Calendar thematic planning on the topic of ecological trail. Thematic week "ecological trail"

Stage 1. Preparatory

The objectives of the project implementation at the first stage are:

• entering the problem
• getting used to the game situation,
• acceptance of tasks and goals, as well as the completion of project tasks.

The last point is very important because one of the critical tasks the teacher is the formation of an active life position in children; children should be able to independently identify and identifyproblems that interest them.

Stage 2. Informative

At this stage, the teacher (in addition to organizing activities) helps children to competently plan their own activities in solving the tasks.

Children are united in working groups, and there is a distribution of roles.

The educator, if necessary, provides the children with practical assistance, as well as directs and supervises the implementation of the project.

Children develop a variety of knowledge, skills and abilities.

Stage 3. final

The teacher prepares a presentation on the activities of a particular project and conducts it.

Children actively help in preparing the presentation, after which they present the product of their own activity to the audience (parents and teachers).

Literature

1. Federal state requirements for the structure of the main general education program preschool education(Order of the Ministry of Education and Science of the Russian Federation No. 655 dated November 23, 2009)
2. Methodological recommendations of MIOO and MGPPU for the preparation Educational program preschool educational institution
3. Grizik T. On federal state requirements for the structure of the main general educational program of preschool education. //Preschool education. 2010. №5
4. Skorolupova O., Fedina N. Educational areas of the main general educational program of preschool education. //Preschool education. 2010. №7
5. Skorolupova O., Fedina N. Organization of the activities of adults and children on the implementation and development of the main general educational program of preschool education. //Preschool education. 2010. No. 8
6. From birth to school. Approximate main general education program preschool education / ed. N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva, Moscow: Mosaic-Synthesis, 2010. – 304 p.
7. Raising and educating children in the senior group kindergarten/ ed. V.V. Gerbovoy, T.S. Komarova. - M.: Mosaic-Synthesis, 2007.
8. Dybina O.B. Classes on familiarization with the outside world in the senior group of kindergarten. - M.: Mosaic-Synthesis, 2010.
9. Solomennikova O.A. Classes on the formation of elementary ecological ideas in the senior group of kindergarten. - M.: Mosaic-Synthesis, 2010.
10. Gerbova V.V. The development of speech in kindergarten. Program and methodical recommendations. - M.: Mosaic-Synthesis, 2007.
11. Gerbova V.V. Classes for the development of speech with children 5-6 years old. - M.: Education, 2009.
12. Korotkova E.P. Children's education preschool age storytelling. - M.: Enlightenment, 1982.
13. Gerbova V.V. Introducing children to fiction. Program and methodical recommendations. - 2nd ed., corrected. and additional - M.: Mosaic-Synthesis, 2006.
14. Komarova T.S. Classes in fine arts in the senior group of kindergarten. Abstracts of classes. - M.: Mosaic-Synthesis, 2007.
15. Kutsakova L.V. Design lessons from building material in the senior group of kindergarten. - M.: Mosaic-Synthesis, 2007.
16. Kutsakova L.V. Design and artistic work in kindergarten: Program and notes of classes. - M.: TC Sphere, 2009.
17. Lishtvan Z.V. Design. - M.: Enlightenment, 1981.
18. Shipitsina L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. Communication ABC (Fundamentals of Communication): A program for the development of a child's personality, his communication skills with adults and peers. St. Petersburg: LOIUU, 1996.
19. Shvaiko G.S. Classes in visual activity in kindergarten: Senior group: Program, notes: A guide for teachers of preschool institutions. - M.: Vlados, 2000.
20. Vakhrushev A.A., Kochemasova E.E., Akimova Yu.A., Belova I.K. Hello world! The environment for preschoolers. - M.: Balass, 2001.

Annex to the project "Ecological trail"

Ecological trail as a means of environmental education for preschoolers (article for publication in the journal DOW 2498)

The first ecological trails were created for visitors to national parks in foreign countries. AT last years many preschool institutions create their own ecological trails. Given the short length of the routes, the specifics of the included points (natural and artificial objects), the age of the children, the forms of work with them, N.A. Ryzhova suggests using the term "ecological path" in preschool education. Real ecological paths used for teaching the adult population and schoolchildren, as a rule, are laid in natural landscapes, are characterized by a significant duration and carry a large content load. AT preschool institutions ecological paths perform cognitive, developing, aesthetic, health-improving functions.

Three main types of ecological paths can be distinguished:

• on the territory of a preschool institution;
• in natural or close to them conditions (suburban forest, park, square, etc.);
• in the kindergarten building.

The main criteria for choosing the route and objects of the ecological trail are the inclusion of as many diverse objects as possible that attract the attention of the child, their accessibility for preschoolers. Various types of both wild and cultivated plants (trees, shrubs, herbs), mosses, mushrooms on living and dead trees, old stumps, anthills, bird nests on trees, microlandscapes of various natural communities are selected as objects (viewpoints) of the ecological path. (meadows, forests), flower beds, individual beautifully flowering plants, places of regular accumulation of insects (for example, soldier beetles), small reservoirs, vegetable gardens, individual stones, alpine hills, fountains, springs, etc. The interaction of man with nature (both positive and negative) can be shown on the example of trampled areas, bird feeders, littered reservoirs outside the territory of the kindergarten.

Stages of creating and designing a path

The sequence of actions for creating a path can be as follows:

• detailed survey of the territory and selection of the most interesting objects;
• drawing up a map of the path with drawing the route and all its objects (in the form of circles with numbers or drawings-symbols; maps for various purposes can be drawn up: to help educators and for children different ages). Maps for children should contain a small amount of information in the form of child-friendly drawings of objects, arrows indicating the route. For kids, you can make bright, large drawings of the objects that are most attractive to them. For example, draw a butterfly, a bright flower, a tree in circles and connect all these drawings with a line - a path along which they go from one object to another;
• the choice, together with the children, of the "owner" of the path - a fairy-tale character who will give the children tasks and invite them to visit;
• photographing objects and describing all points according to the scheme, designed in the form of an album (passport);
• production of plates with drawings, signatures for specific points, environmental signs;
• drawing up recommendations on the use of path objects for working with children.

Trail design and equipment for organizing observations

To increase the interest of children in activities on the trail (especially younger ones), the teacher, together with them, chooses the “owner (or mistress) of the path” - a fairy-tale hero (Borovichka, Lesovichka, Flora, etc.). You can pre-arrange a competition among children and parents: who will offer the most interesting character for the role of “master of the trail”. This character helps to conduct classes on the path, he can be depicted on all the signs, in particular, at the starting point (where he “meets” the guys) and at the last one (where he “says goodbye” to them). From time to time, this character "comes to life", sends letters-assignments to children, participates in theatrical holidays. You can cut out a colored figurine of a fairy-tale hero (for example, Borovichok) from thick paper, while leaving rather wide and long stripes on the sides of the figurine, and attach a large pocket to his clothes in front. With the help of strips, Borovichok is fixed on a tree. (The ends of the strips are applied to the trunk and connected, for example, with a paper clip or sticky paper.) In the pocket of a fairy-tale little man, tasks for children are placed in advance - Borovichok's requests. For the help rendered to him, the fairy-tale character periodically leaves surprises on his path - sweets, nuts on trees.

