Long-term plans for observing living and inanimate nature in the senior group
Galina Mamontova
Long-term plans for observing living and inanimate nature in the senior group
Senior group
Observations of inanimate nature
SEPTEMBER
No. Subject of observation Purpose
1 week Observation of dew - where it settles, what it looks like, admire the shiny droplets.
Learn to observe natural phenomena and analyze
Week 2 Observing the sun - where was the sun in the morning, where is it now? When was it warmer? When does the sun shine brighter: in the morning or during the day? Develop memory and ability to compare.
Week 3 Observing the shadow - why does it appear? Pay attention to the fact that in the morning and evening the shadow is long, and during the day - Develop interest in the surroundings, a desire to observe .
Week 4 Observing the general state of the weather - the sun is not shining so brightly, dew appears, the days are becoming cooler, remember the concept of “early autumn”. Develop an interest in the environment, a desire to observe .
OCTOBER
No. Subject of observation Purpose
Week 1 Fog observation What does it look like, what does it consist of? Introduce autumn phenomena, be able to draw conclusions about the laws of nature .
Week 2 Pay attention to the illumination during the day, to the length of the day: the days have become shorter, the nights are longer. Reinforce the concept of seasonal phenomena, the ability to analyze the results of observations .
Week 3 Observing rain - what is the sky like when it rains, is summer rain different from autumn rain and how? Did the outside temperature change during rain? Learn to build sentences based on your own observations .
Week 4 Observing the sky - are parts of the clouds appearing, what is the sky like? How bright is the sun? “In October, say goodbye to the sun, move closer to the stove.” To consolidate the signs of autumn, introduce the signs of October, and clarify the concept of “golden autumn”.
NOVEMBER
No. Subject of observation Purpose
1 week Observation of frost - what lies on the grass, objects; What does frost look like? How do you explain the words “freezing”? Develop observation skills and the ability to think.
Week 2 Observing the wind - which direction is the wind blowing from? Determine the strength of the wind, what can you say about it? (cold, strong, frosty)
Learn to choose appropriate words.
Week 3 Offer to measure the air temperature - is it warmer than in the morning? Where is the temperature higher in the shade or in the sun? Can you say that the sun is getting hot? Why? Develop a desire to observe , learn to draw conclusions and explain them.
Week 4 Monitoring the weather conditions - note that the daylight has changed, the air temperature has become low, and a cold wind is blowing. Form a concept of autumn, clarify the concept of “late autumn”. "November is the gate of winter."
DECEMBER
No. Subject of observation Purpose
1 week Observation of falling snow, pay attention to the flight of snowflakes - they fall easily, smoothly in individual snowflakes or flakes . Learn to observe natural phenomena , see its beauty, analyze the results of observations .
Week 2 Examining ice in puddles - what determines the thickness of the ice? Is it possible to walk on ice? What is ice? To form elementary ideas about the transition of a substance from its liquid state to a solid.
Week 3 Observing the sun - is the sun hot and high? What is the color of the sun: bright yellow or pale? Develop the ability to observe , talk about your observations .
Week 4 Observing seasonal changes - what month does December follow? What time of year does November belong to? How has the general appearance of the site changed compared to autumn? Why do they cover tree roots with snow? How do people dress in winter and autumn? Form ideas about changes in nature at the beginning of winter (the night increases and the day decreases)
;, introduce the proverb
“December closes the year, begins winter
.
JANUARY
No. Subject of observation Purpose
1 week Observation of frosty patterns on the windows: flowers and leaves on the glass - everything sparkles, everything is white, but the glass is painted without paints and without a brush. A wonderful artist visited the window, guys, guess who painted the window? (freezing)
— in what weather are the patterns formed? Why are they formed? How does frost depict them? Learn to see beauty, distinguish the characteristic signs of winter, recognize them in literary texts and poems.
Week 2 Ice monitoring : what is ice? How does he appear? Why is it dangerous? Continue to form elementary ideas about the transition of matter from a liquid to a solid state.
Week 3 Observing snow : what is snow? Where do snowflakes ? What does snow feel like? Why does snow squeak? When is snow wet and when is it dry? Which snow is easier to sculpt from? Why?
To form an idea of the properties of snow; offer to examine snowflakes through a magnifying glass , teach them to notice the beauty of the surrounding nature .
Week 4 Observing the sky : what color is the sky? Is it low or high? What is the sky covered with? How did the children determine that these were clouds? –
Develop the ability to observe , draw conclusions and explain them,
introduce the sign of January “January is mid-winter”
.
Week 5 Observation of footprints in the snow : who passed here (adult or child)
Whose trace is this
(bird,
animals , car and ski traces) Is the trace fresh or
old ?
