Plant ecology is an interdisciplinary science that was formed at the intersection of ecology, botany and geography. She studies growth and development various types flora in environmental conditions. Many environmental factors have great value on the life of plants. For normal development, trees, shrubs, grasses and other biological forms require the following environmental factors:
- humidity;
- light;
- the soil;
- air temperature;
- wind direction and strength;
- character of the relief.
For each species, it is important which plants grow near their native habitats. Many coexist well with various species, but there are others, such as weeds, that harm other crops.
Environmental influence on flora
Plants are an integral part of the ecosystem. Because they grow from the earth, they life cycles depend on the environmental situation that has developed around. Most of them need water for growth and nutrition, which comes from various sources: bodies of water, groundwater, precipitation. If people grow certain crops, most often they water the plants themselves.
Basically, all types of flora are drawn to the sun; for normal development they need good lighting, but there are plants that can grow in different conditions. They can be divided into the following groups:
- sun-loving heliophytes;
- those who love the shadow are sciophytes;
- loving the sun, but adapted to the shade - scioheliophytes.
The life cycles of flora depend on air temperature. They need heat for growth and various processes. Depending on the time of year, leaves change, flowering, and fruits appear and ripen.
The biodiversity of the flora depends on weather and climatic conditions. If in the Arctic deserts you can find mainly mosses and lichens, then in the humid equatorial forests there are about 3 thousand species of trees and 20 thousand flowering plants.
Bottom line
Thus, plants on earth are found in different parts of the planet. They are diverse, but their livelihoods depend on the environment. As part of the ecosystem, flora takes part in nature, provides food for animals, birds, insects and people, provides oxygen, strengthens the soil, protecting it from erosion. People should care about preserving plants, because without them all forms of life on the planet will die.
Vasilyeva Olga Evgenievna
Educational institution: MBDOU kindergarten No. 127 in Danilov, Yaroslavl region.
Brief job description:
Publication date: 2019-12-08
Ecology project on the theme “Flowers of magical beauty” Vasilyeva Olga Evgenievna MBDOU kindergarten No. 127 in Danilov, Yaroslavl region. This project is recommended for children in the middle group of kindergarten and is aimed at an in-depth study of diversity flora.
Ecology project on the theme “Flowers of magical beauty”
Prepared by:Vasilyeva Olga Evgenievna – teacher of MBDOU kindergarten No. 127 in Danilova, Yaroslavl region.
Project idea:Creation of a flower bed on the territory for walking.
Project type: Cognitive – research, creative, long-term.
Project participants: older children, teachers, parents.
Project implementation timeline: February – August 2017
Environmental education
- one of the main directions in the education system, this is a way of influencing children’s feelings, their consciousness, views and ideas.
Children feel the need to communicate with nature. They learn to love nature, observe, empathize, and understand that our Earth cannot exist without plants.
Flowers are not only beauty, but part of living nature that must be preserved and protected, but also increased.
Target: To generalize and expand the knowledge of preschoolers about what flowers are and how to care for them.
Tasks:
1) Educational:
To introduce the diversity of the plant world and its significance for all life on the planet.
Introduce the structure and vital functions of plants.
Give the concept of gardening, meadow flowers.
Get to know the world around you.
Build skills research activities.
2) Developmental:
Develop imagination and thinking in the process of observing and exploring natural objects.
Enrich children's vocabulary.
Develop a creative and exploratory interest in flowers.
Develop the ability to convey your feelings from communicating with nature in drawings and crafts.
3) Educational:
Instilling work skills and mutual assistance.
Organization joint creativity parents and children.
Respect for nature.
Project methods:
1. Conversation
2. Educational games
3. Observations
4. Experiments, research activities
5. Labor
6. Excursion
7. Presentation
Resource support:
Information resources (scientific, methodological, journalistic and fiction literature on this issue);
Material resources (experimental site, planting material(seeds of garden flowers, flower seedlings, care products (packaged soil, water, containers for seedlings, buckets, scoops, shovels, rakes, watering cans), materials for decoration creative works.
Stages of work:
Organizational and preparatory stage.
The goal has been set and the main tasks have been identified. Selected literature and illustrations. Developed necessary materials: notes educational activities, algorithm for compiling a descriptive story, work plan on the topic of the Project. As part of the interaction, work was carried out with parents.
Main stage
– research. Direct implementation of the project. Getting to know garden flowers. Planting indoors, growing seedlings, caring for seedlings. Work for garden plot: planting in the ground, caring for plants, monitoring growth, collecting seeds.
Final
– final.
Exhibition of creative works on the topic, compilation of a herbarium, presentation of the results of the Project.
Expected results.
1. Children independently observe and notice the beauty of the plant world.
2. Children have developed a cognitive interest in nature, they are able to establish cause-and-effect relationships.
3. Labor skills and plant care skills have been developed, careful attitude to the work of people, the desire to communicate with nature.
4. In direct educational activities (sculpting, drawing, appliqué) they try to depict natural objects - flowers.
Project implementation:
Stage 1 – preparatory
– methodological, scientific and fiction literature on the topic of the Project was selected and studied;
– didactic games with natural history content were selected, aimed at developing cognitive activity and forming the principles of ecological culture;
– outdoor games aimed at developing motor activity, attention and observation in nature have been adapted and systematized;
– targeted walks around the territory of the kindergarten, an excursion has been developed to “ Summer garden” city of Danilov;
– conversations about flowers, writing descriptive stories;
– looking at photographs and pictures of flowers;
– preparation of containers with soil and seeds.
Stage 2 – research
In the kindergarten group, they examined and sowed seeds of garden flowers, and labeled the containers with the names of the plants. Sketched them in a notebook of observations. Plant care and watering.
Reading fiction:
sayings, poems, fairy tales, riddles about flowers.
Children watched the growth of plants, conducted experiments, experiments. They sketched observations in notebooks. They established connections: plants - earth, plants - water, plants - people. Classes, didactic games, and conversations were held.
Conversations:
- “What kinds of flowers are there?”
- “How are flowers born?”
– “Primroses”
- “What should a flower bed be like?”
- “Why do flowers wither in the fall?
Experimental activities:
– Experiment “Can a plant breathe?”
Target: Find out whether the plant absorbs oxygen.
– Experience “How does a plant search for light?”
Target: Find out how light and shadow affect the plant.
- Experience "The influence of sunlight on plant growth"
Target:determine the role of the sun in plant life.
2 containers with soil and sprouts (children water one container, loosen the soil, select sunny place, do not water the other, do not loosen the soil, put it in a dark place)
– Experience “Plants “drink” water”
Target:prove that plants absorb water.
Place two bouquets of flowers in colored water. After some time, the stems of the flowers will also become colored. Conclusion: plants “drink” water.
Observations:
- “Plants of our site.” Inspection of the site, finding plants, determining their names.
- “What kind of plants are they? » Inspection of plants to determine their structure (find stems, leaves, flowers, roots). Comparison different plants by height, shape, color of leaves, flowers, stems, and smell.
- “Who helps plants grow?” Children discuss why the plants grew. The purpose of all parts of the plant is determined: the root absorbs moisture from the ground, nutrients; the stem carries them to leaves, flowers, seeds; leaves absorb light; the flowers will then produce seeds. The plants have grown because our site is a good “home” for them, with nutritious soil, water, warmth, and light. Flowers are “helped” to grow by the sun, rain, earth and people.
– "Do I need to collect seeds? wild plants?» Children find seeds of ripening grasses (plantain, loach, etc.) on the site; they establish that they fall off on their own, are carried by the wind, cling to clothes, animal fur, and that the seeds can be collected for winter feeding birds.
– “Let’s collect garden flower seeds” Inspection of flowers, identifying mature seeds, collecting them in boxes or bags. The teacher draws the children's attention to the fact that there is only one flower, but many seeds. So, on next year You can grow many flowering plants.
Ecology games:
"Earth, water, fire, air"
The players stand in a circle, with the leader in the middle. He throws the ball to one of the players, while pronouncing one of four words: earth, water, fire, air. If the driver said “earth,” the one who caught the ball must quickly name the person who lives in this environment; the player responds to the word “water” with the name of fish, and to the word “air” with the name of bird. When you hear the word “fire,” everyone should quickly turn around in a circle several times, waving their arms. The ball is then returned to the driver. Anyone who makes a mistake is eliminated from the games and must be “settled” by showing the card to the teacher.
