GCD for children of the senior group “Golden Autumn”. Nature calendar

ECD for children of senior preschool age “Golden Autumn”. Filling out the nature calendar.

Program objectives: 1. Continue to develop knowledge about autumn, autumn phenomena; 2. Pay attention to changes in nature; 3. Develop the ability to select pictures for the nature calendar, correlating them with the natural features of autumn; 4. Develop observation skills; 5. Activate mental activity; 6. Help to remember the autumn months; 7. Foster interest and respect for nature. Required material: - nature calendar, illustrations for it. Progress of the lesson: Educator: Guys, what time of year is it now? Children: Autumn Teacher: How did you guess? Children's answers. Educator: What has changed with the arrival of autumn? Children's answers. Educator: Today we will fill out the nature calendar.

Educator: First, let's remember the autumn months. Name them. Children: September, October, November. Educator: What month is it now? Children: October Teacher: That's right! September is the first month of autumn. Then October and then November. Let's look at the pictures and determine where the previous month is. Children: September.

Children take the picture and attach it to the nature calendar. Educator: And now the real month is October

Children take a picture, explain why this particular picture is attached to the nature calendar. Educator: And the last month is... Children: November.

Children take a picture, explain why this particular picture is attached to the nature calendar. Educator: look at the pictures. All pictures show birch. What tree do you think we should put on the nature calendar and why?

Children show the desired picture and explain: This is a tree with yellow leaves, it is autumn, a tree with buds is spring, bare is winter. We need to place an autumn birch tree.

Educator: Now let's look out the window and determine what the weather is like outside? Children: it’s windy because the trees are swaying. Cloudy because the sky is gloomy. Children select the necessary pictures and attach them to the nature calendar. Educator: What autumn phenomena did you observe this morning? Children: Leaf fall Educator: Let us be autumn leaves today. I invite everyone to the group center

Physical exercise “Leaf fall” Educator: What phenomenon have we now depicted? Children: Leaf fall.

Children select the desired picture and attach it to the nature calendar. Educator: Well done! What other autumn phenomena do you know? Children: Frost, fog. Educator: What other changes occur in the fall? Children: It often rains and snows, the grass turns yellow and becomes dry

Children select the necessary pictures and attach them to the nature calendar. Educator: What happens to birds and animals with the arrival of autumn? Children: Birds fly away to warmer climes, animals prepare for winter.

Children select the necessary pictures and attach them to the nature calendar. Educator: how does people’s appearance change in the fall? Children: People change clothes for warmer ones

Children select the desired picture and attach it to the nature calendar. Educator: What happens to the sun? Children: The sun does not send direct rays and heats less

Children select the desired picture and attach it to the nature calendar.

Educator: Correct. Now our nature calendar is full, and we will promise to protect nature? Children: We promise! Using this GCD summary as a basis, you can use your nature calendar in the same way! Good luck to you!

We recommend watching:

Summary of a lesson on speech development in the senior group on the topic: Autumn GCD for the senior group with a presentation on the topic: Gifts of Autumn Summary of a lesson in the senior group on the museum program on the topic: Autumn Summary of a lesson in mathematics in the senior group for children with mental retardation. Journey to the autumn forest

Developmental manual "Nature Calendar"

Exhibition participant:

Chipiga Olesya Ivanovna,

teacher

MADO CRR kindergarten No. 110 in Tyumen

annotation

One of the important pedagogical conditions for the formation of an ecological culture in preschoolers is the presence in an educational institution of a developing subject-spatial environment that promotes the activation of children’s cognitive activity, environmental and aesthetic development, and enrichment of the experience of environmentally literate activities in nature.

In our kindergarten groups, nature corners have been created, and in each group the contents of the corner are filled depending on the age of the children. Our group accepts children 3-4 years old. When organizing a corner of nature, we decided to create an unusual nature calendar - this is a tree that changes depending on the time of year. Students are drawn to this tree like a magnet; they examine and touch it with great pleasure, and rejoice at the changes taking place.

