Observation of inanimate nature 2 younger goal. Observations of inanimate nature on a walk in the younger group

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observations of inanimate nature

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during observations, first of all pay attention to the sun. What is it today: dim, bright, covered with clouds? Remember what it was yesterday. Mark the path of the sun in the morning, afternoon and evening by landmarks.
Make a conclusion that the sun rises all later and everything comes earlier, in connection with this the days are decreasing. In January, the day increases markedly, but it is getting colder. Say that the real winter is just beginning: frosts are ahead.
Ask the children what is going on with houseplants. Make a conclusion that the plants need light, and if the day is lengthened, then there is more light. But why don't the trees grow and turn green? What, besides light, do plants need? (They need warmth). Houseplants grow in warmth, and the trees outside and become even colder than at the beginning of winter.

What a joy the children bring the first snow! Rejoice with them. Let the children feel the fresh, frosty air, smell the first snow.
Notice children how beautiful in winter. Winter, as an artist, paints everything around with a fluffy white brush. Trees no longer seem naked: they are dressed in a snow-white outfit; white and track.
Read I. Surikov's poem “Winter”:
White snow, fluffy,
  Spinning in the air
  And the land is quiet
  Falls down.
  And under the morning with snow
  The field turned white
  Just a shroud
  Everything dressed him.

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prefer to watch as it whirls, snow falls. Kids love collecting it. When the snow will be flaked, notice the children that it is easy to rake ... Consider individual snowflakes. They are very beautiful in shape: like stars, thin plates, flowers and needles. Most often snowflakes have six rays.
Pay attention to the children, that depending on the weather, the shape of the snowflakes changes: in severe frost, the snowflakes fall out in the form of solid large stars; in light frost, they resemble white hard balls, which are called croup; with a strong wind, very small snowflakes are flying (if you look at them with a magnifying glass, you can see that the rays are broken off); Snowflakes are very beautiful when they are spinning and shining in the evening by the light of a lantern.
If you walk in the snow in the cold, you can hear how it squeaks. Tell the children that it is crunching snowflakes that break under their feet.

Not less beautiful sight when snow falls a continuous veil, behind which the contours of houses and trees are guessed. Teach children to admire the snowfall. Ask them why it is so called.
After the snowfall, the revival - the streets are cleared of snow everywhere. Observe the operation of the snowblower. Let the children think how long it takes to collect the snow with a shovel by hand. And the snow machine works so fast that the cars barely have time to drive up to it. Remember where the snow is being taken.
See what drifts piled up on the street. Children will be interested in how deep they are. To do this, take a stick - conditional measure (0.5 m) - and measure the depth of snow drifts in different places.
Suggest to think about why there is a thicker layer of snow around the fences and bushes than in the open. In these places it is not carried by the wind.
Admire the beauty of high snowdrifts, especially when they are illuminated by the bright January sun. Ask the children what to say about snow. They will answer that the snow is fluffy, deep, shaggy, layered, that it glistens in the sun, shimmers, sparkles.

It is interesting in the frosty weather to look at the patterns on the windows that sparkle in the sun with colorful lights. During the observation, read the poem I. Nikitin:
^ Hot frost is hot,
The yard is dark;
Silver frost
Started the window.
On a walk, children erect various snow constructions. On one of the walks decorate the buildings with ice, laying out or hanging them. Explain that ice and snow are water that has changed its appearance under the influence of cold. Make puzzles:

As transparent as glass
  And do not insert into the window.
  (Ice.)
  In the yard - a mountain
  And in the hut - water.
  (Snow.)

^ E if after a thaw frost hits, it appears on the street ice . Explain this phenomenon. Suggest to think about what needs to be done so that it is not slippery. Children offer to sprinkle the track with sand. Pay attention to what they do in the ice wipers.

In February, you can watch blizzards, snowstorms, drifting snow. Let the children listen as the wind howls, see the clouds cover the sun and the snow sweeps everywhere. Talk to them about how forest dwellers are now.
The next day, in the clear blue sky the sun can shine brightly and even slightly warm the trunks of the trees. Offer to touch the bark with your hand. Read an excerpt from the poem by A. S. Pushkin's “Winter Morning”:
... Evening, do you remember, the blizzard was angry,
  On the muddy sky darkened;
  The moon is like a pale spot
  Through the clouds gloomy turned yellow.
  And now ... look out the window:
  Under blue skies
Gorgeous carpets,
  Glittering in the sun, the snow lies ...
Watch with children and the phenomenon of drifting snow. After that, they will easily remember the beginning of the poem of S. Marshak “February”:
^ The winds are blowing in February,
  Howl in the pipes loudly,
  Snake racing on the ground
  Light snowing ...
The sun rises higher and higher, but the heat is still far away. Finally, the children will see how the droplets drip from the icicles and the snowmen will start to “lose weight”.
The snow turns gray, it settles, an ice crust appears at the top, which can be lifted: loose white snow beneath it. During the observation, read an excerpt from the tale of S. Marshak "Twelve Months":
The snow is no longer the same:
  He darkened in the field.
  Ice cracked on the lakes
  As if split.
  Clouds run faster
  The sky got taller
  Screamed sparrow
  More fun on the roof.

Observations of the plant world

In winter, trees without leaves - you can well consider their structure: crown, trunk, arrangement of branches, compare with each other. Tell the children how good the trees are.
At the beginning of winter, the park is still elegant: here and there a rowan tree glows, on the elder all the berries are intact. The snow slightly painted the trees, put down firs and pines. The park is spacious and quiet.
After admiring the winter view, invite the children to learn the trees. Teach them to distinguish from shrubs. The trees have one thick trunk, and the bush has many thin trunks.

