Summary of the autumn ecological walk “Journey to the autumn forest.” Senior group
Ecological walk in the senior group of kindergarten “Journey to the autumn forest”
Name of the walk: “Journey to the autumn forest” Form of thematic walk: walk-hiking Age group: senior group Time of the walk: first half of the day Duration of the walk: 45 minutes Purpose: creation situations of children's development on the formation of ideas about late autumn through research activities. Objectives: • to promote the development of children’s ability to establish the relationship between air temperature and the state of living and inanimate nature, cause-and-effect relationships; • promote the development in children of the ability to identify the reasons for the changes that occur in late autumn in the life of plants and animals, to highlight the characteristic signs of the season; • create conditions for instilling in children love and respect for nature. Materials: sand, pebbles, cloth, watering can with water;
“traces” of animals and birds that can be put on your hands; sheets of black paper, magnifying glasses (for each child); a jar of water, a stick, a ball of thread, poplar and wild ranet branches with buds, leaves, a basin, a toy hedgehog, materials for creating a “Late Autumn” model and “drawing” with sand; key in a plate of water, glass, matches or lighter, plate; fortified drinks (chamomile, rosehip, mint, lemon balm) for treats. Progress
Educator: The days have become shorter, the nights have become longer. The fields are empty, the ground is wet, the rain is falling. Who can say, who knows, When this happens? Children. In autumn. Educator: Today we will go on a trip to the autumn forest, but first we will spend a little time at the edge of the forest and look at the sand. Experiments with sand, observations The goal is to create conditions for developing the ability to distinguish and name the properties of sand. Experience No. 1 Educator: Look carefully at the sand, touch it, pour it from palm to palm. Name the properties of sand. Children: Sand can be dry, wet, wet, very wet. The sand is loose and flows. You can sculpt from sand. It can be yellow, light brown, dark in color. Sand allows water to pass through it well. Educator: When we walk on dry sand, are we comfortable? (Children's answers.) Yes, very inconvenient. It is difficult to walk on dry sand, it crumbles and your feet sink into the sand. (The teacher asks one child to walk on the sand and talk about his feelings.) Can we sculpt from dry sand? (Children's answers.) Let's imagine that it is raining in autumn. (The teacher asks to choose a child who will be the rain; he must take a watering can and water the flower.) Where did the water go? Children: The water has soaked into the sand. Educator: Can we sculpt from raw sand? (Children's answers.) Is it comfortable to walk on it? (Children choose who will complete the next task.) Walk on the sand and talk about your feelings. Now wipe the shoes with a cloth. Guys, the child is gone, and what is left on the sand? Children: Traces. Educator: That's right, there are traces left. Take the “footprints” of animals and birds, put them on your hands and print them. Name those who walked. (Children's answers.) Guys, why is sand inconvenient for us now, here? Children: The sand remains on the sole. Observation No. 1 The goal is to create conditions for developing the ability to observe and draw conclusions that sand consists of grains of sand. The teacher puts a small handful of sand on a sheet of black paper and invites the children to examine the sand through a magnifying glass: the grains of sand are small, uneven, hard, different colors, round in shape, located separately from each other, and move easily. Educator: What is sand made of? Children: Sand consists of very small grains of sand. Observation No. 2 The goal is to create conditions for developing the ability to compare materials, correctly name their features, and conduct a sensory examination. Children pick up pebbles and sand, compare, stroke, feel, squeeze, and try to sprinkle. Listen to the sound of a stone falling, the rustling of a stream of sand. Educator: Name the properties of stones. Children: Rocks are hard. They can be smooth, rough, different colors and shapes. Educator: Grains of sand are tiny pebbles. They are formed when large rocks rub against each other. Experiment No. 2 Educator: Let's find out what is heavier: stones or sand? The teacher pours sand and stones into a jar of water and mixes with a stick. Children watch as materials settle to the bottom. They conclude: stones settle before grains of sand, they are heavier. Teacher in the forest. Hello, forest, dense forest, full of fairy tales and miracles! What are you making noise about in the leaves on a dark, stormy night? What are you whispering to us at dawn, covered in dew like silver? Who is lurking in your wilderness - What kind of animal? What bird? Open everything, don’t hide it: You see, we are our own! S. Pogorelovsky Game exercise “Continue the word” Educator: Let's prove to the forest that we belong. The teacher throws the ball to the child and says the beginning of the word, the child returns the ball and finishes the word. Fox, honey, mushrooms, hedgehog, leaf, squirrel, kA-ban, nuts, hare, tree, sun, flowers, etc. . “Rules