Ecological week in kindergarten. Middle group

Project on the topic: “Environmental education of children of senior preschool age”

Ecological week “The Earth is our common home”
Goal: To consolidate and expand children’s knowledge about nature as an inexhaustible source of spiritual enrichment for people; awaken in children a keen interest and curiosity about the world around them; develop the child’s positive feelings towards nature. Objectives: — To form a system of basic environmental knowledge accessible to preschool children;
— Foster an emotionally positive, careful, caring attitude towards the natural world and the environment in general; — To develop skills in observing natural phenomena and objects. Monday

Excursion (walk) around the surroundings of the kindergarten.

Target:

Teach to notice changes occurring in nature, name the color of leaves, observe trees, understand what causes leaf fall, why insects have disappeared and birds fly away. Admire the beauty of autumn nature. Arouse interest in the world around you; to form a realistic idea of the nature around us; to develop skills in observing natural objects and phenomena. 1. Traveling around the world (looking at the globe; pay attention to the colors on the globe - water, land) 2. Making riddles about flora, fauna, insects. 3. Application on the theme: “Let’s decorate a scarf with a pattern of autumn leaves”

4. Examination of illustrations on the theme “Autumn in nature.” 5. . Game "Living - Nonliving." 6. Exercise “Color only the living.”

Tuesday

1. Recording bird observations in the observation calendar. Sorting material collected during walks. Making a herbarium. 2. Conversations in order to clarify ideas about the phenomena observed during walks. 3. Listening to “The Seasons” by P. I. Tchaikovsky and other music.

4. Reading and conversations after reading about the abilities of animals to adapt to their environment. 5. Making crafts from collected natural materials. Design from natural material on the theme: “Let’s put a butterfly on a flower”

6. Game “Review and Post.” Goal: To cultivate attention, patience, curiosity. 7. Printed board game “The sun is walking across the sky! Determine when this happens? 8. Conversation “This is not possible, but this is possible and necessary.” Discuss how to treat animals: sparrows, crows, cats, etc.

Wednesday

To consolidate children's knowledge about the phenomena of inanimate nature - water and its properties. Sun, air and water are our best friends. The arrival of “Aibolit” is a story about the healing powers of the sun and water (and the dangers). 1. Didactic game “Water is our helper” “Sorceress water” 2. Meeting of the “Why Chek” club. Topic: “Such different water” a) are all rains the same (spring, autumn, summer). b) are all clouds the same 4. Listening to the recording “The Sound of Rain” 5. Didactic game “What is the name of the chick?” 6. Ecological labor landing a) preparing a flower bed for the winter b) preparing seeds and leaves for the herbarium. 8. Solving riddles about the seasons. 9. Didactic game “Nest, hive, hole, or who lives where?”

Thursday

Poetry Day “Take care of the planet” 1. Exhibition of books about the planet. 2. Competition of readers about the animals of our forests (our forest zone (strip)) 3. Games “Guess the tree”, “Which tree is the leaf from? "(children make a “picture” from a set of small illustrations) 4. Reading Bianchi’s books: “Forest Houses” 5. . Memorizing poems about animals, plants, etc. 6. Improvisation of movements to the music of nature in an audio recording 7. Teacher's story about the behavior of birds and animals in the fall. 8. Didactic game - “What kind of wind?”

Friday

1. Entertainment for children on the topic: “Autumn walk” Purpose: To consolidate children’s knowledge about the seasons; autumn phenomena in nature. Expand knowledge about forest inhabitants in the autumn. Maintain interest in dance and music activities. 2. Competition of crafts made from natural materials for joint creativity between parents and children on the theme: “Look into the autumn forest” 3. Word game “Who has what fur coat?” 4. Work with parents: Final design of the exhibition on the theme: “Look into the autumn forest”

Walk-Monday
Cloud Observations.
Goals:

teach children to observe clouds, noting changes that occur; lead to the conclusion that cloudy weather is a characteristic sign of autumn.

Word game “Guess which tree the leaf comes from”

Didactic task:

determination of the distinctive features of leaves of maple, birch, rowan, etc.

Game action:

Find out and name the leaf corresponding to the tree.

Progress of the game

The teacher gives the children leaves of different shapes, and the children determine which tree they come from. — This leaf is from a birch tree, that’s why it’s called birch. — This leaf is from an oak tree, that’s why it’s called oak. - This leaf is from a rowan tree, that’s why it’s called rowan, etc.

