Conversation on environmental education “Our home is nature” in the senior group.

MAGAZINE Preschooler.RF

Compiled by: Yulia Alekseevna Zadubina Shlisselburg 2015 Municipal budgetary preschool educational institution “Kindergarten of a combined type “Oreshek”

Target:

• generalize and consolidate children's knowledge about wild animals.

Tasks:

• Strengthen the ability to distinguish the animals of our forests from other animals.
• Fix the names of wild animals and their young.
• To consolidate children's knowledge of what wild animals eat and where they live.
• Develop the ability to find the correct answers to questions about animals.
• Cultivate interest in animal life and curiosity.
• Write a short story (3-4 sentences) about animals.

Vocabulary work:

wild animals, fox cub (squirrel, bear cub, etc.), lair, den, hole, hollow.

Preliminary work:

guessing riddles on the topic “Wild Animals”.

Examination of illustrations (wild animals of different countries, human care for wild animals, zoo, etc.).

Reading Russian folk tales to children: “The Fox and the Wolf”, “The Hare Boasts”, “Zayushkina’s Hut”, “Three Bears”, “The Cat, the Rooster and the Fox”, “The Fox and the Crane”; poems by N. Kostarev “Beaver”, P. Voronko “Cunning Hedgehog”; stories by V. Bianchi and others.

Learning physical education lessons “Wild Animals”, “Animal Exercises”.

Materials for the lesson:

Figures “wild animals” , pictures “Wild animals and their cubs” , a poster with a picture of a forest, cut-out pictures.

Progress of the lesson:

Guys, today a guest came to our group. But for her to appear, you need to guess who it is. Shall we try?

She is more cunning than all the animals, She wears a red fur coat. A bushy tail is her beauty. This forest animal is...

That's right, it's a fox! She came to visit us from the forest. The fox wants to play with you and see what you know about the wild animals of our forests.

Guys, tell me, who are wild animals?

(They live in nature, build their own homes and get food)

You already know that I came from the forest. Many different animals live in it. But in this forest (the fox draws the children’s attention to the model of the forest) I see animals that I have never met before. I think there is some confusion here. Need to figure it out..

1. D/i “Confusion”

We will leave the animals that live in the forests where they are. We need to name the extra ones here and remove them from the forest.

(Children remove an elephant, a dinosaur, a cow, an ostrich, a polar bear)

Well done! We sit on the chairs.

Guys, a disaster recently happened in our forest, a real hurricane. There was such a strong wind and rain that all the animals ran away and now cannot find their cubs. You want to help them!

2. D/i “Name the cub”

There are many mothers in this world, And every mother has children. We must come to the rescue and find the children correctly!

(Children name an adult animal and its baby, put the corresponding picture)

Thank you for your help. You're probably tired.

Fizminutka

Let's get up, we need to rest, shake our fingers. Rise, hands, up, Move, fingers, -

This is how little gray bunnies move their ears. We creep quietly on our toes, like foxes wandering through a forest.

The wolf looks around, And we turn our heads. Now we sit down more quietly, more quietly - Let’s be quiet, as if in a mouse’s hole.

The mice have found their holes. And other animals got so scared during the bad weather that they forgot who lived where. We need your help again!

3. D/i “Find a home”

Everyone has their own home, We are warm and comfortable in it, And we will help the forest animals find their own home.

(Children name the animal’s home and stick its image in the right place)

We did it! Well, the cubs and their mothers have found all their houses, and we can have lunch. Do you know what wild animals eat?

4. D/i “Who eats what?”

In the forest, in order to survive, you need to get food. Tell me quickly Who loves what of the animals!

(Children tell what different animals eat and choose a suitable “treat” )

Well done boys! You know so much about the animals of the forest, you told so much. But I still have a few questions.

5. D/i “Tell me why?”

What? For what? And why? I still don’t understand Well, guys, don’t be boring, answer the questions!

- Why does a fox need a long fluffy tail?