“Which plant is gone? »
Four or five plants are placed on the table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
Stage 3 – final
– Presentation “How we grew flowers”
– Exhibition of creative works “Flowers of magical beauty”
– Collecting flower seeds
– Compilation of a herbarium
– Lapbook on ecology “Flowers”
– Analysis and generalization of the results obtained in the process of children’s research activities
Calendar-thematic plan
Month | Subject | Goals and objectives | Forms of work |
|
with kids | with parents |
|||
February | What types of flowers are there? | To introduce the diversity of the plant world and its significance for all life on the planet. | – Conversation “What kinds of flowers are there?”; – GCD Drawing from life “Indoor plant in a pot”; – Experiment “Can a plant breathe?”; – Quiz game “My Green Friends.” | Consultation for parents “Unpretentious indoor plants” |
March | The birth of a flower is a real miracle! | Introduce the structure and vital functions of plants. Give the concept of garden and meadow flowers. | – Conversation “How are flowers born?”; – Landing flower seeds indoors, growing seedlings, watering and loosening; – NOD Application “Bouquet for Mom” – Experience “How does a plant search for light?”; – D/game “Flower Meadow”. | – Conversation “What garden flowers do you grow in your flowerbed?” |
April | First flowers | Forming a cognitive interest in nature, developing the ability to establish cause-and-effect relationships. | – Conversation “Primroses”; – NOD Modeling “Snowdrops” – Experience “The influence of sunlight on plant growth”; – watering and loosening flower seedlings, monitoring growth; | Consultation for parents “Secrets of floristry” |
Magic flowerbed | Develop imagination and thinking in the process of observing and exploring natural objects. | – Conversation “What should a flower bed be like?” – Observation of “Plants of our site”; – Creation of a flower bed on the territory for walking (planting seedlings in the ground, caring for plants, monitoring growth); – GCD Drawing “Wildflowers”; – Experiment “Plants “drink” water”; – D/game “Which plant is gone.” | ||
June | Flower helpers | Develop a creative and exploratory interest in flowers. | – Observation “What kind of plants are they?”, “Who helps plants grow?”; – Caring for flowers, observing growth and flowering; – GCD Application “Tray with flowers”; - Riddles about flowers. | Conversation “Do children help you in the garden” |
July | Plants in our area | Instilling work skills and mutual assistance. Instilling a caring attitude towards nature. | – Observation “Is it necessary to collect seeds of wild plants?” ; – Production of a laptop on the topic; – Excursion to the Summer Garden; – GCD Drawing “Favorite Flowers”; – Quiz “What do we know about flowers”; – Caring for flowers, observing growth and flowering. | Questionnaire “What kind of florist am I?” |
August | Garden flowers of magical beauty | Develop labor skills and flower care skills. | – Conversation “Why do flowers fade in autumn?”; – Observation “Let’s collect garden flower seeds”; – Collection of seeds and plants for the herbarium; – Compiling a herbarium of flowers; – D/game “Fourth wheel”;, , . . | |
Justification of the need to develop an environmental project
"Flowers Around Us"
Planet Earth is ours common Home, every person living in it must treat it with care and respect, preserving all its values and wealth.
Kindergarten today is educational institution, providing physical education and health, cognitive - speech, artistic - aesthetic, social and personal development of children. Nurturing preschoolers to have a conscious and caring attitude towards natural world, a sense of mutual assistance, co-creation, innovative approaches to environmental education of preschool children. Federal state requirements for the structure of the basic general education program establish the fundamental principle of integration of educational areas. If we talk about what is fundamentally new in the content of preschool education, then it is the requirement that it comply with the principles stated in the FGT. Therefore, the project is based onintegrated approach,suggesting the interconnection of research activities, music, visual arts, physical education, games, theatrical activities, literature, modeling, i.e. greening of various types of activities child
The environmentally oriented direction can be distinguished separately, and at the same time it is integrated into each of the above areas, as it has a huge influence on the intellectual, creative and moral education, forming a modern educated personality.. Participation in environmental campaigns, cleanup days, landscaping of the territory, its landscaping - unique opportunity for children and parents to express themselves and benefit surrounding nature native land. Environmental education- one of the main directions in the education system, this is a way of influencing children’s feelings, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, and understand that our Earth cannot exist without plants, since they not only help us breathe, but also treat us from diseases. Flowers are not only beauty, but also part of living nature. Most effective method implementing the tasks of environmental education is the organization of project activities.
Everything good in people comes from childhood!
How to awaken the origins of goodness? Touch nature with all your heart:
Be surprised, find out, love!
We want the earth to bloom
And the little ones grew like flowers, so that for them the environment would become
Not science, but part of the soul!
Relevance of the project
Introducing preschoolers to nature is one of the most important tasks in working with children. At the same time, it is very important that the acquired knowledge is not presented in isolation, without reference to the whole complex of phenomena surrounding the subject of study. Children should always see the connection a separate type With environment, its influence on this environment, they must understand that plants depend on each other and on their habitat.
Environmental education is one of the main directions in the education system; it is a way of influencing children’s feelings, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, and understand that our Earth cannot exist without plants, since they not only help us breathe, but also treat us from diseases.
Flowers are not only beauty, but also a part of living nature that must be protected and protected, and, of course, known. Know the structure of a flower, its appearance, features, healing properties.
Flowers are life itself.
How poor we would be if there were no flowers on earth. When introducing children to nature, we adults strive to provide an example of a humane attitude towards all living things, so that the child understands that each object has its own place in nature and its purpose. Anyone can pick a flower, but not everyone can say which flower they picked.
Taking into account the fact that children need “live” communication with nature, observations and practical activities in nature, a cognitive-research study was developed creative project"Flowers around us."
Target: Acquaintance with the variety of flowering plants, their connection with the environment, the formation of a consciously correct attitude towards representatives of the plant world, the development of environmental and aesthetic education of children, their creativity.
Tasks:
give an idea of what a flower is;
teach children to classify flowers according to their place of growth (meadow, garden, field, house).
introduce children to the professions of people related to floriculture;
teach children how to plant and grow flowers correctly;
note the significance and role of flowers for the life and activities of humans, animals, insects;
develop children’s constructive and visual abilities in making flowers using different materials and technical means;
develop the ability to compare and analyze;
develop imagination and thinking in the process of observation and exploration of natural objects;
develop the ability to convey your feelings from communicating with nature in drawings and crafts, replenish and enrich children’s vocabulary and their knowledge about meadow, garden, and indoor flowers;
cultivate a caring attitude towards flowers, the ability to take care of them;
cultivate communication skills, independence, hard work, observation and curiosity for all living things;
Educational area– optimization of children’s mental activity through cooperation between teachers and parents.
Project type: cognitive-creative-research.
Project type: short-term, group, creative individual (together with parents).
Project participants:
educator;
children of the preparatory school group from 6 to 7 years old;
parents.
Problematic question:“Why are there flowers on Earth?”
Project methods:
research: experiments, problematic issues, observations;
self-observation;
collective observation;
visual: theatrical performance, verbal: conversations, reading literature, consultations for parents, explanations, verbal instructions;
modeling technology;
relaxation;
aromatherapy;
listening to music.
Forms of project organization:
educational activities (appliqué, drawing, modeling, music, speech development, natural and social world);
excursions;
didactic games;
labor activity of children;
environmental quizzes.
Project resource support:
a corner of nature in a group, a flower garden on the kindergarten site;
methodological tools;
Material and technical project support:
computer;
camera;
music library;
dishes for experiments (flasks, pots, jars, individual saucers for experiments);
hourglass calendar;
plastic knives for experiments;
napkins;
gardening tools;
nurseries;
Visual material:
a) fresh flowers, illustrated, made from different materials;
b) printed board games;
c) didactic games on ecology;
d) a young florist’s library; clocks;
e) album “Legends of Flowers”;
Project implementation timeline: March, April
Expected Result: development of children's cognitive interest, expansion of ideas about colors. A positive emotional and conscious attitude towards nature, towards the colors that surround the child. Flowers are not only decoration of the Earth, but also healers. Willingness to participate in practical improvement activities natural environment(planting, caring for flowers, collecting seeds). Skills of cultural behavior in nature, the ability to protect and care for it have been developed.
Novelty environmental project is that to implement this project, the teacher uses the integration of educational areas, in accordance with the requirements of FGT, the use of information computer technologies. The main fact ensuring efficiency educational process, is the personal involvement of children and parents in eventful life. By using new technologies that are exciting for the new generation, this inclusion can be ensured. The project allows children and parents to do what they love and at the same time benefits the world around them.
Project implementation stages
Period
Activity:
Responsible
March
1 Week
Collection and analysis of literature on this topic;
Development of a project implementation plan;
Development of didactic games, manuals;
A selection of illustrative material;
A selection of poems, riddles, songs, fairy tales, myths, legends on the topic;
A selection of mobile, finger, didactic games, fun questions and exercises on the topic;
Preparation of recycled material, material for visual arts;
Selection of fiction and educational literature to read to children;
Purchasing flower seeds;
Assignments for parents to prepare mini-projects about flowers;
Diagnostics - determination of the level of skills and knowledge of children on the topic of the project.