Walk-Tuesday

Observing changes in nature: invite children to independently find signs of autumn in the surrounding nature.

Word game “Who has what fur coat?”

Didactic task:

Form coherent speech of a preschooler. Activate your vocabulary with words: fluffy, soft, smooth. Strengthen children's knowledge about animals.

Game action:

Guess the riddle about the animal proposed by the teacher and compose a descriptive story with the help of the teacher.

Progress of the game.

The teacher asks the children to guess a riddle about an animal. For example, What kind of forest animal is this? Stood up like a column under a pine tree. And stands among the grass - Are your ears bigger than your head? (Hare) After guessing the animal, the teacher encourages the children to remember and describe the appearance of the hare - What kind of fur coat does the bunny have? (white, fluffy, soft, etc.) - What kind of fur does the fox have? (red, soft, fluffy) - What kind of fur coat does the squirrel have? (soft, smooth)

Walk-Wednesday

Bird watching.

Target:

consolidate children's knowledge about birds - name, body parts, nutrition. Search and educational activity “Why do migratory birds leave us in the fall?” Goal: to help establish the dependence of the birds’ lifestyle on the lack of food during the cold season. Verbal exercise/game “Guess the riddle about the bird.”

Didactic task:

Exercise children in guessing riddles about birds. Fix the names of the birds: sparrow, tit, starling, crow.

Game action:

Listening and solving riddles. Finding the answer on cards with pictures of birds. (On a walk, you can do without cards; you can combine the game with a real bird and reward for the correct answer with pre-made birds using origami.)

Progress of the game.

The teacher asks the children riddles about birds. Little gray lump: Chik-chirk - he’s very cold! Sun, come out quickly! Who's waiting for warmth? (Sparrow) And in winter she can’t sit: She’s circling above my window, Asking for bread crumbs and wheat for breakfast... (Tit) The bird is chatty - no doubt, She’ll tell you news and secrets! Beautiful in appearance, white-sided Who? - Long-tailed... (magpie) - How can you call our guests in one word? Who is our guest? (Birds)

Walk – Thursday

Tree observations.

Target:

help children conclude that after the air temperature dropped below zero degrees (a noticeable cold snap), all the trees lost their leaves. Word game “Compare and tell how they differ?”

Didactic task:

To consolidate children's knowledge about the distinctive features of birds and animals.

Game rules:

Respond only when signaled by the teacher. Be able to listen to the opinions of your peers. Dialogue between the teacher and children using riddles about birds and animals, leading questions from the teacher to the children about the appearance and habits of animals and birds.

Progress of the game:

Using pictures of animals: fox, wolf, bear and hare. And birds: crow, sparrow, magpie. Children must find the differences and name them. (In older preschool age, the game is played in the fresh air, on a walk without pictures, the children act from memory and previous accumulated knowledge in the middle group) - How are birds and animals similar? (birds and animals have a body, eyes and a tail) - What do birds have that animals don’t? (birds have wings, but animals do not. Birds have a beak, and animals have a mouth. Birds have two legs, and animals have four. Birds have a body covered with wings, and animals have hair.

Walk – Friday

Wind observations.

Target:

To consolidate knowledge about the phenomena of inanimate nature. Determine the basic properties of wind. Bring children to the conclusion that wind is air movement that can have different strengths and directions. Word game “Which way is the wind blowing?”

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature. Exercise in determining the basic properties of wind. Activate the speech of a preschooler. Develop observation and auditory attention.

Game action:

The teacher asks the children questions about what kind of wind is it today, what kind of wind can it be, what kind does it happen? Children use plumes or autumn leaves in their hands to determine the strength of the wind. (strong, gusty, cold, warm, autumn, etc.) Whoever answered the teacher’s question correctly, the first imitates the force of the wind.

Progress of the game.

The teacher invites the children to imagine a mental picture according to her words. — Clouds, rain, wind, tree branches sway, leaves turn yellow and fall to the ground, at what time of year does this happen (happens)? Children's answers: (in autumn). The teacher offers to sing a song of the autumn wind. - What wind? (strong, prickly, etc.) -But the wind began to subside. What wind is blowing now? (quiet) Note: The teacher can invite children to imagine a similar picture for another time of year, choosing words that highlight and define signs and natural phenomena of a particular time of year. (season) I bring to your attention a detailed description of the games that I used in the process of environmental education for children in the senior group throughout the entire project (one week) on environmental education. 1. Printed board game: “The sun is walking across the sky! Determine when this happens?