Make a riddle:
^ Spring fun
  Cools down in summer
Autumn feeds
  Winter warms.
  (Tree.)
Let the children try to explain each line of the riddle. Make another riddle: “In the winter and in the summer in one color”. Ask the names of trees such as pine and spruce. What conifers do children still know? What is needles? What are the names of trees whose leaves fall in winter?
Consider coniferous and deciduous trees, compare them with each other. Learn to distinguish between trees and the kidneys.
Spruce .   The trunk of the spruce is straight, the bark is reddish-brown. The crown is like a cone. Branches with thick needles begin at the very ground. The buds are sharp, covered with scales. On the spruce hang narrow long cones. Tell the children that in the winter, in dense spruce forests, bears sleep in dens, and hares are hiding under fir branches.
Birch tree .   Children will find it on a white trunk, thin twigs hanging down, and sometimes surviving ear rings. The tree stands powdered, on smoothly hanging branches, like lace, sparkles in the frosty sun frost. And it seems that the tree is cold, wrapped in a lace shawl and quiet

swinging in a frosty haze.

Larch . The crown of the trees is round. The branches are long and short, buds with scales, cones round. Tell the children that larch is very common in the forests of our country. A branch with cones, found on the ground and placed in a vase, will decorate the room.
Poplar . Tall tree with a slender trunk and a wide crown. The bark is yellow - gray with cracks. The branches are thick, of different lengths. Have the children touch and smell them; buds are sticky and fragrant. Say that the poplar is a very useful tree: it cleans the air of urban smoke and dust.
Linden.   It can be distinguished from other trees by a dark, almost black trunk. The branches are directed to the sides and bend in the middle. "As if the bear swayed at them." On the branches are visible round buds.
Many trees should not be taken for comparison. Let the children know the signs of three - four well, be able to recognize them, tell about them.

^ Consider and shrubs.
  Lilac . All children know fragrant lilac flowers. Its leaves to the frosts remain green on the branches. Buds are large. Say that lilacs take root easily and grow quickly.
To consolidate knowledge of trees and shrubs, play the game "Learn by description." An adult describes some tree or shrub, and
  Game "Guess how many steps." Ask the children to guess how many steps from bench to linden, from linden to maple .... First you need to determine by eye, and then check. This game develops orientation in space, an eye and helps fix the names of trees.
Play the Scouts game, giving the children such assignments: find the highest or lowest tree; find and bring a branch of larch with cones; find traces and determine to whom they belong, etc.
Teach children to take care of trees. Show how the branches bent down after the snowfall. Carefully shake off the snow. Add one twig and put in water. After some time, bend it - it does not break, only bends, which means that the tree is alive.

Show how the herbs overwinter. Dig up the snow, and children will see green grass in the depths. It means she is not cold under the snow. Explain that plants need rest, so in the winter indoor plants are watered less often.

Wildlife Observation

Watching the birds at the feeders, the children notice that with the onset of cold weather, they began to fly more .... Appeared power, calm bullfinch. Suggest to listen to their melodic, quiet whistling. “They ring like bells,” say the children. Bullfinches liven up only when they need to fly somewhere. They echo and fly away. Bullfinches love berries.

^ Read the poem by L. Tatianicheva

"Bullfinches":
Rosy shrubs
  Not from the morning dawn.
  These are red lanterns
  Bullfinch lit.
Pay attention to the behavior of birds in different weather. In the frost, they sit huddled, chirping less, and in the thaw they are more lively, they fly more.
Appeared and goldfinches.

Gradually their flocks increase. They are very beautiful: bright yellow stripes on black wings, a red spot on the forehead. Grosses are very mobile.
Children love to watch their noisy guests, feed them. They are all so different. Especially a lot at the trough sparrows. They are always with us.

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read a poem about them:
Bird's nests are empty,
  The birds to the south have flown away.
It turned out all brave
  Our yard sparrow.
Kholodov not afraid
  He stayed with us for the winter.
Snow covers the whole earth -
  Sparrow do not lose heart:
A bunch of fun snuffs,
  All that will meet peck.
Do not regret the bread crumbs:
  Deserved their sparrow.
You put a trough on him -
  He clicks his girlfriend,
And friends are all there
  Crumbs peck fun.
And the merry knock went -
  Knock-Knock,
Knock-Knock,
  Knock-Knock,

Wildlife and Pets .

Tell us how animals live in the winter in the forest.

Read the poem by I. Tokmakova:
As on a hill - snow, snow,
  And under the slide - snow, snow,
And on the tree - snow, snow,
  And under the tree - snow, snow,
A bear is sleeping under the snow.
  Hush hush. Keep quiet!
Bear   he sleeps uneasily: no, no, yes, and he will look with a green eye out of a hole in a den, then turn to the other side and sleep again. And in the middle of winter, bear cubs appear - tiny bear cubs. They are warm about mom. And the hedgehog is sleeping, he too was covered with snow.

BUT fox and wolf   running around looking for food. Fox is not cold, she seems to have put on felt boots: there is thick wool on her legs. The fox senses mice that run in snow along snow corridors. She sniffs for a long time, then starts jumping in the snow, and the mice, frightened, run out.

Bunny   All day sitting under a bush. The snow is white, and the white hare is not visible. And at night he will skate looking for food: the bark will chew on trees, especially he loves aspen. If young fruit trees are not covered and not tied with fir branches, he can tear them.

Elk   Foresters prepare hay and twigs for the winter.

Talk to your children about pets, tell us about their habits.

All animals love caress and caress to the person.

Cat   She tries to sit closer to the battery: she loves warmth. Sometimes a cat scratches wooden objects: she needs to sharpen her claws. If you release the cat - take a walk in the courtyard, she will recognize her house and will definitely come back. The cat is very clean: after eating it is thoroughly washed and careful - it can deftly hide from its enemies.

Dogs   attached to the owner: love to walk with him, guard the apartment.

01/25/2012 prepared by the teacher of preparatory group number 1 Gorchakova. S.Y.