Teacher parents
II. Main stage
March
2-4 weeks
April
1 Week
2 week
Conversation “Flowers are the beauty of the earth”, “Why were they called that”, “Flower dreams”, “Flowers are talismans”;
Lesson “Journey to the Kingdom” indoor plants", "Red Book of Mordovia plants"
Excursion to the park, flower shop;
Goal: getting to know the flowers of my region;
Making riddles, puzzles;
Memorizing and reading poems;
Reading fiction, educational literature;
Conversations: “Flowers in legends, poems, riddles, songs”, “Professions of people involved in floriculture”;
Lesson “Plants heal” (give an idea about medicinal plants; teach to identify them by description; find connections between flowering plants And; enrich the vocabulary);
Examination of illustrations, postcards with images of flowers;
Didactic game « Flower shop"(consolidate the ability to distinguish colors, name them quickly, find the right flower among the others; teach children to group plants by color and make beautiful bouquets);
Didactic game “Fold the flower” (clarification of knowledge about the structure of a flower - stem, leaves, flower);
Didactic game “find a plant by description” (clarification of knowledge about the structure of a flower, consolidation of the names of indoor plants);
Lesson “indoor plants of a corner of nature” (consolidate children’s knowledge about indoor plants; continue to teach how to compare plants, find similarities and differences in external features; consolidate knowledge about the growth conditions of indoor plants; develop desires to care for plants);
Conversation “beauty will save the world” (explain in an accessible form to children why they need to protect nature; enrich and expand their understanding of the world around them);
Lesson “Dandelion and meadow plants”
Outdoor games;
Listening to music. Goal: formation of the foundations of children's musical culture. Works: Y. Antonov “Don’t pick the flowers”, W. Mozart “Flowers”, P.I. Tchaikovsky “The Cycle of the Seasons”, “Waltz of the Flowers”, Y. Chichkov “Magic Flower”, “This is called Nature”, M. Protasov “Dandelions”.
Experiments and research activities:
If you do not water flowers for a long time, the leaves fade and the flower falls;
Where the seeds will sprout quickly (in the sun, in a dark place or away from sunlight);
Assemble a collection: flowers made from different materials, flowers on fabric, postcards “bouquets of flowers”;
Children's stories about flower beds at home, how they and their parents take care of the flowers;
On what occasions do people give flowers at home?
Labor activity on the site, in the group - planting flowers and caring for them.
Working with parents:
Consultation “Child and nature (basics of safety for preschool children).”
Consultation “Flowers for Mom” from the “Together with Children” series.
Consultation “Nature is a source of a huge number of discoveries and finds, a source of happiness and work (what can you do in the fall?).”
Artistic and creative activities:
a) Active participation in events related to the theme “Flowers”;
b) Making flowers from paper;
c) Drawing flowers with paints, pencils, crayons, using different techniques:
d) Take part in exhibitions in kindergarten;
e) Collective drawing in an unconventional technique “Bouquets for Mothers” (consolidating knowledge about the structure of a flower, developing an emotional and value-based attitude towards artistic images);
e) Portrait “The plant is smiling”;
g) Modeling the bas-relief “Flower is a miracle”;
Card index of didactic games:
“The flower is your talisman”;
“Guess the flower from the description”;
“Guess the flower by riddle, by illustration”;
“Assemble a flower from geometric shapes”;
“Decorate the carpet with flowers”;
“Plant meadow and garden flowers”;
“Name the extra flower”;
Poetry Day " Beautiful flower"(development of an emotional and value-based attitude towards artistic images);
Evening of riddles “Riddles of the forest fairy”;
Work in a corner of nature (caring for indoor plants - watering, removing dust from leaves);
Working with parents:
Consultation for parents “How to plant gardens and vegetable gardens on the windowsill.”
Consultation “Chamomile” from the “Together with Children” series.
Educator
3 week
Protection of mini-projects by children (together with parents);
Design of the photo album “Children and Flowers”;
Design of the exhibition of crafts and drawings “Flowers Around Us”;
III. The final stage
4 week
Open lesson"Flowers around us";
Quiz with children and parents “Flower Experts”;
PROJECT IMPLEMENTATION.
Directly organized activity. Journey into the kingdom of indoor plants.
Goals: consolidate knowledge of the names of indoor plants; continue to teach children to describe plants, noting the differences and similarities between them, characteristic features; develop speech and thinking; maintain interest in indoor plants, the desire to observe and care for them.
A corner of nature. Plant care.
Goals: summarize children’s ideas about caring for indoor plants; consolidate knowledge about the basic needs of indoor plants, provide information about the telltale signs of unmet needs; generalize knowledge about methods of caring for plants (watering, dust removal, loosening); develop coherent monologue speech through the ability to talk about the structural features of plants, about performing one’s actions, taking into account the structure of the labor process; develop labor skills that correspond to the content of knowledge; introduce a new type of flower care - fertilizing; cultivate a love for plants, a desire to care for them, and the ability to communicate with nature as a living organism.
Morning exercises “Magic flowers”.
The fairy tells the children that from the seed they have grown to become beautiful flowers with butterflies flying around them. Dragonflies. Children are unusual flowers. Which can move.
He suggests standing in a circle and weaving a wreath of flowers. 
Didactic games
“Find a plant”, “Find what I’ll describe”, “Guess what kind of plant”, “Run to the named plant”, “Collect a flower”, “Find the same plant”, “Which flower is missing?”, Guess the riddle ", "Collect a bouquet", "The fourth odd one", "Let's decorate the room", "Find the same one"
“What has changed?”, “Where is the nesting doll hiding?”, “Find a plant by name”, “Sell what I name”, “Where is the plant hidden?”, “Find out the plant”, Shop “Flowers”, “Find a flower by its name” description"
Word games
Target: Develop the ability to describe plants and find them by description.
"I was born a gardener"
"Describe the flower"
“Riddle, we will guess.”
Making riddles.
Target: Develop figurative and associative thinking, imagination, memory; increase observation and interest in native language, enrich children’s speech with images.
Collection of riddles about flowers
And now, guys, friends,
Guess the riddles
All the poems here are about flowers
I know them, but what about you?
He grows under a snowdrift, He is a stepmother and mother,
He drinks snow water. Like a flower, this one is called
(Snowdrop) (Coltsfoot)
Hides a flower White flower,
Sweet honey. sour flower
And there’s honey hidden in the name... It’s useful in soup,
Do you recognize? His name is...?
(Medunitsa) (Kislitsa)
Productive activities
Collage “Flower Kingdom”
Target. Continue to arouse children’s interest in collective artistic and decorative activities, and practice their ability to create a collage.
Application "Magic Flowers".
Target. Teach how to engage in collective activities; strengthen cutting and pasting skills; develop aesthetic taste. Ability to compose a composition and navigate on a sheet of paper; develop imagination and creative thinking.
01/09/2019 | admin | No comments yet
Year of ecology and indoor flowers
Budgetary preschool educational institution
"Kindergarten No. 9 in Tara"
Tarsky municipal district of Omsk region
Ecological project
"Flowers around us."
music director of the BDOU "Kindergarten No. 9 of the city of Tara",
project participants:
teachers of the BDOU "Kindergarten No. 9 of the city of Tara":
Maksimenko N.G., Sychevskaya T.G., Plotnikova E.A.
Tara - 2013.
Relevance of the project.
Introducing preschoolers to nature is one of the most important tasks in working with children. At the same time, it is very important that the acquired knowledge is not presented in isolation, without reference to the whole complex of phenomena surrounding the subject of study. Children should always see the connection of a particular species with the environment, its influence on this environment, they should understand that plants and animals depend on each other and on their habitat.
Environmental education is one of the main directions in the education system; it is a way of influencing children’s feelings, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, and understand that our Earth cannot exist without plants, since they not only help us breathe, but also treat us from diseases.
Flowers are not only beauty, but also a part of living nature that must be protected and protected, and, of course, known. Know the structure of a flower, its appearance, features, healing properties.
Anyone can pick a flower, but not everyone can say which flower they picked.
Educational area– optimization of children’s mental activity through cooperation between teachers and parents.
Participants . Teachers, children 4-6 years old, parents.
Interaction between teachers:music director, teachers, parents.
Project type: creative, information and research, medium-term, collective, individual (together with parents).
Problematic question:“What kinds of flowers are there and why are they on Earth?”
Target: Activation of cognitive and creative activity children,
development of the creative potential of students and teachers, active involvement of parents in the educational process.
Tasks:
- Give the concept of what a flower is.
- Teach children to classify flowers according to their place of growth (meadow, garden, field, house).
- Introduce children to the professions of people related to floriculture.
- Teach children how to plant and grow flowers correctly.
- Note the significance and role of flowers for the life and activities of humans, animals, and insects.