A trail plan made on a sheet of plywood or plastic can be reinforced at its start. Children are involved in the choice of objects, the design of the path. Listen to their suggestions, try to take into account at least some of them. With this approach, they will treat it with great interest. A sign with a name is placed next to each object of the path. The information on the plates should be concise and expressive. No need long titles, texts. Use symbols, pictures. On the path, you can also place various environmental signs that the teacher makes up with the children in the classroom. When designing colorful plates for some objects of the trail, protected, medicinal, food plants can be highlighted in different colors. For example, a drawing of a protected plant should be placed in a red circle, medicinal - in green, food - in blue. If the territory of the kindergarten is actively visited by strangers and it is impossible to ensure the safety of the equipment, you can make light portable plates of viewpoints. Going out with the children on the path, you can take signs of those objects that will be visited today with the children.

Passport of ecological path

To organize work on the ecological path, a special “Passport of the ecological path” is being developed. The passport contains maps of the path indicating the objects under study: one, more complex scheme- for teachers, the second - simple - for children. It also gives a description of the points of the trail according to the given schemes. Photographs or drawings of objects are attached on separate sheets (preferably several photographs in different time years) and provides the information necessary for the educator. So, when describing a tree, its biological, ecological characteristics, distribution features, origin of the name, folk names, reflection of its image in folklore (fairy tales, riddles, proverbs), songs, poems are given, its connection with other plants and animals, its role in life are noted. people (health, aesthetic, etc.) and recommendations for using the object in the work of environmental education of preschoolers and parent education (experience shows that parents are always interested in information about the use of plants, which can serve as a starting point for environmental conversations; that is why such information is included in the description of viewpoints). The appendix contains a number of examples of such descriptions, compiled for some trees of the ecological path. (See Attachment)

Ecological path on the territory of the kindergarten

When creating an ecological path on the territory of a kindergarten, one must remember that an ecological path is not a flower bed that must be fully maintained and decorated with flowers. Sometimes the heads of preschool institutions complain about the lack of financial resources for the organization of the path, while explaining that there is no money to clean up all the old, fallen trees, stumps, dry leaves, etc. In fact, many of these objects can serve as points for interesting observations. You can create an ecological path on the territory of any institution, and at no additional cost. This approach implies that the view points of the ecological path can include those objects that are already on the territory. In the future, when the opportunity arises, you can supplement the path with new points.

It is most effective to organize an ecological path using the results of studies carried out in the preparation of the “Environmental Passport of a Preschool Institution”. Analyzing the map and species composition of plants, animals, the presence of interesting objects, it is easy to identify the most attractive and informative objects.

First of all, trees, shrubs of different species, different ages, and bizarre shapes can be chosen as viewpoints. It is good if a tree, shrub, grass and moss grow on the territory nearby. On their example, you can clearly show the differences between different life forms of plants. An old stump covered with mosses, lichens, mushrooms will also serve as an excellent object for observations on the topics "Soil" (circulation of substances), "Plants". So, many kindergartens observe the stump (examine its surface with magnifiers) after reading and discussing the fairy tale by N.A. Ryzhova "How the Bear Lost Stump". The same observations can be made on the example of an old fallen tree, especially if it is located in a shaded place. Many insects and snails will find shelter under the log. If it is safe, you can leave at least one dried tree on the territory (you can cut down some of its parts). Very often, young shoots appear on such a tree after a while. In addition, it is convenient to place feeders on it.

If the site is quite large, it is possible to recreate fragments of various natural plant communities characteristic of the area (forests, meadows). This will help to introduce children to representatives of the local flora, fauna and ecosystems of the forest, meadow. The greater the diversity of plants on the trail, the greater the diversity of animals (mainly invertebrates), as animals are associated with certain plants, food and living conditions.

Before allocating places for planting plants of various communities, it is necessary to examine the territory of the yard, noting shaded and open areas, wet and dry. This will help determine where which plants to plant (meadow, steppe - on open areas, forest - on shaded). It should be remembered that different plants grow in different forests. So, near the oak, it is best to plant hazel, hawthorn, European hoof, species of corydalis, anemones (anemone), lungwort, common gout, hairy sedge, Siberian blueberry; near the spruce - common sorrel, blueberries, lingonberries, mosses; near the pine (on sandy soils) - cranberries, cat's paw, bearberry, sandy cumin (immortelle), rejuvenated.

If possible, create a small reservoir with aquatic plants and animals. This will give a positive effect from both cognitive and aesthetic points of view.

There should be small elevations on the path, which diversifies the growing conditions of plants, allows you to organize interesting observations of snow cover, rainfall. Separate large stones will also decorate the path and at the same time serve as a refuge for many animals, especially insects, snails, maybe lizards. Traditionally, preschools allocate plots for planting medicinal plants. If possible, conditions can be created for the cultivation of plants that are subject to protection in a given area and on the territory of the country. Thus, the "Living Red Book" is being drawn up, as it were. The composition of the trail plants can include clock plants and barometer plants (a flower bed "flower clock", "flower barometers").

Beautifully flowering plants must be selected in such a way that during the year some flowers replace others, that is, create a garden (flower bed) of "continuous flowering". If there is already a small group of weeds on the site that does not interfere with the growth of other plants, there is no need to destroy it: it will also be included in the trail as one of the viewpoints. On the example of weed species, many biological features of plants and human influence on plant communities can be explained. For the same purpose, small trampled areas can be left on the path. Comparing them with intact ones, one can clearly show the children how the vegetation cover changes under the influence of trampling.

Ant mounds are rarely found on the territory of kindergartens. However, it is likely that an inconspicuous anthill located directly in the soil will be found on the garden site. It can be found by small holes and ants scurrying around and designated as a viewpoint. Interesting to watch and practical action objects are also places of accumulation of minks of earthworms, mounds of earth dug by moles, nests of crows or other birds.

As an additional point on the path, you can create a small weather platform. A weather vane is attached to a high metal pole, allowing you to monitor the change in wind direction. The original wind direction indicator, which is usually installed at airfields, is also located here. It is like a bag-pipe made of light material with holes on both sides. Usually they are painted in stripes, like Pinocchio's hat. Not far from the weather vane is a large wooden pole with bird feeders. The structure of such a site can also include a sundial. To measure precipitation on a weather site, you can place rain gauges made of plastic bottles. They can also be placed at different points on the path and find out where and why more precipitation falls (on open space and under the crowns of various trees). The composition of the ecological path can also include a laboratory on the territory of the preschool educational institution.

Ecological path in natural conditions

The principle of organizing a path in a forest park, in a forest is the same as for a path in a garden: as much variety as possible. In natural (or close to them) conditions, the diversity of plants and animals is due to relief differences. Therefore, the composition of such paths should include points on elevated and lower areas, reservoirs, small slopes. It is very important to evaluate such a path in terms of the possibilities and safety of preschoolers.