The purpose of creating a unique nature calendar is to create conditions for the development of knowledge in children of the second younger group about the changing seasons, the ability to notice and observe these changes, to see the beauty and fragility of nature, and to treat the world around them with care.

Intended for children from 3 to 4 years old: This manual can be used both in direct educational activities in educational areas: cognitive development, speech development; and in individual work and free activity.

Using this manual you can solve educational problems:

- introduce the characteristic features of successive seasons and the changes that occur in the surrounding nature;

- expand children’s ideas about the simplest connections in nature: the sun began to warm up - it became warmer - grass appeared, birds flew in;

— teach children to notice changes in nature.

The manual consists of the following parts:

- tree, the tree trunk is made of satin material, and the tree crown is made of organza, depending on the time of year, different colors;

— laminated wintering and migratory birds;

- for the spring season: snowdrops made of corrugated paper, a birdhouse made of cardboard;

- for the autumn season: autumn leaves, yellowed grass;

- for the winter season: snowflakes, snowdrifts under a tree, a bunny in a white fur coat;

- for the season summer: flowers, butterflies;

— for the literary word, a card index of nursery rhymes and poems has been selected.

All additional figures are cut out, laminated and attached with Velcro, making them easy to move. The nature calendar is understandable to children of the second youngest group

Algorithm for using the nature calendar. In the spring, we hang a bird’s house with a visiting starling on the trunk of a tree, and then we wait for the arrival of the next migratory bird, which happily lands on the branches of our “Nature Calendar”.

In winter, snowflakes and birds (tits, bullfinches, sparrows) appear on the branches. Children are taught a love for birds and the fact that birds need to be fed during the cold winter season.

In autumn, on our natural calendar, just as in nature, the color of the foliage changes. Foliage practically disappears from the crown of the trees, leaf fall is simulated. We learn to distinguish leaves by color (red, yellow, green).

The educational effect of this nature calendar is that children better remember seasonal changes and the ability to notice changes in nature. During walks, noticing something unusual, for example, they saw a bird that had flown in, they can display it on this tree, thereby expanding their ideas about the representatives of the fauna and strengthening their knowledge about the nature of their native land.

A card file of game tasks for the educational textbook “Nature Calendar”, which will help you better remember seasonal changes in nature.

Name the bird.

Goal: to teach children to recognize and name birds; develop visual memory and thinking; cultivate a love for nature.

Material: pictures of birds (sparrow, dove, crow, swallow, starling, tit).

Progress of the game: For children, birds are attached to the tree of the “Nature Calendar” and the teacher invites them to name them. The child names the bird, shows it, the other children show by signs whether they agree or not.

Name the tree.

Goal: to teach children to recognize and name trees on the street; develop visual memory, cultivate a love of nature.

Material: trees on the street area.

Progress of the game: The teacher takes the children to the trees and asks them to remember the name of this tree.

Educator. Who will find the birch faster? One, two, three - run to the birch tree! Children must find a tree and run to a certain birch tree. The game continues 2-4 times.

What tree is the leaf from?

Goal: to teach children to recognize and name leaves from trees, to develop visual memory and attention.

Material: dried leaves from trees, bell.

How to play: Leaves from trees are laid out in a circle on the mat. Children run around the leaves while the bell rings. As soon as the bell stops, the children stop and take turns naming which tree the leaf they stopped at is from.

You will find out by the description.

Goal: to teach children to recognize trees and bushes by description; develop attentiveness and memory.

Progress of the game: The teacher describes the trees, bushes, and the children must guess the tree or bush. For example: tall, slender; all its branches are directed upward with the trunk; in the summer fluff flies off it, etc.

Who is screaming?

Goal: to strengthen children’s ability to make bird sounds; develop mindfulness and cultivate a love of nature.

Material: pictures depicting a crow, tit, sparrow, woodpecker, owl are attached to the nature calendar.

Progress of the game: The teacher shows the children one by one cards with birds, the children voice them, and then name them.

Which bird is gone.

Goal: continue to teach children to recognize and name birds; develop visual memory, attentiveness and diligence.