- To develop children’s constructive and visual abilities in making flowers using different materials and technical means.
- Develop the ability to compare and analyze.
- Develop imagination and thinking in the process of observing and exploring natural objects.
- Develop the ability to convey your feelings from communication with nature in drawings and crafts. Replenish and enrich children's vocabulary and their knowledge about forest, meadow, garden, and indoor flowers.
- Cultivate a caring attitude towards flowers and the ability to take care of them.
- To develop communication skills, independence, hard work, observation and curiosity for all living things.
Project methods:
- research: experiments, problematic issues, observations;
- self-observation;
- collective observation;
- verbal: conversations, reading literature, consultations for parents, explanations, directions, verbal instructions;
- modeling technology;
- relaxation;
- aromatherapy;
- listening to music.
Forms of project organization:
- Directly organized cognitive activity (application, drawing, modeling, music, speech development, natural and social world);
- Excursions;
- Didactic games;
- Labor activity of children;
- Environmental quizzes.
Resource support for the project.
- A corner of nature in a group, a flower garden on the kindergarten site.
- Methodological tools.
- Material and technical (computer, camera, stationery, music library, glassware for experiments, pots, jars, magnifying glass, plastic knives for experiments, individual saucers for experiments, napkins, gardening equipment, nurseries, sports equipment)
- Visual material:
A) fresh flowers, illustrated, made from different materials;
b) printed board games;
c) didactic games on ecology;
d) library of a young florist, album “Legends of Flowers”.
- Equipment with natural and waste materials.
Project implementation timeline: 1 month.
Expected Result:development of children's cognitive interest, expansion of ideas about meadow, forest, garden and indoor flowers. A positive emotional and conscious attitude towards nature, towards the colors that surround the child. Flowers are not only decoration of the Earth, but also healers. Willingness to participate in practical activities to improve the natural environment (planting, caring for flowers). Skills of cultural behavior in nature, the ability to protect and care for it have been developed.
Project stages.
Stage 1. Goal setting (problem identification).
Stage 2. Project development.
Stage 3. Project execution (organization collaboration children and teachers on the project).
Stage 4. Summarizing.
1. Indoor plants (middle group).
2. Garden flowers (senior group).
3. Meadow and forest flowers (middle group).
6. Ball of flowers.
7. Exhibition of drawings, photo exhibition and flower collage.
Project implementation stages
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Period |
Events |
Responsible |
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I. Preparatory stage |
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June |
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Musical director: Danilenko O.V.; Teachers: Plotnikova E.A., Maksimenko N.G., Sychevskaya T.G. |
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II. Main stage |
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June 2 week |
Goal: getting to know the flowers of our region and kindergarten.
goal: Formation of the foundations of musical culture for children. “Cactus – Hedgehog”, “Daisies” by Vikhareva NOD OO "Music" in middle group on the topic: “He looks like a hedgehog” (to expand children’s ideas about cacti); NOD OO "Music" in the middle group on the topic: "Flowers of our region" (to expand children's ideas about the meadow and forest flowers of our region, to know and name them); NOD OO "Music" in senior group on the topic: “Flowers around us” (to expand children’s understanding of garden flowers, to know and name them, to cultivate respect for nature) Appendix 4.
Labor activityon the site, in the group - planting flowers, watering flower beds, loosening the soil, caring for indoor flowers.
Working with parents:
Artistic and creative activities:
“The flower is your talisman”;
Working with parents:
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Plotnikova E.A. Maksimenko N.G. Sychevskaya T.G. Sychevskaya T.G. Maksimenko N.G. Plotnikova E.A. Musical director Danilenko O.V. Educators. Maksimenko N.G. Sychevskaya T.G. Plotnikova E.A. Sychevskaya T.G. Maksimenko N.G. Plotnikova E.A. |
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3 week |
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Parents and educators |
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III. The final stage |
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4 week |
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Danilenko O.V. Plotnikova E.A. Maksimenko N.G. Sychevskaya T.G. |
During the project:
we have summarized and enriched the experience of children in the field of environmental education through the use of scientific methods and techniques. We collected invaluable material about flowers, systematized it and summarized it as experience in this project. Children developed: an interest in learning about nature, the characteristics of life and the development of plants; desire to independently carry out tasks for caring for plants; skills of observation and experimentation in the process of search and cognitive activity.
During the period of work on the project, the children enriched their vocabulary and expanded their vocabulary; if at the beginning of work on the project the children knew 3-4 flower names, then by the end - more than 10. During the experimental activities, we developed the children’s imagination, thinking, and formed basic research skills .
We got acquainted with plants and learned to convey our feelings in drawings and crafts made from natural materials.
Adults began to participate more actively in creating conditions for the implementation of creative and cognitive abilities for children, in organizing and conducting environmental events and competitions.
List of used literature:
- The natural world and the child (Methodology of environmental education for preschool children): Tutorial for pedagogical schools in the specialty " Preschool education» / Edited by L.M. Manevtsova, P.G. Samorukova. – SPb.: AKTSIDENT, 1998.
- E.A. Alyabyev “Thematic days and weeks in kindergarten”, “Final days on lexical topics” 2006.
- L.A. Vladimirskaya “From autumn to autumn” 2004.
- A.I. Ivanova “Living Ecology”, “Ecological observations and experiments in D/S 2005.
- “We” is a program for environmental education of children, 2005.
- A.V. Kochergina “Scenario for classes in environmental education preschoolers” 2005.
- S.N. Nikolaev “Young ecologist” 2002.
- ON THE. Ryzhova Environmental education in kindergarten: lectures 1 – 8. – M.: Pedagogical University"First of September", 2006.
- ON THE. Ryzhova Ecological project “Tree”. Magazine "Hoop". – N 2. – 1997.
Annex 1.
Summary of directly organized activities in the middle group. Educational field "Cognitive development".
Topic: “Secrets of indoor plants.”
Completed by teacher of the 1st qualification category Sychevskaya T.G.
Tasks:
— continue to develop children’s interest in the plant world.
- bring to the understanding that indoor plants are living organisms,
Requiring some care;
- give children an idea of the characteristics of indoor plants;
— consolidate children’s knowledge about the parts of a plant.
— cultivate a love for plants, a desire to care for them, and enjoy the results of one’s work.
Integration of educational areas:
“Cognition”, “Communication”, “Socialization”, “Reading fiction”.
Materials and equipment: Dunno doll, illustrations of indoor plants, attributes for the didactic game “Assemble Correctly”, phonogram Paul Maria James Last - a lonely shepherd.
Preliminary work:
— monitoring the growth and development of plants in a group;
— examining parts of the plant during the transplantation process.
- caring for indoor plants in a corner of nature (watering, loosening, spraying, wiping leaves.)
— Didactic games: “Guess the description”, “What’s missing?”, “Find what I’m missing”, “What’s missing?”.
— Word games: “Describe indoor plants”, “Flower Store”.
GCD move.
— Guys, I’ll tell you a difficult riddle.
“No arms, no legs, but moves,
No nose, but breathes
And he has no mouth, but drinks and eats?”
- Correct plant
— How does the plant move? (turns to the light).
- How does it breathe? (through leaves and roots.)
- How does it drink and eat? (roots.)
- Well, where is food stored for them? (in the ground, soil.)
- That's right guys, plants don't feed like humans and if you deprive it of soil, it won't be able to live and what will happen? (will die.)
— Guys, since plants can eat, breathe and move, what can we say about them? (they are alive like us.)
- Now look carefully at the plants (asparagus, ficus, geranium, lily of the valley, begonia, geranium). Which one is the odd one out? (lily of the valley.)
- Why? (children's answers.)
- Is it true that lily of the valley grows outside, and all the others only grow indoors, and that’s why they are called? (houseplants.)
— You know, guys, today I’ll tell you about the secrets of indoor plants. We have just learned the first one. (houseplants live only indoors.)
And some of them can heal people. (Aloe demonstration, " living tree", geraniums.)
— Aloe heals and disinfects wounds, the “living tree” treats a runny nose, it also causes sneezing and pathogenic microbes simply “fly out” of the nose;
— Geranium leaves soothe ear pain.
- And to find out another secret, I suggest looking at these illustrations (flower bed, blooming in summer and indoor plants on the windowsill, the same, but in winter.)
- What can I say? (houseplants live all year round, and garden, meadow, and forest plants die;
But indoor plants also grow big or lose leaves.
- How do they survive? (shoots appear, plant them.)
- Right
“We’ll find out another little secret a little later, and I’ll turn everyone into flowers.”
Physical exercise “Flowers”.
I ask you flower
Raise your petal
Got out of the pot
Stomp three times
And shake your head
Meet the sun in the window
Tilt the stem slightly
- here is a charger for the flower,
Wash your root
And get into the pot again
The leaves are all moving
(children perform actions according to the text.)