In such conditions, ecological paths include various trees, shrubs, lawns, stumps, fallen trees, trees with nests, areas with primroses, ponds, streams, rivers, springs, ravines, anthills, molehills, animal minks, woodpecker forges, areas, on which in winter you can find traces of animals. As examples of the relationship between man and nature, you can show the children the places of rest and the consequences of this rest for plants (garbage, fires, trampled areas), animals. It is interesting to watch how the bonfire gradually overgrows. It is desirable to find positive examples interaction between people and nature: protection of anthills, planting trees, garbage collection. For example, below is a brief description of the ecological path of a kindergarten located on the outskirts of the city. The path starts next to the kindergarten and passes through a forest park adjacent to the territory of the institution.

Point 1. "Birch Grove"

Objects for observations: birches of different ages and different thicknesses with light and darker bark; algae, lichens on tree trunks; stump with moss; small oaks and mountain ash; shrubs - hazel (next to it - young oaks with reddish leaves), buckthorn, euonymus. herbaceous plants: golden rod, spring rank, hairy sedge, common goutweed, stone berry, strawberry, chickweed, city gravilate, forest geranium, dandelion, European hoof, cuff, buttercups, May lily of the valley.

Point 2. Ravine

Objects for observations- a ravine and a valley of a stream, in which sand drifts are clearly visible in spring. Shrubs: euonymus, buckthorn, hazel; herbaceous plants: the same as at point 1. Mushrooms on a birch trunk. In May - a lot of scales from lime buds.

Point 3. "Polyanka"

Objects for observations:clearing - an open, illuminated place, surrounded by trees, next to the road. Herbaceous plants: strawberry, fern, cereals, Kashubian ranunculus, hairy buttercup. Mosses on birch roots and on soil; fly agarics under the trees. There is a log in the clearing, the bark of which is peeling off. Examples of human influence: peeled bark on trees, garbage. A resting place for people - there are logs used as a bench. The road is hard packed soil. In May, water stands here, hairy sedge blooms, its dark green and light green shoots are visible, Kashubian buttercup (with a round leaf at the base of the stem). Lots of nettles. Molehills.

Point 4. "Big birches"

Objects for observations: large birches with an abundance of moss on the trunks on the north side (orientation). Nearby is an oak - a comparison of two trees by bark, leaves, etc. You can clearly show some life forms and systematic groups of plants: trees, shrubs, herbs, mosses, lichens, algae, fungi.

Point 5. Linden Alley

Objects for observations:Linden alley - lindens and birches (for example, comparing the bark of old and young trees, crown density different types). A spot of gray clay by the path. Heavily trampled soil, tree roots on the surface of the earth. In May, small twigs grow on lindens right from the trunk - dormant buds woke up.

Point 6. "Wasteland"

Objects for observations:wasteland near forest park and school. A road passes through it. There are many weed species and other plants adapted to trampling (very low, creeping along the ground). On the road - typical species - plantain, goose cinquefoil, very small creeping clover, undersized dandelions. In the wasteland - cereals, wormwood, tansy, sow thistle, cornflower, coltsfoot (faded in May), horse sorrel, yarrow. Closer to the "Swamp" point is a raspberry forest, where in the spring old last year's and young shoots of this plant are visible.

Point 7. "Pines"

Objects for observations: plot pine forest with larch, apple tree; pines (bark, resin, needles), larch (powerful roots that come to the surface, falling needles). Bonfire. Pine nest. Pine apple tree. In May larch blossomed.

Point 8. "Swamp"

Objects for observations:"Swamp" - a waterlogged place with plants that love moisture (large rush, tenacious bedstraw - interesting, clinging to the stems of its neighbors, a plant, canary grass, perforated St. John's wort, cinquefoil, or galangal). A nekleon shrub grows nearby, the seeds of which are dispersed by the wind.

Point 9. "Lake"

Objects for observations:water, water striders on the surface of the water, other small insects, duckweed (reproduces, forming new small leaves along the edge of the leaf). Around - willows, birches, aspens (their leaves tremble even with a slight breeze). In the spring - the singing of the nightingale.

Point 10. "Christmas trees"

Objects for observations: a group of young Christmas trees in a clearing, of different ages and heights, some are cut down. Young poplars grow among the spruces (long shoots without branches, grow in the shade, reach for the light, large leaves - the effect of a limited amount of light is clearly visible). There are also young aspens, oaks (up to 3 meters high). Herbaceous plants: mouse peas (an example of a climbing plant), cuff, St. John's wort, initial drug. Moss on the ground. Not far from the group of fir trees is a large apple tree.

Point 11. "Oak"

Objects for observations: a large beautiful oak (leaves fall and bloom later than other trees), next to it are aspens.

Ecological path in the kindergarten building

In our whole northern country preschoolers in many regions spend a significant part of their time in the premises of the kindergarten. That is why N.A. Ryzhova recommends creating ecological paths in the building of a preschool institution. In addition, such paths allow both adults and children to take a fresh look at their immediate surroundings. Such paths include objects of animate and inanimate nature: a corner of nature, an ecological room, a winter garden (networks of various routes for different purposes can be additionally created inside them), a fountain, a pool, a phytobar, sandboxes in the corridors, water and sand centers, a laboratory , individual compositions indoor plants and dried flowers, corners of nature or individual objects of nature in group rooms, mini-gardens on the windows, greenhouses in the building, art gallery, exhibitions of crafts made from natural materials, museums of nature, mini-museums in groups, folklore rooms, rooms of fairy tales, exhibitions from junk material and others (the variety of points of such a path depends on the developing environment of the kindergarten).

Organization of work with children

The ecological path allows you to more productively use ordinary walks with children for environmental activities and at the same time to improve the health of children on fresh air. Often, educators have a question: is it necessary to immediately visit all points of the path? Of course not. It all depends on the age of the children and on the goals. At different times, you can visit different points, even one point per walk. The same objects can be visited many times, especially in different seasons of the year. If the walk is introductory, you can visit different points, but if a specific goal is pursued (for example, using magnifiers to examine a stump), then you can limit yourself to only one object. On the trail you can conduct observations, games,
theatrical classes, excursions. It is very important to remember the integrated approach: an ecologist or educator works with the children on the path, they express their impressions of what they see in music classes, fine arts, theatrical activities, and outdoor games.
Objects of the ecological path give great opportunities for the sensory development of the child, for systematic observations, ecological holidays, games, dramatizations with the participation of the owner of the path, emotional development children, in particular, the formation of a sense of closeness to nature and empathy for living organisms.

Summarizing the above, once again it is necessary to pay attention to the fact that an environmentally competent organization of the landscape around and inside the preschool educational institution will ensure that each child shows interest and needs in interaction, communication with objects of nature, helps to form a cognitive attitude towards it and ensures the formation of a value relationship with all living things.

