Ecological games for middle school children. Do-it-yourself didactic ecology games
The proposed didactic games with environmental content are easy to make and can be used in working with middle and older children before school age. They have a clear structure:
Name;
Description of didactic material;
Methodology for conducting, and individual games - several options for conducting.
"ECOLOGICAL TOWER "FOREST"
Target: introduce children to the concept of “food chain” and give an idea of food chains in the forest.
Material:
The first option is planar: a set of cards with illustrations of four each (for example, forest - plant - herbivore - predator);
Second option: - volumetric: four cubes of different sizes, on each side of which there are illustrations of a forest (forest - mushroom - squirrel - marten; forest - berries - hedgehog - fox; forest - flower - bee - bear; forest - acorns - wild boar - wolf; forest - birch - chafer - hedgehog; forest - pine cone - woodpecker - eagle owl, etc.)
Methodology: At the first stage, children play together with the teacher, starting the game with any cube.
Educator:“This is a mushroom, where does it grow?” (In the forest.) “Which animal eats mushrooms in the forest?” (Squirrel.) “Does she have enemies?” (Marten.) Next, the child is asked to create a food chain from the named objects and explain his choice. Show that if you remove one of the components of the food chain (for example, a mushroom), then the entire chain disintegrates.
At the second stage, children play independently. They are invited to create their own ecological tower.
At the third stage, competition games are organized: who can quickly build a tower containing, for example, a hedgehog or a wolf.
“BIRDS PYRAMID”
Target: to form knowledge about the simplest food chains of birds in nature, to consolidate knowledge about the conditions necessary for the growth of plants and the life of animals.
Material:
The first option is planar: a set of cards of different colors (yellow, blue, red, black), simulating the conditions necessary for plant growth and animal life; sets of three cards with different illustrations of plants and birds (for example, pine - pine cone - woodpecker).
The second option is volumetric - a set of seven cubes, where the first to fourth cubes are of different colors, indicating the conditions necessary for the life of plants and animals; fifth - plants; sixth - bird food; seventh - birds (for example: rowan - rowan berries - bullfinch; spruce - fir cone - crossbill; oak - acorns - jay; algae - snail - duck; grass - grasshopper - stork).
Methodology: similar to the “Ecological Tower “Forest”. However, when making a pyramid, you need to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically on this horizontal line, one on one, in order to show food chains in nature.
ECOLOGICAL BULK “AIBOLIT PHARMACY”
Target: and their use by humans, practice recognizing them in illustrations.
Material: a flat basket with a red and green cross on one side, a set of illustrations of medicinal plants (plantain, St. John's wort, chamomile, rose hips, nettle, etc.).
Methodology: The teacher asks the children riddles about medicinal plants. The child finds an illustration in the basket, names the plant and explains why it is called the “green doctor.” Similarly, you can play games with ecological baskets on the themes: “Meadow flowers”, “Primroses”, “Berry”, “Mushrooms”, etc.
"ZOOLOGICAL STADIUM"
Target: consolidate children's knowledge about different types of animals, their nutrition and habitat in nature.
Material: a tablet on which two running tracks, a start, a finish and nine moves are depicted in a circle; in the center of the stadium there are six sectors with illustrations of animals: one - a starling, two - swallows, 3 - a bee, 4 - an ant, 5 - a bear, 6 - a squirrel. On separate cards there are illustrations of food for these animals and their shelters (birdhouse, anthill, beehive, den, hollow, etc.). The set also includes a die to determine the move.
Methodology: Two children participate in the game. Using a die, they alternately determine the sector with the task and make three moves: the first is to name the animal, the second is to determine the food for this animal, the third is to name its shelter in nature. The one who reaches the finish line first wins.
"GREEN CARDS"
Target: train children according to .
Material: a set of playing cards of 36 pieces, each painted green on the back, and illustrations of various animals and plants on the front, which are arranged in such a way that a total of 18 pairs are formed (the animal is food for it).
Methodology: From two to six children take part in the game. Each child is given 6 cards. It is checked in advance whether there are any among them that can be paired. If the child moves correctly, the cards are put aside. The number of cards is constantly replenished up to six until they run out. The winner is the one who leaves the game first or who has the fewest cards left.
"WALK IN THE FOREST"
Target: to form and expand children’s knowledge about the rules of behavior in the forest, to practice recognizing warning and prohibiting environmental signs.
Material: tablet with a picture of a forest clearing with several paths on which warning signs are placed; silhouettes of children that can be moved along paths; a set of prohibitory environmental signs in an envelope (for example, do not pick lilies of the valley; do not trample mushrooms, berries; do not break tree branches; do not destroy anthills; do not make fires; do not catch butterflies; do not shout; do not play loud music; do not destroy bird nests, etc. .).
Methodology: The game can involve a group of children who go for a walk in the forest. At the first stage, you should lead the children along the path, tell them what is on it, and put up the appropriate environmental signs to help them follow the rules of behavior in the forest.
