Card file of work assignments in a corner of nature. Card file of the world around us (junior group)
Card 29"Introduction to Balsam"
Target:
Continue to teach children to describe plants, while distinguishing the differences and similarities between them and the most characteristic features of their appearance. Teach description according to the plan suggested by the teacher. Strengthen children's knowledge of plant names.
Introduce them to a new plant - balsam, give it its common name “light”.
Explain the name of the plant. Maintain and strengthen children's interest in indoor plants and observing them.
Progress of the lesson:
Children sit on chairs.
Educator - Guys, Mishka came to visit us. He says he knows nothing at all about houseplants. Let's tell him a little (children: “come on”). Bear, sit down more comfortably and listen carefully.
Educator - Look and tell me what’s on my table? (children's answers).
— What are these indoor plants called? (children's answers), for example (geranium, ficus). What are their leaves in shape, size, color, surface? Do plants have flowers?
What are they and how many are there? (children's answers).
Educator - Guys, look carefully and tell me what kind of indoor plant I am holding in my hands? That's right, it's a ficus, let's look at it.
Teacher - What size is it? (children’s answer: “big, like a tree”), answering the teacher’s questions, the children establish that the stem of this plant is straight, tall, the leaves are large, oval in shape, dark green.
Educator - What else can you say about the sheet? (offering to touch the leaf)
- What does it feel like? (children's answers: smooth, shiny).
After this, they summarize: what everyone said about the plants, how you can characterize the plant as a whole.
The teacher invites the children to also talk about other plants, compare them with each other in size, shape and color of leaves and other characteristics.
Teacher - Well done, guys! You see, Mishka, how much the guys know.
Mishka - Yes, well done! Thanks to you guys, I learned a lot about plants. How do they differ from each other, what kind of leaves do they have, what color. I used to think that all plants are the same, but it turns out that this is not true at all.
Teacher - Guys, I have a surprise for you. I brought you a new houseplant, would you like to meet it? (the children's answer is, of course, N E T). Are you Mishka?
Educator - Then watch and listen carefully. OK? I am holding in my hands a new plant called “Balsamin”, but people simply call it “Ogonyok”.
Teddy bear laughs at the name "light"
Educator - Yes, Mishka, don’t laugh, this flower is called “Ogonyok”. Do you want to know why? (children's answers). Because it has a lot of small red flowers.
Bear - Well, now it’s clear.
Educator - Guys, look at the flower and tell us about it the same way you talked about other plants. (Children examine the “light” and describe it.)
Educator - Do you like it, “light”? He will remain in our group. What place will we find for it? (children's answers).
That's right, the “light” will grow well where there is a lot of light and sun. Now let’s compare the “light” and another plant – a friendly family. Are they similar? How are they similar? What kind of leaves do they have? (children's answers).
By asking questions, the teacher encourages children to characterize each plant as a whole, and comparing it with others makes it possible to clarify the characteristics characteristic of each plant. At the end of the lesson there is a didactic game.
Educator - Now we will play with you. Want to? (children’s answer:….)
One of the children “drives”, and the other children hide some plant.
The child, turning around, must guess which plant was removed. At the end of the lesson, the teacher evaluates the children’s knowledge, and the children put small plants in their places.
Educator - Well, Mishka, the guys and I told you about indoor plants. Did you like it?
Bear - YES! Thank you very much guys. Now, I can tell my friends a lot about indoor plants.
Labor of younger children in nature
Labor of younger children in nature
In the second younger group received in the previous groups
ideas about nature are expanding. Caregiving skills are instilled
looking after the plants: with the help of the teacher, children feed the birds, water the plants, sow large flower seeds, plant onions, water the plants in the beds, etc.
Caring for plants is not yet available to children: the teacher does it himself, but always in the presence of children, attracts their attention
to her actions, offers to watch how water flows from a watering can, how she
absorbs into the ground; Some children can help an adult a little:
hold the watering can, pour water into it, etc.
During the work, it is necessary to explain to children that the plants are watered.
so that they grow better.