Used materials of the book M. V. Luchich "Children about nature"

  Natalia Uvarova
  Summary of observation of the phenomenon of inanimate nature with children of the middle group "Wind Observation"

Tasks:

Continue to acquaint preschoolers with some phenomena of inanimate nature - the wind.

Expand children's knowledge of the wind, learn to determine the force of the wind.

To develop observation, auditory and visual attention, to expand vocabulary.

To cultivate a love for nature, caring attitude towards it.

Materials and equipment:   turntables, sultanas or ribbons.

Preliminary work:   consideration of the pictures "Natural Phenomena", poetry reading, fiction.

The course of observation.

The teacher offers children to guess riddles.

Riddles.

Invisible naughty:

He plays everything with grass

Leaves circling in the air

And somewhere in a hurry. (Wind)

Without arms, without legs,

He is scouring the world

Sings and whistles. (Wind)

Though armless, but it happens-

Pears from the branches he knocks,

Root pines pulls out-

So sometimes he is angry.

He was just everywhere

Moment and it is nowhere (Wind).

TutorYou guessed. This is the wind. Today it's windy outside. How have we discovered this?

Children's answers. Trees sway, bend, the clouds in the sky quickly run. Tutor The wind is the movement of air. Where the warm and cold air moves and meets, the wind appears. The wind is invisible, we do not see it, but we feel it, we can observe it. Observing certain objects, one can determine its strength, speed, direction.

The teacher offers to take into the hands of the pinwheel, sultanchiki or ribbons and determine: what strength is the wind today.

TutorThanks to the turntables, we found out that the wind is strong today. And the force of the wind can be determined by the trees: if only the leaves and slender branches sway, the wind is weak, and if the branches lean heavily, the gusts of wind make it difficult to go, then the wind is strong.

Fiction word.

Wind, wind, wind,

What are you going around the world?

Better streets, mark

Or mills cool!

Jacob Akim

Looking for the wind all night, a bum,

What would he do on Monday?

That tears off a piece of old tin,

That will slam the door once two hundred.

Suddenly ran on the roof of gambling

And in the attic fell suddenly ...

With a howl flew like a locomotive

Through all the cracks of himself, he took away!

Immediately pressed his cheek to the window

He slammed the flap, caught his breath a little,

He sighed heavily and sped off somewhere ...

(Alexander Bekhterev)

Didactic game "Wind, wind, what are you?"

Purpose:   exercise in the selection of adjectives.

The course of the game:   tutor asks the question "what wind?"

Children's answers:(strong, weak, light, pleasant, affectionate, sharp, choppy, cool, fresh, cold, warm, wet, morning, summer, oncoming).

TutorGuys, what does the wind do? (Selection of different verbs). The wind can make noise, buzz, swing trees, rustle leaves, howl, carry a hat, fly, refresh, swirl, wave flags, raise dust, drive waves, whistle, etc. Yes, guys, the wind can do a lot.

The poem about the wind M. Isakovsky.

Caution the wind

I went out of the gate,

Knocked on the window

Ran on the roof,

Played a little

Cherry branches,

Scolded for something

Sparrows familiar.

And straightening cheerfully

Young wings

Flew off somewhere

In distillation with dust.

TutorGuys, how does the wind help us? (Inflates the sails, turns the wings of the mill, spreads the seeds of plants, etc.)

Findings. The wind brings great benefits: it pollinates plants, spreads seeds, drives sailing yachts, helps the trees to get rid of old foliage in the autumn, otherwise they would not have dropped the leaves, they would have died under the weight of snow. But the wind can also bring harm: severe hurricanes uproot trees, destroy houses.

This is how different it is, this wind: can be a kind wizard or a sorcerer.

The outdoor game "Ships and the wind"

Purpose:learn to act on the signal of the educator, develop dexterity.

The course of the game:   children imitate sailing ships, “float”, having bent their backs and spread their arms apart. The teacher portrays the wind: strong wind, weak wind. With a strong wind, the ships run quickly, quickly - the wind puffed up their sails. The wind weakens, the ships sail more slowly. Then the wind disappears completely, ceases to inflate the sails, push the ships and they stop. The game is repeated several times.

Labor at the site.

The teacher offers the children to sweep the foliage (garbage, scattered from the wind on the veranda and the site of the kindergarten.

Publications on the topic:

Conversation "Monitoring the snow" with children of the middle group Objective: To help children see the beauty of the winter landscape, enjoy the winter fairy tale. Pay attention to how it snows, what snow looks like.

Observation of inanimate nature   Municipal Autonomous Educational Institution “Child Development Center No. 44“ Golden Key ”Abstract of a walk for children.

Observation of autumn leaves and wind (the first youngest group)   Objectives: to consolidate the knowledge of children about autumn; reveal a new concept of "wind"; exercise in the ability to find.

"Air". Summary of classes on familiarization with the phenomenon of inanimate nature (senior and preparatory group)   Tasks: Show ways, methods of detecting air / there is air in a bank, in a glass, in a plastic bag /; air is everywhere / and not.

Summer work with children in kindergarten is called wellness, it has its own specifics. It is important to make full use of favorable.

  Galina Mamontova
  Perspective plans for observations of animate and inanimate nature in the older group

Senior group

Observation of inanimate nature

SEPTEMBER

No. p / i Subject observation Objective

Week 1 Observation   for dew - where it settles, what it looks like, to admire the shiny droplets.

Teach observe natural phenomenato analyze

2 week Observation   behind the sun - where was the sun in the morning, where is it now? When was it warmer? When the sun shines brighter: morning or afternoon? Develop memory, ability to compare.

3 week Observation   behind the shadow - why does it work? To pay attention to the fact that in the morning and in the evening the shadow is long, and in the afternoon - to develop an interest in the environment, a desire watch.

4 week Observation   due to the general condition of the weather - the sun is not so bright, dew appears, the days are getting cooler, remember the concept of "early autumn". To develop an interest in the environment, the desire watch.