At the second stage, children independently travel along forest paths where various environmental signs are placed. Players must use them to explain the rules of conduct in the forest. For the correct answer - a chip. The one who collects the maximum number of chips wins.
"FORESTER"
Target: fasten; practice recognizing environmental warning signs.
Material: a set of triangular-shaped warning environmental signs depicting forest objects (lily of the valley, anthill, edible and inedible mushroom, berries, butterfly, cobweb, bird's nest, hedgehog, fire, birdhouse, etc.).
Methodology: children take turns playing the role of a forester who selects one of the environmental signs lying upside down on the table and introduces the game participants to the forest objects that this sign represents; tells how to behave in the forest when near these objects.
I. Komarova, N. Yarosheva
50 Didactic games
for older preschoolers.
Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, and to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring children a lot of joy and contribute to their all-round development. In the process of games, knowledge about the surrounding world is formed, cognitive interests, love for nature, a careful and caring attitude towards it, as well as environmentally appropriate behavior in nature are cultivated. They broaden children's horizons and create favorable conditions for solving sensory education problems. Games contribute to the development of children's powers of observation and curiosity, inquisitiveness, and arouse their interest in natural objects. IN didactic games and intellectual skills are developed: planning actions, distributing them over time and among the participants in the game, evaluating the results.
I recommend adding this file to the program in the direction of “ Cognitive development"(Acquaintance with the natural world) for 2015-2016 and use it in the daily routine for seniors and preparatory groups for the purpose of environmental education of preschool children.
Topic: “Guess and draw”
Target: Develop fine motor skills and voluntary thinking.
Didactic material: Sticks for drawing on snow or sand (depending on the season)
Methodology: The teacher reads a poetic text, the children draw the answers with sticks on the snow or sand. Whoever lets slip is out of the game.
Topic: “Whose seeds?”
Target: Exercise children in differentiating vegetables, fruits and their seeds. Develop memory, concentration, observation.
Didactic material: cards of vegetables, fruits, fruit trees; plate with different seeds.
Methodology: Children take a set of seeds and place them on the corresponding fruit or vegetable card.
Subject: “Children from which branch?”
Target: Differentiate the distinctive features of trees.
Didactic material: cards with images of rowan, birch, aspen, willow, etc. tree leaves; tree cards.
Methodology: Chairs are placed on the veranda at some distance from each other. Cards with a picture of a tree are placed on them. Children are given cards with pictures of leaves. At the command “one, two, three, run the leaf to the tree,” the children scatter to their places, then the cards are changed.
Subject: “What insect, name it?”
Target: To form the concept of “insect” in children. Recognize and name representatives of insects: fly, butterfly, dragonfly, ladybug, bee, bug, grasshopper...
Didactic material: Cut pictures of insects.
Methodology: Children must quickly assemble a picture and name the insect. If someone finds it difficult, you can use riddles:
She's cuter than all the bugs
Her back is red.
And there are circles on it
Little black dots.
(Ladybug)
She has 4 wings
The body is thin, like an arrow,
And big, big eyes
They call her...
(Dragonfly)
Drinks the juice of fragrant flowers.
Gives us both wax and honey.
She's nice to everyone,
And her name is...
(Bee)
I don't buzz when I sit
I don't buzz when I walk.
If I'm spinning in the air,
I'll have a blast at this point.
(Bug)
We'll spread our wings -
The pattern on them is beautiful.
We're spinning around and around -
What space all around!
(Butterfly)
Subject: “Find the same flower”
Target: Exercise children in finding objects similar to those in the picture. Cultivate attentiveness, concentration, and shape children’s speech.
Didactic material: real indoor flowers, corresponding cards for them.
Methodology: Children are given cards with pictures of indoor flowers; they must find the same one in the group, show it and, if possible, name it.
Topic: “Who sings like?”
Target: Form articulation of speech. Practice correct onomatopoeia for birds. Strengthen children's knowledge about the characteristics of birds.
Didactic material: Audio recording of birds singing. Cards with a picture of a bird
Methodology: An audio recording of birds singing is heard. Children must guess and find a card with a picture of a bird.
Topic: “Guess the spring flower”
Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.
Didactic material: Poems riddles about spring flowers. Subject pictures depicting flowers.
Methodology: The teacher reads the riddles, and the children use the answers to find the corresponding flower and name it.
On a sunny spring day
A golden flower blossomed.
On a high thin leg
He kept dozing by the path.
(Dandelion)
Spring comes with affection and its fairy tale,
Waves a magic wand -
And the first flower will bloom from under the snow
(Snowdrop)
It's May, it's warm and summer is coming. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...
(Tulip)
It blooms in May,
You will find him in the forest shade:
On a stalk, like beads, hardly
Fragrant flowers hang.
(Lily of the valley)
Topic: “What do we take in the basket?”