How did you determine? — Develop observation , thinking, the ability to justify your answer, interest in the environment.
FEBRUARY
No. Subject of observation Purpose
1 week Observing the sun - is the sun hot, is it high? What color is the sun: bright yellow or pale? -.
develop the ability to observe , activate vocabulary, construct sentences correctly
Week 2 Observing the wind : how do we determine if there is wind? How strong is the wind? And if it snows and the wind blows, what can these phenomena be called? (snow drift, blizzard, blizzard, blizzard)
expand children's understanding of winter phenomena.
Week 3 Examining the icicles: why weren’t they dripping in the morning? When they drip, why? Why do they form? On a frosty day does the icicle grow or shrink? And in sunny conditions? What is the difference between a place where there are icicles and another area? Why do icicles grow upside down?
? (When a droplet flows down the icicle, it stretches the tip and it becomes thin.)
develop the ability to analyze the results of observations and draw conclusions about the laws of nature .
Week 4 Observation of snow melting - where is the snow melting faster? Why? What does melted snow become, what does it turn into?
To form an idea of the transition of a substance from a solid to a liquid state.
MARCH
No. Subject of observation Purpose
1 week Observing the sun : has it begun to appear in the sky more often, has it become warmer? Has the day gotten shorter or longer? How will you prove this?
develop observation skills and the ability to draw logical conclusions.
Week 2 Observing the rain - what can you say about it (heavy, light, drizzling, downpour)
.
What's it like when it rains? (wet, damp, dull Develop the ability to observe , select definitions.
Week 3 Examination of stones - offer to find: the most beautiful, the most brilliant, unusual, smooth, rough. Develop interest in the environment. The ability to describe your definitions.
Week 4 Observation of the weather describe is it true that spring has already come? How did you feel and see this?
Develop observation skills , clarify knowledge of the signs of early spring, introduce the saying “March welcomes spring, fights winter.”
APRIL
No. Subject of observation Purpose
1 week Examination of sand and earth - how did the sand become (dry, warm, loose, and what was it like in winter? What did the earth become (dry, dark, appeared on it) Develop a desire to observe , compare.
Week 2 Observing the increase in daylight hours - have the days increased? Why? Does the sun rise earlier or later? Develop children's understanding of seasonal changes.
Week 3 Observing the sky - pay attention to the blueness of the sky, to the fact that it has become higher. What do clouds floating across the sky look like? Develop imagination and the ability to see changes occurring in nature .
Week 4 Observing the fog - what did you observe in the morning , did the fog clear in the afternoon? What does it consist of, what does it resemble? Why is fog dangerous? Develop a desire to share impressions, think. Introduce the proverb: “April colors the earth.”
MAY
No. Subject of observation Purpose
1 week Monitoring the air temperature - offer to measure the air temperature while walking - is it higher or lower than in the morning? Where temperatures are higher in the shade or in the sun, why? Develop thinking, the desire to observe .
Week 2 Observation of the first thunderstorm . What is a thunderstorm? - this is rain, wind, and lightning at the same time. Is it possible to walk during a thunderstorm? What does this mean? Introduce children to spring phenomena.
Week 3 Observing the air - is there air around us? How to detect it, offer to wave your palm in front of you - what do you feel? Develop interest.
Week 4 Observing the state of the weather - determine and characterize the state of the weather, introduce the proverb “Rain in May - three” Activate the children’s vocabulary, consolidate the signs of late spring.
Senior group
Wildlife observations
SEPTEMBER
No. Subject of observation Purpose
1 week Comparison of the Colorado potato beetle with the “Ladybug” Note the characteristic features of the external structure, coloring; basic life functions: breathe, move, grow, reproduce, cultivate a humane attitude towards all living things .
Week 2 Observation of a grasshopper .
To consolidate the concept of the uniqueness of a given living creature , the features of its structure, and way of life.
Week 3 Examination of the spider and web. Give an idea of the living conditions.
4 week
Insect observation.
Give an idea of the relationship and interaction of living organisms in ecosystems. Give an idea of the composition of meadow communities, environmental conditions,
OCTOBER
No. Subject of observation Purpose
1 week Observation of a dog Expand children's understanding of domestic animals , give an idea of the manifestation of the animal's : hunger, joy, affection.
Week 2 Observation the animal’s expression of feelings : pleasure, joy, affection, affection.
Week 3 Observation of a horse with
as a foal. Give a specific idea that all living beings grow, develop, reproduce, and the characteristic structural features of these animals .