No. p / i Subject observation Objective

Week 1 Observation   behind the fog - when the fog was thicker: morning or afternoon? What does it look like, what does it consist of? To acquaint with autumn phenomena, to be able to draw conclusions about patterns of nature.

2 week Pay attention to the light during the day, the duration of the day: the days are shorter, the nights are longer Fix the concept of seasonal phenomena, the ability to analyze the results observations.

3 week Observation   behind the rain - what sky during the rain, does summer rain differ from autumn rain and how? Has the outside air temperature changed during the rain? Learn to build sentences based on your own observations.

4 week Observation beyond the sky - do parts appear clouds, what kind of sky? Does the sun shine brightly? "In October, say goodbye to the sun, move closer to the stove." To fix the signs of autumn, to acquaint with the signs of October, to clarify the concept of "golden autumn".

No. p / i Subject observation Objective

Week 1 Observation   for frost - that lies on the grass, objects; what does frost look like? How do you explain the words "freeze"? Develop observation, the ability to reflect.

2 week Observation   behind the wind - from which side does the wind blow? Determine the power of the wind, what can you say about it? (cold, strong, frosty)   Learn to pick the appropriate words.

3 week Offer to measure the temperature of the air - has it become warmer than in the morning? Where is the temperature higher in the shade or in the sun? Can you say that the sun is hot? Why? Develop desire watch, learn to draw conclusions and explain them.

4 week Observation   for the state of the weather - note that the illumination of the day has changed, the air temperature has become low, a cold wind is blowing. Form the concept of autumn, clarify the concept of "late autumn". "November is the gate of winter."

No. p / i Subject observation Objective

Week 1 Observation   behind the falling snow pay attention to the flight snowflakes - easy, smoothly fall separate snowflakes or flakes. Teach observe natural phenomena, see her beauty, analyze the results observations.

2 week Examining ice in puddles - what determines the thickness of the ice? Is it possible to walk on the ice. What is ice? To form elementary ideas about the transition of a substance from their liquid state to a solid state.

3 week Observation   behind the sun - is the sun hot, does it stand high? What color the sun: bright yellow or pale? Develop skill watchtalk about their observations.

4 week Observation   for seasonal changes - for what month is December? What time of the year is November? How has the general appearance of the site changed compared to autumn? Why do trees fall asleep with snow? How do people dress in winter and autumn? Forming ideas about changes in nature at the beginning of winter(the night grows and the day decreases); acquaint with the proverb “December closes the year, winter begins”.

No. p / i Subject observation Objective

Week 1 Observation   behind the frosty patterns on windows: flowers and leaves on glass - everything sparkles, everything is white, but the glass is painted without paints and without a brush. Wonderful artist at the window visited, guess, guys, who painted the window? (frost)   - in what weather patterns are formed? Why do they form? What draws them frost? To learn to see the beautiful, to distinguish the characteristic signs of winter, to recognize them in literary texts, poems.

2 week Ice observation: what is ice? How does it appear? What is dangerous? Continue to form elementary ideas about the transition of a substance from a liquid to a solid state.

3 week Snow observation: what is snow? Where are formed snowflakes? What is the feel of the snow? Why does the snow creak? When the snow is wet, when it is dry? From which snow is it easier to sculpt? Why?

To form an idea about the properties of snow; suggest to consider snowflakes through a magnifierlearning to notice the beauty of the surrounding of nature.

4 week Sky watching: What color is the sky low or high? What is the sky covered with? How have the children determined that these are clouds? -

Develop skill watch, draw conclusions and explain them,

introduce the sign of January "January - the middle of winter".

5 week Watching tracks in the snow: who passed here (adult or child)Whose footprint (bird, the animals, traces of cars and skis)   The trace is fresh or old? How did you determine? -

Develop observation, thinking, the ability to justify your answer, interest in the environment.

No. p / i Subject observation Objective

Week 1 Observation   behind the sun - is the sun hot, is it high? What color is the sun: bright yellow or pale? -.

develop skill watch, activate the dictionary, correctly build sentences

2 week Wind observation: how do we determine if there is wind? How strong is the wind? And if it snows and the wind blows, how can these phenomena be called? (drifting snow, blizzard, blizzard, snowstorm)

expand children's understanding of the winter phenomenon.

3 week review icicles: why didn't they drip in the morning? When they drip, why? Why are they formed? On a frosty day, does an icicle grow or shrink? And in the sun? What is the difference between the place where there are icicles from another site? Why do icicles grow "Head down"? (When the droplet runs down the icicle, it pulls out the tip, and it becomes thin.)

develop the ability to analyze the results observations   and draw conclusions about the patterns of nature.

4 week Observation   melting snow - where does the snow melt faster? Why? How does snow melt, what does it turn into?

To form an idea of ​​the transition of a substance from a solid to a liquid state.

No. p / i Subject observation Objective

Week 1 Watching the sun: it began to appear more often in the sky, did it become warmer? Is the day shorter or longer? How do you prove it?

develop observation, the ability to make logical conclusions.

2 week Observation   the rain - what can you say about him (strong, small, drizzling, heavy rain). What is all during the rain? (wet, damp, dull; Develop skill watch, pick up definitions.

3 week Examining the stones - offer to find: the most beautiful, the most brilliant, unusual, smooth, grungy. Develop interest in the environment. Ability to describe your definitions.

4 week Observation   for the weather to describe is it true that spring has come? What did you feel, see?

Develop observation, to clarify knowledge will take early spring, to acquaint with the saying "March meets spring, fights with winter."

No. p / i Subject observation Objective

1 week Examining sand and earth - how did sand become (dry, warm, flowing, and how was it in winter? What did the earth become (dry, dark, appeared on it Develop a desire watchcompare.