— Why does a bunny “put on” a white fur coat for the winter?

- Why does a hedgehog need needles?

- Why do wolves howl?

- Why does a hare have long ears?

— Why does a lynx have a spotted color?

- Why does a beaver have such sharp and strong teeth?

Well, now you have explained everything to me. And I also know something. I know how animals do exercises. Do you know? Let's show it together.

Physical exercise “Animal exercise”

One - jump, two - squat. This is a rabbit exercise. And when foxes wake up, they like to stretch for a long time, be sure to yawn, and wag their tail.

And the wolf cubs should arch their backs and jump slightly. Well, the clubfoot bear, with its paws spread wide, stomps on the spot for a long time. And for those who don’t have enough exercise, they start all over again!

Guys, when I was getting ready to visit you, I prepared pictures with our forest animals. But on the way I met evil robbers. They ruined all the pictures. Look what happened to them.

6. "Cut pictures"

Children come 2 at a time to the tables; on the tables there are envelopes with cut-out pictures.

Here are the cut-out pictures, it’s not clear what’s on them. Fill up the pictures and tell us about the animals.

Children collect a picture and talk about the animal they got.

Children stand in a semicircle.

- Guys! Well done! They responded so well. Tell me, did you like our lesson today? Which game did you like best? Why? (Children's answers). I think that our guest was pleased too. Which of you do you think the fox liked the most? Why? (Children's answers) But it's time for her to return. And as a farewell, the fox wants to treat you to forest delicacies. (Basket with mushrooms and nuts).

The lesson is over.

Conversation with elements of discussion: “Ecology and us”

Conversation with elements of discussion: “Ecology and us”

Target:

contribute to the formation of a holistic perception of the world in children, promote love and a caring attitude towards nature.

Tasks:

• Introduce children to the concept of “ecology”;
• Expand and enrich knowledge about nature, its phenomena, rules of conduct in it;
• Expand children's ideas about the rational interaction of man with nature;
• Foster a caring attitude towards nature, its resources, flora and fauna.

Progress of the conversation

"Man must decorate the earth"

M.A. Sholokhov

“Happiness is being with nature, seeing it, talking to it”

L.N. Tolstoy

Introductory speech by the teacher

Everything that surrounds us is nature: the sky, forest, river, sun, trees, flowers, grass, birds, animals, insects, people, all this is nature. Everything that exists in nature must exist together, side by side, amicably. Thus, trees cannot live without sun, water, and without birds, which find and eat worms in the bark of trees. Animals also cannot live without water, solar heat and light, without the grass they eat, without trees that protect them from heat and rain. All living beings in nature depend on each other. So, you've probably heard the word ecology. What do you think ecology is?

ECOLOGY is a science that studies the relationships between plants, animals, humans and their connection with inanimate nature: the sun, water, air. Ecology still studies how humans influence nature. He can influence well, i.e. help nature. It can influence badly, i.e. harm nature, spoil, destroy it.

Give examples of how people help nature. (Children answer). That's right, a person plants trees, takes care of plants and animals, feeds birds. How can a person harm nature? (Children answer).

Yes, of course, a person can cut down trees, destroy animals, throw out garbage, pollute the air with smoke and car exhaust fumes. We humans pollute and destroy nature, and almost every schoolchild, unfortunately, also pollutes nature. Surely, some of you have thrown plastic bags, candy wrappers, and plastic bottles into the street, into a ditch, or into the bushes. Is it possible to do this? Of course not! Firstly, it is simply ugly, and secondly, it destroys nature. But if you still have any garbage left, do not throw it into the ditch, collect it and take it to the trash container. This garbage will be taken to specially equipped places, where it will be processed, and it will no longer cause enormous harm to the environment. Scientists are working to create systems for recycling and recycling waste. Ordinary people help them.