Material: birds located in the nature calendar.

Progress of the game: The teacher invites the children to look at the birds, name all the birds, and close their eyes. He hides one bird, and the children must guess which bird the teacher hid.

Find a leaf.

Goal: distinguish and name the leaves of familiar trees, remember the names of trees, develop children’s speech; to cultivate their attention and aesthetic feelings.

Material: in the nature calendar there are leaves (maple, oak, rowan, birch).

Progress of the game: The teacher shows one of the leaves, for example a maple one, and says: “One, two, three - tell me what the leaf is called!” The children answer.

GCD summary for working with the nature calendar in the preparatory group.

GCD summary for working with the nature calendar in the preparatory group.

Goal: To consolidate the ability to use the nature calendar.

Tasks:

Strengthen the ability to classify natural phenomena by seasons.
Give basic information about the profession of a weather forecaster
Teach children to carry out simple actions similar to natural phenomena.
Strengthen the ability to analyze and draw conclusions, establish cause and effect relationships.
Practice quantitative calculations.
Foster an ecological culture and love of nature.

Preliminary work: Observations of weather conditions and seasonal changes, recording the results of observations in the calendar and your impressions; learning poems, proverbs, sayings, signs related to the weather and seasons; guessing riddles; viewing paintings and illustrations of natural phenomena.

Material: Illustrations with images of natural phenomena, clothing, people and specialties. devices def. weather, cards with weather symbols, weather calendar, markers, glue, bowl of water, sponges, pieces of cotton wool, drum.

Progress:

Educator: Come on, you and I, wet your lips, lift them and squeeze them out. Do you hear sounds? What can they be compared to? (With rain) What happens if you blow on pieces of cotton wool? Try it! (Scatter in different directions) What does this remind you of? (As if it’s snowing and the wind is blowing) The teacher hits the drum - What does this remind you of? (Rolls of thunder) What can we compare everything that we just saw and heard with? (With natural phenomena) What natural phenomena do you know? What do natural phenomena depend on? (Depending on the time of year, depending on the weather) Who tells us the weather forecast? Yes, these are weather forecasters from the Hydrometeorological Center. People who use special instruments to determine the weather condition (look at pictures)

How do you monitor the weather? (We observe on the way to kindergarten and home, on a walk. (We enter the results of observations into the weather calendar). Yes, here is the weather calendar. What do these cells mean? (days of the week) Name them.

(The teacher with the children examines the symbols and calendar sheets). Who in our group marks the weather on our calendar? (Nature corner attendants).

- Guys, look, our duty officers today have turned into weather forecasters. Let's sit back and listen to the weather forecast. Children tell and show: What time of year is it now? What is the weather today? (weather forecast for 2 days).

Game “Guess” (Riddles about natural phenomena, answers are found among the symbols)

White cotton wool is floating somewhere; The lower the wool, the closer the rain. (Clouds) Without arms, without legs, but it opens the gate. (Wind) A bright ball hangs in the sky, a light for me, you and the children. (Sun) The lanky man walked and got stuck in the ground. (Rain) A colored rocker hung over the river. (Rainbow) Not an artist, but he knows how to draw. (Freezing)

Fizminutka

It was quiet in the forest, the trees were dozing (raise your arms up, Then the wind blew, and they trembled to rise on their tiptoes) The wind mercilessly broke them at times (movement of the hands from side to side; arms extended, leaning left, right, forward) They sat under a tree the guys in a crowd (squats) Waited for the bad weather to subside. And again, as before, there is silence. Thank you for the sun and happiness. (stand up, raise your arms, shake them)

Word game “Wonders of Nature” Take each picture depicting some natural phenomenon and tell about it (rain, hail, leaf fall, rainbow, fog, frost, snowfall).

Game “What should we wear for a walk?” Find cards with images of clothing corresponding to the weather conditions shown by the presenter (cards with images of weather symbols).