You can invite children to stroke the dense, smooth leaves of plants, smell them, admire the flowers, remember the name of this plant, etc. At the end of winter, kids plant onions. Each child plants his own bulb in a box filled with soil (the bulb can be planted almost closely).
Children are invited to first touch the soil: it is soft, loose,
look at your bulb. Then each child, as directed, does
shallow hole, puts his onion in it (with the sprout up), and then
presses it into the ground - the bulb should sit tightly in the ground.
At the end of April and beginning of May, large bean seeds are sown,
beans, nasturtium.
Labor of middle group children in nature
In the middle group, children are more independent. They purchased some
knowledge and skills for caring for plants. Now
they can already carry out daily tasks under supervision: watering
plants, spray them. Plant care at the beginning of the year is carried out in the presence of children. Gradually inviting them to help as much as possible, showing them how to pour water,
how to hold a watering can, water, wipe leaves, naming care items, teaching children to put everything in its place. First, under supervision, and then independently, children carry out tasks for caring for plants.
During the winter, children sow oats, just as kids plant onions, monitor their growth, and carefully water them (without flooding the bulbs).
Watering plants is a difficult maintenance activity for children.
.It is necessary to show how to loosen the soil in pots with a stick in the garden
accustoming children to this care.
Labor of older children in nature
In the older group, children are introduced to some methods of reproduction
plants. To do this, two or three plants are transplanted and propagated. In this
Children also take part in the work. It’s good if children observe the growth and development of their cuttings and sketch everything interesting (at their own discretion) in an album. Such an album can be used as an illustration for a conversation about plants.
.
Children's work in the preparatory group
In the school preparatory group, children are taught new care techniques: loosening, spraying. In spring - transplanting and propagating plants. They must understand the importance of this or that type of plant care.
One of the most important and difficult types of care to master is
plants are watered. Children need to be taught not only correctly
water, but also determine the lack of moisture in the pot and bed by the dryness of the top
layer of earth. When watering plants, it is necessary to take into account the development period (time
year), weather, degree of dryness of the room. During the growth period (spring and summer)
plants require abundant watering, i.e. more often, during the dormant period
(autumn and winter) - moderate, rarer
Spraying. For better plant growth in spring and summer, you don’t need them.
only water, but also spray with settled water every day.
Children can be taught to spray plants using a spray bottle or using
sprayer inserted into the bottle. First time teacher
sprays the plants himself in the presence of children and gradually involves him in this work.
In the summer, when it’s hot, it’s good to spray the plants twice a day. Necessary
Explain to the children that plants cannot be sprayed in the sun: on the leaves
burns appear. Some plants whose leaves are covered with hairs
cannot be sprayed.
Loosening. An important type of plant care is
loosening the soil in pots and garden beds. It must be explained that compacted soil is bad
allows air and water to reach the roots of plants, so plants grow worse.
The soil must be loosened very carefully so as not to damage the roots. First
while the teacher loosens the soil in the presence of children, in the future he
attracts children to help and, giving them blunt sticks, offers to loosen
soil in pots of those plants whose roots are not on the surface
land.
Children 6-7 years old already sow seeds on their own as needed:
oats, lettuce, wheat, barley; plant root crops to obtain young
greenery Sowing flower seeds for seedlings is carried out during the lesson (approximately
early May so that the seedlings do not outgrow). Before sowing the seeds should
examine, compare, remember from which plants they were collected, show
previously dried flowers or illustrations to increase children's interest in
growing these plants. You can use boxes and flower pots to grow seedlings.
It is recommended to cover the sown seeds with sand, which is better
allows air to pass through, resulting in more complete aeration; sand when watering
washes off as easily as soil, as it turns into crust after watering,
settles easily and allows water to pass through. After sowing, the sand-covered soil is sprayed again. Crops should be protected from drying out and sudden fluctuations
temperature; you need to give them as much light as possible.
When the seedlings grow, they need to be planted (picking), after which
they will grow quickly. Observations of the development and growth of plants should be carried out before transplanting into the ground and continue after planting on the site.