Literature

1. Veraksa N.E., Komarova T.S., Vasilyeva M.A."From birth to school" edited by - M .: Mosaic - Synthesis, 2010 - 304s.

1. Veretennikova S.A. Familiarization of preschool children with nature. - M.: Enlightenment, 2009. - 256 p.
2. Nikolaeva S. N. Theory and methods of environmental education of children: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing house. Center "Academy", 2007. - 336 p.
3. Ryzhova N.A. "Ecological passport of a preschool institution" / / Preschool education, 2000, No. 2, p. thirty.
4. Ryzhova N.A. Ecological project "Hello tree" // Preschool education. - 2002. - N 3. - p. 38-47.
5. Solomennikova O. A. Ecological education in kindergarten: Program and methodological recommendations: for classes with children 2-7 years old / Ed. T. S. Komarova, V. V. Herbova. - M.: Mosaic-Synthesis, 2008. - 52 p.

Natalia Tkachenko
Ecological week for the senior group

Ecological week

ecological raising children is not only environmental work with preschoolers. ecological education is a system of knowledge about nature, about relationships in nature. Awareness of the impact of human activities on the environment. The result of the work is not only the mastery of certain skills and knowledge, but also the development of such feelings in children as responsiveness, compassion; desire to protect and improve the natural environment.

Monday theme of the day"House under the blue sky".

Related conversation: "The earth is our common home".

Target: to reveal the idea of ​​the unity and interconnection of living and non-living things in nature.

Game - quiz "Earth is the planet we live on".

Target: continue acquaintance with the globe; to form in children the concept that our planet is a huge ball covered with seas and oceans, continents, surrounded by a layer of air; to expand children's knowledge about ecosystems, natural phenomena. Expand words knowledge. Fix the rules of behavior in nature; cultivate a desire to take care of nature.

Sun observations.

Target: to form in children the idea that the Sun is a source of light and heat.

mobile game "Day Night".

Target: to consolidate knowledge about the parts of the day, to activate motor activity.

Didactic game "Who lives where?"

Target: to develop interest in the inhabitants of different natural areas.

Fairy tale dramatization "Fox, cat and rooster"

Target: reinforce in children the ability to play theatrical performance. Develop speech, memory, attention.

Tuesday theme of the day "Forest - a multi-storey building".

Reading fiction "Forest Newspaper" W. Bianchi.

Target: deepen children's knowledge about the features of nature, expand vocabulary.

A conversation about the forest.

Target: clarify and expand children's ideas about the forest.

Target walk around the territory of the kindergarten. “All the trees shine in a multi-colored dress ...”

Target: to form ideas about the state of plants in the fall, to give knowledge about the fruits and seeds of specific trees (linden, pine, spruce, oak, birch).

Didactic game "Whose children are on the branch?"

Target: to consolidate children's knowledge about the seeds of trees.

Drawing by topic: "Autumn Trees".

Target: to cultivate the ability to see changes in nature under different weather conditions. Learn to draw trees in windy weather. Strengthen the skills of working with colored pencils.

Wednesday theme of the day "Feathered Neighbors".

Album review "Birds of our land".

Target: to expand children's knowledge about the birds of our region. Cultivate a caring and friendly attitude towards birds.

Related conversation: What do we know about birds?.

Target: clarify children's ideas about familiar birds, their living conditions, the role of man in the life of wintering birds.

ecological game"Bird Dining".

Target: give children elementary ideas about what birds are fed in winter; what birds eat in nature.

mobile game "Crows and Sparrows".

Target: develop the ability to speak "loud quiet", develop the power of the voice; activate physical activity.

ecological game"Guess Which Bird".

Target: learn to recognize a bird by habits, appearance.

Thursday theme of the day "Four-Legged Friends".

Didactic game "domestic and wild animals".

Target: Clarify the signs of domestic and wild animals.

Related conversation: "Animals in our house"

Target: to consolidate children's ideas about pets and their cubs. Clarify children's knowledge about the role of man in the life of pets, cultivate a friendly attitude towards animals.

Riddles about animals. Imitation of movements and sound imitation.

Target: develop imagination and Creative skills children.

Reading fiction. "Puppy" A. Barto.

Target: develop auditory perception, memory.

mobile game "Ocean is shaking".

Target: exercise children in maintaining balance. Improve motor skills.

Friday theme of the day "Man knows nature".

Related conversation: "Earth in Peril".

Target: to give children an idea of ​​what planet earth is in now danger: in many places, water, soil, air have become dirty. It is difficult for everyone to breathe, people and animals get sick. To save our planet, we must love nature from childhood, study it, communicate with it correctly.

Directly educational activity is artistic creativity. Making crafts from natural materials.

Target: develop spatial imagination, creativity.

Excursion to the autumn park.

Target: clarify children's ideas about the living conditions of plants in the fall. To learn to establish links between the state of plants and environmental conditions, to identify the causes of ongoing changes. To acquaint with the work of adults in the park.

Cognitive research activity "Garden on the window". Planting an onion.

Target: learn to notice changes in a growing onion, create conditions for plant growth.

ecological game"Plants and Animals of the Red Book"

Target: to introduce children to the Red Book, protected plants and animals.

PLAN of work on the ecological trail:

"All seasons on the ecological path"

Children's age: preparatory group.

Location: ecological path on the territory of the kindergarten.

Path viewpoints: Linden, Birches, Meadow, Alpine Hill, Flowerbed, Old Stumps, Spruce, Chestnut, Pines, Stones on the Ecological Site, Mini- water".

SEPTEMBER

1. Lesson "Hello, I am Lesovichok"Acquaintance of newly arrived children with the owner of the ecological

paths - Lesovichok. Working with a map.

2. Sightseeing tour along the ecological path.The task is to introduce the objects of the ecological trail,

show how to use the map.

3. Target walk "Trees and shrubs".Comparison different plants, highlighting common and distinctive

signs of trees and shrubs, fixing namestrees (birch, linden, chestnut, spruce, pine) and shrubs

(lilac, fir).

4. Observation "Stump - Teremok".Study of insects and spiders - inhabitants of the stump.

5. Observation of trees and shrubs.Observation of the change in color of the leaves of trees and

shrubs, behind flowering plants (which plants bloomedsummer, what now). A conversation about why blooming

plantsso little left. Birdwatching.Games "Run to the tree", "Find a leaf according to the model", "Find

shrub (tree, flower, grass) according to the description.

6. Collecting seeds in a flower bed, transplanting annual flowers intopots (geraniums).

OCTOBER

1. Target walk "To the Birch".The goal is to continue to acquaint children with trees, their structure,

appearance, form observation, talk aboutthe role of birch in human life (birch

sap, birchkidneys).

2. Watching the trees. What is leaf fall. The studytrees with contrasting leaves.

longobservation of birch, linden, chestnut - how the color changestheir leaves. Study:

What tree will be left without leavesahead of others."

3. Bird watching: which birds are left to spend the winter.

4. Watching herbs: how they have changed.

5. Study of the dependence of the characteristics of sand on the state of the weather (warm when it is sunny; cold and

hard during frost; dry, crumbles in the hands when the sun shines; if watered from a watering can,

becomes wet, dark).

6. Walking games: “What first, what then”, “From which tree is the leaf”, “Run to the tree”, “Chain of words”

(children name trees, bushes, birds, berries).