2 week Observation   for an increase in daylight hours - has the day increased? Why? Does the sun rise sooner or later? Develop the notion of children about seasonal changes.

3 week Observation   behind the sky - pay attention to the blue of the sky, to the fact that it has become higher. What are the clouds floating in the sky like? Develop imagination the ability to see what is happening in nature of change.

4 week Observation   behind the fog - what are you observed in the morningHas the fog cleared during the day? What does it consist of, what does it resemble? What is dangerous fog? To develop the desire to share impressions, to reflect. Introduce proverb: "April - the land is painted."

No. p / i Subject observation Objective

Week 1 Observation   for air temperature - to offer to measure the temperature of the air while walking - has it become higher or lower than in the morning? Where temperatures are higher in the shade or in the sun, why? Develop thinking, desire watch.

2 week Observation of the first thunderstorm. What is a thunderstorm? - this is rain, and wind, and lightning at the same time. Is it possible to walk during a thunderstorm? What it threatens to acquaint children with the spring phenomena.

3 week Observation   for air - is there air around us? How to find it, offer to wave your palm in front of you - how do you feel? Develop interest.

4 week Observation   for the state of the weather - to identify and characterize the state of the weather, to acquaint with the proverb "Rain in May - three. To activate the vocabulary of children, to consolidate the signs of late spring.

Senior group

Wildlife Observation

SEPTEMBER

No. p / i Subject observation Objective

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, multiply, bring up a humane attitude to everything living.

2 week Grasshopper Watching.

Fix the idea of ​​the concept of the peculiarity of this living creature, features of its structure, lifestyle.

3rd week Examining the spider and the web. Give an idea about the conditions of the habitat

Insect observation.

To give an idea of ​​the relationship and interaction of living organisms in ecosystems. To give an idea about the composition of communities of meadows, about environmental conditions, to

No. p / i Subject observation Objective

Week 1 Observation   for the dog Expand children's view of pets of animalsgive an idea of ​​the manifestation of feelings an animal: hunger, joy, affection.

2 week Observation   for the cat Expand the idea of ​​the manifestation of feelings an animal: pleasure, joy, affection, tenderness.

3 week Watching a horse with

a foal. Give a concrete idea that all living things grow, develop, multiply, the characteristic features of the structure of data of animals.

4 week Observation   for a cow Expand the idea of ​​home of animals, give an idea of ​​the system needs an animal: optimal temperature, habitat, food, about their general dependence

No. p / i Subject observation Objective

1 week Talk "Red Book - what is it?" Explain environmental dependencies, the awareness of which contributes to the development of modern environmental education in children

2 week Observation   for migratory birds, preparation for departure. Expand children's knowledge of seasonal changes in basic environmental conditions habitat: the days are shorter, less light, cold rains, winds, there is nothing to eat, birds

3 week Bird watching.

Comparative

characteristic. Expand the idea of ​​community composition, habitat birds: forest, field, garden, give an idea of ​​establishing links with the conditions of their existence.

4 week Production of the feeder Expand knowledge of the fact that a person carefully and humanely treats the environment habitat: protects birds, makes food feeders to prevent birds from dying in winter.

No. p / i Subject observation Objective

Week 1 Observation   for tit with the use of fiction. Continue to cause interest to the feathered; expand children's understanding of tit, its habits, habitat.

2 week Watching a crow, introduce a sign: hiding a crow under the wing - to the frost Expand the idea of ​​wintering birds, learn to distinguish them by their appearance; to cultivate love and respect for wintering birds.

3 week Pigeon watching. To fix ideas about the avian world (what do the birds eat where they live, how does a person care for them).

4 week Observation   for tit and sparrow in comparison, using the artistic word. Deepen knowledge about the life of birds in the winter; develop the ability and desire to help them.

No. p / i Subject observation Objective

1 week Examining rabbits in the picture.

Expand the concept of care by animals, about the conditions of work processes for care.

2 week Cat watching. Expand children's view of the world of animals, bring up the desire to care for them.

3 week Watching dogs.

Develop thinking, the ability to protect themselves, the desire to help as much as possible.

4 week Observation   for fish in the aquarium.

Give children an idea of ​​what the fish are

predators, step up the dictionary.

week Examination of paintings animals of hot countries: camel, elephant, giraffe. Improve knowledge of life of animalsto develop observation, the ability to talk about their observations.

No. p / i Subject observation Objective

Week 1 Monitoring pets in the winter.

Consolidate knowledge of home life animals in winter; to form an idea about home animal cares man(prepares food, prepares food, cleans the home).

2 week Observation   for wintering birds using the artistic word. To consolidate knowledge about wintering birds, to form an idea about food getting by wintering birds, to foster a desire to care for and protect them.

3 week Spider watching.

Give an idea of ​​originality and uniqueness. living creatureabout his life properties: breathing, movement, nutrition.

4 week Observation   for wintering birds.

Refine children's knowledge about birds, develop interest in to nature.

No. p / i Subject observation Objective

Week 1 Observation   Chicken with chickens Expand the concept of poultry, about caring for them, about meeting their needs.

2 week Observation   for the first migratory birds Expand the notion of seasonal change and the return of migratory birds in connection with this.

3 week Observation   for wintering birds Learn to notice and note changes in the behavior of birds due to seasonal changes.

4 week treating the wild of animals: bear, squirrel, hedgehog, wolf, fox, elk. Be able to notice that with changes in habitat conditions, there are changes in the life and behavior of wild of animals, expand the idea of ​​helping a person wild animals.

No. p / i Subject observation Objective

Week 1 Ants watching. Expand the idea of ​​the features of the structure, the relationship between the habitat of creatures and the features of their structure.

2 week Observation"Bees are collective insects". Expand knowledge of the needs of the species under the conditions wednesday: light, air, food, habitat, protection from enemies.

3 week Observation   for geese with geese. Expand knowledge about poultry, about man care for birds.