Week 4 Observation of a cow Expand your understanding of domestic animals , give an idea of the animal’s : optimal temperature, habitat, food, their general dependence
NOVEMBER
No. Subject of observation Purpose
1 week Conversation “The Red Book - what is it?” Explain environmental dependencies, the awareness of which contributes to the development of modern environmental awareness in children.
Week 2 Observing migratory birds, preparing for departure. Expand children’s knowledge about seasonal changes in the basic conditions of the environment: days have become shorter, less light, cold rains, winds, there is nothing to eat, birds
Week 3 Bird watching .
Comparative
characteristic. Expand the understanding of the composition of the community, the habitat of birds: forest, field, vegetable garden, give ideas about establishing connections with the conditions of their existence.
Week 4 Making a feeder Expand the knowledge that people treat the environment with care and humanely: protect birds, make feeders for food so that birds do not die in winter.
DECEMBER
No. Subject of observation Purpose
1 week Observation of tits using fiction. Continue to arouse interest in birds; expand children's understanding of the tit, its habits, and habitat.
Week 2 Observation of a crow , introduce the sign: a crow hides its nose under its wing - to frost Expand the understanding of wintering birds, teach to distinguish them by appearance; cultivate love and respect for wintering birds.
Week 3 Observing pigeons . To consolidate ideas about the bird world (what birds eat, where they live, how people care for them)
.
Week 4 Observation of a tit and a sparrow in comparison, using literary words. Deepen knowledge about bird life in winter; develop the ability and desire to help them.
JANUARY
No. Subject of observation Purpose
1 week Looking at the rabbits in the picture.
Expand your understanding of animal and the conditions of labor processes for care.
Week 2 Observation of the cat . Expand children's understanding of the animal , cultivate a desire to take care of them.
Week 3 Observation of dogs .
Develop thinking, the ability to protect yourself, the desire to help as much as possible.
Week 4 Observing fish in the aquarium.
Give children an idea of what fish there are
predators, activate your dictionary.
5
week Looking at paintings depicting animals from hot countries : camel, elephant, giraffe. Improve knowledge about animal , develop observation skills , and the ability to talk about your observations .
FEBRUARY
No. Subject of observation Purpose
1 week Observation of domestic animals in winter .
To consolidate knowledge about the life of pets in the winter season ; to form the idea that a person takes care of domestic animals (prepares food, prepares food, cleans the home)
.
Week 2 Observation of wintering birds using literary words. To consolidate knowledge about wintering birds; to form an idea of how wintering birds obtain food; to cultivate a desire to care for and protect them.
Week 3 Spider observation .
To give an idea of the originality and uniqueness of a living creature , its vital properties: breathing, movement, nutrition.
Week 4 Observation of wintering birds.
Clarify children's knowledge about birds, develop interest in nature .
MARCH
No. Subject of observation Purpose
1 week Observing a hen with chicks Expand your understanding of poultry, caring for them, and meeting their needs.
Week 2 Observation of the first migratory birds Expand the understanding of seasonal changes and the return of migratory birds in this regard.
Week 3 Observing wintering birds Learn to notice and note changes in bird behavior due to seasonal changes.
Week 4 Examination of wild animals : bear, squirrel, hedgehog, wolf, fox, elk. Be able to notice that as environmental conditions change, changes occur in the life and behavior of wild animals , expand your understanding of human assistance to wild animals .
APRIL
No. Subject of observation Purpose
1 week Observation of ants . Expand your understanding of the structural features, the connection between the habitat of creatures and the features of their structure.
Week 2 Observation “Bees are collective insects.” Expand knowledge about the needs of this species in environmental conditions: light, air, food, habitat, protection from enemies.
Week 3 Observing geese with goslings. Expand knowledge about poultry and human care for birds.
Week 4 Observation of pets (examination)
Learn to notice changes in their lives due to seasonal changes;
expand knowledge about the living conditions of domestic animals .
MAY
No. Subject of observation Purpose
1 week Observation of animals near a pond . Expand knowledge about the vital properties of animals : nutrition, breathing, movement, drinking.
Week 2 Observation of animals in the meadow natural environment of the zone . Teach them to notice changes in their lives due to seasonal changes.
Week 3 Conversation “The Red Book” To acquaint children with its main purpose: identifying and recording those types of organisms that may disappear, and for the preservation of which special protective measures are needed.
Week 4 Observation of butterfly species. Develop the ability to distinguish the originality and uniqueness of each living creature , the need for a careful and caring attitude towards nature .
Senior group
Plant Observations
SEPTEMBER
No. Subject of observation Purpose
1 week Observation of trees and shrubs (poplar, willow, lilac, wolfberry)
.