of friends of the forest” Educator: Before the path takes us far into the forest, let’s remember the rules of friends of the forest. How should you behave in the forest so as not to harm its inhabitants? The child names the rule and takes his neighbor’s hand, who also names the rule and takes his neighbor’s hand, etc. Children: You cannot make fires in the forest. You cannot trample the grass and collect large bouquets of flowers. After a rest, you need to remove all garbage after yourself and do not leave it in the forest. There is no need to make noise in the forest so as not to disturb the animals and their cubs. You cannot destroy anthills: ants are of great benefit, they are forest orderlies. You cannot catch insects - butterflies, ladybugs - they pollinate plants and destroy aphids. Do not break branches of trees or bushes. If we find a hole in the forest, we must not come close, so as not to scare the forest inhabitants. Educator: Why is it necessary to know and follow the rules of conduct in the forest? (Children's reasoning.) Children's answers. (The forest is a home for animals. We must respect someone else’s home. Educator: How can we help the plants and birds on our site now? Children: Cover the tree roots with snow, hang feeders and feed the birds. Educator: We just said: you can’t then, you can’t do this... but what can you do in the forest? Children: You can walk quietly along the paths to hear the voices of the forest inhabitants, admire the plants - flowers, trees. You can watch a squirrel, a woodpecker. If we catch a grasshopper or an ant for observation, we will examine let's let him go. You can play ball in the forest. Educator: That's right, well done! Signs of late autumn (consolidation) The teacher names the sign of autumn and hands the ball of thread to the child, holding the thread in his hand. Children name the signs of autumn - the ball goes in a circle. Educator : The days are short, and the nights are long, dark. Children: A cold wind is blowing. The leaves have turned yellow and fallen. The birds have flown to warmer regions because there are no insects. The sun is shining, but it is not warm. It sometimes rains with snow. It became cold, children and adults were dressed in warm clothes. There are frosts. Dynamic pause “We will become trees” Children perform figurative movements according to the text. We will become trees, strong and big. Legs are roots, Let's spread them wider, so that they hold the tree, don't let it fall, and extract water from the distant depths. Our body is a mighty trunk, It sways a little, And with its sharp tip it rests against the sky. Our hands are branches, together they form the crown. In the canopy they are not at all afraid. When the winds blow hard. Your fingers will be like twigs. Leaves cover them. As autumn comes after summer - the leaves fly away instantly. Educator: Guys, please tell me how trees prepare for winter. Children: Trees and bushes have dropped their leaves so as not to give water or food - they themselves need strength to survive the winter. The leaves are thrown to the ground, under the roots, to cover them, and if they do not shed their leaves, the snow attacks them, and the branches break under its weight. Now we'll look at the kidneys. The trees stand without leaves, but there are buds (dense lumps), and they are dormant... what? (Children's guesses.) That's right, sticky notes! Examine the buds (shows branches with buds): what are they in shape, size, color? (Children's answers.) Compare the buds of poplar and wild ranetka. (Children's answers.) Do you think the trees are growing now? Children: No. The trees are at rest, they seem to be sleeping. Educator: Nothing in nature happens by chance. Trees need fallen leaves. Bushes in autumn and winter for drowning. And now the snow has covered them. Experiment with leaves Educator: Look how many leaves are under our feet! Walk around them. Do you smell anything? Children: Yes, it smells like leaves. Educator: Why did the leaves wither and dry up? (Children's guesses.) Take one piece of paper at a time. Look at the inside of the leaf - it is dotted with small dots. What it is? It turns out that leaves are the “windows” of trees. To live and grow, a tree needs a lot of water. The roots absorb water from the ground, then it rises along the trunk, branches and falls into the leaves. The sun heats the leaves, the “windows” open, releasing moisture - the leaf cools and dries out in hot weather. In late autumn, like now, at the end of November, the ground freezes. Little water flows into the tree, the sun does not get hot, and “window windows” are not needed. If in summer the leaves are firmly attached to the branch, then in the fall a plug is formed between the leaf and the branch - a partition. She separates the leaf from the branch; it does not adhere well to it. Even a slight breeze blows leaves off the branches. This is how leaf fall begins. Now put the leaves in a basin, water them from a watering can, as if it were raining. At the end we will see what happens to them (the leaves will become soft and will not rustle). Creating a “Late Autumn” layout and “drawing” with sand Educator: Guys, who is this sitting under the bush here? (Takes out a toy