7. Work on walks. Collection of natural material for crafts:

cones, chestnuts, leaves.

DECEMBER

1. Cycle of observations "On a visit to the Christmas tree." Purpose: To consolidate knowledge about the features of spruce, to introduce the concepts: “needles”, “evergreen”, “needles”, to talk about the benefits of spruce.

2. Sightseeing tour along the ecological trail "Hello, winters - winter!". Introduction to winter events inanimate nature. Watching the birds on the feeders, feeding them.

3. Observation of the snow. Snow research: cold, crumbly, sticky, white, muddy. Conducting the experiment "How water turns to ice." Making colored ice cubes.

4. Labor: cleaning the site from snow. Construction of snow hills, snowmen.

5. Walking games: “Who is not afraid of frost”, “Describe, and I will guess” (birds at the feeder), “Who knows, let him continue”, “Pathfinders” (bird tracks, cat, dog).

JANUARY

1. Comparison of spruce and pine (pine needles are longer, softer and lighter; cones are short, rounded; pine is taller than spruce, etc.).

2. Walk "Help Lesovichka". Purpose: in game form consolidate the knowledge about nature acquired in the classroom; develop strength, dexterity, attention, accuracy.

3. Observations of the properties of snow. During a snowfall, examine snowflakes through a magnifying glass, determine the shape, count the rays, admire the beauty of snowflakes, think of what they look like. Listen to how the snow creaks, determine in what weather it creaks.

4. Bird watching: sparrows, tits, crows, magpies. Compare the behavior of birds at feeders, their appearance.

5. Study "Where the snow melts faster." Bring two cups of snow into the group, wrap one in a mitten. See where the snow melts faster.

6. Find and examine a spruce thrown out after the holidays, compare it with a live one growing on an ecological path. How can spruces be saved?

7. Labor: feeding birds, clearing snow, making buildings out of snow.

8. In heavy snowfall, “help” some trees by shaking off some of the snow from the branches.

FEBRUARY

1. Lesson "Wintering birds". Purpose: to summarize observations of wintering birds, to educate children in a caring attitude towards animals.

2. Target walk "Visiting the trees." Winter signs.

3. Observations of snowdrifts. Where do they come from? (In a blizzard, the wind sweeps snow, which lingers on elevated places).

4. Observation of the wind (the winter wind is evil, icy, prickly, cold, fierce).

5. Birdwatching. Conducting research: pour grain, seeds, pieces of bacon into one feeder, and only bread into others. Observe which birds will fly to these feeders.

6. Walking games: “What has changed”, “Pathfinders” (compare the tracks of crows and sparrows), “Find by name”, “When it happens”.

7. Work on walks: clearing paths from snow, feeding birds.

MARCH

1. Study "How to recognize a plant." Comparison of a tree and a shrub, identifying them hallmarks. The study of plant parts.

2. Excursion along the ecological path "Hello, spring!" (in the end of the month). Search for the first signs of spring (snow settling near tree trunks, buds on lilacs, icicles on the sunny sides of roofs, etc.).

3. Observation of snow: sometimes it comes along with rain, the snow cover has become gray, in warm weather sticky snow. What is nast.

4. Watching icicles. Comparison of icicles on the sunny side of the building and on the shady side.

5. Watching the trees. Why did funnels appear near tree trunks?

6. Birdwatching: the voices of birds are heard more and more often, which feels the approach of spring.

7. Research: put your palm under the sun's rays to find out if the sun has begun to warm up.

8. Research: touch the water dripping from the icicles (the water is still very cold, so the plants are just starting to wake up after the winter, but not yet growing).

9. Collection of branches broken off by the wind. Observation in a group of branches placed in the water, and of tree branches on the site.

10. Games on walks: “Run to the tree”, “They fly - they don’t fly”, “Pathfinders”, “Find by description”.

11. Labor on walks: snow removal on the site, sanding the paths.

APRIL

1. Target walk. Purpose: to teach to see the beauty of nature, to enjoy it, to strive to preserve it.

2. Study "What happens to the kidneys."

3. Observation of the drop. What does the expression "ringing drops" mean? Why is this natural phenomenon called "drops"?

4. Observation of buds on trees (birch, linden). How do they change?

5. Study "Where the icicle grows faster." Put two identical icicles in different places(in the sun and in the shade).

6. Games for a walk: “Find a tree according to the description”, “Guess - we will guess”, “Edible - inedible”, “Birds”.

7. Holiday "Earth Day".

8. Competition for parents: "The birds have arrived" (making birds from natural material).

9. Competition of children's drawings "Portrait of the Earth".

10. Nature protection campaign "To make the trees big" -subbotnik with the involvement of parents, whitewashing

trees,digging the ground around the trees, watering the trees. Childrencollect rubbish in the area.

1. Excursion along the ecological path. Search for signs of spring (Change in the color of the sky, the amount of sunlight, melting icicles, drops, the appearance of thawed patches, swelling of buds on trees and shrubs).

2. Observation of puddles and streams. Where do they come from? (Note the increase in temperature during the day, which leads to the melting of snow, and therefore to the formation of puddles and streams).

3. Birdwatching.

4. Observation of lilacs. Why do lilac leaves bloom earlier than other trees? Watching lilac flowers.

5. Observation of insects. How do they move? Where are there more of them?

6. Target walk "To the meadow". Observation of herbs and flowers in the meadow.

"Flower Day" - preparing flower beds, loosening the soil, plantingflower seeds into the ground.

"May Bouquet" - growing tulips and daffodilsVictory Day, cleaning the territory near the Memorial

participantswar.

JUNE

1. Observation of a dandelion.

2. Cycle of observations "Pine in summer". The relationship of a tree with other plants and animals; medicinal properties of wood, the study of resin - resin.

3. Holiday "There was a birch in the field."

4. Labor: garbage collection (candy wrappers, pieces of paper) on the ecological path; watering flowers on an alpine hill.

5. Walking games: all natural history games are repeated.

JULY

1. Observation of the linden - a honey plant. Studying linden blossoms, observing the insects that visit them.

2. Observation of the leaves of trees and shrubs. Compare them by color, shape.

3. A cycle of observations of ladybugs.

4. Cycle of observations of soldier beetles.

5. Observations "Someone who lives in the reservoir" (for the inhabitants of the reservoir).

AUGUST

1. Talk about insects and observe them.

2. Excursion along the ecological trail "Visiting Summer".

Looking for signs of summer.

3. Observation of the sundial.

4. Observation of the behavior of ants before the rain.

5. Natural history games on walks.

6. "Clean morning" - cleaning the territory of the kindergarten

The date ___________

Theme of the week: Ecological trail.

Final lesson: exhibition of children's works from natural material "Gifts of Autumn".

Purpose: mastering the elementary norms of behavior in relation to nature, the formation of skills for rational use of nature in everyday life, the development of cognitive interest in the natural world.

Tasks: 1. Involve children in observing nature, the surrounding reality, the development of cognitive activity.