Concretize children's ideas about the main groups of plants , consolidate the ability to distinguish them by bark, fruits, and seeds. Show aesthetic experiences in the process of communicating with nature .
2 weeks Looking at autumn flowers in a bouquet: asters, roses, dahlias. To consolidate the name of the flowers of early autumn, to expand the idea of garden plants, the idea of labor, of a person growing garden flowers.
Week 3 Observing the grass in the clearing with reading:
“You, grass, my grass.
You, grass, are my silk.
Who trampled you, the grass?
- They trampled me, little piece of grass,
Yes, all the kids, yes, all the little ones
Walking in the green garden,
Running playfully. Expand children's understanding of herbaceous plants in the meadow.
Week 4 Examination of vegetables: carrots, cabbage, tomatoes, cucumbers. To consolidate the idea of vegetables, to consolidate knowledge about the basic labor processes of caring for garden plants.
OCTOBER
No. Subject of observation Purpose
1 week Observation : “Golden Autumn” with reading “Summer Flies Away” by Trutneva. To consolidate the idea of seasonal changes, the basic conditions of the basic conditions of the environment; consolidate the concept that plants have adapted to changes, trees and shrubs .
Week 2 Looking at autumn flowers: chrysanthemums, oaks. Develop the ability to give a comparative description of mid-autumn flowers; consider the idea of garden plants.
Week 3 Observation of herbaceous plants: plantain, sorrel. Expand the understanding of meadow plants: plants have adapted to the autumn changes, shed seeds, and begin to wither.
Week 4 Looking at mushrooms (illustrations)
.Varieties: edible, inedible with the reading: “For mushrooms.” To consolidate knowledge about edible and poisonous mushrooms; expand the understanding of the environmental conditions to which mushrooms have adapted - a certain temperature, light, humidity.
NOVEMBER
No. Subject of observation Purpose
1 week Observation of thuja and cherry . Strengthen the ability to give comparative characteristics of bark and fruits; expand the understanding of major changes in one species compared to other species.
Week 2 Observation of the spread of burdock seeds. Expand children's knowledge about plant propagation by seeds.
Week 3 Examination of a houseplant - aloe. To consolidate the knowledge that plants are medicinal, including aloe. Reinforce the concept that
Plants receive nutrition from the soil using roots and reproduce by cuttings.
Week 4 Quiz “vegetables and fruits” with riddles. D/I “Find out by description.” Strengthen the ability to classify objects according to essential characteristics.
DECEMBER
No. Subject of observation Purpose
1 week Observation of the growth and development of violets and ficus.
Form the idea that some plants grow quickly and bloom, while others grow slowly. Reinforce the idea that plants breathe in all parts, reproduce by petioles and leaves.
Week 2 Observation of elm . Form ideas about winter ash and how you can help it survive the cold winter.
Week 3 Examination of replicas of fruits - apple, pear, plum, orange, lemon - introduce the concept of “citrus fruits”
Give an idea that their cultivation requires certain conditions: humidity, temperature, light.
Week 4 Observing trees in frost Admire the crystal beauty created by nature . Pay attention to the state of nature in the vicinity of the kindergarten and the need for its protection. Cultivate intolerance towards senseless damage to plants
JANUARY
No. Subject of observation Purpose
1 week Continue monitoring the growth of violets and ficus.
Learn to see changes in plant growth, clarify the idea of plant growth, what is necessary for their growth.
Week 2 Observation of potato seedlings.
Develop an interest in the life of plants, the ability to determine what they need for better growth.
Week 3 Observation of cherries in winter Develop knowledge about the characteristics of the life of trees in winter; cultivate a caring attitude towards plants (do not touch branches and buds that are fragile from frost, as they break)
.
Week 4 Observation of the blooming Decembris. Develop interest in plants, the ability to notice changes, and establish rules for caring for them.
5
week Observation of thuja and elm : what do these trees have in common? What is the difference?
Strengthen the ability to give comparative characteristics; expand the understanding of major changes in one species in comparison with other species.
FEBRUARY
No. Subject of observation Purpose
1 week Observation of buds on lilacs.
Expand children's understanding of the life of plants, continue to teach how to treat plants with care.
Week 2 Observation of a tree and a bush - compare two types of plants.
Exercise the ability to give comparative characteristics, develop observation skills .
Week 3 Observation of sprouted beans.
To consolidate the understanding of the growth, development and reproduction of plants.
Week 4 Observation of the branches blooming in the vase.
consolidate children's knowledge about the necessary conditions for the growth and development of plants, develop interest in the environment.