- I turn everyone into children!
- Look how beautiful everyone has become! Guys, in winter we can admire the beauty of flowering and greenery.
- On the street? (no.) In the house? (yes.) Houseplants, like a piece of summer, warm us and make us happy.
- Guys, someone made a mess here, scattered cards.
- Oh, it’s you Dunno! Why are you so sad?
- Let's help Dunno assemble the picture correctly!
— Didactic game “Assemble correctly”(Flower pot, root, stem, leaves, flower, if the plant blooms.)
- Well done guys, Dunno is very happy and thanks you. Dunno, do you know which children's works of art talk about indoor plants?
- Guys, let’s remember and give him a hint (children’s answers: “The Snow Queen”, “Thumbelina”, etc.)
- Now you know too! What's your hurry? (Dunno runs off to his friends to tell about everything).
“And you and I will sit down on the carpet and imagine that we are small indoor plants.”
Psycho-gymnastics “I am a plant.” (to music).
- You were planted in warm, soft earth, you are still sprouts, defenseless and fragile, but someone’s kind hands water you, loosen the earth so that your roots can breathe, wash your leaves. You begin to grow, the stem becomes stronger, you reach for the light. You feel so good living on a windowsill with other indoor plants.
And now let’s all get up and listen to E. Blaginina’s poem.
(child reads.)
"The tits are jumping
Under my window.
The birds rejoice -
It's nice for them
Look at this
Nice window
Where in winter there is summer,
Where there are a lot of flowers."
— You and I will continue to learn new things about indoor plants and take care of them.
Reflection:
— What did you like today?
— Why do you like to care for indoor plants?
— Remember the “secrets” of indoor plants.
Conversation "Conditions necessary for the life of indoor plants."
Purpose of the conversation:
— Continue to develop children’s ideas about caring for indoor plants.
— Deepen your knowledge of plant care techniques.
— Foster a humane attitude towards indoor plants as objects of nature.
Educator. Children, today we will continue to learn how to care for indoor plants. Let's remember what needs to be done for this? (Children list techniques and procedures for care).
What have you learned recently? (to loosen the ground.) Why do you need to loosen the ground? (So that water drains well and makes it easier for roots to grow in loose soil.) How do you loosen the soil? Explain: closer to the stem, loosen shallowly, and further from the stem, deeper.
How do you know when a plant needs to be watered? (The earth is dry to the touch, light.) What kind of water do we water (warm water that has been in the watering cans since yesterday.) How to wash the plants ( large leaves wipe with cloths, plants with soft leaves their spray bottle.)
Why do we care for plants? (children's answers)
Children, plants need to not only be looked after, but also fed and fertilized. There is a special fertilizer for this (the teacher shows). The plant is fed with such solutions once a week after watering it, so that the solution is better absorbed into the soil. On my table there is everything necessary for caring for plants. You will now take care of the plant yourself.
(children perform practical task. On the table there are pots with indoor plants: ficus, which needs to be wiped with leaves, crassula with dry soil, geranium with withered leaves.)
Educator. What difficulties did you encounter while completing the task? (children’s answers.)
How did you guess that the ficus needs to wipe its leaves?
Why did you water the fat plant?
Why did you decide to remove the wilted leaves from the geranium? Maybe it needs to be watered? Now guys, let's summarize our conversation and once again repeat the rules for caring for indoor plants (children's answers).
If you take a sprout and pour some soil into a pot
Plant and water a flower, you know that later you will understand,
That he worked not in vain, appeared in that pot,
A cap of green leaves framed by flowers!
Appendix 2.
Summary of directly organized activities in the middle group. Educational area “Reading fiction”.
Theme “Golden Meadow” (according to Prishvin)
Completed by teacher of the 1st qualification category Maksimenko N.G.
Integration of areas. "Reading fiction", "Health", " Physical Culture", "Cognition", "Socialization", "Communication".
Tasks:
— introduce children to the writer M. Prishvin and his story “Golden Meadow”; — expand and clarify children’s knowledge about dandelion;
- introduce the concepts: fishing, keeping up, fucking;
- develop the ability to respond emotionally to the beauty of nature and the content of a literary work;
— to educate the basics of an ecological worldview.
Equipment:
A portrait of M. Prishvin, a book by M. Prishvin with the story “The Golden Meadow”, photos or pictures of dandelions, “dandelions” made of paper and pieces of cotton wool for breathing exercises.
GCD move:
Educator - Guys, today we are going to meet an amazing person. Most of all he loved children and nature. Take a look at his portrait. (Show). This is a portrait of the writer Mikhail Prishvin. I will read you a story by the writer Mikhail Prishvin, called “The Golden Meadow”. But who will be the main character of the story, a riddle will tell you.
Dandelion riddle
There was a golden flower
Turned gray in a week
And after two days my head became bald (dandelion).
Educator - Which words in the riddle told you the correct answer? So which plant will be the hero of the story “Golden Meadow”? What do you know about this flower? You will encounter unfamiliar words in the story. Let's immediately find out what they mean so that everything is clear to you. Fishing is the production of something. What kind of work could the guys do in the forest, what could they get there? Walk in heel - follow each other. Fucking - blowing. Try blowing yourself, making an “ew” sound.
Educator - Make yourself comfortable and listen carefully.
Reading the story “Golden Meadow” by Mikhail Prishvin.
“My brother and I always had fun with them when the dandelions ripened. It used to be that we would go somewhere on our business - he was in front, I was at the heel.
“Seryozha!” - I’ll call him in a businesslike manner. He will look back, and I will blow a dandelion right in his face. For this, he begins to watch for me and, like a gape, he also makes a fuss. And so we picked these uninteresting flowers just for fun. But once I managed to make a discovery.
We lived in a village, in front of our window there was a meadow, all golden with many blooming dandelions. It was very beautiful. Everyone said: “Very beautiful! The meadow is golden.” One day I got up early to fish and noticed that the meadow was not golden, but green. When I returned home around noon, the meadow was again all golden. I began to observe. By evening the meadow turned green again. Then I went and found a dandelion, and it turned out that it squeezed its petals, just like it would be the same if your fingers on the side of your palm were yellow and, clenching it into a fist, we would close the yellow one. In the morning, when the sun rose, I saw the dandelions opening their palms, and this made the meadow turn golden again.
Since then, dandelion has become one of the most interesting flowers for us, because dandelions went to bed with us children and got up with us.”
Breathing exercise “Blow on a dandelion”
Wears a dandelion
Yellow sundress.
When she grows up, she will dress up in a little white dress.
The light air is obedient to the breeze.
(Children blow on dandelion petals with different strengths and observe the intensity of the movement of the petals.)
White fluffy ball
Showed off in an open field.
Blow on it lightly
There was a flower - and there is no flower.
(Then they blow on the dandelion cotton wool without puffing out their cheeks.)
Questions about the content of the story:
1. What kind of fun did the brothers have with dandelions?
2. Where did the brothers live?
3. What was the meadow like early in the morning? At noon? In the evening?
5. Why did the dandelion become an interesting flower for the children?
6. Why do you think Mikhail Prishvin called his story “Golden Meadow”?
What else could this story be called?
Physical exercise “Dandelion”
Dandelion, dandelion!
(They squat, then slowly rise)
The stem is as thin as a finger.
If the wind is fast, fast
(They scatter in different directions)
It will fly into the clearing,
Everything around will rustle.
(They say “sh-sh-sh-sh-sh”)
Dandelion stamens
They'll scatter in a round dance
(Hold hands and walk in a circle)
And they will merge with the sky.
Reflection. What new did you learn today?
Where do dandelions grow?
What do you remember most?
Conversation “Field dandelion”.
Target. To consolidate children's knowledge about meadow plants and their usefulness to humans.
Educator - Dandelion is one of the first to appear in spring, like a yellow sun in young green grass.
In the morning, in a sunny clearing without a clock, you can find out the time. At 5-6 o'clock the sun rises and the dandelions open. By evening, the yellow lights go out and close.
The dandelion loves the sun so much that it does not take its eyes off it - it turns its flower head after it. But dandelions are not always yellow and look like the sun. Time passes, and the yellow petals are replaced by white fluff. The white fluffs are seeds. The wind blows, the seeds scatter far, far in different directions. They fall to the ground and sprout. New flowers appear.
Dandelion is a medicinal plant. A medicinal plant is a plant that is used in medicine for treatment. Dandelion leaves and roots are used to treat cough and improve appetite.
And from dandelion flowers people cook very delicious jam. And it's not just people who use dandelions. Bees, bumblebees and butterflies love to fly to dandelions. They eat dandelion sweet nectar. And the bees then make dandelion honey from it - thick and fragrant.