2. Introduce new people natural objects, to develop attentiveness, observation, ingenuity, to teach to establish cause-and-effect relationships, to reflect, to formulate conclusions, to defend one's opinion.

3. Teach proper behavior in nature by example literary works E. Charushina and V. Bianchi.

4. Cultivate interest in the world around us and love for nature, broaden our horizons.

OD of children and adults

Monday.

Physical development

OA organization

based on motor activity in integration with cognitive activity.

Topic:Number 5

Target:Introduce the number 5. Fix the idea of quantitative composition number 5 from units.

2. Physical development. (physical cult. on the street)

Topic:Exercise in alternating walking and running.

Purpose: To exercise in alternating walking and running; develop speed and accuracy of movements when passing the ball, dexterity in walking between objects.

Reception of children.

Carrying out UG (complex No. 2)

Conversation"The earth is our common home".

Reading "Forest Newspaper"W. Bianchi.

On a walk, bird watching on the site.

P\ and "Day Night".

Gymnastics after sleep "Birds"

Game - quiz"Earth is the planet we live on".

Environmental situations for kids:

– What would life be like on Earth without water?

– What does it take to keep the air clean?

– Why is the forest dying?

– What can you do to preserve and enhance nature? Etc.

Fairy tale dramatization"Fox, cat and rooster"

Enter the necessary attributes for the game.

Individual conversations and consultations at the request of parents.

OD of children and adults

Educational activities in regime moments for implementation educational theme based on the integration of various activities

Individual OD of children (types of activity and corresponding forms of work)

Designing a subject-spatial environment as part of the implementation of an educational topic

Interaction with parents/social partners

Tuesday.

Speech development

Organization of ML based on speech activity in integration with motor and visual activity.

1. Physical development (physical culture).

Topic:Exercise of children in walking and running with a clear fixation of turns (landmark - a cube or a skittle)

Purpose: To exercise children in walking and running with a clear fixation of turns (landmark - a cube or a pin); develop dexterity in exercises with the ball, coordination of movements in the balance task.

2.Speech development (literacy).

Topic:"Words and syllables" - reinforcement. A syllable as part of a word, a graphic image of the word (rectangle). Reading proverbs. Game ex. “Connect correctly”, “Who lives in what house”.

Target:Continue to introduce a variety of words.Encourage independent reading of proverbs.

3. Artistic and aesthetic development (drawing).

Topic:gold autumn.

Target:To teach children to reflect in the drawing the impressions of the golden autumn, to convey its color; reinforce the ability to draw different trees using different colors for the trunks.

Reception of children.

Carrying out UG (complex No. 2)

Conversation:"Garbage of the Earth is not to face ..."

Reading and memorizing A. Usachev's poem "Junk Fantasy"

Watch the presentation "Where does the garbage come from and where does it go?"

On a walk, observing the trees in the area.

P\ and " sun bunny»

Gymnastics after sleep "Birds"

Watching the movie "The Best Planet in the Galaxy"

Purpose: to arouse interest in the problem of the ecological crisis on Earth and the consequences of human activity; to form an emotionally positive attitude towards the world around, to understand its state from human actions; develop a love for nature.

Literary Day “We read L.N. Tolstoy

Purpose: To introduce children to the famous author of children's books and his works.

Individual work with Andrey N, Tanya - continue to develop and improve motor skills and abilities (climb, crawl, land in jumps).

Presentation "Where does garbage come from and where does it go?"

Video recording of the film "The Best Planet in the Galaxy."

QUESTIONNAIRE FOR PARENTS"Environmental education in the family"

Priority activities for children

OD of children and adults

Educational activities in regime moments for the implementation of an educational topic based on the integration of various types of activities

Individual OD of children (types of activity and corresponding forms of work)

Designing a subject-spatial environment as part of the implementation of an educational topic

Interaction with parents/social partners

Wednesday

Socially - communicative development.

OA organization

on the basis of communicative activity in integration with cognitive research and constructive activity.

1. Cognitive development (FCCM).

Topic:"Friendly family"

Target:Summarize and systematize children's ideas about the family.

Expand ideas about the ancestral roots of the family; activate cognitive interest to family, to relatives. To consolidate knowledge of the names and patronymics of parents, grandfathers and grandmothers. Develop speech. Cultivate a sense of pride in your family, a desire to take care of loved ones.

2. Cognitive development. (PIKD).

Topic:Transformation.

Target:Acquaintance with the word "turns", the search for transformations. Development of the ability to fix the action of transformation based on the use of pairs of words: “was - will be”, “was - became (becomes)”, for example: the tiger cub was small, it will (become) big. Formation of the transformation action on the basis of practical actions with plasticine, rubber.

Reception of children.

Carrying out UG (complex No. 2)

Conversation " What do we know about water?

Experimental - experimental activity: “Water fluidity”, “Water coloring”, “How to push water out?”

Purpose: to introduce children to some properties of water

Watching the sun while walking.

P\ and : "Earth, water, fire, air", "Above the foot from the earth."

Didactic exercise "Guess by description"

Memorizing a poem by N. Grigorieva "Song of the Rain"

Conversation "Fire safety"

Examining illustrations.

Drawing in coloring books.

Containers with water (cold and warm), paint, stirring sticks, measuring cups. A measuring container with water, pebbles, an object in a container.

Joint drawing of parents and children "Protect the Earth"

Priority activities for children

OD of children and adults

Educational activities in regime moments for the implementation of an educational topic based on the integration of various types of activities

Individual OD of children (types of activity and corresponding forms of work)

Designing a subject-spatial environment as part of the implementation of an educational topic

Interaction with parents/social partners

Thursday

Cognitive development

OA organization

based cognitive activity in integration with artistic and aesthetic activities.

1. Cognitive development (FEMP).

Topic:Number 6.

Target:Introduce the number 6. Learn to make the number 6 from units.

2. Artistic and aesthetic development (application).

Topic:autumn carpet.

Target:Strengthen the ability to work with scissors. Practice carving simple items from paper folded in half (flowers, leaves). Develop the ability to choose colors beautifully.

3. Physical development (physical culture).

Topic: Exercise of children in walking and running with a clear fixation of turns (landmark - a cube or a skittle)

Target:Exercise children in walking and running with a clear fixation of turns (landmark - a cube or a skittle); develop dexterity in exercises with the ball, coordination of movements in the balance task.

Reception of children.

Carrying out UG (complex No. 2)

Conversation "Forest wealth and beauty! Take care of your forests!

Did. game "Ecological traffic light"

Watching the weather while walking.

Labor activity.

Collection of sticks, broken branches.

Purpose: to encourage the desire to work, to do the work cleanly and accurately.

P. game "Owl"; "Rope"

Gymnastics after sleep: "Birds"

Reading fairy tales about nature conservation "Gray Riding Hood and the Red Wolf", "Once upon a time there was a river"

Objectives: to introduce fairy tales about nature; develop the ability to see and feel the beauty of native nature; awaken love and thrifty attitude to native nature and to all living things; teach proper behavior in nature.

Conversation " Careful attitude to wildlife"

Purpose: To introduce children to the rules of behavior in nature (prohibiting signs). Learn to respect all living things.