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature: parts of the day.

Game rules:

Select colors according to the content of the text.

Game action:

Search for a card of a certain color based on the text content.

Didactic material:

colored cards. Model of a clock (a circle divided into four parts). Poetic texts about parts of the day.

Progress of the game.

As the teacher's story progresses, the children place the corresponding cards on the watch model. The sky suddenly turned pink, Quietly and timidly the Sun with a gentle ray What opened it like a key? (morning pink card) The sun shone brightly, the whole Earth was gilded. He shines and shines, doesn’t he tell us to be lazy? (day - yellow card) The sun has gone to bed, and as if He is covering the whole earth with a light blue blanket. Will the gnome read a fairy tale and quietly fall asleep? (evening-blue card) When did the Earth suddenly come together with the darkness, And in the sky did the moon come together with a star? Has the Dwarf been sleeping quietly for a long time? (at night - black card)

2. Didactic game with objects: “Water is our helper”

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature - water and its properties.

Game rules:

Act only on a signal from the teacher. Select only those items that are necessary for the story and description. Maintain the order.

Game action:

Finding the right items.

Didactic material:

a basin with dirty laundry, soap and a toothbrush, a first aid kit with medicines; Pets; story card with a picture of a river, etc.

Progress of the game.

Children choose their favorite items on the table and give their explanations. — Residents of Flower City need water to wash their clothes. — Babies and toddlers need water to bathe and swim in the river. — Residents of the flower city need water to grow vegetables and fruits. — Doctor Pilyulkin needs water to make medicine and treat patients. — Cook Donut needs water to prepare lunches, breakfasts and dinners. — Shpuntik and Vintik need water to wash themselves after work. — All babies and toddlers need water to drink when it’s hot. Etc.

3. Game “Review and Post”

Didactic task:

To consolidate children's knowledge about the seasons and signs of autumn. Cultivate attention, curiosity, patience. Conduct basic comparative analysis, identify similarities and differences.

Game rules:

Act only on a signal from the teacher. Maintain the order.

Game action:

Children, at the teacher’s suggestion, lay out a color board on the “Seasons” clock. The main signs of autumn are laid out. Dialogue between teacher and children.

Didactic material:

“Seasons” clock, plot cards with signs of autumn according to the number of children.

Progress of the game

Children must identify and lay out on the table the main signs of autumn (another season). — What season should I set on our “Seasons” clock? (on the clock you need to set the hand to the season - autumn, the yellow part of the clock). -What time of year do I indicate to us the signs outside the window? (signs outside the window indicate to us that the time of year is autumn). -What signs of autumn did you put (address the girl or boy by name) on your table? (The sun in the sky has hidden behind a cloud, it is raining, there are puddles on the ground, a cold wind is blowing, the trees are without leaves, etc.)

4. Didactic game with objects “What is the name of the chick?”

Didactic task:

Exercise children in recognizing and naming birds: crow, sparrow, birdling, titmouse.

Game rules:

Children look at the figurine of a bird and its chick and answer the teacher’s question.

Didactic material:

figurines or pictures depicting birds and their chicks: baby crow; birdling starling; titmouse; little sparrow

Progress of the game:

The teacher shows a picture of a bird and its chick. The child must name the adult bird and its chick. - This is a sparrow, and the sparrow’s chick is a sparrow. Etc.

5. Didactic game “Nest, hive, hole, or who lives where?”

Note. Games can be played at any time of the day and used in various activities, at the discretion of the teacher. The rules of the games can also vary, which may depend on the creativity and resourcefulness of the teacher. The final stage of the environmental week was an event I developed - the “Autumn Quiz” entertainment. And also an exhibition-competition of crafts made from natural materials on the theme: “Look into the autumn forest.” Joint creativity of parents and children.

We recommend watching:

Abstract of educational activities on ecology in the senior group. Environmental education of children in kindergarten. Analytical report of a preschool educational institution on the organization of work. Section “Environmental education” Environmental project in kindergarten

Environmental education of middle preschool children

Elena Tsebenko

Environmental education of middle preschool children

Environmental education of middle preschool children.

Tsebenko Elena Ivanovna MKDOU d. from 401 Novosibirsk

Environmental education of middle preschool children

Nowadays, the problem of environmental education has come to the fore and is receiving more and more attention.