Target: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest. Learn to distinguish fruits based on where they are grown. To form an idea of the role of people in conservation of nature.
Didactic material: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Methodology: Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Topic: “Tops - roots”
Target: Teach children to make a whole from parts.
Didactic material: two hoops, pictures of vegetables.
Methodology:
Option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. To the signal “One, two, three – find your match!”
Topic: “Air, earth, water”
Target: Strengthen children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Didactic material: Ball.
Methodology:
Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option 2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
Topic: "Guess what's in the bag?"
Target: Teach children to describe objects perceived by touch and guess them by their characteristic features.
Didactic material: Vegetables and fruits of characteristic shapes and varying densities: onions, beets, tomatoes, plums, apples, pears, etc.
Methodology: You need to play according to the type of game " Wonderful pouch" Children feel the object in the bag; before taking it out, it is necessary to name its characteristic features.
Topic: “Nature and Man”
Target: To consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Didactic material: Ball.
Methodology: The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Topic: “Choose what you need”
Target: Strengthen knowledge about nature. Develop thinking and cognitive activity.
Didactic material: Subject pictures.
Methodology: Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Topic: “Where are the snowflakes?”
Target: Reinforce knowledge about the different states of water. Develop memory and cognitive activity.
Didactic material: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Methodology:
Option 1. Children dance in a circle around cards laid out in a circle. The cards show various states water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are again selected and the choice is explained, etc.
Option 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
At what time of year can water in nature be in a solid state?
(Winter, early spring, late autumn).
Topic: “The birds have arrived”
Target: Clarify your understanding of birds.
Didactic material: Poem about birds.
Methodology: The teacher names only birds, but if he suddenly makes a mistake, then the children should stomp or clap.
For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp -
What is wrong? (flies)
And who are these flies? (insects)
Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping.
Birds arrived: pigeons, martens...
The children are stomping. Game continues.
The birds have arrived:
Tit pigeons,
Jackdaws and swifts,
Lapwings, swifts,
Storks, cuckoos,
Even owls are scops owls,
Swans, starlings.
Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
Topic: “When does this happen?”
Target: Teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Didactic material: For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.
Methodology: The teacher reads the poem, and the children show a picture of the season mentioned in the poem.
Spring.
In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer.
And light and wide
Our quiet river.
Let's run to swim and splash with the fish...
Autumn.
The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields.
A cloud covers the sky, the sun does not shine,
The wind howls in the field,
The rain is drizzling.
Winter.
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies;
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
Topic: “Animals, birds, fish”
Target: Strengthen the ability to classify animals, birds, fish.
Didactic material: Ball.
Methodology:
Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird?
The neighbor accepts the item and quickly answers (the name of any bird).
Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted.
They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).
Option 2: The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
Topic: “Guess what grows where”
Target: To clarify children’s knowledge of the names and places of plant growth; develop attention, intelligence, memory.
Didactic material: Ball.
Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, naming the place where the plant grows: garden, vegetable garden, meadow, field, forest.
Topic: “Fold the animal”
Target: Strengthen children's knowledge about pets. Learn to describe using the most typical characteristics.
Didactic material: pictures depicting different animals (each in duplicate).
Methodology: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.
Topic: “What is made of what?”
Target: Teach children to identify the material from which an object is made.
Didactic material: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Methodology: Children take different objects out of the bag and name them, indicating what each object is made of.
Topic: “Guess what”
Target: Develop children’s ability to solve riddles, correlate a verbal image with an image in a picture; clarify children's knowledge about berries.
Didactic material: pictures for each child with images of berries. Book of riddles.
Methodology: On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Topic: “Edible - inedible”
Target: To consolidate knowledge about edible and inedible mushrooms.
Didactic material: Basket, subject pictures with images of edible and inedible mushrooms.
Methodology: On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in a basket.
Topic: “Find your pebble”
Target: Develop tactile sensations, attention, memory.
Didactic material: Collection of stones.
Methodology: Each child chooses the stone he likes best from the collection (if this game is played outside, he finds it), examines it carefully, remembers the color, and touches the surface. Then all the stones are put in one pile and mixed. The task is to find your stone.
Topic: "Flower Shop"
Target: Strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Didactic material: petals, color pictures.
Methodology:
Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
Topic: "The Fourth Wheel"
Target: Strengthen children's knowledge about insects.
Didactic material: No.
Methodology: The teacher names four words, the children must name the extra word:
Option 1:
1) hare, hedgehog, fox, bumblebee;
2) wagtail, spider, starling, magpie;
3) butterfly, dragonfly, raccoon, bee;
4) grasshopper, ladybug, sparrow, May beetle;
5) bee, dragonfly, raccoon, bee;
6) grasshopper, ladybug, sparrow, mosquito;
7) cockroach, fly, bee, cockchafer;
8) dragonfly, grasshopper, bee, ladybug;
9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.
Option 2: The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee...bee...cockroach).
