to develop children’s skills with the help of adults to find useful information about living objects of nature.

Improve children's ability to use acquired knowledge in practice during experimental activities.

Evoke an emotional response during observations and excursions.

To instill in children a caring attitude towards natural world.

To develop children’s ability to explain environmental dependencies, establish connections and interactions between humans and nature.

Activate cognitive and speech activity children.

Expand children's understanding of various natural objects(soil, water).

Form children's ideas about a healthy lifestyle.

Expand children's understanding of the components ( important components) healthy image life.

Encourage children to follow the rules of safe human behavior in the natural environment.

To instill in children a desire to participate in joint labor activity equal to everyone else, the desire to be useful to others.

Develop children's interest in the process of joint activities.

Improve children's ability to communicate with children and adults.

Form in children aesthetic attitude to natural phenomena.

Promote children's individual self-expression in the process of productive creative activity.

Relevance of the project:

IN subject environment a child is exposed to various objects of nature, so his familiarization with the phenomena of inanimate nature, plants, animals is inevitable - this is a natural process of cognition and acquisition social experience.

IN regulatory document Ministry of Education Russian Federation"Concept preschool education» - preschool age defined as the initial stage positive attitude to nature, to man-made world", to yourself and people, the beginning value orientation in the surrounding reality.

The multifaceted world of nature awakens curiosity and interest in children. Children ask many questions about the natural world. Answers that are aimed at clarifying connections, relationships between objects and phenomena, at systematizing ideas about living and inanimate objects.

The peculiarity of environmental education is great importance positive example in the behavior of adults. Therefore, educators not only take this into account themselves, but also pay significant attention to working with parents. Here it is necessary to achieve complete mutual understanding.

Raise in children positive attitude to nature is possible only when the parents themselves have an ecological culture. The effect of raising children is largely due to the extent to which environmental values ​​are perceived by adults as vital. A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family.

Project ideas:

All activities are aimed at leading children to understand the basics of environmental education.

Compliance with basic norms of behavior in nature.

Formation of the ability to find cause-and-effect communications.

Joint activities adult and child

Independent activity children

Excursions and observations

Reading fiction

Visual activities

The teacher’s work with parents includes:

Questioning parents

Selection of materials for a photo report

End result:

Design of the photo report “We love native nature»

Project implementation stages

Preparatory.

Project development“We will take care and protect our Earth!”:

1. Study the literature on the topic;

2. Select material for developing children’s creativity;

3. Discuss the problem with parents and determine solutions.

Project implementation

Directly educational activities

Lesson “Forest is our wealth!”

Game – activity “Water is a magician”

Independent activity in the experimentation center.

Conversations with children about environmental protection.

Reading poetry: N. A. Nekrasova “ Green noise", I. A. Bunina “The birch forest is getting darker and curlier...”

Discussion of the meanings of proverbs about native land.

Didactic games: “What grows in the forest”, “Rules of conduct in the forest”.

Interaction with parents

Create a brochure “Let’s save our native nature!”

Conduct a survey of parents on the topic “Ecology in the family.”

Organize a discussion “Let's talk about nature.”

Together with parents, make attributes for role-playing game"A walk with the whole family in the forest."

Create a photo exhibition “Our Beloved Land”.

Conduct a cleanup day at the kindergarten site.

Organize an excursion to the Belaya River.

Application:

Direct educational activities

“The forest is our wealth!”

Program content:

Clarify and expand children's ideas about the forest. To give an idea of ​​the role of forests in human life: health, aesthetic and economic. In the forest, a person relaxes, improves his health, enjoys the silence and beauty of nature. A person gets a lot from the forest for his farm - mushrooms, berries, wood, furs. Wood is used to make furniture, houses, and paper. Every person should take care of the forest.

Materials and organization:

Reproductions of paintings famous artists I. I. Shishkina “Morning in a pine forest”, “Forest distances”; I. I. Levitan " Birch Grove"; V. M. Vasnetsov “Oaks”.