- Let's thank our presenters with applause. How else can you predict weather events? (according to folk signs)

The sun sets behind a cloud - expect bad weather. The starry sky means cold weather or frost. A bright sunset means the day will be warm. Insects and various types of midges, mosquitoes hover in a column in the evening - good weather. Flowers emit a strong smell - it means rain. A dog lying in the snow means a blizzard. Swallows fly low over the water - to rain and wind. etc.

Game “Four Elements” The players perform movements in accordance with the signals: “Earth!” - hands down; "Water!" - hands forward, “Air!” - hands up; "Fire!" – rotate your arms at the wrist and elbow joints. Whoever makes a mistake is considered a loser.

Design of the “Nature Calendar” corner for all age groups

Alsou Salakhova

Design of the “Nature Calendar” corner for all age groups

Presentation on the correct design of the “ Nature Calendar ”

for
all age groups
To capture changing natural objects, various types of graphic models can be developed. In the pedagogical interpretation, these are calendars of observations of natural . Their main content is acquaintance with birds and other changing seasonal phenomena of nature , the growth and development of living beings. Keeping a calendar gives children the opportunity to get acquainted with wintering birds and track the dynamics of changes in autumn-spring bird migrations. As the practice of preschool education shows, understanding the patterns of seasonal changes is associated with a number of difficulties. This applies primarily not to the assimilation of the characteristic features of the seasons, but to the understanding of the process of gradual growth of these features and qualitative changes during the transition from one season to another. The absence of a sharp visible boundary between the seasons gives children a misleading idea of the constancy of the environment. At the end of autumn, for example, children forget that at the beginning it was warm, there were a lot of flowers and greenery. Children without the help of an adult do not grasp the logic of natural changes.

I will present you with calendars for the junior , middle, senior and preparatory groups .

For the second junior and middle groups , this is a set of pictures for each season, which depict the main weather phenomena in accordance with the program. Kids need to learn to highlight the sun, clouds, rain, etc. The same tree should be drawn in a number of pictures (for example, a birch)

in different conditions: in calm and windy weather, in rainy and sunny weather, with green leaves, with yellow leaves during leaf fall, without leaves.
There should also be a flat cardboard doll with a set of paper clothes for all seasons. With the help of pictures, children consolidate ideas about natural obtained during observations.
The doll helps determine the degree of heat or cold and introduces a playful element into the children’s activities. The methodology of working with children corresponds to age characteristics . With kids, the teacher observes each phenomenon separately (for example, only rainy weather or only leaf fall)

.
With children of the middle group , it is already possible to simultaneously observe two or three phenomena (windy and rainy weather or the coloring of leaves on bushes and trees and their falling off when there is a gust of wind).
When getting ready for a walk on Monday, the teacher shows the children a doll, tells her name, says that she came to visit the children and wants to see how they dress. After the walk, the doll waits for the kids to undress - she can’t wait to find out what they saw on the site. The teacher invites the children to name what they noticed during observations (sun, rain, etc.)

.
“Now we will show you a picture
,” says the teacher, turning to the doll, and takes out a box with a set of cards depicting various
natural . He shows a card that doesn’t show what the guys saw on their walk. “Children, you and I looked at the sun. Is this the sun? “No, these are clouds, let’s find another picture where the sun is drawn.” Children find the desired picture, show it to the doll and place it on a stand (like a book stand)
.
“You probably want to go for a walk too? - the teacher addresses the doll. - Take a walk here (puts it near the card)
.
The sun will shine on you. You just need to get dressed. It’s warm today, the guys wore light blouses during the walk. You put on a blouse too.” The teacher finds a paper blouse, puts it on the doll and says that Natasha (the doll’s name)
is now also walking.

Daily observations using cards and dolls during the first week will help children of the second younger group begin to become familiar with the variety of natural phenomena . In rainy weather, when the children do not go for a walk, the teacher makes observations from the window. The children are interested: everything around is wet, shiny, raindrops are crawling on the glass. The teacher draws attention to the fact that the children do not walk on the street, only adults go about their business - they are wearing raincoats, some have umbrellas. The doll appears in such weather. The children find a card depicting rain and let Natasha go for a walk, putting a raincoat on her or urgently making an umbrella.