hedgehog.) The hedgehog is still small and does not know where it can spend the winter. Let's make a layout in late autumn, and you can tell me where it is and how it can overwinter. Whoever wants to, let them make a model, and the rest can prepare an autumn drawing for the guests - they will “draw” with sand. Children create a model and “draw” with sand. Experiment “Dry from the Water” The goal is to create conditions for demonstrating the existence of atmospheric pressure and the property of air when cooling to occupy a smaller volume (compress) Educator: Guys, look: in our forest the puddle has not frozen yet. The children look into the plate of water - there is a key there. Educator: Think and tell me how you can get the key without getting your fingers wet. Children offer different methods and test them. Educator: I propose to carry out an experiment according to the algorithm: light a piece of paper inside a glass. (The air has burned out. We tip the glass onto a plate, next to the key. After a while, the paper in the glass will go out, the air will begin to cool, and the water will gradually be drawn in by the glass, revealing the bottom of the plate. You can take the key with your fingers. Guys, tell me how it all happened? (Children's assumptions.) I repeat once again: the air first warmed up in the glass and expanded, excess air came out of the glass. When it began to cool, it became insufficient, and the air outside began to put more pressure on the water than in the glass. Under the pressure of the outside air ( air pressure) of water was drawn into the glass. Ecological cafe Educator: Children, what can we open with this key? (Children's answers.) They say that an unusual forest ecological cafe has opened nearby. I think the magpie tried to steal the key again, but dropped it. Let's open it cafe. Come. It is no coincidence that such a cafe opened in the forest. The forest is a home for animals, birds and insects. I think you guys know the inhabitants of the forest well. Let's start an environmental quiz ! 1. The animal is furry, clubfooted, and sucks its paw in the den. (Bear) 2. Sometimes red, sometimes gray, but by name - white. (Squirrel) 3. Cross-eyed, small, wearing a white fur coat and felt boots. (Hare) 4. Here are the needles and pins coming out from under the bench. (Hedgehogs) 5.Who walks around angry and hungry in the cold autumn? (Wolf) And now, girls and boys, turn around and turn into animals! P/i “Inhabitants of the Forest” (Children depict a bear, a hare, a wolf, a fox.) Reflection. Educator: Guys, it was difficult for you to complete your assignments. Carry out investigations? What did you like most? (Children's answers.)
And now I invite everyone to try fortified drinks.
We recommend watching:
Summary of an autumn walk with children of the middle - senior group of kindergarten. Summary of a walk to the park with children of the senior group. Outline of an autumn walk in the senior group Summary of an autumn walk for children in the senior group of preschool educational institutions
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MAGAZINE Preschooler.RF
Abstract of the educational activity “Passing the ecological trail in autumn”AGE GROUP: Middle group.
Goal: To summarize children’s knowledge on the topic “Autumn” .
Objectives: Creating conditions for expanding children’s ideas about autumn changes in nature. Show the objects of the ecological trail in the autumn. Create conditions for the formation of a caring attitude towards the environment. Give basic ideas about the relationship between man and nature.
Materials: Objects of the ecological trail: birch, rowan, flowerbed, birdhouse on a tree, stump.
Progress of activities:
Educator. Children, today we will walk along an ecological trail.
The children go outside and are greeted by Grandfather Naturalist.
Grandfather Naturalist. Today, guys, I will reveal to you some secrets of nature.
Educator. Grandfather, our children are very inquisitive, they will certainly be interested! Really, guys?
Grandfather Naturalist. Guys, do you know what time of year it is now? (children's answers).
Educator. Reads M. Avdeeva’s poem “Colorful Park...” .
Invites children to run through the leaves and listen to them rustle.
Educator. One, two, three - run to the birch! Children run to the birch tree.
Grandfather Naturalist. Children, how did you know it was a birch tree? (Children's answers). Find and show me a birch leaf. Look carefully at the birch leaves. What color are they?
Educator. And here's another tree. (Points to the rowan tree). Who knows what it's called? (Children's answers.) Correct. How did you guess that it was a mountain ash? (Children's answers.)
The teacher invites the children to carefully examine the rowan leaves.
Draws their attention to the fact that they are different from the leaves of other trees: the leaf seems to consist of several small leaves.
Grandfather Naturalist. Next, the ecological path leads us to a flower bed. Do you know the names of the plants that grow in the flowerbed? (Children's answers.) These are asters. Asters come in different colors. What color are the asters in this flowerbed? (Children's answers.) Let's look at a flower that has ripened seeds in the middle. By planting these seeds, new plants can be grown.