Dictionary: anthill, green, flutters, honey, shifty, hardworking, red back, passive, annoying, hive, shaggy, ringing, river, chirping, web, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion” by jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.
Topic: “Arrange the planets correctly”
Target: Reinforce knowledge about the main planets.
Didactic material: Belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.
What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself because it is considered the largest.
What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning.
Each has its own size and color.
For each the path is determined,
But only on Earth is the world inhabited by life.
Topic: “Who eats what?”
Target: To consolidate children's knowledge of what animals eat. Develop cognitive interest.
Didactic material: Pouch.
Methodology: The bag contains: honey, nuts, cheese, millet, apple, carrots, etc.
Children get food for the animals, guess who it is for, who eats what.
Topic: “Useful – Unuseful”
Target: Reinforce the concepts of healthy and unhealthy foods.
Didactic material: Cards with images of products.
Methodology: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.
Target: Strengthen your knowledge of medicinal plants.
Didactic material: Cards with plants.
Methodology: The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).
For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).
Subject: “What kind of animal am I?”
Target: Reinforce knowledge about African animals. Develop your imagination.
Didactic material: No.
Methodology carrying out:
Option 1: A group of guys participate in the game, the number of players is not limited. The group has a leader. One of the players is removed for short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what a beast they will be.
Option 2: You need to answer the presenter's questions. So, the beast is guessed, the participant is invited, the game begins.
A participant asks questions to a group of players, for example: is the animal small? maybe crawl? jump? does he have fluffy fur? etc.
The guys, in turn, answer the presenter “yes” or “no.” This continues until the player guesses the animal.
Topic: “Name the plant”
Target: Improve knowledge about indoor plants.
Didactic material: Houseplants.
Methodology: The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
Topic: “Who lives where”
Target: Strengthen knowledge about animals and their habitats.
Didactic material: Cards “Animals”, “Habitats”.
Methodology: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
Topic: “Flies, swims, runs, jumps”
Target: Strengthen knowledge about living nature objects.
Didactic material: Pictures depicting different animals.
Methodology:
Option 1: The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.
Option 2: Children classify the pictures - flying, running, jumping, swimming.
Topic: “Take care of nature”
Target: To consolidate knowledge about the protection of natural objects.
Didactic material: Cards with objects of living and inanimate nature.
Methodology: On the table or typesetting canvas are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
Topic: “What would happen if they disappeared from the forest...”
Target: To consolidate knowledge about the relationships in nature.
Didactic material: Cards with wildlife objects.
Methodology: The teacher suggests removing insects from the forest:
What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?
It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
Topic: “Droplets go around in circles”
Target: Reinforce knowledge about the water cycle in nature.
Didactic material: Accompanying text for the game.
Methodology: To do this, you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins.
The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do.
Droplets flew to the ground... Let's jump and play. They got bored jumping around alone. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in a large river and travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.
Topic: "I know"
Target: Strengthen knowledge about nature. Develop cognitive interest.
Didactic material: No.
Methodology: Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.
Other classes of natural objects are called similarly.
Topic: “Recognize a bird by its silhouette”
Target: To consolidate knowledge about wintering and migratory birds, to practice the ability to recognize birds by silhouette.
Didactic material: Pictures with silhouettes of birds.
Methodology: Children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.
Topic: “Living - nonliving”
Target: To consolidate knowledge about living and inanimate nature.
Didactic material: You can use pictures “Living and inanimate nature”.
Methodology: The teacher names objects of living and inanimate nature. If it is an object of living nature, the children wave their arms; if it is an object of inanimate nature, they crouch.
Topic: “Which plant is gone?”
Target: Exercise children in naming houseplants.
Didactic material: Houseplants.
Methodology: Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
Subject: “Where does it ripen?”
Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Didactic material: Flannelgraph, branches, fruits, leaves of plants.
Methodology: Two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
Topic: "Guess what's in your hand?"
Target: Exercise children in naming fruits.
Didactic material: Fruit replicas.
Methodology: Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.
Topic: “Fairy tale game “Fruits and Vegetables”
Target: Deepen knowledge about vegetables.
Didactic material: Pictures of vegetables.
Methodology: The teacher says: - One day a tomato decided to gather an army from vegetables. They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.” - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrttoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato. Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.” - What do you think, children, who responded now? Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. - But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army? The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition. - All the vegetables became warriors, and there were no more sorrows! – the teacher concludes
Topic: “Distribute the fruits by color”
Target: Develop knowledge about vegetables and fruits. Teach children to classify objects.
Didactic material:Game character Winnie the Pooh, dummies of vegetables and fruits.
Methodology:
Option 1“Distribute the fruits by color.” The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow ones on another, and green ones on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and children kindly and delicately point out the teddy bear’s mistake and name shades of color: light green (cabbage), bright red (tomato), etc.