A selection of classical music and forest sounds.

Booklets “Gifts of the Forest”, “What Grows in the Forest”, “Forest Dwellers”.

Design an exhibition of children's works "The World of Nature - Through the Eyes of Children"

Pick up riddles: about the forest, plants, forest inhabitants.

The old man is a forest worker (a teacher dressed in fairy tale character)

Short move OD:

Bringing in an old man – a forest worker. Questions: Who was in the forest? What did you see there? What grows in the forest? What animals live? The forest worker asks questions, listens to the children’s answers and praises. An old forester invites children to take a walk in the forest. Reports that the main inhabitants of the forest are trees. There are many of them, they are tall, they all have different names. The old forester and the children remember the names of the trees. Reports that forests are mixed, deciduous and coniferous. Tells how they differ from each other. The old forester asks riddles and asks to find the answers among the pictures. It says that poets come up with poems, and artists, inspired and enchanted by the beauty of nature, paint pictures. The old forester offers to go to the art gallery and look at reproductions of artists depicting nature and forest landscapes. At this time he plays quietly classical music, birdsong is heard. At the end of the inspection, the Old Forester asks if the guys liked it forest trip what they remember most.

Direct educational activities

Game – activity “Water is a magician”.

Target:

Clarify children's understanding that water is a very valuable product.

All inhabitants of the planet need water.

Get to know the properties of water.

Progress: The teacher shows 3 identical bottles. Question to the children: What do you think they are up to? Did you guess it? Of course water! Look what she's like. (Clean, transparent.) Leaves one bottle on the table. Would you like me to teach you how to do a trick? (Children's answers) Then watch and learn. I take the second bottle and pour water into this transparent glass. Look how well the water flows, and the whole reason is because it is liquid. The glass is already full. What kind of water is in it? Transparent. Now I’ll open a jar of red paint. Where in the area do you see red? (Flowers, ladybugs, buildings) So, the jar is open. Now we need a brush. I put some red paint on the tip of the brush and put it in my glass. One, two, three! (the teacher stirs the paint in the water.) Look! The water turned red. Let's check whether it is transparent or not (puts a spoon into a glass of water). The spoon is not visible, which means the water is not transparent. That's what it is magic water, took and dissolved the paint. All children who want to repeat the “trick.” Why do you think we need a third bottle? I want to show another trick, how water changes its smell and taste. Now from the third bottle I will pour each of you a glass of water (pours it) Smell it and tell me, does the water smell? What kind of water is in your glasses? (water is odorless, does not smell of anything) And now each of you will put some coffee in your glass. Stir and tell me what the water smells like now? Has the water changed color and smell? (the water smells like coffee, it has become brown) Taste the water (bitter, tasteless.) Now I suggest you add a piece of sugar and stir again. (children stir the sugar with a spoon) Look, the piece is getting smaller and smaller. It is he who dissolves in water. Now try again. What did the water taste like? (sweet)

CONCLUSION: Water can be clear, it is liquid and shimmers. Water may change color, taste and smell. A sorceress, and nothing more!

Questionnaires for parents

"Ecology in the family."

Purpose of the survey: identify parents' attitudes towards issues environmental education preschoolers in kindergarten and its real implementation in the family.

1. Do you have animals at home (cats, fish, dog, hamster, etc.).

2. Is there indoor plants? Which?

3. Who cares for animals or plants?

4. What does the child do (feed him, walk with him, water him or do nothing)

5. Does the child have a corner of natural materials?

6. Do you go outdoors with your child?

7. If yes, where?

8. For what purpose?

9. Do you take photographs with a nature theme?

10. How do you feel about introducing a child to nature in kindergarten?

11. Do you consider environmental education for children necessary?

12. Do you consider environmental education for adults necessary?

13. What are your suggestions for organizing environmental education in kindergarten?