Educator - Let's not pick dandelions and preserve beauty. And the bees will thank us for saving the flowers for them. And we will admire the beauty of this flower, and of all nature, as the writer Mikhail Prishvin knew how to do. You have yet to get acquainted with many of his works, but in each of them he sees the amazing and beautiful in nature. In Mikhail Prishvin, all of nature becomes alive: dandelions, like people fall asleep in the evenings and wake up in the mornings, the forest can whisper, and animals and birds can talk, a mushroom, like a hero, emerges from under the leaves. But Mikhail Prishvin encourages his readers not only to admire nature, but also to protect it. Prishvin's heroes never offend the defenseless and harmless. On the contrary, they protect them: in the story “Little Frog” a man saves a traveler frog, in the story “Zhurka” he raises a crane, and in the story “Khromka” he heals a lame duck.
Reflection.
– What did we meet today? What new did you learn? What do you remember most? Liked?
Appendix 3.
Summary of directly organized activities in the senior group. Educational area "Cognition".
Topic: “Marigolds - garden flowers.”
Completed by a teacher of the 1st qualification category
Plotnikova Ekaterina Aleksandrovna.
Integration of areas:“Cognition”, “Communication”, “Socialization”, “Labor”, “Artistic creativity”.
Software tasks:
- Strengthen the ability to see the characteristics of plants reflected in folk names;
- Learn to convey this in drawings;
- Strengthen the ability to write a short descriptive story about a flower;
- Nurture aesthetic feelings;
- To instill in children respect for human work and respect for nature.
Equipment and visual material: Different varieties marigolds; watercolor, wax crayons or pieces of paraffin, colored pencils, paper and glasses of water for flowers, a piece of velvet material.
GCD move:
Educator: Today I decided to give you a gift from my garden. I brought a bouquet of flowers to decorate our group. Who knows what these bright, colorful garden flowers are called?
Children: Marigolds
Educator: What attracts you to this bouquet? (Children's answers)
Educator: Why is this plant called marigold? Take a closer look, touch their petals, gently stroke them.
The teacher places a flower in front of each child (in a glass of water). Children examine the petals. They sniff.
Children: Marigolds have delicate petals, similar to velvet.
The teacher offers to touch a piece of velvet fabric, comparing the feel and appearance of the fabric and petals.
— Do these plants have a smell?
Children: They have a pungent odor.
Educator: What kind of leaves do marigolds have?
Children: Dark green, carved, beautiful.
Educator: Look carefully at the flowers, pay attention to the color of the petals, shape, and size of the flowers. Describe them. (Children make up stories.)
The petals are brightly colored. Marigolds do not close in cloudy weather, so even on a cloudy day the flowerbed looks very bright. In Germany they called it marigolds sunny flower, and in Ukraine - black-browed. Why?
Children: The flower has black spots on its petals.
Educator: They are also called gypsies. Why?
Children: Gypsies wear bright dresses. Marigolds are also colorful.
Educator: Look carefully at the flowers and draw. Try to reflect their velvety quality. What materials will you need? What will you use to paint smooth leaves?
Children: Watercolors, pencils.
Educator: How will you reflect the velvety of the petals? (Children's answers)
— First, you can draw flowers with watercolors or pencils, and then cover them with paraffin.
The teacher invites the children to draw flower beds from velvet flowers: one from sunny flowers, another from black-browed flowers, and the third from gypsy flowers.
Conversation “What flowers need to live.”
Types of children's activities:gaming, communicative, cognitive-research, perception of fiction.
Target: give basic ideas about the living conditions of plants.
Tasks:
- To consolidate children’s knowledge about garden flowers and meadow plants, about how a person cares for flowers;
- Strengthen the ability to answer questions based on content work of art, express your point of view;
- Cultivate a friendly attitude with peers during the game.
- Introduction of the game moment
- Guys, I want to play with you.
2. Didactic game. Lotto “What grows where”
The players are divided into three teams. Small cards with pictures of plants and flowers are in the box. The teacher has three large cards on the table, on which a meadow, a garden and a vegetable garden are drawn, respectively for the first, second and third teams. At the teacher’s signal, the players run out to the table, find a picture that matches the picture on the large map, name the plant and cover the empty cells on the map. The team whose players quickly covered all the empty cells and correctly named the plant wins.
— What distinguishes garden flowers from meadow plants?
— Who cares for meadow plants?
Who cares for the plants in the garden and vegetable garden?
— Tell us, how does a person take care of garden flowers? (Children's answers)
3. Conditions for the growth and development of plants and flowers.
— Listen to the fairy tale “Who Loves What.” Translation from French by G. Oster.
“Flowers,” said Uncle Caesar, “love to be watered.”
“But I’m not,” thought Pif, watering the flowers in the rain. – If I were a flower, I would certainly get myself a small waterproof umbrella.
The teacher shows an illustration for the work.
- Is Pif right?
—Did he understand Uncle Caesar correctly?
— When is it necessary to water flowers?
On the one hand, plants require constant watering, and on the other hand, excess moisture is harmful to them. When it rains, there is no need to water the plants. What happens if you don’t water the plant on time?
— Why does a plant need water?
— What other conditions does a plant need to grow and develop? (light, heat, soil)
Appendix 4.
Directly organized activity in the middle group. Educational area "Music" on the topic: "He looks like a hedgehog."
Integration of areas:reading fiction, artistic creativity, cognition, communication.
Tasks: introduce children to the cactus plant;
listen to the song “Cactus – Hedgehog”, respond emotionally to its character;
introduce Natalia Shaibakova’s poem “Cactus”;
develop curiosity, fine and gross motor skills;
teach children to create a finished image using natural and waste materials.
Equipment: presentation depicting various cacti;
Video presentation of the song “Cactus – Hedgehog”;
live plant in a pot;
green and black plasticine, stacks, modeling boards, plastic lids, chopped and dried pine needles, flowers from a fruit tree;
green hoops, red paper flowers for the game.
GCD move.
Children enter the hall to cheerful music.
Musical director.Let's all say hello.
Communication game "Hello".
Musical director.Today we have an extraordinary guest. Guess the riddle what kind of guest has come, find out.
Mystery. He looks like a hedgehog
Only rooted into the ground.
No ears, no legs, no eyes,
But, on the other hand, the thorns are great!
Growing very slowly
And it doesn't bloom every year.
He has a red flower
How beautiful is the blooming...(cactus)
Cactus appears on the screen.
This plant is called CACTUS. Look how unusual it is - instead of leaves it has thorns. What can you say about a cactus? What is he like?(children's answers)
There are tiny cacti the size of a fingernail, and there are giant cacti - taller than the building of our kindergarten.
Cacti are not afraid of heat. They are watery inside. Even the smallest cacti have large roots.
Different cacti have different spines: hard and soft, long and short, and there are even cacti with poisonous needles.
In ancient times, people plucked the spines of large cacti and used them as needles.
Many cacti are edible. They make compotes, jam and are simply eaten raw.
Some cacti can eat small insects. Their bright, red flowers, smelling of meat, attract insects. A midge flies up to the smell, lands on a flower, and it goes bang, closes, and swallows the fly.
Let's play a game about cacti that eat insects.
Musical game "Cacti and insects".
(The hoops are cacti. Some cacti have red flowers. It is these cacti hoops that insects flock to. And you will be insects. One, two, three, four, five, we start playing! Children, turn into insects and fly to the cacti ". The teacher makes sure that the children gather only in those hoops where the red flower lies. The flowers need to be transferred to other hoops while the insects are flying. You can invite the children to “buzz”).
Musical director.Cacti, guys, grow not one at a time, but in whole families. Now we will listen to a song, and you will find out what the baby cacti are called.
Listening to the song “Cactus is a hedgehog.”
(watch video slides).
Conversation about a song.What does a cactus grow in? Who are the little cactuses? Etc.
Musical director. He always lives in the desert,
And there is no water there.
When watering a cactus, don’t ruin it -
The cactus needs very little water.
When caring for a cactus, you need to be careful not to touch its spines. The thorns can hurt and dig into your palm. This happened with one child from Natalia Shaibakova’s poem “Cactus”.
Reading the poem "Cactus"
Mom's cactus on the window
Doesn't give me peace.
I'm spinning around him
I don’t take it, in case I inject myself.
I remember my mother's words:
“It's prickly. You can’t take it!”
But I can't stand it anymore -
My finger hit a cactus!
“Ahhh” - I let out a strong roar -
I haven't found the words yet.
But now I know for sure -
I don't play with the cactus!
Modeling "Cactus babies - blooming guys."
Musical director. What beautiful cacti you have! Indistinguishable from the real thing! And, although cacti bloom very rarely, today they just bloomed - stick a flower into your cacti.
Reflection. What extraordinary guest came to us today?
Where does this plant grow?
How is it dangerous for people?
Musical director. You can take your beautiful blooming cacti home. Show them to your family and friends and be sure to tell them everything you learned today about this amazing plant.
