Caring for indoor plants
GCD for joint activities with children to organize children's work in nature.
Topic
: “Taking care of indoor plants.”
Target:
Create conditions for consolidating children's knowledge about indoor plants of the group: their names, distinctive features of appearance and techniques for caring for them.
Tasks:
*to help consolidate children’s knowledge about indoor plants of the group: their names, distinctive features of appearance and methods of caring for them using symbols;
* promote the development of the ability to care for plants, using a labor process model for this: set a goal (help the plant so that it feels good again); choose an object of labor (a plant with drooping leaves, the ground is dry, gray, select tools and material; perform labor actions in the correct sequence (hold the watering can with both hands, place the spout on the edge of the pot, pour over the entire ground, little by little, wait until the water is absorbed and will appear on the pallet); get the result (a watered plant that will soon feel good);
* promote the development of a desire to take care of indoor plants, an understanding of the need to help a living being.
Materials used in the lesson:
Demonstration - schematic models - cards with symbols of plant care techniques, operational cards.
Distribution - Aprons for each child, tools: rags for each child, a basin with water, watering cans with water, sticks for loosening the soil, oilcloths, a sprayer.
Enrich your vocabulary with the following words: plant care, watering, pan, settled water, lump of earth; fix the names of the plants: clivia, balsam.
Preliminary work.
Observation of a plant (familiarity with the features of appearance, structure, observation of plants in favorable and unfavorable conditions (lack of moisture, a series of experiments to identify the moisture needs of plants, observation of the work of a teacher in watering plants in a corner of nature (familiarity with the model of the labor process).
Methodical techniques:
1. Problematic situation with the use of a game character.
2. Talk with children about the basic needs of indoor plants.
3. Examination of plants to identify distinctive features of appearance and methods of caring for them, using symbols.
4. Organization of the labor process using models - operational maps.
5. Joint work of children, help from the teacher.
6. Summing up the results of joint activities.
Progress of joint activities with children.
1 part
Carlson's game character arrives, sad (he flew into an open window while ventilating during nap time). Says hello to every child.
Educator. Our Carlson is somehow sad. Let's ask him what happened.
Carlson. He tells his story of how he flew past the garden and saw such beautiful and well-groomed flowers on the windowsills outside the windows. With him on the roof lives his only flower, which was given to him by his friend Baby, but something happened to him, he probably got sick.
My favorite plant was as beautiful as in the picture (model shows)
and now it’s like this (shows the plant)
I don’t know what happened to it, I feel sorry for the plant, that’s why I’m crying.
Educator. Children, do you feel sorry for the plant? Let's take pity on him, tell him kind words: good, don't cry, we will help you, you will become beautiful and healthy again.
Educator. Why did Carlson's plant become like this? What do plants need to feel good? Listen to what the plant is asking for. Carlson, your plant needs to be looked after and it will get better.
Carlson. But I don’t know how to care for plants, and now my plant will probably die.
Educator. Can we help Carlson? How? (We can teach him how to care for plants.) Shall we teach Carlson how to properly care for plants? (We will;)
part 2
Educator. How do we want the plant to feel? (Okay.) So that it becomes what? (With the children they say: so that the plant feels good, so that the leaves look up, so that the stem looks up, so that the ground is moist.) In order not to forget about this, we will put a picture (the model is a plant in good condition)
Educator. What plant is it now? (The plant is being examined: the condition of the leaves, stem, soil.) In order not to forget what kind of plant it is now, we will put a picture (the model plant is in an unfavorable condition)
The plant needs help as soon as possible. What else do we need for this? To do this, you need to choose the right tools or assistant objects.
Carlson. I know what's needed. (Brings an empty watering can. The empty watering can is examined and why it cannot be used for watering is discussed.)
Educator. Which watering can should you take? Water is filled into the watering can in advance so that the water settles and is at room temperature. What other helper items do we need to help our plants? Children name the remaining objects. In order not to forget what we need, we will put a picture (model - tools: watering can with water, oilcloth, basin with water, rags, stick for loosening the soil, sprayer)
Now what are we going to do?
Children: And now we will take care of the plants.