Independent motor activity of children with physical equipment: ropes, hoops, balls, pins.

Work equipment: scoops, brooms, garbage bag.

For gaming activity: ropes, hoops, balls.

Consultationforparentson thetopic: « ecologicalraising children in the family.

Priority activities for children

OD of children and adults

Educational activities in regime moments for the implementation of an educational topic based on the integration of various types of activities

Individual OD of children (types of activity and corresponding forms of work)

Designing a subject-spatial environment as part of the implementation of an educational topic

Interaction with parents/social partners

Friday

Artistic and aesthetic development

OA organization

on the basis of visual activity in integration with musical activity.

1. Speech development (speech development)

Topic:Sound culture of speech

Target:Find out how children master the skills that were formed in the older group.

2. Artistic and aesthetic development (drawing).

Topic:Think of what a beautiful autumn can becomesheet"

Target:To consolidate the ability to convey the complex shape of the sheet. Develop associations. Exercise in neat beautiful painting.

3. Artistic and aesthetic development (musical activity)

according to the plan of the music director.

Reception of children.

Carrying out UG (complex No. 2)

Conversation about the protection of nature.

On a walkobservation of seasonal changes that have occurred in nature.

P \ and "Birds in nests", "Above the foot from the ground."

Independent activity. Drawing in the sand

Readingecological fairy tale: “Who decorates the earth”, “A mighty blade of grass”.

Gymnastics after sleep "Birds"

D/game"Make a Picture"

Ecological quiz"Connoisseurs of Nature".

Examining illustrations autumn forest.

Role-playing games.

Illustrations on the topic.

Replenishment of the book corner.

Poster "Take care of this planet, because there is no other in the world"

One of priority areas in the modern standard of preschool education received environmental education. The child begins to learn about the world from birth, and along with the study of the environment, he must get an idea of ​​​​its fragility, learn to love, protect and protect nature, learn what human actions cause irreparable harm to it. Classes on environmental education in kindergarten are designed to solve these problems.

Theoretical aspects of environmental education in preschool educational institutions

We are all children of the same ship named Earth, which means that there is simply nowhere to transfer from it ... There is a firm rule: get up in the morning, wash yourself, put yourself in order - and immediately put your planet in order.

Antoine de Saint-Exupery

https://ekolog17.jimdo.com/

The basics of environmental education have been included in programs for preschool institutions since the 1960s. But if then the main emphasis was on instilling in children the elementary foundations of environmental literacy, now it is on the formation ecological culture from early childhood.

This provision is reflected in the “Kindergarten Education and Training Program”, which formulates two main tasks:

• fostering love for the nature of the native land, the ability to understand and feel its beauty, take care of plants and animals;
• creation of conditions for pupils to receive elementary knowledge about nature and the formation of a number of ideas about the phenomena of animate and inanimate nature.

Preschoolers, due to the characteristics of their age, very organically perceive all the knowledge that is associated with nature. After all, small children feel like a part of nature, they have not yet developed a consumer attitude towards it. Therefore, the main task is to make sure that the feeling of inextricable connection with the outside world, which arose in early childhood, remains for life.

A child at preschool age feels like a part of nature, and the task of the teacher is to strengthen this connection.

Forms of classes in ecology

Ecology classes use various forms of education. Main activities:

1. Specially prepared lessons. Here leading role the teacher is playing. It can be:
   • excursions,
   • conversations with the teacher about nature, animals, plants,
   • reading fiction,
   • stories about the peculiarities of animal care.
2. Joint activities of preschoolers and educator. Children take an active part in everything that happens in the classroom. These include:
   • various themed games
   • quiz,
   • drawing and design,
   • surveillance,
   • answers to children's questions
   • discussion of books read, viewed filmstrips and cartoons,
   • live work,
   • preparation of ecological holidays, etc.
3. Independent work of children. Application of environmental knowledge received by preschoolers in practice. For example, they can independently (but under the supervision of a teacher) water flowers, feed animals in a living corner, collect herbariums or collections.

Environmental education begins with children taking care of plants and animals.

Didactic and visual materials for ecology classes

Preparation for classes in ecology in kindergarten provides wide application a variety of didactic and visual materials. And some of them can be cooked together with children. So, in the preparatory and senior groups you can prepare visual aids for kids. For example, in design classes, children can make visual material on the topic "Garden". Only at the beginning of the lesson it is necessary to warn that their crafts will be used as visual material for kids. It is very important! Children (and people in general) love when their work is needed by someone, and not in vain.

A visual aid on the topic "Garden" made by preschoolers middle group, will please the smallest pupils of the preschool educational institution

At the beginning of classes, you can watch filmstrips and cartoons (“Red Cat”, “The Train from Romashkov”, “Treasure”, “Butterfly”, “The Tale of the White Ice”, “On the Forest Path”, “Shapoklyak”), and then discuss what you have watched . So, using the example of the cartoon "Treasure", you can discuss the meaning and value of an ordinary drinking water, and after watching the cartoon "The Train from Romashkov" - to talk about how important it is from time to time to stop and observe nature, enjoy the amazing world around.

Examining pictures and paintings is one of the techniques used in the classroom. In the first and second junior groups, simple pictures are used depicting plants, animals, vegetables, fruits. In the middle, senior and preparatory groups, you can view reproductions of paintings by famous artists (“Rooks Have Arrived” by A. Savrasov, “Morning in a Pine Forest” by I. Shishkin, “Beetle” by I. Kabakov, “Golden Autumn” by I. Levitan) and ask the children tell what they see on them.

Ecological lotto allows you to generalize children's ideas about various types plants and animals

Games can also be used in environmental education classes, both desktop (for example, various lotos, Find a Pair, Where Does Someone Live, Tops and Roots) and mobile (for example, Rescue Tree, Gnomes in the Forest”, “At the Zoo” and the beloved nursery rhyme “A deer has a big house”). As didactic materials and manuals, you can use posters, models, diagrams, calendars of nature, designed for ecological and living corners, exhibitions of drawings, rooms of nature.

The ecological corner in the preschool educational institution should be colorfully designed and attract the attention of children

Video: nursery rhyme "The deer has a big house"

Environmental Education Programs

There are 2 types of programs for preschool institutions: integrated and partial. Comprehensive programs prescribe actions aimed at the development of preschoolers in all areas, while partial ones consider one or more thematically related areas in depth.

Comprehensive programs

The most complete environmental aspects are provided in the programs "Childhood", "Rainbow" and "Baby". They have special sections devoted not just to obtaining elementary knowledge about nature, but about the relationship between the surrounding world and man.

"Baby" is dedicated to the development of young children, so the tasks here are simple: to contemplate, observe, learn. According to this program, it is recommended to equip a living corner in preschool institutions. Visiting it is especially useful for those children whose parents do not allow pets at home.