MARCH
No. Subject of observation Purpose
1 week Observation of trees and shrubs . Comparison of buds on branches, in a vase and on trees. Generalize the idea of the characteristic signs of spring - swelling of the buds, develop the ability to compare natural based on differences and similarities.
Week 2 Examination of blooming tradescantia Generalize the idea of the characteristic signs of spring - swelling of the buds, develop the ability to compare natural on the basis of differences and similarities.
Week 3 Examination of the first spring flowers: daffodils, scillas, snowdrops, tulips with reading “Snowdrop” by Serov. Admire the flowers, give a concrete idea of the dependence of growth, development and reproduction; about the condition of the most pleasant environment for this time of year.
Week 4 Entertaining quiz “Where is the vegetable, where is the fruit?” Expand knowledge about vegetables and fruits, know their characteristic features, be able to classify
APRIL
No. Subject of observation Purpose
1 week Examination of indoor plants - balsam and geranium. Clarify children’s understanding of the function of plants, cultivate the desire to create favorable conditions for plant life.
Week 2 Observation of flowering trees and shrubs . Continue to form an idea of seasonal changes. Learn to talk coherently about unfavorable natural , explain them, and consolidate the ability to write a story about what is observed .
Week 3 Observation of a variety of herbaceous plants: dandelion, violet with reading a poem - I am “Dandelion” by Vysotskaya. Expand the understanding of the composition of meadow communities, consolidate the understanding of the environmental conditions to which grasses are adapted.
Week 4 Looking at mushrooms (album)
with riddles about mushrooms To consolidate children's knowledge about edible and poisonous mushrooms, ideas about the adaptability of mushrooms to a certain temperature, humidity, light that is in the forest.
MAY
No. Subject of observation Purpose
1 week Continued observation of the grass cover with reading the poem “It’s good in spring.” Continue to clarify children’s ideas about the diversity of the plant world.
Week 2 D/I “Recognize a tree.” Strengthen the ability to classify objects according to essential characteristics: the ability to compare by flowers, leaves, color, smell.
Week 3 Examination of indoor plants - grapes and garden grapes. Give a general idea of plant life in a normal ecological system and indoors.
Week 4 Conversation “The wealth that surrounds us.” To consolidate children's understanding of the plant world, its continuous movement, change and development.
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: "let's"
). 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 ? (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, looks like a tree”
When answering the teacher’s questions, the children establish that the stem of this
plant is straight , tall, the leaves are large, oval in shape, and dark green in color.
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 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 indoor plant , 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 look at the “light”
, describe it).
Educator - I like you, “light”
?
He will remain in our group. What place will we find for it? (children's answers)
.
That's right, "light"
grow well 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 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, 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 houseplants .
Card 30
INTRODUCING A NEW HOUSEPLANT (CLIVIA, ZEPHERANTHES)
GOAL: To introduce children to a new indoor plant that has an atypical structure, different from the previous ones. Identify distinctive features of appearance (similar to grass)
.
Exercise children in the ability to answer questions, compose a simple description of indoor plants , teach them to compare them with each other.
Involve in caring for indoor plants : watering plants , wiping the wide leaves of ficus and long leaves of clivia
Card 31
OBSERVATION – RESEARCH 8 . DOES THE PLANT NEED TO WATER ?
GOAL: To develop in children a selective approach to watering plants in one of the following ways : by touch (wet soil is sticky, dry soil is loose)
.
Develop sensory experience (looking at samples of wet and dry soil)
D/game “FIND THE SAME”
GOAL: To consolidate children's knowledge about indoor plants . Learn to recognize plants from a photograph , picture , model. Learn to explain your choice by comparing a photo and an object.
Involve in caring for indoor plants : watering plants , wiping the wide leaves of ficus and long leaves of clivia
Card 32
LET'S HELP A GREEN FRIEND
GOAL: Continue to develop an attentive and caring attitude towards indoor plants , consolidate knowledge about the structure and functions of plant . Form the concept that a plant is alive : it grows . Demonstrate transplanting a plant from a small pot to a larger one. Teach children to compare objects by size and use the words “more”
,
"less"
.
Instructions and joint work of children and the teacher to replant the remaining indoor plants : collect soil in a pot, put the equipment back in place.
Card 33
«Houseplants are our friends»
Target:
— develop children’s cognitive interest in natural objects;
- develop a positive attitude towards natural objects, careful handling skills;
— teach children to identify individual parts of plants ;
— expand the circle of observations of adult labor ;
- cultivate hard work .
Integration of educational areas: work , communication, cognition, socialization, safety, reading fiction.
Materials and equipment: group of indoor plants , watering can with water, wet cloths.