Today nature is experiencing considerable upheaval. The words most often heard are: unfavorable ecology, ecological crisis, environmental disaster. Yes, the development of science and technology requires huge amounts of coal, ore, oil and wood. More and more land is being plowed up for the development of agriculture. When constructing hydroelectric power stations, dams are built, river beds are changed, and large areas are flooded. We get light, gas, heat, but at the same time we destroy thousands of animals and plants!

Ecology is the science of our common home.

Questions for children and expected answers:

How do people pollute nature?

(Garbage, exhaust gases, industrial waste);

Where does household waste go from apartments and houses?

(They take the garbage cars to the landfill);

What happens to the garbage at the landfill?

(Rots, decomposes, emits terrible odors, gathers hordes of rodents, its number is growing);

How to reduce landfills?

(Buy less unnecessary things, sort garbage, recycle paper, glass, compost food waste);

What can be made from waste paper and glass?

(New paper, glass products);

What other types of waste are there?

(Metal, construction, plastic);

What can you do with them?

(Recycle and reuse);

What do you kids throw in the trash?

(Candy wrappers, broken and old toys);

How to reduce the amount of waste?

(Donate unnecessary toys to charity, try to fix broken ones and reuse them, sort other garbage);

Why do we need waste recycling plants?

(To recycle and reduce waste).

Game "Take care of nature"

Pictures depicting plants, birds, animals, humans, the sun, water, clouds, rivers, forests, etc. are laid out on the table. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.

Summarizing

The message of our event: “Alone we can do little. Together we can save the planet! We have only one land – there will never be another!”

I propose to take the oath of a young ecologist and be faithful to it throughout life:

“I, a man, swear to love and take care of the surrounding nature: not to light a fire in the forest, not to disturb the peace of the forest inhabitants; do not destroy bird nests and anthills; Don’t treat animals cruelly, don’t remain indifferent if you see someone harming nature!”

Let's develop the following rules and stick to them:

• Make bird feeders from plastic or Tetra Pak bags.
• Garbage sorting.
• Collect waste paper and hand it over.
• Collect garbage.
• Buy a reusable bag for the store.
• Plant trees and more!
• Communicate with living nature.
• Feed any living creatures.

Ecological conversations with preschool children

Ecological conversations with preschool children

Currently, due to the deterioration of the environment, there is a need to increase environmental awareness of every person, regardless of age. In this regard, the country is actively creating a system of continuous environmental education for the population. The initial link of this system is a preschool institution, where the foundations of environmental knowledge are laid. Teachers resort to various means, forms and methods with which they can effectively solve the problems of environmental education.

Conversation is one of the important forms of activity of the teacher and students, as it represents great opportunities for the environmental education of preschoolers. A conversation brings the child closer to the teacher, makes it possible to unobtrusively and imperceptibly exert an educational influence: after all, education, as V.A. noted. Sukhomlinsky, this is “constant spiritual communication between teacher and child.” Conversation is widely used in any type of activity of the teacher and children. To carry it out, you can use a whole range of methods and techniques: games, dramatization, discussion of situations, excerpts from the works of writers, folklore materials, music, reproductions of paintings. All this contributes not only to the formation of environmental knowledge, but also to the formation of a personal position, the education of emotions and feelings.

Environmental conversations should be held throughout the year. So, in the fall, we talk with children on the topics: “Why trees undress in the fall”, “Is autumn good or bad”, “Why do animals change their coats”, “How do plants live in winter”, “How do animals prepare for winter”. We use active and didactic games: “The Kite and the Hen”, “Run to the Named Tree”, “What Has Changed?”, “Find a Pair”, “Whose House?” and etc.

In the book corner we display scientific and fiction literature for children. We introduce preschoolers to fiction, according to the long-term environmental plan. Parents are also involved in preparing for the upcoming conversation. To do this, in the “Parents Corner” or in a group chat we post a list of literature for home reading with children, recommendations and articles on the topic of conversation and issues of environmental education for preschoolers. Children and parents begin to prepare for the conversation “Feed the birds in winter” in advance: we collect seeds and fruits of plants and create a pantry for winter feeding of birds, which is a real manifestation of care and kindness towards the inhabitants of nature. We conduct a conversation on this topic in December, when winter comes into its own. Children already know that birds that can find food for themselves in the harsh season remain in our area for the winter.