Option 2 “Distribute the fruits according to shape and taste” The teacher invites the children to arrange the fruits differently, according to their shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits according to taste - put sweet fruits on one dish, savory ones on another. Winnie the Pooh is happy - he loves everything sweet. When the distribution is over, he puts the dish with sweet fruits next to him: “I really love honey and everything sweet!” “Winnie the Pooh, is it really good to take all the delicious things for yourself? - says the teacher. – Children also love sweet fruits and vegetables. Go wash your hands, and I’ll cut the fruits and vegetables and treat everyone.”
Topic: “Medicinal plants”
Target: To develop knowledge about medicinal plants.
Didactic material: Cards “Plant habitat (meadow, field, vegetable garden, swamp, ravine)”, “Medicinal plants”, basket.
Methodology: The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows. And our guest, Kra
ENVIRONMENTAL GAME
"We live on planet earth"
Good evening, dear guests. We welcome you to the environmental game “We live on planet Earth.” Today we have gathered together to think and reflect once again on such an important process as nature conservation. To protect nature, you need to know it well. We dedicate our game to this topic. The main characters will be the teams: ______________________
The work of the teams will be assessed today by a jury consisting of:
Methodologist of the CDT - Zagrebelnaya O.B., teacher of the educational institution - Sundukova L.V.
So we start the game.
1 COMPETITION – “QUESTION - ANSWER”
20.What is the largest bird in the world? (Ostrich)
Island group (Archipelago)
MUSICAL No.
The jury's word for 1 competition
Name 5 edible mushrooms, poisonous plants, birds of prey, wildflowers, songbirds, and trees growing in Russia.
3 COMPETITION – “MULTI-COLORED ENVELOPES” (envelopes with questions)
MUSICAL No.
The jury's word - for the 2nd competition and the overall result for the first 2 competitions
Questions for the team 1.
Why does the crane have one chick?
(Cranes lay two eggs, but only one chick remains. The hatched chicks immediately begin a brutal fight until one kills the other. And the worst thing here is that the parents stand nearby and indifferently watch this murder.)
Why is the wolf called the forest orderly?
(First of all, it eats sick and weakened animals)
Questions for the team 2.
When do crayfish molt?
(Crayfish molt when the shell becomes tight. This happens somewhere at the end of autumn. And they are tight for a simple reason - crayfish grow.)
Why do swallows fly low before the rain?
(They catch insects that are knocked to the ground by the cold air)
Questions for the team 3.
Why do snakes show their tongues?
(Don’t think that they are teasing you. They are “feeling” the air, looking for prey. And what they are sniffing out, “carrying” on their tongue into their mouth.)
Why are frosts worse when the sky is cloudless?
(Clouds are like a blanket for the earth; they do not allow the earth to cool down)
4 COMPETITION “THE MOST”
1. The tallest tree.
Acacia
EUCALYPTUS
Oak
AMAZON
Volga
Mississippi.
3.The longest day of the year.
Libyan
Kalahari
SAHARA (Located in Africa)
5.The saltiest sea
DEAD
Red
Black
6.The shortest day of the year
CROCODILE
Elephant
bear
8. The sweetest tree in our forests
aspen
Ash
LINDEN
Mars
JUPITER
Earth
10.The fastest sea animal
DOLPHIN
Whale
fur seal
Nettle
BAMBOO
rosemary
12. The deepest lake in Russia and in the world.
BAIKAL (Depth 1620 m, length 636 km, maximum width 81 km)
Huron
Michigan
13.The shallowest sea on Earth
Okhotsk
Barentsevo
AZOV
5 COMPETITION – “VERBAL MAZE” (names of rivers)
MUSICAL NUMBER
The jury's word - for the 3rd, 4th competitions and the total result of the previous 4 competitions
PREND (Dnepr)
MURA (Cupid)
GOLAV (Volga)
NAEL (Lena)
THEN (Thames)
LAUR (Ural)
NADUI (Danube)
VIENNA (Neva)
RETEK (Terek)
MAKA (Kama)
PINS (Irtysh)
LAWIS (Wistula)
MUSICAL NUMBER
Grades for the 5th competition, summing up ecological game.
Nature is our wealth, and it is no coincidence that the writer Mikhail Prishvin said: “Fish need clean water - we will protect our reservoirs. Various valuable animals live in forests, steppes, and mountains - we will protect our forests, steppes, and mountains. For fish - water; to the bird - air; to the beast - forest, steppes, mountains. But a person needs a homeland. And protecting nature means protecting the Motherland.”
POSITION
Conducting an environmental game for high school students
"We live on planet earth"
Target: expansion and deepening of knowledge about living nature, development of students’ cognitive interest and their creative abilities.
Date and place:March 18, 2011 Assembly hall of the Central Children's Theater st. Ladozhskaya.
1 COMPETITION – “QUESTION - ANSWER”
Each team answers 15 questions - for each correct answer the team is awarded one point. The maximum score for the competition is 15 points.