Why has this problem become relevant? The reason is human activity in nature, often illiterate and incorrect from an environmental point of view , wasteful, leading to a disruption of the ecological balance .

Each of those who brought and are causing harm to nature was once a child. of preschool institutions in the environmental education of children , starting from an early age , is so great .

Our task is to show parents the need to instill an environmental culture in their children .

“ ecological culture ” include?

Ecological culture is knowledge, practical skills, aesthetic experiences, emotional attitude and practical actions and behavior of children (empathy, sympathy, interest and desire to help nature, the ability to admire its beauty, etc.)

The main task of getting to know the environment in a preschool educational institution is to form in children a holistic perception and understanding of various objects and phenomena of the surrounding reality.

Classes to familiarize yourself with the environment include familiarization with the phenomena of social life; familiarization with the objective world created by man; familiarization with the phenomena of living and inanimate nature.

During classes, children to a certain type of properties, connections and relationships, specific to each of the four main areas of pedagogical work highlighted in the program: “Human”

,
“Objective world”
,
“Living nature”
,
“Inanimate nature”
.

Preschool childhood is the initial stage of personality formation and its value orientation in the world around us. At this age , the child develops a positive attitude towards nature, himself and the people around him.

Fostering a caring attitude towards the natural environment in middle-aged children begins in the family and continues to develop in the preschool years in kindergarten .

The goal of environmental education is the formation of a new type of person with new ecological thinking , capable of realizing the consequences of their actions in relation to the environment and able to live in relative harmony with nature.

Elementary environmental knowledge acquired by children at a young age environmental subjects ; it is necessary to form an environmental culture of preschoolers in kindergarten from the moment children in the first junior group.

Despite the visual-figurative nature of the thinking of preschoolers , we consider it necessary to acquaint them not only with the visible and tangible connections and relationships that exist in nature, but also with the hidden causes of natural phenomena. It is important to give the child not only the joyful surprise of a naturalist, but also to introduce him to the inquisitive analysis of a naturalist.

The process of developing a consciously correct attitude towards nature is accompanied by certain forms of child behavior, which can serve as a criterion for assessing the level of his environmental education . These are independent observations, experiments, questions, the desire to talk about experiences and impressions, to translate them into reality (reflect them in a game, in an art activity, care for animals and plants, etc.). (parents and teachers) should help them with this.

Children of middle preschool age have a very developed cognitive interest, in particular in nature. It is at this age that they perceive the world as a whole , which contributes to the formation of an ecological culture . It is very important to maintain this cognitive interest.

The content of the formation of the principles of environmental education should be scientific. It should contribute to the formation in children of a holistic perception of the world around them , on the one hand, and the interconnections of the parts of this whole, on the other.

, skills, and value relations in the field of environmental appropriate for preschool age in the family, kindergarten, through the media , observations, and reading fiction. The influence of the family on the formation of the beginnings ecological culture is determined by the attitude of its members to the surrounding nature and the general culture of the family members.

The formation of an ecological culture in a kindergarten involves the development of the child’s aesthetic and ethical feelings, which evoke joyful communication with nature, individual for each child, and have different emotional shades, positive or negative. With positive emotions, an awareness of the value of nature, its beauty, an aesthetic attitude towards it is formed, and the spiritual enrichment of the child’s personality occurs.

When organizing and conducting observations in nature in kindergarten, the following positions are important: the presence of natural objects; determining the content of observation; children in them .

Depending on the object and the age of the children, observations can be episodic, lasting several minutes (observation of a snowflake in the palm of your hand; observation of frost, the behavior of birds at the feeder; on a frosty day, listen to the creaking of snow; admire how the snow glistens in sunny weather; the melting of icicles; for a spring thunderstorm;) and long-term ones, which last for many days and sometimes weeks (for the behavior of fish in an aquarium; for snow; for the awakening and growth of plants; for buds on trees; for changes in the color of leaves; for a dandelion).

Long-term observations are valuable in that they allow us to capture the sequence in the occurrence of natural phenomena, their visible connection, which is accessible to the visual perception of a preschool child .