4 week Pet monitoring(reviewing)   Learn to notice changes in their lives due to seasonal changes; expand knowledge of home living conditions of animals.

No. p / i Subject observation Objective

Week 1 Observation of animals near the pond. Expand knowledge of life properties of animals: food, breathing, movement, drinking.

2 week Observation of animals in the meadow natural environment zone. Learn to notice changes in their lives due to seasonal changes.

3 week Talk "Red Book" To acquaint children with its main the purpose: Identification and accounting of those species of organisms that may disappear, and for the preservation of which special protective measures are needed.

4 week Observation   for species of butterflies. To develop the ability to distinguish the originality and originality of each living creature, the need for careful and caring attitude to to nature.

Senior group

Plant observations

SEPTEMBER

No. p / i Subject observation Objective

1 beadle (poplar, willow, lilac, wolf berries). Specify children's ideas about the main plant groups, consolidate the ability to distinguish them by bark, fruit, seed. Show aesthetic experiences in the process of communicating with by nature.

2 Bodels Examining Autumn Colors in a bouquet: asters, roses, dahlias. To fix the name of flowers of early autumn, to expand the view of plants in the garden, ideas about labor, a person for growing garden flowers.

3 week Observation   for grass in the meadow with by reading:

"You grass, my little grass.

You grass, my silk.

But who the grass, you trampled?

They trampled on me, grass

Yes, all kids, but all small

In the green garden walk,

Running effortlessly. Expand children's view of grassy meadow plants.

Week 4 Examination of vegetables: carrots, cabbage, tomatoes, cucumbers. To consolidate the idea of ​​vegetables, to consolidate knowledge about the basic labor processes in the care of the garden.

No. p / i Subject observation Objective

Week 1 Observation: "Golden Autumn" with reading "Summer Flies Away." Trutnevoy. To consolidate the idea of ​​seasonal changes, the main conditions of the main conditions of the environment; consolidate the notion that plants have adapted to change, shed leaves of trees and shrubs.

2 week examining autumn colors: chrysanthemums, oak trees. To develop the ability to give a comparative description of the colors of the middle autumn; consider the idea of ​​garden plants.

3 week Observation   for grassy plants: plantain, sorrel. Expand the view of plants meadows: plants have adapted to the autumn changes, shed their seeds, begin to wilt.

(illustrations). Variety to: edible, inedible with by reading: "For mushrooms". Consolidate knowledge of edible and poisonous mushrooms; to expand the understanding of the environmental conditions to which the mushrooms have adapted - a certain temperature, light, humidity.

No. p / i Subject observation Objective

Week 1 Thuja and cherry watching. To fix the ability to give a comparative characteristic of the bark, fruits; Expand the notion of major changes in one species in comparison with other species.

2 week Observation   for the distribution of burdock seeds. Expand children's knowledge of plant propagation by seeds.

3 week Examination of indoor plants - aloe. To consolidate the knowledge that plants are medicinal, including aloe. Reinforce the notion that

plants receive food from the soil with the help of roots, propagate by cuttings.

Week 4 Quiz "vegetables and fruits" with riddles. D / And "Learn from the description." To consolidate the ability to classify objects according to essential features.

No. p / i Subject observation Objective

Week 1 Observation   for the growth and development of violets and ficus.

To form the idea that some plants grow quickly and bloom, while others grow slowly. To fix the idea that plants breathe in all parts, reproduce by petioles, leaves.

2 week Elm Watching. Form ideas about the winter ash, how to help him survive the cold winter.

3 week Reviewing fruit models - apple, pear, plum, orange, lemon - introduce the concept "citrus"

To give an idea that for their cultivation certain conditions: humidity, temperature, light.

4 week Observation   for the trees in the frost Admire the crystal beauty created by nature. Pay attention to the state of nature   in the vicinity of the kindergarten and the need to protect it. Cultivate intolerance to senseless damage to plants

No. p / i Subject observation Objective

1 week Continuation observations   for the growth of violets and ficus.

Learn to see changes in the growth of plants, to clarify the idea of ​​the growth of plants, which is necessary for their growth.

2 week Observation   for seedlings of potatoes.

To develop an interest in plant life, the ability to determine what they need for better growth.

3 week Observation   for cherry in winter To form knowledge about the peculiarities of the life of trees in winter; to foster respect for plants (do not stop branches and buds that are fragile from frost, as they break).

4 week Observation   for blooming December. To develop an interest in plants, the ability to notice changes, to fix the rules for caring for them.

a week Thuja and elm watching: what do these trees have in common? What is the difference?

To fix the ability to give a comparative characteristic; to expand the view of major changes in one species in comparison with other species.

No. p / i Subject observation Objective

Week 1 Observation   for the buds on the lilac.

Expand children's ideas about plant life, continue to learn to treat plants carefully.

2 week Tree and shrub watching   –Compare two types of plants.

To exercise in the ability to give a comparative characteristic, to develop observation.

3 week Observation   for sprouted beans.

To consolidate the idea of ​​the growth, development and reproduction of plants.

4 week Observation   behind the sprigs in the vase.

to consolidate the knowledge of children about the necessary conditions for plant growth and development, to develop an interest in the environment

No. p / i Subject observation Objective

Week 1 Observing trees and shrubs. Comparison of buds on branches, in a vase and on trees. Summarize the concept of the characteristic signs of spring - swelling of the kidneys, develop the ability to compare objects of nature

2 week Examination of flowering tradescantia Summarize the idea of ​​the characteristic signs of spring - swelling of the buds, develop the ability to compare objects of nature   by signs of differences and similarities.

3 week Consideration of the first spring colors: daffodils, proleski, snowdrops, tulips with reading "Snowdrop" Serova. Admire the colors, give a concrete idea of ​​the dependence of growth, development and reproduction; on the condition of the environment most pleasant for this time of year.