In the middle group the same principle of working with the calendar , but four-year-old children are already observing the weather more thoroughly, noting its characteristic signs (for example, the wind appears and then subsides; a cloud rolls in, it rains, then the sun shines again). In this case, two or three pictures are displayed (birch in a calm state, birch in a gust of wind - leaf fall, etc.). The doll may be the same, but she should have a new set of clothes (she grew up - they bought her new clothes)

Thus, working with a set of pictures and a doll in the second junior and middle groups helps children develop clear ideas about seasonal natural and teaches them to record observations with the power of ready-made image-pictures. Through play, preschoolers are taught the ability to determine the degree of heat and cold. All this is the basis for maintaining a nature calendar in older preschool age .

The nature calendar for senior , preparatory to school groups consists of three columns: 1) time; 2) inanimate nature (weather)

;
3) living nature (flora and fauna, human labor. In the calendar of children of the sixth year of life, the first column is represented by one week, in the calendar of children of the seventh year of life - four (the cells of the second week are filled in, the rest are empty)
. This is important for the formation in children, going to school, distinct temporary ideas: when discussing the completed
calendar, he sees that there are four weeks in September, and observations of seasonal natural were carried out during one (second)
week. Later, when filling out
the calendar , they will understand the temporal length of the season: three months , each of which consists of four weeks, each of which in turn consists of seven days.
Every day after the walk, the children paint the cell corresponding to the given day and put down icons indicating the weather. At the end of the week (on Thursday or Friday, after observing the vegetation and the animal world, preschoolers draw a picture of wildlife .

When maintaining a calendar, you need to pay attention to the following points: it must be filled out by children in a timely manner under the guidance of the teacher; conventional icons are schematized drawings of phenomena that children observe. Special stencils made by the teacher from thick transparent film or cardboard will help you calendar cells neatly and beautifully This is especially important in the early stages in the older group , when children are just getting acquainted with this type of calendar . Drawing with stencils is interesting for preschoolers and neutralizes the difference in their visual skills.

To develop the ability to fill out a calendar , i.e., record the results of your observations, as well as the ability to read them (talk about observations on the calendar ), it is important that the symbols are simple and understandable to children. The following symbols are most suitable: days of the week - in different colors, weather - with naturalistic icons (for example, wind - a tree leaning to the side, snow - a graphic image of snowflakes, etc.) Particular attention should be paid to the graphic image of the degree of heat and cold: this is a schematic figure of a child, dressed differently, in shorts , dress, in a coat (jacket, fur coat. Preschoolers understand such icons, since they correspond to their clothes during a walk. If it is difficult for children to depict birds so that they differ by species, the drawing can be replaced with a “tick”

of one color or another, for example, a sparrow is a brown
tick
, a dove is blue, a tit is yellow, a bullfinch is red, etc.

The experience of introducing calendars into the practice of kindergartens has shown: the use of this type of modeling has an intense impact on the development of visual-figurative thinking. Working with the calendar at all stages (filling out, summing up, repeated examinations, comparing similar phenomena) enriches children’s specific ideas, forms a special type of ideas that reflects the process of changing natural in unity with the time parameter. However, the formation of this type of representation is possible only with regular, time-ordered recording of observations. The model thus serves as a means of developing unified spatiotemporal concepts. In addition, when discussing the results of observations, children are forced to compare the phenomena recorded on the pages of the calendar , trace the nature of changes, the relationship of individual components; Thus, they learn to detect temporary and causal relationships and establish the simplest patterns. Thus, logical thinking develops, and with it, speech inextricably develops. What is meant here is a special, so-called collective form of speech - a conversation between a teacher and a group , when statements are mutually complemented, when the content of the conversation, unified in meaning and complete in form, is created. It should be noted that the calendar is the subject of a logically structured discussion, which contributes to the development of skills to reason, analyze, compare events, and then reflects them in speech (conclusions, generalizations, i.e. serves as a visual means of teaching logical operations.