2 COMPETITION – “FROZENS FROM A BARREL”- name 5 edible mushrooms, poisonous plants, birds of prey, wildflowers, songbirds, trees growing in Russia. The maximum score for the competition is 10 points (5+5).
3 COMPETITION – “DARK HORSE”
Each team receives an envelope containing two questions. For each correct answer - 1 point. The maximum score for the competition is 2 points.
4 COMPETITION “THE MOST”
Teams are offered questions and answer options - the task is to choose the correct answer, for which 1 point is awarded. The maximum score is 13 points.
5 COMPETITION – “WORD MAZE”
Decipher the names of the rivers. For each deciphered name, 1 point is awarded. The maximum number of points is 12 points.
PREND - | PREND - |
MURA - | MURA - |
GOLAV - | GOLAV - |
NAEL - | NAEL - |
THEN - | THEN - |
LAUR - | LAUR - |
INFLATE - | INFLATE - |
VIENNA - | VIENNA - |
RETEC - | RETEC - |
MAKA - | MAKA - |
PINS - | PINS - |
LAVIS - | LAVIS - |
Name 5 edible mushrooms
____________________________________
Name 5 poisonous plants
____________________________________
Name 5 birds of prey
____________________________________
Name 5 wild flowers
____________________________________
Name 5 songbirds
____________________________________
Name 5 trees growing in Russia.
___________________________________
1 COMPETITION – “QUESTION - ANSWER”
1.Herb for 99 diseases? (St. John's wort)
2. On the trail, which predatory animals do not have claws? (Cats, lynxes)
3.Who can drink with their feet? (Frog)
4.Who picks apples with their backs? (Hedgehog)
5. Is a penguin a bird or an animal? (Bird)
6.Which berry is red, black, white? (Currant)
7. Whose teeth grow every day? (Beaver, hare)
8.Which tree has a white trunk? (At the birch)
9.Which bird flies the highest? (Eagle)
10.Who sleeps upside down? (Bat)
11. Which snow melts faster - clean or dirty? (Filthy)
12.What does a grasshopper chirp with? (Foot on the wing)
13.What happens to a bee after it stings? (Dies)
14.Which tree gives water to woodpeckers in spring? (Birch)
15.Which bird throws eggs into other people's nests? (Cuckoo)
16.The name of which plant tells where it lives? (Plantain)
17.Who runs with their hind legs forward? (Hare)
18.A bloodthirsty predator of our forests? (Wolf)
19.Before what weather do birds stop singing? (Before the rainy one)
20.What is the largest bird in the world? (Ostrich)
21.When does a hedgehog not prick? (When I was just born)
22. Do birds winter in birdhouses? (No, it's cold there)
23. Is a tree a symbol of our Motherland? (Birch)
24. How many wings does a beetle have? (Four)
25.Where is the grasshopper's ear? (On the foot)
26.What does moose lose every winter? (Horns)
27.How many legs does a spider have? (Eight)
28.Which bird of our forests is called the forest doctor? (Woodpecker)
29.Which animal runs the fastest? (Cheetah, over 100 km per hour)
30.Who has eyes on his horns and a house on his back? (At the snail)
31.What fish is named after a person? (Carp)
32.Who is this – Alice and Basilio? (Fox and cat)
33.Are rabbits born blind or sighted? (Sighted)
34.Does a chicken breathe in an egg? (Breathing)
35.Whoever is heavier is the most big shark or an elephant? (Shark)
36.What does a hedgehog do in winter? (sleeping)
37.Do lilacs bloom in spring or summer? (Spring)
38.Which thread is the thinnest in nature? (Web)
39. Does a tree grow in winter? (No)
40.Can tigers swim? (Yes)
41. What kind of grass do cats like? (to Valerian)
42.A flower balding in the wind? (Dandelion)
43.The name of which plant is associated with ringing? (Bell)
44.Horse in a vest. (Zebra)
45.Which animal has green fat? (At the crocodile)
Which berry is called the “sister of the raspberry”? (Blackberry)
Who has the most sensitive nose? (at the butterfly)
What mushroom is named after the forest beast of prey? (Fox)
Which bird has the longest tongue? (At the woodpecker)
The arrival of which birds signifies the beginning of spring? (Rooks)
Part of the earth's watery shell? (Sea)
Severe storm at sea? (Storm)
Island group (Archipelago)
Large locality. (City)
Road through the mountain range (Pass)
Yulia Veremyeva
Ecological games in preschool educational institutions
"Tree, grass, flower and bird
They won't always be able to defend themselves.
If they are destroyed,
We will be alone on the planet."
D. Rodovich
Humanity is currently facing environmental disaster. The reason for the violation environmental balance was served by the consumer attitude of people towards the surrounding nature, their environmental illiteracy.