Week 4 Entertaining quiz "Where is the vegetable, where is the fruit?" Expand knowledge of vegetables and fruits, know their characteristics, be able to classify

No. p / i Subject observation Objective

1 week Examination of indoor plants - balsam and geranium Clarify children's understanding of the function of plants, bring up the desire to create favorable conditions for plant life.

2 week Observation   for flowering trees and shrubs. Continue to form an idea of ​​seasonal changes. Teach to talk coherently about adverse events. of nature, explain them, consolidate the ability to make a story about observed.

3 week Observation   for a variety of herbaceous of plants: dandelion, violet reading verse - I "Dandelion" Vysotsky. Expand the idea of ​​the composition of the meadow communities, consolidate the idea of ​​the environmental conditions to which the herbs are adapted.

4 week treating mushrooms (album)   with riddles about mushrooms Fasten children's knowledge about edible and poisonous mushrooms, ideas about the fitness of mushrooms to a certain gem-re, humidity, and light that exist in the forest.

No. p / i Subject observation Objective

1 week Continuation observation   behind the grassy cover with the reading of the poem "Good Spring". Continue to concretize the ideas of the diversity of the plant world that children have.

2 week D / I "Learn the tree". To fix the ability to classify objects by significant featured: ability to compare by flowers, leaves, color, smell.

Week 3 Examination of a houseplant - grapes and garden grapes. Provide a generalized view of plant life in a conventional ecological system and indoors.

4 week Talk "Wealth around us." To consolidate the idea of ​​children about the plant world, about its continuous movement, change and development.

Observation of objects of animate and inanimate nature and maintenance of "Nature Calendar" and "Observation Diary"

Disclosure of basic semantic concepts formed by younger students

The calendar:

the method, the method of calculating the days in a year;

table or book with a list of all days in the year;

from the Latin "calenda" (the name of the first day of the month among the ancient Romans);

time reckoning system based on periodic phenomena of nature - the change of seasons.

Phenology - science, studying the relationship of climatic factors with periodic (seasonal) processes occurring in the life of plants and animals.

People sign   - a distinctive feature, a trait, which is followed, look.

Seasons   - periods in which certain phenomena of nature occur.

Season   - one of the four seasons.

Natural phenomena   - manifestation of something in nature.

Keeping the "Weather Calendar" and "Nature Calendar"

In grade 2, students continue to conduct systematic observations of weather phenomena of nature, conduct a “Calendar of Weather” or “Calendar of Nature” at the option of the teacher. The latter assumes observations not only of weather phenomena (the state of the sky, precipitation, wind, air temperature), but also of changes occurring in living nature in accordance with the seasons.

Sample content

The Nature Calendar helps us to observe certain phenomena of nature and see their sequence and dependence on each other. The folk calendar has been around for hundreds of years, our ancestors used it, and we will use it. It is based on numerous observations of the peculiarities of the course of natural phenomena that were once recorded. Initially, we observe and verify the justice of the people will take, associated with the weather, because they are based on specific material that is easy to observe in the city, see the results and make you water. The peculiarity of folk will take about the weather is that they give a short-term forecast (for example, what kind of weather will be in the evening or on another day).

Observe and check signs of the seasons.

Spring:   "Long icicles - to long winter", "Clouds float high - to good weather", "The sun sets red - to the wind", "Blue clouds - to heat and rain", "It's cold - the oak leaf unfolds".

Summer:   “The dandelion squeezes the ball to the rain”, “The grass is dry in the morning - wait for the rain by night”, “In the anthill the moves are open and the jaunty movement of insects is noticeable - to the good pogo de”, “Earthworms crawl out - to the bad weather”, “God’s A hand-drawn flag quickly flies to sunny weather. ”

In the fall:   “Sparrows fly in flocks from place to place - before a strong wind”, “Afternoon rain is long”, “Rosy frost on the grass - to the rain”, “Clouds go low - wait-and-stop”, “One bunch of clouds ran away - to be raining.

In winter: “The crow under the wing hides its beak - to the cold”, “The wind blew from the north side - to great cold weather”, “Thunder - to strong winds”, “Stars shine strongly - to frost”, “If there was frost at night, the snow will not fall during the day "," Three days before the full moon - a change in the weather. "

A teacher or parents from a huge number of folk signs, associated with weather prediction, should choose a few and introduce a second grader to their contents in advance, working ahead of the curve. It is necessary to print them, together with the child to pick up the pictorial material illustrating them, and to observe the weather every day. The most important condition for the formation of motivation for observing activity is sensory perception as the basis of cognition of the activity, which is led by adults. Observation is important to combine with conversations, games, reading fiction.

If we conduct the Nature Calendar with children, then in this case we use predictions - we determine the course of opposite or successive seasons. For example: "A lot of acorns on an oak - to a frosty winter", "If a lot of cobwebs fly in the spring - the summer will be hot", "In the summer leaves grow yellow on trees - to early autumn", "In autumn birds fly low - to cold winter, high - to warm "," A damp summer and a warm autumn - for a long winter "," A cold winter is a hot summer ".

It is interesting to observe and phenological phenomena of nature and compare their terms with the present.

In this case, you should know that phenologists divide the year into seasons and subseasons. Seasons - 4, and subseasons, characteristic periods limited by the boundary phenomena of wildlife - 14. Thus, spring in the European part of Russia is divided into 4 periods: snowmelt (spring of light), spring revival (spring of big water), high spring (spring green ) and predlet.

Interesting information about the seasons and their flow can be found in the book “Calendar of Russian Nature” by A. Strizhev.

Spiritual and moral development and education of younger schoolchildren. Guidelines. Part 2. / Ed. A. Ya. Danilyuk - Moscow: “Enlightenment” - p.-81-83

1. Fine Art Program for Primary School "Nature and the Artist"

   Program

   The art program for elementary school was created based on the requirements for the results of mastering the basic educational programs of primary general education (second generation standards, 2009).