This knowledge is confirmed by observations of sparrows, crows, tits, bullfinches and waxwings on excursions and walks. It turns out how many birds can be seen in nature now? Why did insectivorous and waterfowl fly to warm countries? What do birds eat in winter? What foods do different birds like? We inform you that sparrows love the seeds of herbaceous plants, bullfinches love the seeds of rowan, birch, lilac, and crows and magpies love various refuse. We say that in winter, birds are less picky about food, so some food from our table is suitable for feeding birds. So what should you feed? Tits prefer pieces of unsalted lard and meat, crumbs of white bread, sparrows prefer cereals, seeds, bread crumbs, bullfinches prefer watermelon, pumpkin and sunflower seeds. Let's get acquainted with the rules of feeding birds.

At the end of the conversation, we make a decision with the children: together with their parents, make and hang feeders on the territory of the kindergarten and in the courtyards of their houses. Feeders are usually made from waste material. In conversation we use poems that touch the child’s soul and find an emotional response in his soul. As well as riddles that enliven the conversation, maintain the interest of students, activate cognitive activity, and develop the ability to observe and understand nature.

Conversation “What have you seen unusual in nature?” We carry out in autumn, and winter, and spring, and summer. Nature is an inexhaustible source of beauty, secrets and mysteries. Often children in older preschool age lose interest in their immediate natural environment, believing that they will not see anything interesting near them. And talking about the amazing helps them discover new secrets, see the beauty in an ordinary and familiar snowflake, icicle, or snow-covered tree crown. Of course, it is easier to have such a conversation in spring and summer, when the green leaves of trees and bushes are blooming, when bird voices are heard everywhere, when the beauty of nature - its sounds, colors - does not leave anyone indifferent. It is more difficult to do this in winter, when there are few objects for children to observe, but it is easier to pay attention to their shapes, lines and colors - against the backdrop of snow-white snow.

In preparation for the winter environmental conversation, we use the possibilities of excursions and walks to the forest park, to the vegetable garden (located on the territory of the children's institution). We draw children's attention to dry tall stems rising above the snow cover, the shape and color of clouds in the sky, shadows in the snow, crowns of bushes and trees, snowdrifts, the color of birds, etc. Together with the children, we collect winter bouquets of dry herbs, which we place in a group. They are no worse than bouquets of flowering herbs in summer. During a snowfall, we make riddles about snowflakes, and look at the falling snowflakes against the bright background of children's clothes - we are surprised at their diversity.

Thus, we are gradually preparing the environment for discoveries of the unusual in the ordinary. And works of folklore, in particular, riddles, proverbs, and signs that tell about a natural object or phenomenon in an allegorical form, help children to discover them in many ways. Here, for example, are the signs we introduce children to in the winter:

The pigeons cooed - the weather will be good.

The cat curled up in a ball - in the cold.

Crows fly and circle - it means frost.

The natural world is fraught with many beautiful and amazing things for the perception and knowledge of a small person. And environmental conversation creates a certain mood in the children for their discoveries and research. We choose topics for conversations and problems so that they arouse interest among children. They awakened the desire to discover and study their natural environment, to observe various phenomena, patterns and connections in it. And this is a condition for children to become good stewards of their land in the future, taking into account knowledge of environmental relationships in their activities and behavior.

Literature:

1. A.I. Ivanova. Living ecology. – M.: Creative, 2006

2. O. A. Voronkevich. Welcome to ecology. St. Petersburg: Childhood - press, 2002

3. L. P. Simonova. Keys from nature, or ethical conversations on ecology. – M.: “Agar”, 1998.