Today ecology- not only the science of the relationships of living organisms with each other and with the environment, it is also a worldview. Therefore, the formation of the foundations is brought to the forefront of education environmental consciousness of preschoolers, understanding of the general laws of development of the material world, and not just a set of information about natural phenomena and objects.
All areas of personal development are inextricably linked with the cultivation of a responsible attitude towards nature, therefore one of the main tasks
education is the formation of modern foundations ecological culture.
Ecological culture is a special type of culture, which is characterized by the presence of knowledge and skills in ecology, a humanistic attitude towards all living things and the environment.
Ecological culture is formed and develops throughout a person’s life. The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves. Skill "look" And "see", "listen" And "hear" It does not develop by itself, is not given ready-made from birth, but is nurtured. Learning to live in harmony with nature and the environment should begin in preschool age.
About it "They say" psychological and pedagogical research of recent decades by A. V. Zaporozhets, N. N. Poddyakova, I. D. Zvulva, L. S. Ignatieva, P. T. Samorukova, N. N. Kondratyeva, S. N. Nikolaeva. So, S. N. Nikolaeva in her program "Young ecologist» , has developed long-term thematic planning for children aged 2–7 years, including classes on environmental education, excursions, walks around ecological trail, reading fiction, educational conversations, environmental actions, holidays, different types of games. All these works are widely used in the process of training and education. ecological culture in children.
2. Psychological and pedagogical foundations of the organization play activity.
But we want to focus on gaming activities. After all, it is the game that allows you to satisfy children's curiosity, involve the child in the active exploration of the world around him, and helps him master ways of understanding the connections between objects and phenomena.
The game has a developmental effect on a small child and its use as a means environmental raising children is important for a number of reasons reasons:
Develops the child’s cognitive abilities and speech;
Promotes personality development and health maintenance;
Brings joy to the child in partnerships;
Allows the child to develop a wide variety of positive qualities;
Friendly relationships between children are fostered, a sense of camaraderie and mutual assistance is developed, and a culture of behavior and communication is fostered.
In pedagogical practice there are a number of different types games with natural history content. But a special role is given to didactic games. Its special significance lies in the fact that didactic play contributes to the formation of such qualities of the mind as its flexibility and mobility, capable of developing attention and imagination, shapes the child’s will, and contributes to the development of the most important mental formations baby: mastering the motives of significant social activities, the formation of elements of voluntary behavior, which are important components in the formation of the foundations environmental preschoolers' cultures.
Types of didactic games used in high school group:
- games with objects;
Verbal games;
Desktop-printed games.
Games with objects use toys, pictures and real objects (household items, tools, natural objects (vegetables, fruits, pine cones, leaves, seeds).Games with subjects provide the opportunity to solve various educational problems tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification, improve speech (the ability to name objects, actions with them, their qualities, purpose; describe objects, compose and guess riddles, correctly pronounce sounds speech, cultivate arbitrariness of behavior, memory, attention.
Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) allow children to consolidate their knowledge of the natural sphere around them and form their thinking processes (analysis, synthesis, classification).The teacher organizes such games while walking, in direct contact with nature: trees, shrubs, flowers, leaves, seeds.
Desktop-printed games varied in content, learning objectives, and design. They help clarify and expand children’s understanding of the world around them, systematize knowledge, and develop thought processes. Desktop-printed games varied in species: paired pictures, lotto, dominoes, mazes, cut pictures, cubes, puzzles.
Verbal games are carried out with the aim of consolidating knowledge about the functions and actions of certain objects, generalizing and systematizing knowledge. These games develop attention, intelligence, speed of reaction, coherent speech.
All these types of didactic games are used both in the classroom and in the everyday life of preschoolers (on a walk, when organizing children’s independent activities, during individual work).
3. Experience in using didactic games in practical activities
"Choose what you need"
Target: consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Move games: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: "green"- these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: "wet"- water, dew, cloud, fog, frost, etc.
"Protect nature"
Target: consolidate knowledge about the protection of natural objects.
Move games: on a table or typesetting canvas there are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth . For example: removes the bird - what will happen to the rest of the animals, to humans, to plants, etc.
"Magic Screens"
Target: development in children of the ability to organize objects by property, understand the conventions of notation, analyze, and compare objects.
Material: "Screen" with three "slit windows", into which tapes with symbols properties. Ribbons - strips with images of objects with to varying degrees expressiveness of properties (for example, an apple is large, medium and small,
Move games: the teacher or one of the children inserts an image of the object in the first "window". Offers to pick up "family"- build an ordered series.
For example: large circle, then medium, small; dark spot – light, very light, etc.
At the beginning of development games content is constructed specially: a property is selected, pictures with a clear manifestation of this property are selected. In the future, you can use images with multiple properties. For example, in the first "window" red apple, in the second and third "windows"- apples different in shape, color, size. Children discuss how to build a series, which property to choose.
"Who lives where"
Target: consolidate knowledge about animals and their habitats.
Move games: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (hole, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches its picture, "settle" at home, showing the card to the teacher.