Directly organized activity in the middle group. Educational field "Music" on the topic: "Flowers of our region."
Performed by music director of the highest qualification category Olga Valerievna Danilenko.
Integration of areas:cognition, communication, reading fiction, artistic creativity.
Tasks:
— consolidate children's knowledge about meadow, forest, and wildflowers;
- teach to name and distinguish them;
- foster respect for nature.
Equipment: computer, projector,
GCD move.
Children enter the hall to the song “The Sun Has Came Out” and say hello.
Musical director.Guys, look what kind of guest came to us today?(the sun appears on the screen)
I warm the whole world
I don't know fatigue.
I smile at the window
And everyone calls me...(Sun)
The sun invites us all to the land of flowers. Today we will admire the flowers of our region. Flowers grow everywhere, name where they can grow?(in the meadow, field and forest)
View the presentation "Flower Fields".
Musical director.Now you will hear a song, and after listening to it carefully, tell me what colors it is sung about.
Listening to the song “Vasya-cornflower”.
Musical director.Guys, let's remember the song about a wild flower.
Singing the song “Cornflower-cornflower” using musical instruments.
Musical director.Now, guys, guess the riddle:
There is one such flower, you can’t weave it into a wreath,
Blow lightly on it, there was a flower - and there is no flower. (Dandelion).
Singing the song “Where are the dandelions?” sl. and music Z.B. Kachaeva
Musical director.And now, guys, there’s another mystery for you:
We meet him in the meadow and field,
We count the white petals on it.
The yellow heart of the flower is
It’s like a baby – the sun has climbed into it. (Chamomile).
The dance-song “Daisies” is performed. and music G.F. Vikhareva
Musical director.
Sometimes purple, sometimes blue. He met you at the edge of the forest.
It is endowed with a sonorous name, look - this name suits,
But we have never heard the ringing from a blue forest bouquet. (Bell).
Musical game "Blind Man's Bluff with a Bell"
Musical director.Guys, why do people pick flowers? Can I pick flowers? That's right, you can only admire them.
The musical game “Wreath” will be played.
Productive activity “Decorate the meadows with wildflowers.”
(Children are given green cloth - clearings. Everyone is divided into 3 subgroups. The cut out flowers need to be laid out in clearings: poppy field, cornflower and chamomile).
Reflection. What colors did we talk about today?
Where do these flowers grow?
What did you enjoy doing today?
Directly organized activities in the senior group. Educational field "Music"
Lenara Iskhakova
Ecology project “Flowers around us”
Municipal budgetary preschool educational institution
“Kindergarten of a general developmental type with priority implementation of activities for the cognitive and speech development of pupils No. 111”
Ecological project
« Flowers around us» .
Educator: Iskhakova L. T.
Orenburg 2017
Relevance project.
Introducing preschoolers to nature is one of the most important tasks in working with children. At the same time, it is very important that the acquired knowledge is not presented in isolation, without reference to the whole complex of phenomena surrounding the subject of study. Children should always see the connection of a particular species with the environment, its influence on this environment, they should understand that plants and animals depend on each other and on their habitat.
Ecological Education is one of the main directions in the education system; it is a way of influencing children’s feelings, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, and understand that our Earth cannot exist without plants, since they not only help us breathe, but also treat us from diseases.
Flowers- this is not only beauty, but also a part of living nature that must be preserved and protected, and, of course, known. Know the structure flower, its appearance, features, healing properties.
Rip off everyone can flower, but to say - which one picked a flower, Not everyone.
Educational field – optimization of children’s mental activity through cooperation between teachers and parents.
Participants. Teachers, children 5 years old, parents.
Interaction between teachers: music director, teachers, parents.
View project: creative, information and research, medium-term, collective, individual (together with parents).
Problematic question: “What kind of flowers and why are they on Earth?”
Target: Activation of cognitive and creative activity of children,
development of the creative potential of students and teachers, active involvement of parents in the educational process.
Tasks:
Give an idea of what it is flower.
Teach children to classify flowers according to their place of growth (meadow, garden, field, house).
Introduce children to the professions of people associated with floriculture.
Teach children how to plant and grow properly flowers.
Mark value, role colors for the life and activities of humans, animals, insects.
To develop children's constructive and visual abilities in making colors using different materials and technical means.
Develop the ability to compare and analyze.
Develop imagination and thinking in the process of observing and exploring natural objects.
Develop the ability to convey your feelings from communication with nature in drawings and crafts. Replenish and enrich children's vocabulary and their knowledge of forest flowers, meadow, garden, indoor.
Cultivate a caring attitude towards flowers, the ability to take care of them.
To develop communication skills, independence, hard work, observation and curiosity for all living things.
Methods project:
research: experiments, problematic issues, observations;
Self-observation;
Collective observation;
verbal: conversations, reading literature, consultations for parents, explanations, directions, verbal instructions;
Modeling technology;
Relaxation;
Aromatherapy;
Listening to music.
Forms of organization project:
Directly organized cognitive activity (application, drawing, modeling, music, speech development, natural and social world);
Excursions;
Didactic games;
Labor activity of children;
Environmental quizzes.
Resource support project.
A corner of nature in a group, flower garden in the kindergarten area.
Methodological tools.
Material and technical (computer, camera, stationery, music library, glassware for experiments, pots, jars, magnifying glass, plastic knives for experiments, individual saucers for experiments, napkins, gardening equipment, nurseries, sports equipment)
Visual material:
A) fresh flowers, in the illustrations, made from different materials;
b) printed board games;
c) educational games ecology;
Equipment with natural and waste materials.
Implementation deadlines project: March – August 2017
Expected Result: development of children’s cognitive interest, expansion of ideas about meadow, forest, garden and indoor flowers. Positive-emotional and conscious attitude towards nature, towards flowers that surround the child. Flowers They are not only decorations of the Earth, but also healers. Willingness to participate in practical activities to improve the natural environment (planting, care flowers) . Skills of cultural behavior in nature, the ability to protect and care for it have been developed.
Stages project.
Stage 1. Goal setting (problem identification).
Stage 2. Development project.
Stage 3. Performance project(organization of joint work of children and teachers on project).
Stage 4. Summarizing.
1. Preparatory stage (March)
2. Houseplants (April)
3. Primroses, field, meadow (May)
4. Forest, medicinal (June)
5. Garden (July)
6. Flowers around us(August)
Work with children
Implementation stages project
Period Events Working with parents
I. Preparatory stage
Collection and analysis of literature on this topic;
Making a passport for indoor plants;
Development of an implementation plan project;
Preliminary work with teachers: holding a seminar for teachers of MBDOU, which will provide detailed information about project with a description of the goals, tasks and implementation progress project
A selection of musical repertoire and musical games, relaxation exercises;
Development of didactic games, manuals;
A selection of illustrative material;
A selection of poems, riddles, songs, fairy tales, myths, legends on the topic;
A selection of mobile, finger, didactic games, fun questions and exercises on the topic;
Prepare material for visual activities, fiction and educational literature for reading to children;
Seed preparation colors, nurseries.
Diagnostics—determining the level of children’s skills and knowledge on a topic.
Design tasks for parents ecological book about flowers.
II. Main stage
"Room flowers"
GCD "Secrets of indoor plants"(to consolidate children’s knowledge about indoor plants; continue to teach how to compare plants, find similarities and differences in external features; consolidate knowledge about the growth conditions of indoor plants; develop desires to care for plants).
Observation and work in a corner of nature To consolidate the name, structure of indoor plants, skills in caring for indoor plants. Consider the leaves of indoor plants. Which plant has difficulty breathing? Why? Consolidating ideas about how to wash indoors plants: wiping the leaves with a damp cloth, spraying. Watering, loosening.
D. game "Guess by the description" Learn to distinguish indoor plants by external signs, remember names
Making riddles and puzzles.
Examination of illustrations, postcards depicting indoor colors.
activity: “Do I need to water the plants?” Examination of soil samples. Formation of a selective approach to watering in children plants: by touch (wet soil is sticky, dry soil is loose). Development of sensory experience.
Reading liters: V. Kataev « Seven-flowered flower» , G. H. Anderson "Thumbelina", Reading poems by E. Blaginina " Light flower".
Reading a story "Scarlet flower»
Houseplants coloring pages (Violet, ficus). Comparison of plants by appearance, find similarities and differences.
D. game "Find out the plant" Learn to find a houseplant by name.
Experimental research activity - experiment “Plant respiration” To help establish that the plant releases oxygen; understand the need for respiration for plants.
Boarding with children "Our cheerful garden"
GCD Modeling "Cactus"
GCD Drawing "Violet"
GCD « Flower in a pot»
D. game "Assemble a whole from parts." Learn to recognize and name indoor plants by appearance.
Experimental research activity: experiment “In light and in darkness. Help establish that plants need sunlight to grow.