There is an opinion that in environmental education knowledge is not so important, and the main emphasis is on instilling a caring attitude towards nature and developing working skills in natural conditions. Of course, children’s emotional attitude towards natural objects , familiarity with a number of animals and plants, and caring for them play a big role in the formation of environmentally literate ideas about the environment . However, this is not enough: children need a minimum of environmental knowledge that will help them understand the need to behave environmentally competently . The combination of an emotional attitude towards nature and knowledge about it will give a much greater effect. It is necessary to combine the spiritual and intellectual development of the child wisely, taking into account the psychological and physiological characteristics. It should be noted that many teachers in the learning process draw children's , first of all, to living objects, especially animals. Very little attention is paid to objects of inanimate nature. At the same time, it is known that children a great interest in objects of inanimate nature, and with the correct organization of work (conducting experiments, observations)

The child easily acquires knowledge about inanimate nature and its connection with living nature.
Children should understand the reasons for the need to preserve all species of animals and plants without exception. They must be taught not to pick beautiful flowers, because these flowers can also disappear due to disturbance of their habitat. It is important that children understand the need to preserve all living organisms on Earth. The teacher should not use the words “harmful, useful”
.

Ecological knowledge becomes the basis of environmental education .

The child develops a certain system of values, an idea of man as a part of nature, of the dependence of his life and his health on its condition. It is also important to cultivate an understanding of the need for reasonable consumption. Environmental education is also associated with the development of a child’s emotions, the ability to sympathize, be surprised, empathize, take care of living organisms, perceive them as fellow creatures in nature, and be able to see the beauty of the world around them. The child should develop an active position, a desire to change something around him for the better. The teacher must make the children feel that even their feasible, seemingly insignificant, actions determine what the world around them will be like. The child must also understand his responsibility for the state of the environment . It is also important to involve children in practical activities: in the courtyard of the kindergarten and throughout the premises, at home, during excursions. children to communicate with nature during the formation of the principles of ecological culture can be satisfied by specially organized observation in kindergarten. Its essence lies in the sensory knowledge of natural objects, through various forms of perception - visual , auditory, tactile. Thus, I realized that children show great interest in natural objects and easily learn a variety of information if it attracts them. The main aspects of a teacher’s work with children are a variety of activities, an integrated approach to teaching, which contributes to the formation of not only an environmentally literate , but also a comprehensively developed person. teacher is one of the figures in the pedagogical process, including environmental education . Being a bearer of ecological culture , mastering the methods of environmental education , he organizes children’s activities so that they are meaningful, emotionally rich, contribute to the formation of practical skills and necessary ideas about nature, and gradually turn into independent behavior of children . The leading role in this process should be the joint activity of an adult and a child.

The main place in the system of environmental education should be given to activities through which all living things within the child’s field of vision develop normally (grow, give birth, bloom, etc.)

.
This activity is nothing more than the creation and maintenance of conditions for plants and animals located in various “ ecological spaces ” of the preschool institution .
Creating a stationary ecological and developmental environment in a kindergarten is a continuous pedagogical process, which includes the organization of group nature corners, a room or nature office, a greenhouse, etc., and the daily maintenance of conditions necessary for the full life of all living beings. Such constant activity teaches you to think and systematically and really take care of your “little brothers”

who share the same living space with children.
This activity becomes a method only if it is included in the pedagogical process and is performed together with adults and children. Teachers who do everything themselves and do not give preschoolers to observe and participate in creating normal conditions for the inhabitants of living corners develop in children indifference, callousness and inattention in general to life as a unique value. Joint organizational and economic activities, labor activities in the green area of the kindergarten, growing plants, caring for adults and animals and their offspring can take different forms and take place with varying degrees of participation, both adults and children . Preschoolers can become participants in this activity in three ways:
- by listening to the teacher’s about various activities and events in the preschool educational institution;

- observing the activities of adults;

- practically participating in it.

Whatever forms the joint activity of adults and preschoolers , the greatest importance in it is the teacher’s to the object of the activity, which is manifested in his interested story, emotional reactions, assessments, explanations and actions that are correct from an environmental point of view. An adult, by his behavior, creates a model of interaction with nature, a caring attitude towards it, demonstrates the necessity and significance of everything that happens in front of children . Joint activities can be carried out in any “ ecological space ”

indoors and on the site of the kindergarten. Its most common form is the creation and maintenance of the necessary conditions for the inhabitants of a group nature corner in a kindergarten.

Kindergarten is the first link in the system of continuous environmental education , so it is no coincidence that teachers are faced with the task of forming the foundations of a culture of rational environmental management among preschoolers .