Educator. Children, why do you think people plant flowers in flower beds? (Children's answers.) Of course, so that it is beautiful. Look how beautiful it is when different flowers bloom in the flower beds.
Grandfather Naturalist leads further along the ecological path.
Grandfather Naturalist. Do you know who lives in this house? (Points to the birdhouse.)
The teacher summarizes the children’s answers: “Starlings live in this house, and the house is called a birdhouse . Where are the birds? (Children's answers.)
Grandfather Naturalist. Our next stop will be near a tree stump. Who knows what a stump is? (Children's answers.) Look, once there was a tree here, but it grew old and dried up, then it was cut down. A stump remained in place of the tree. Do you think anyone lives on a stump? (Children's answers.) Life also goes on in this stump. Small bugs and insects hide in the stump. They climb into a stump and stay there all cold winter - this is their home.
Educator. These are the stops we made today on our ecological path. Guys, what did you learn new and interesting? (Children's answers).
Grandfather Naturalist invites children to play.
“Find the same piece of paper as I show you” is played . The game is repeated with different leaves.
Grandfather Naturalist. Guys, I want to give you some leaves to color as a souvenir of our meeting.
Grandfather Naturalist distributes paper silhouettes of leaves to the children and says goodbye to them.
The children return to the group.
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Summary of a lesson on ecology in kindergarten in the senior group “What changes in the forest in autumn”
Abstract of educational activities on cognitive development (ecology) in the senior group “What changes in the forest in the fall”
Author of the work: Shakleina Irina Yuryevna, teacher at MADOU Central Regional Development District No. 110 Kaliningrad region, Kaliningrad city. This material will be useful for preschool teachers in working on cognitive development with older children and for parents. Objectives: Educational:
- generalize and systematize children’s ideas about autumn changes in nature and in the life of animals in the forest;
- learn to see relationships and interdependencies in nature, independently establish the simplest cause-and-effect relationships; Developmental:
- develop attention, memory, logical thinking;
- expand and activate children’s speech reserves based on deepening their understanding of the environment; — enrich children’s vocabulary with words and concepts (silent hunting, straight front or single file, murmuration). Educational:
to instill in children a caring attitude towards the forest and its inhabitants (animals, plants, mushrooms).
Health-saving:
creating emotional comfort and psychological safety.
Materials and equipment: balancing massage hemisphere – 3-4 pcs. (bumps), board or ribbed board (“log”), presentation “Autumn Forest”, pictures of mushrooms, pictures “Wintering birds and city birds”, in a beautiful envelope coloring theme "Autumn".
Progress of the lesson
I.
Children enter the group and greet the guests. Morning greeting Hello, golden sun! Hello, blue sky! Hello, light breeze! Hello, you are my friend! Hello, you are dear guests! Educator: - Guys, what mood are you in today? (good, cheerful)
.
Great, I wish your mood to always be like this. Today I invite you to take a walk-excursion into the forest. What is FOREST? (This is a place where many trees, shrubs, berries, mushrooms grow, animals, birds, insects live)
What
rules of conduct in the forest do you know? - you can’t make noise or run in the forest; - we need to take care of anthills, ants are the orderlies of the forest; - do not come close to nests or destroy bird nests; - you cannot catch animals and birds and take them home; - you cannot light a fire; many plants and insects die from the fire. Educator: - Well done! You know the rules of behavior in the forest, which means you can go visit. I will be your tour guide. Motor exercise “Walk in the forest” Let’s go for a walk in the forest. Let's march merrily (children march)
.
Let's walk along the path, one after another, in single file (they walk like a “snake” between the hummocks)
.
We raise our legs higher. We don’t step on bumps (high step, step over hemispheres - bumps)
.
We put our hands behind our backs and walk along the log! (Children walk along the board)
And again along the path We walk
(march)
.
(1 slide)
Educator: - Here we are. Look how beautiful it is. What forest are we in? (in autumn)
.
How did you know that this was an autumn forest? (all the trees and grass turned yellow)
The forest, like a painted tower, purple, gold, crimson, stands like a cheerful, motley wall above a bright clearing.
- Name what other signs of autumn there are (it’s cold, foggy, it’s raining, leaves are falling, the grass is turning yellow, insects are disappearing, animals are preparing for winter, birds are flying away...)
.
Why do trees shed their leaves in the fall? (if the leaves do not fall, tree branches may break from the weight of the snow)
.