2. The work program for the federal state educational standard of the second generation for grade 1 at the primary education level

   Working programm

   The main educational program of the educational institution MOU Konevskaya Secondary School was developed in accordance with the requirements of the Federal State Educational Standard of Primary General Education, approved by order

3. Programs "Researchers of nature" for educational institutions of additional education institutions

   Program

   The “Nature Researchers” programs are the result of many years of work of the ecological and biological associations of the Republican Ecological Center for Children and Youth.

4. Explanatory note. 3 Brief description of the used smart. 8 2

   Explanatory note

   The main educational program of primary general education of the Municipal Autonomous Educational Institution "Secondary School №8,

5. The basic educational program of the primary general education of the municipal educational institution (3)

   Basic educational program

   The basic educational program of primary general education (OOP) for schools working under the textbooks of the Harmony system has been developed in accordance with the requirements of the Federal State Educational Standard of Primary

The multifaceted world awakens interest in preschoolers, it is surprising. “Sincere amazement before the revealed mystery nature is a powerful impetus for a rapid flow of thoughts,” notes V.А.Sukhomlinsky.

One of the main methods of familiarizing children with nature is observation.

Observation   - this is a purposeful, planned, more or less prolonged perception by a person of objects and phenomena of the surrounding world. It is associated with the display of changing phenomena. His goal is not only to acquaint children with objects or phenomena, but also to teach to notice changes in the environment. Children observe the behavior and habits of animals, changes in plant life, in inanimate nature.

The teacher helps children to master the observation activity, sets a cognitive task for them, teaches them in various ways to examine objects, learns to follow the proposed observation plan, and then self-planning, forms the ability to select characteristic essential features in accordance with the tasks set.

Observations can be short-term (observation of the weather, the behavior of birds, fish, animals) and long-term (observation of the development of plants, seasonal phenomena, objects of inanimate nature).

In the studies of many scientists emphasizes the need to specifically teach preschoolers to observe nature.

Depending on the object and the age of the children, the observations can be episodic, lasting several minutes (short-term) and long-lasting for many days and sometimes weeks.

Long continuous observations are especially important.

For the accumulation of knowledge about the growth and development of plants and animals, seasonal changes in nature, observations of objects of inanimate nature are used - long-term observations. At the same time, children compare the observed state of the object with what it was before. Long-term observations are valuable in that they allow children to capture the sequence in the occurrence of natural phenomena, establish causal relationships.

These observations are carried out by younger children under the guidance of a caregiver, and older preschool children independently.

The teacher leads the observation, he explains to the children the goals of observation, asks questions that direct their attention to the object or phenomenon. A valuable methodological technique that activates the thinking of children during observation is the comparison, the comparison of the characteristic features of objects or phenomena with respect to difference and similarity. When comparing objects of nature, children easily identify signs of difference.

Fostering a caring attitude to nature is possible when the children have at least elementary knowledge about it, master simple ways of growing plants, caring for animals, learning to observe nature, to see its beauty.

Younger preschool children are very interesting observations of the water. The proposed system of continuous observations of water with children of younger preschool age contributes to the development of observation, curiosity, the development of logical and figurative thinking, cognitive activity, develops and improves speech activity and analytical skills. In addition, it generates interest in experimental activity.

System of continuous observations of natural objects

for a month with children of primary school age

1. Conversation-observation: “Everybody needs water.”

purpose: To form children's ideas about the qualities of water necessary for growth, the life of all plants, animals and humans. To bring to the understanding that fish, birds, animals and man cannot live without water. Develop the ability to establish causal relationships. To give children emotional satisfaction from communicating with each other and playing with water.

2. "Familiarity with the properties of water (experiments with water)."

purpose: To form children's knowledge about water quality - clear, clean, tasteless; on the properties of water - liquid-flows; sinking-not sinking (using various items).

3. “Where does the rain come from?” (Observation of clouds and clouds).

purpose: Give children the idea that the clouds are made up of the smallest droplets of water that gather in large droplets of clouds and then it rains. Develop the ability to establish causal relationships.

4. “What kind of rain it is” (rain observation).

purpose: To form an idea of ​​different types of rain (small, large) in children. To increase the level of ecological knowledge, cognitive and speech activity of children. Fixing the dictionary - rain from a cloud.

5. "Heavy rain - a big puddle"   (observation on walks behind the puddles formed after the rain).

purpose: To form children's ideas about the properties of rain: heavy rain is a big puddle, light rain is a small puddle. The rain poured over the beds — observing the soil after the rain.

6. Carrying on a walk of the mobile game "Sun and Rain."

purpose: Develop the ability of children to establish causal relationships: sun-walk, rain, hiding under an umbrella, running away.

7. Experimenting on a walk. Experience "Sand-water".

purpose: Develop causal relationships: water flows, it is liquid; sand - pouring, it is loose. Develop the ability to conduct elementary experiments with water and sand. To form the idea of ​​children about the properties of sand (dry - sprinkled, wet - can be sculpted).

Bibliography:

1. V.N. Volchkova, N.V. Stepanova, "Outline of Occupations: Cognitive Development, Speech Development, Ecology." 2008

2.S.N. Nikolaev. Acquaintance of preschool children with non-living nature - Pedagogical Society of Russia, Moscow 2005.

3.N.A. Ryzhov. Me and Nature: Textbook. -method. environmental education kit for preschoolers. - M .: LINKA-PRESS, 1996, p. 56, (Ser. "Our home is nature").

4. N.A. Ryzhov "The Water Wizard".

5. Experimental activity of children of middle and senior preschool age: A methodological guide. - SPb .: CHILDHOOD-PRESS, 2011. - 128 p.

6. The Unknown Nearby: Experiments and Experiments for Preschoolers / Ed. O. V. Dybina. - 2nd ed., M .: Sfera TC, 2011. - 192 p.