Role-playing game "Shop" colors"Remember with the children the names of plants, their parts, and distinctive features.
Listening to the fairy tale on CD "Thumbelina" by H. H. Andersen
P. game " Flower meadow"Learn to lay out flower from large mosaic elements
Reading the Slovak fairy tale "Visiting the Sun."
Listening to music "Cactus - hedgehog", "Daisies" Vikhareva
Final event: Quiz game "Indoor Plant Experts". Consolidate knowledge about indoor plants, summarize the work done over the month. Make children want to care for indoor plants, take care of them at home and in kindergarten.
Exhibition of children's works on the theme "Indoor plants are our friends."
Working with parents:
Consultation for parents “How to grow gardens and vegetable gardens on the windowsill”;
Bring cuttings from indoor plants;
Preparing material for a baby book
« Flowers around us» ;
Bring waste material– caps from plastic bottles;
Draw a room with your children flower.
May 1st week
Primroses
give an idea of the early flowers - primroses:
Find out which ones are the first flowers appear on the territory of the kindergarten, in the forest.
Find out why you need to protect primroses.
Conversation « Primroses»
Tour of ecological trail
Target walk “How our site and forest have changed with the arrival of spring”
Observations of the awakening of the earth, the appearance of thawed patches, the first shoots, primroses.
Didactic game: "Guess flower as described»
GCD Application "Snowdrops for Mom"
Modeling "Spring flowers»
P/game "Earth, water, fire and air"
Write a story about primroses Imagine that you turned into a snowdrop, tell me what happened to you in the forest?
Working with literature
Reading Stories by N. Usova "Violet", "Lily of the valley"
P. Solovyova "Snowdrop"
Recording of P. I. Tchaikovsky "Snowdrop" Yu. Antonov “Don’t tear flowers"
Poem by S. Ya. Marshak "April"
Memorizing a poem by G. Vieru "Mother's day"
Didactic game "Spring flowers in the flower beds»
Exhibition of children's works.
Parents were asked, if possible, to go to the forest with their children on weekends during primroses blooming so that children tell their parents what they know about these flowers and watch them flowering, photograph them to create an album about primroses.
2nd - 4th weeks of May
Field and meadow flowers
Tour of the kindergarten territory
Excursion to ecological trail
GCD "Golden Meadow"(Introduce children to the writer M. Prishvin; develop the ability to emotionally respond to the beauty of nature and the content of a literary work).
Conversation about dandelion (to expand and clarify children’s knowledge about dandelion);
Observations (dandelions bloom with the appearance of the sun, if the weather is cloudy, then they do not bloom)
Looking at illustrations colors
Didactic game « Flower shop» (to strengthen the ability to distinguish colors, call them quickly, find the one you need flower among others; teach children to group plants by blossom, make beautiful bouquets).
Didactic game "Fold flower» flower - stem, leaves flower).
D. and. “Name the extra one flower»
Making riddles on the topic « Flowers»
D.I. “Complete the drawing flower»
D. and. "Collect flower from geometric shapes"
D. and. "Collect a picture"
D. and. "Guess flower as described»
Conversations: « Flowers in legends, poems, riddles, songs", "What is necessary flowers for life» ,
Reading liters: N. Sladkov "Amateur colors» , Y. Moritz « Flower» , M. Poznananskaya "Dandelion"
Physics "Dandelion",
Listening to music:
P. I. Tchaikovsky “The Cycle of the Seasons”, “Waltz colors"
Y. Chichkov “Magic flower""It's called nature"
Z. B. Kachaeva “Where are the dandelions?”
NOD Modeling "Dandelions in blossom
GCD Drawing « Flowers as a gift to mom»
Working with parents:
- Build a collection: flowers flowers on fabric, postcards "Bouquets colors» .
Make a baby book with your children « Flower is my talisman»
- Build a collection: flowers made from different materials, flowers on fabric, postcards "Bouquets colors»
June 1st - 2nd weeks
Forest flowers
Tour of ecological trail
Conversations "Which flowers grow in the forest»
Organization of observations, examination of parts flower
Reviewing books about flowers, postcards
D. and. "Collect a postcard"
Making riddles
Portrait "The Plant Smiles"
D. and. "Collect flower from geometric shapes"
D. and. "Decorate carpet with flowers»
D. and. "Forest flowers»
D. and. with a ball « Flower names»
Domino "We are from the red book"
Reading liters: A.K. Tolstoy "Bells"
GCD Modeling « Flowers as a gift to mom»
Contest "Reading poems about flowers»
3rd - 4th weeks
Tour of the kindergarten territory
Excursion to ecological trail, consider chamomile, mint, yarrow, St. John's wort with children
Conversation "Medicinal flowers»
Examination of illustrations, postcards depicting medicinal colors
D. and. with a ball « flower names»
Making riddles
Reading: "A Tale about Medicinal Plants" (author: P. A. Sinyavsky), as well as drawing illustrations for this fairy tale.
Di: "Collect flower» , "Guess by the description", “Lay it out flowers» (mosaic)»,
“Lay out from the counting sticks flowers» ,
"Fold the picture",
Making riddles about flowers and herbs
Finger games: "Our scarlet flowers» , « Flowers» , "Poppy", "Plants"
GCD Drawing "Medicinal plants of our region".
Coloring flowers in coloring books
Round dance games "We went to the meadow", “Galya was walking around the garden”
Collective application "Camomile field"
Garden flowers
GCD "Marigolds - garden flowers»
Conversation "Professions of people employed in floriculture»
Examination of illustrations, postcards with images colors.
Didactic game “Find a plant by description”(clarification of knowledge about the structure flower, fixing the names of indoor plants).
Conversation "What is necessary flowers for life» (in an accessible form, explain to children how to properly care for garden flowers)
Labor activity on site, on flower garden - planting flowers, watering flower beds, loosening the soil, caring for flowers.
Children's stories about flower beds at home how they and their parents take care of flowers. In what cases are houses given as gifts? flowers?
D. and. with a ball « Flower names»
D. and. with a ball "I know 5 names colors»
Making riddles
D. and. "Gardener"
D. and. « Flower shop»
Experience Where seeds will sprout faster (in the sun, in dark place, or away from sunlight)
Observation of flowers in the flowerbed
GCD Drawing "My favorite flower»
Origami "Tulip"
Finger games "Poppy", « Flowers»
D. and. « Flower shop»
Reading poems about flowers
Coloring flowers in coloring books
Consultation for parents "How to care for garden flowers»
1-3 weeks
summarizing the material covered « Flowers around us»
D. and. "Guess flower as described»
"Decorate carpet with flowers»
D. and. "Bouquet colors»
D. and. "Call to flower shop»
Making riddles about flowers
Reading thematic literature and ecological trail
Labor activity: watering flowers in the flower beds, weeding, loosening, collecting seeds
Exhibition of works by parents and children on the topic « Flowers around us»
Learn poems about flowers
III. The final stage
Musical holiday "Ball colors»
Poetry competition
Making costumes for children
During project:
we have summarized and enriched the experience of children in the field environmental education through the application of scientific methods and techniques. We have collected invaluable material about flowers, systematized it and generalized it as experience in this project. In children appeared: interest in learning about nature, the characteristics of life and the development of plants; desire to independently carry out tasks for caring for plants; skills of observation and experimentation in the process of search and cognitive activity.
During the period of work on project children enriched their vocabulary and expanded their vocabulary if, by the time they started working on project children knew 3-4 names flower then by the end - more than 10. During the experimental activities, we developed the children's imagination, thinking, and formed the skills of elementary research activities.
We got acquainted with plants and learned to convey our feelings in drawings and crafts made from natural materials.
Adults began to become more actively involved in creating conditions for the realization of creative and cognitive abilities in children, in organizing and conducting environmental activities, competitions.
List of used literature:
The natural world and the child (Methodology environmental education of preschool children): Textbook for pedagogical schools in the specialty "Preschool education"/ Edited by L. M. Manevtsova, P. G. Samorukova. – SPb.: AKTSIDENT, 1998.
E. A. Alyabyeva “Thematic days and weeks in kindergarten”, “Final days on lexical topics” 2006.
L. A. Vladimirskaya “From autumn to autumn” 2004.
A. I. Ivanova “Live ecology", “Environmental observations and experiments in D/S 2005.
“We” - program environmental raising children 2005.
A. V. Kochergina “Scenario for classes in environmental education of preschool children” 2005.
S. N. Nikolaeva “Young ecologist” 2002.
N. A. Ryzhova Ecological education in kindergarten garden: lectures 1 – 8. – M.: Pedagogical University "First of September", 2006.
N. A. Ryzhova Ecological project"Tree". Magazine "Hoop". – N 2. – 1997.