- Yes, this is how trees prepare for winter by shedding their leaves, they protect themselves. II. Educator: - How nice it is in the forest! How clean the air is in the forest. Let us breathe this air (elements of breathing exercises)
.
- Why do people go to the forest? (breathe fresh air, pick mushrooms, berries, pine cones, enjoy the beauty, watch the animals)
.
- Let’s pick mushrooms too, only those that are called “Edible” (children choose one picture with edible mushrooms)
.
- Why didn’t you take these mushrooms? (they are poisonous)
. Please tell me, is it necessary to crush poisonous mushrooms with your feet?
Finger gymnastics We collected edible mushrooms for a long time, And then we told our friends: (children, naming mushrooms, bend their fingers in turn) A
boletus grew in the forest, And under the oak tree, Honey mushrooms are sitting on a stump - Very friendly guys.
The boletus grew under the young aspen, the large boletus grew under the white birch. We won't take fly agaric. It grows for the animals! If you go into the forest with us, (“walk” with your fingers on your palm),
you will find a lot of mushrooms.
(raise their hands up with unclenched fingers) Educator: - picking mushrooms in the forest is called quiet hunting... - Tell me, you don’t know why it became so quiet in the forest? (migratory birds have flown away)
.
Why are they flying away? (Migratory birds feed on insects, and in the fall the insects disappear) Educator: - birds fly away first, insectivores - swallows, swifts, wagtails, larks; then the birds fly away and find food on the ground, because the worms disappear, the frogs hide - these are starlings, rooks, cranes, storks. The last to fly away are waterfowl when the water in reservoirs begins to become covered with a thin crust of ice - geese, ducks, swans. What birds stay with us for the winter? (wintering)
.
Do you know which birds stay in the forest for the winter? I propose the game “Find the wintering birds of the forest” (pictures with types of urban and forest birds are mixed, they need to be divided into two groups)
.
— How can people help birds survive the winter?
(hang up feeders, feed birds with grains and seeds)
.
Yes, we can help those birds that live next to humans, but those that live in the forest have to look for food themselves. And a bird like the crossbill also hatches chicks in winter. (3rd slide) Children sit on chairs.
The magic screen will show us how birds fly away to warmer climes
(straight ahead or in single file, bird wedge)
(4th slide)
crowded flock
(the concept of “Murmuration”)
)
- We stayed a little late. Let's warm up... Physical exercise The sun is shining from the sky, (hands up)
The forest woke up early.
In order for everyone to have time for everything, (stretch)
You need to wake up with the sun.
Everything is in order with the squirrels. (one hand up, the other down)
In the morning everyone is ready to exercise.
Training (jumping)
to jump through trees deftly.
Long ears flash - (“ears”)
Hares are jumping on the edge
(jumping on two legs)
It’s time for the hares to have breakfast -
(sit down, “eating grass”)
The grass is delicious in the morning.
A bear cub clubfoot (“clubfooted”)
catches fish in the river with its paw.
(catches fish with his paw)
But the fisherman’s catch is only seaweed for now.
The hedgehog is in a hurry, puffing - (mincing step in place)
The appetite has worked up.
(stroking the tummy)
For breakfast I found a fungus,
(bend over for the fungus)
, I attached it to my side.
(attach it on its side)
For animals, the forest is home.
(hands with a house)
If we go to visit them, we must know perfectly well how to behave decently: Do not break tree branches
(wag your finger)
And do not tear rare plants, Do not make noise, do not burn fires, Protect the forest from garbage!
(5th grade)
Now I suggest you observe what the animals are doing in the forest in the fall.
Watch the video “Life of wild animals in autumn”
.
III. (6th slide)
Educator: - our walk through the autumn forest ends. Listen to the woodpecker say goodbye to you: “Goodbye!” I would like to ask you what you liked and what you learned? What do you like most about autumn? Autumn gave you a gift - coloring books. Thank you for being attentive, careful and careful with nature in the forest. It's time for us to return to the garden: We are going to kindergarten, (children marching)
.
Let's walk along the path, one after another, in single file (they walk like a “snake” between the hummocks)
.
We raise our legs higher. We don’t step on bumps (high step, step over leaves)
.
We put our hands behind our backs and walk along the log! (Children walk along the board)
And again along the path We walk
(march)
.
We recommend watching:
Speech therapy lesson in the senior group on the topic: Autumn Lesson summary - excursions in the senior group of kindergarten. Journey to the autumn forest Educational activities in the senior group on the lexical topic “Autumn. Trees" Summary of a modeling lesson in the senior group of a preschool educational institution on the topic: Autumn
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