Educator: Correct, but first, we must consider the plants we have chosen for care (Clivia and Impatiens) and determine what our plants love and what kind of care each one needs. And the cards that are glued to each pot of a houseplant will help us with this. (Plants are examined, the name of the plant, distinctive features of appearance are recalled, methods of caring for them are determined using symbols.)
Carlson: Well, now can we start caring for the plants?
Educator: Yes, but only for this, we need to remember where we start, because caring for a plant is not only watering it.
Children: First, we take care of the leaves of Clivia, we wipe the leaves, and we spray the leaves of balsam, then we wipe the pots, then we wash the trays, after that we loosen the soil in the pots and only lastly water the plants. (If children find it difficult to determine the sequence of methods for caring for plants or have forgotten something, draw the children’s attention to the operation cards)
Educator: Well done, guys, you clearly remembered all the steps to care for plants, now you can start working, but first everyone needs to put on their aprons and roll up their sleeves. Now we will distribute who will do what work, I will help you. (After distributing responsibilities, the children go to the table with tools and choose an assistant object for themselves) And you, Carlson, watch carefully and remember what the guys are doing.
Children perform tasks under the supervision of a teacher, the execution of actions goes as far as watering.
Carlson. I remembered how to water, can I show you? (Holds the watering can with one hand, pours water on the leaves, under the roots, wants to pour all the water out of the watering can at once.)
Educator. Why can't you water the leaves? Why do you need to water the soil? (Children explain and show how to water correctly.)
Educator. How much water will we pour?
Carlson. Until it's all over! (Children explain to hold the watering can with both hands, place the spout on the edge of the pot, pour it all over the ground, little by little, wait until the water is absorbed and appears on the tray. Children, focusing on the model of the labor process, independently water the plants
Carlson, together with the teacher, observes the children’s work, asks clarifying questions. In case of difficulties, the teacher comes to the children’s aid. At the end of the lesson, the teacher and the game character check how the children watered the plants.)
Educator. What will the plant become if we have cared for it properly? (Children explain.) In order not to forget, let’s put a picture (the model is a plant in good condition
drowning).
Part 3
Educator. Carlson, we helped your plant, taught you how to care for indoor plants, now it will get better. We showed you on some plants in our group how to care for plants, what conditions are required for different plants and what care is needed to make them look like in the picture. (Shows a model - the plant is in good condition.) Educator. Soon our plants will become as beautiful and healthy as in the picture. (Shows the model a plant in a favorable condition.) They will feel good. Today we did two good deeds: we helped the plants (listen to what they tell you) and taught Carlson how to care for his plant.
Carlson. Thank you guys, now my plant will always feel good. I'm very happy about this.
Educator. Guys, are you glad that you helped the plants? (Emotionally share the joy of the children.) Let's give Carlson this flower in memory of us - Clivia, so that his flower will have more fun, so that he is not alone. And you, Carlson, don’t forget to take care of your plants and come visit us again! Goodbye! .
Follow up work:
Continue:
1. to form a conscious attitude towards work, ways to achieve the goal with the help of operational cards;
2. develop the perception of indoor plants as living beings - notice their unfavorable state, discover the insufficiency of conditions for their life in the process of observations in everyday life, using “Models of the functions of living organs”, D/ games “Confusion”.
3. cultivate interest and love for plants, the desire to care for them both in specially organized classes and in joint activities with children
Flowers for kindergarten
The child spends most of the day in kindergarten.
Therefore, it is natural that parents want it to be cozy and comfortable there, just like at home. Indoor plants can help with this. In addition to aesthetic pleasure, flowers in kindergarten also bring practical benefits . They perfectly clean the air of dust and toxic substances. The phytoncides that some green “pets” secrete have bactericidal properties.
Scientists have proven that in a room where there are indoor plants, the number of harmful microorganisms is halved. Plants increase the level of air humidity, which is especially important during the heating season.
In addition, representatives of indoor flora have a positive effect on the mental and emotional health of children, bring joy, and relieve fatigue. It’s also an opportunity to get acquainted with the world around us, learn how to care for plants, and develop responsibility and kindness.
However, despite all the advantages of having indoor flowers in a kindergarten, not every one of them is suitable for this institution.