In the preparatory group, it is advisable to grow two or three types of vegetables and
colors. It is not necessary to grow all the plants that you want to plant
on a plot of seedlings. The whole point of this work is to
show children the growth and development of a plant from sowing a seed to obtaining new ones
fruits and seeds. It is more convenient to grow seedlings in paper cups, in
peat pots or in ordinary small flower pots.
For seedlings grown in pots, the earthen lump is not destroyed when planted,
The seedlings take root well and do not get sick. Making paper cups and
planting seedlings is carried out with children in classes.
Children's work by month
JANUARY
Preparing the soil for growing seedlings
Preparing containers for sowing seedlings
Checking seeds for germination. To do this, a damp sheet of paper is folded like an accordion, at least 3 seeds are poured into each “furrow” and placed in a warm place until the seeds germinate.
Planting onions, watering onions. (ml. gr)
FEBRUARY
You need to determine which seeds you will plant in the greenhouse and prepare them.
Sowing celery root seeds for seedlings
Sowing seedlings of tall and medium-sized tomatoes
independent watering of plants (old, warmed up), care of plantings
MARCH
Sowing leek and nigella seeds for seedlings
Sowing mid-late cabbage varieties
Spraying plants together with the teacher
Planting care, loosening, watering, picking (old gr.)
APRIL
When the snow melts and the ground dries out a little, you should begin to prepare the soil for sowing vegetable seeds. It is necessary to harrow all the beds dug up in the fall with a rake or dig them up again
Sowing cucumber seeds for seedlings for greenhouses
Sowing seeds of zucchini, pumpkin,
Preparing greenhouses for cucumbers, tomatoes and squash
Sowing peas and beans
Spraying plants together with the teacher, replanting, loosening
Growing outdoor flower seedlings
MAY
Planting tall tomatoes sown in February in a greenhouse. Planting seedlings of early white cabbage and Brussels sprouts sown in March in open ground.
Cucumbers are sown as seeds or seedlings in open ground in a warm bed. Planting seedlings of zucchini, pumpkin and squash for April sowing in open ground.
Sowing seeds of zucchini, pumpkin and squash in open ground
Sowing turnips and radishes for summer consumption Sowing seeds or planting April seedlings of cucumbers in the warmth
Sowing beets and carrots
Planting potatoes We plant seedlings or sow seeds of heat-loving green crops
Sowing bean seeds
It is also necessary to take care of the plants (loosening, watering, weeding). It is always better to water in the evening, with water that has stood in a barrel in the sun.
Provide supports for peas, beans and tomatoes
JUNE
Re-seeding radishes, radishes, dill and lettuce
Tie cucumbers (if necessary)
Cucumbers in the fifth-sixth true leaf phase should be pinched at the end of the vine in order to develop lateral vines.
Hill up the potatoes, loosen the rows,
Thin out carrot and beet seedlings.
JULY
Sowing radishes for winter storage
Watering plants
Removing weeds from garden beds
Partial harvest of cucumbers
AUGUST
Onion harvesting
Watering plants
Loosening the soil
Partial harvest of tomatoes
SEPTEMBER
Potato harvesting
Harvesting carrots and beets
Together with the teacher, collect natural materials and place them in boxes by type (ml. grams)
On the site, together with the teacher, cleaning up fallen leaves and replanting flowering plants
Collecting seeds for winter feeding of birds
Collection of natural materials for crafts.
Collection of beautiful leaves for a bouquet in a natural corner
OCTOBER
Continue harvesting vegetables: celery (root vegetables), parsley (root vegetables), turnips
NOVEMBER
Preparing greenhouses for winter (digging beds)
Help the teacher in cleaning up dry leaves on the site (ml. g)
Installation of feeders, feeding birds
DECEMBER
Bird feeding,
Caring for indoor plants (trimming dry leaves, watering)
Sowing oats, lettuce, planting onions in a corner of nature (old gr.)