The part of the program "Childhood" "The child discovers the world of nature" includes 4 blocks that take into account age features children:

• information about plants, animals as representatives of the living in the natural world (features external structure and life functions, the connection of living beings with the environment, their uniqueness);
• mechanisms of adaptive relationship of living organisms with the environment (properties of various environments, ideas about groups of animals living in a homogeneous environment);
• knowledge about the growth, development and reproduction of plants and animals familiar to children (ideas about successive changes in organisms, the cyclical nature of the process);
• ecosystem knowledge (children get acquainted with plants and animals living in the same community, their interconnectedness).

The section of the program "Rainbow" "The World of Nature" provides for the study of the ecosystem of different regions of the world, geographical concepts, historical and archaeological facts. Its disadvantage is that children receive a lot interesting facts about the world, but do not learn to comprehend them. The Origins program has a section on the study of the surrounding world, but it does not meet modern requirements, and the Development program does not set goals at all environmental education preschool pupils.

A living corner in preschool allows children to join the world of wildlife and take care of pets

Partial programs

Partial programs for the environmental education of preschoolers approved by the Ministry of Education of Russia include:

• "Our home is nature"
• "Young Ecologist"
• "Life around us"
• "Nature and the Artist"
• "Semitsvetik",
• "Spider web",
• "We are earthlings"
• "Open yourself"
• "Hope".

Any of these programs is interesting in its own way, so each teaching staff has the opportunity to choose, depending on their own conditions.

The first environmental education programs in kindergartens, which began to be developed back in the 90s of the last century, include "Young Ecologist". Its author is S. Nikolaeva. It should be clarified that the "Young Ecologist" includes 2 programs: environmental education of children and advanced training of educators. Thus, the complex task of educating the principles of environmental literacy in children and raising the ecological culture of adults who are called upon to educate these children is solved.

Since environmental education is given great importance, early childhood educators across the country develop their own programs based on their capabilities, geographic location and social conditions. The following programs are noteworthy:

• "The enduring values ​​of the small homeland", developed by a teacher from Ivanov E.V. Pchelintseva;
• "I'm in the big world", created by a pedagogical team from the city of Seversk;
• "ABC of Ecology" L.I. Grekova (section of the program "Planet of Childhood", used in the territory of the Stavropol Territory).

How to conduct an environmental lesson in kindergarten

Environmental education programs provide for a wide variety of forms of activities with children, from games to serious projects.

ecological trail

One of the most entertaining forms of outdoor environmental activities is the ecological trail. In each kindergarten, it is desirable to have 3 types of paths and use them according to age groups. The first path is located in the premises of the preschool educational institution; it may include specially designed stands, a nature room, and a living corner. The second passes through the territory of the preschool institution and is used during daily walks. And the third path is for travel. She leads the children to the territory adjacent to the garden. It can be a square, a park, a forested area, a meadow or even a real forest.

An ecological trail is a specially equipped route, along which preschoolers acquire knowledge about the natural environment.

Ideally, throughout the route along the trail, children should meet both wild and cultivated plants growing separately and crowded, various trees and shrubs, birds living in nests, on trees or specially equipped houses, anthills, stones, reservoirs ... In In general, the more varied the better. Of course, for each age group it is necessary to draw up its own route. It is advisable to draw up a plan of the ecological trail and place it at the beginning of the route. While traveling along the ecological path, children listen to the stories of the teacher, observe, ask questions, learn to draw conclusions, collect herbariums, collections, etc.

Project activities on ecology in kindergarten

In the process of environmental education in kindergarten, special attention should be paid to research activities children. This can be helped by the development of various projects, which can be both short-term and long-term. Short term projects more common in preschools. Their topics may be different, for example, “We communicate with animals”, “What is the power of water”, “From spikelet to loaf”, “Who winters in the forest”, etc.

Encouraging children's research interest develops their thinking abilities and stimulates further cognitive activity.

Nevertheless, long-term projects are quite within the power of preschool children. You should pay attention to such topics: “Feed the birds”, “We planted a turnip”, “Garden on the windowsill”, “Aquarium is a fish kingdom”, “Let's grow a lemon”, etc.

The development of both short-term and long-term projects requires a lot of effort, preliminary preparation, study of materials and literature on the topic, observations, research and the ability to draw conclusions. It is also important to beautifully design and enthrallingly present your project. All these children will have to learn.

Application "Fungus" is performed by children as part of the project "Hello, autumn!"

Sample project for the second junior group

You can learn more about conducting classes on ecology in the first and second junior groups from our article -.

Sample lesson plan on the topic "How bread is made" in the middle group

The purpose of the lesson: to demonstrate to children how bread is made.

Equipment and materials:

• Pictures,
• germinated wheat,
• green wheat germ,
• wheat grains and spikelets,
• slices of bread
• flour,
• eggs,
• salt,
• yeast,
• water,
• vegetable oil.

Lesson progress:

1. Children watch the cartoon "Spikelet".
2. The teacher invites the children to find out where wheat grains live, how wheat grows, how flour is obtained, how bread is baked.
3. Children look at sprouted wheat and wheat sprouts.
4. The teacher invites the children to take spikelets and find grains in them.
5. The teacher invites the children to find out what is tastier - grains, flour or bread. Children try grains, flour and pieces of bread.
6. The children are asked if they know how delicious bread is made.
7. Then the teacher kneads the dough from the prepared products, explaining the process to the children.
8. Children watch how the dough fits.
9. The teacher and the children make rolls and take them to the kitchen.
10. While the rolls are being baked, the teacher tells how the growers grow wheat, harvest, the children look at the pictures.
11. The cook brings baked rolls, and everyone tries them.

Video: cartoon "Spikelet"

Lesson in the second junior group on the topic: “Making a hedgehog”

Take toys "Travyanchik" in the form of a hedgehog. First, children water toys, grow grass, and at the same time learn how, why and under what conditions grass grows. The teacher also tells them about hedgehogs - where they live, what they eat, how they hibernate. When the grass grows large enough, a lesson on the construction of "Cut the hedgehog" is held. Before starting the lesson, you can watch a cartoon about hedgehogs, for example, “Does a hedgehog have to be prickly?”

When making a hedgehog from Travyanchik, children get cute crafts, and they treat the pets of the living corner with the remnants of the grass

Then the children cut their grasses with scissors. The cut grass is taken to a living corner and treated to pets living there.

Holding open events on an environmental theme

Classes in ecology provide a wide opportunity for a variety of open events. Parent involvement is welcome here. Moreover, they can not only attend matinees and watch how their children perform, but also take an active part themselves. Parents can help build and hang birdhouses and bird feeders, participate in joint excursions along the ecological trail, organize picnics for children together with caregivers, take part in World Car Free Day, etc.

It is possible to generalize and consolidate children's knowledge of animate and inanimate nature in the form environmental quiz, KVN, brain-ring, etc., held together with parents.

Video: open lesson "Sowing seeds" in the preparatory group

If you choose the most exciting activities for preschoolers in preschool, then ecological direction out of competition, given that this component can be introduced into any educational activity. Children are inquisitive, they love everything that is connected with research, and the world appears as a fascinating subject for study. It remains only to form the right attitude towards him. This is main task kindergarten teachers in the implementation of environmental education.