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Equipping an ecological corner for the 2nd junior group
1 - for the simplest experimental activities there is: sand, wood, polystyrene foam, various flasks, magnifying glasses, strainers, pepetkas, cups...
2 - a variety of waste natural materials: bones, seeds, various cereals, feathers, seeds, cones, acorns, leaves from different trees, bark, pebbles, shells...
3 - various didactic games: for example, “All year round”, “Where is whose house?”, “Who lives where?”, “Seasons”, “Associations” and many others.
4 - various visual and didactic aids: “What did the artist mix up?”, “How does a butterfly appear?”, “Vegetables”, “Fruits”, “Inhabitants of the seas and oceans”, “Amphibians and reptiles”, “Migratory birds”, “What grows in the garden, in the vegetable garden and in the field" ...
5 - a selection of a series of books and encyclopedias about animals and plants: “Planet of Wonders and Mysteries”, “Riddles about Animals and Plants”, “Stories about Animals”, fiction about the life of animals at different times of the year”, “Riddles about everything in the world” "...
6 — files of seasonal observations
7 - albums for viewing: “Birds from around the world”, “Birds through the eyes of artists”, “Domestic birds”, “Poems and songs about nature”, “Wild flowers”, “Poisonous plants”...
8 - there are also various posters depicting wild and domestic animals, wild and domestic birds, various plants, mushrooms, flowers...
Equipping a patriotic corner for the 2nd junior group
1-visual didactic materials (posters with Russian symbols, flags, booklets, samples of folk art, photographs of significant and memorable places in their hometown, region, village);
2-folders and materials with educational games (for example, board games, puzzles
etc.);
3 folders with creative tasks;
4- dolls, toys;
5-creativity of the students themselves (crafts, drawings);
6-text didactic material (books with illustrations, printouts of fairy tales, poems, nursery rhymes, etc.)
Equipping a sensory corner for the 2nd junior group
1.For the development of fine motor skills
· Pyramids painted in primary colors
· Stringing rods with colored rings, mosaic
· Volume inserts, nesting dolls
· Frames – inserts, cubes with slots of different shapes
Screwing kit (box with lids of different colors and shapes)
· Canvas frames with fasteners (laces, buttons, Velcro)
2. For the perception of shape and size
· A set of geometric bodies for seriation by size
· A set of planar geometric shapes for seriation by size
· A wonderful bag with a set of geometric shapes, vegetables, fruits.
3. For color perception
· Set of colored sticks, mosaic, pyramids.
· A set of cubes with colored edges (Nikitin cubes)
· Beads, ribbons, clothespins, rings, bracelets, hair ties, etc.
· Dolls wearing clothes of primary colors (red, yellow, green, blue) and multi-colored objects for playing with the doll.
4. For the perception of sounds
·
· Sounding instruments (tweeters, rattles).
5. For tactile sensations
· Panel toys made of fabrics of various textures (rough, smooth, fleecy - sandpaper, Velcro, silk, satin, cloth, fur, fluff, etc.)
· Natural material (cones, acorns, pebbles, chestnuts, shells)
The construction corner (construction corner), although concentrated in one place and taking up little space, is quite mobile. Contents of the construction corner (construction sets of various types, allowing children to cope with them without much difficulty and the help of adults and to show their creativity for both boys and girls; cubes, a set of large soft modules, diagrams and drawings of buildings, sets of toys (transport and construction vehicles, figures animals, people, etc.; allows you to organize constructive activities with a large group of students, a subgroup and individually, to develop construction on a carpet or on a table. Children, especially boys, always enjoy building buildings, playing with them, combining them with other types of activities ( in role-playing games, dramatization games, manual labor).
Bright, cheerful, with a non-standard design solution, non-stencil equipment, a physical education corner is laconic
and fits harmoniously into the space of the group room. It is popular among children because it fulfills their need for physical activity. Here, preschoolers can practice and consolidate different types of movements: jumping along a winding path, crawling under an arc, playing with a ball, throwing at a target, etc. An increase in physical activity has a beneficial effect on the physical and mental development and health of children.