“Alike - not alike”
Target: develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images.
Material: game sheet (screen) with three "slot windows", into which tapes with symbols of properties are inserted; ribbon strips indicating the properties of objects. In the first and third "window" strips with images of objects are inserted, and into the second - a strip indicating properties.
Option 1. The child is asked to install "screen" so that the first and third windows contain objects that have the property specified in the second window. At the initial stage of development games the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball.
Option 2. One child installs the first window, the second selects and sets the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3. Used at the final stages of development. You can play with a large group of children. The child makes a wish "riddle"- arranges images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.
"Ambulance"
Target: develop and support in children the desire to care for indoor plants, develop skills in properly caring for green friends, and introduce them to work environmental content.
Move games: teacher, shows children plants that need complex care, speaks: “Guys, look, our flowers have become sad. Maybe they got sick? ” then invites them to play the role of a doctor, “make a diagnosis” (i.e. determine what care the flower needs) and prescribe “treatment” to the plant (talk about how to properly, for example, wash the leaves (with a damp cloth, spraying them with water) or how to loosen the soil after watering, etc.).
Result. Who will put it right "diagnosis" and will appoint "treatment" plant, begins to implement it.
Ball game "Air, earth, water"
Target: consolidate children’s knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Move games: Option No. 1. The teacher throws the ball to the child and names an object of nature, for example, "magpie". The child must answer "air" and throw the ball back. On word "dolphin" the child answers "water", on word "wolf" - "Earth" etc.
Option No. 2. The teacher says the word "air" The child who catches the ball must name the bird. On word "Earth"- animal that lives on earth; on word "water"- inhabitant of rivers, seas, lakes and oceans.
"Animals, birds, fish"
Target: consolidate the ability to classify animals, birds, fish.
Materials: ball.
Move games: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, speaking: “Here is a bird. What kind of bird?
The neighbor accepts the item and responds quickly (name of any bird).
Then he passes the item to another child with the same question. The item is passed around the circle until the participants' knowledge the game will not be exhausted.
They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).
"The Fourth Wheel"
Target: consolidate children's knowledge about insects.
Move games: the teacher names four words, the children must name the extra one word:
1) hare, hedgehog, fox, bumblebee;
2) wagtail, spider, starling, magpie;
3) butterfly, dragonfly, raccoon, bee;
4) grasshopper, ladybug, sparrow, May beetle;
5) bee, dragonfly, raccoon, bee;
6) grasshopper, ladybug, sparrow, mosquito;
7) cockroach, fly, bee, cockchafer;
8) dragonfly, grasshopper, bee, ladybug;
9) frog, mosquito, beetle, butterfly;
10) dragonfly, moth, bumblebee, sparrow.
"Word Game"
The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee, bee, cockroach).
Dictionary: anthill, green, flutters, honey, evasive, hardworking, red back, sucker, annoying, hive, shaggy, ringing, river, chirps, cobweb, apartment, aphids, pest, "flying flower", honeycombs, buzzing, needles, "jumping champion", motley-winged, big eyes, red mustache, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.
"Not really"
Move games: All questions from the presenter can be answered only with words "Yes" or "No". The driver will go out the door, and we will agree on what animal (plant) We'll tell him a wish. He will come and ask us where this animal lives, what it is like, what it eats. We will only answer him "Yes" or "No".
Lotto “What grows where?”
Target: consolidate children’s ability to classify plants according to their place of growth; develop mindfulness.
Game task: fill the playing field.
Materials: playing fields - meadow, forest, pond, swamp. Cards depicting plants growing in these ecosystems.
Move games: Children choose playing fields. The presenter shuffles the cards and, taking out one at a time, names the plant. Children playing take away the cards that match their playing field. The one wins who will fill the playing field faster.
"Young Naturalist"
Educational puzzle set (48 pcs.)
Target: development of attention, memory, creative and logical thinking, formation of knowledge about the life of animals and plants, about the amazing transformations of animals and plants at different stages of development and life.
Lotto "Seasons"
Target: introducing children to concepts "year", "Seasons" and their sequence; seasonal natural phenomena, the life of animals and birds at different times of the year; rules of conduct in nature; generalization and classification skills.
"About Plants"
Target: teach children to classify plants into groups (vegetables, fruits, trees, flowers, berries); think logically and express your thoughts; develop attention and memory.
Material: playing field, 35 cards, cube, chips.
"Plant Life"
(frames and inserts)
Target: formation in children of basic knowledge about the surrounding nature; introduce children to shapes earth's surface (mountains, plains); natural areas (forest, steppe, desert). Develop cognitive interest, curiosity, and the ability to resolve problematic issues.
Material: a set of photo illustrations and cards depicting the shapes of the earth's surface, natural areas, natural phenomena.
4. Effectiveness of the experience
Knowing little about nature is shameful, but not knowing is simply impossible. Environmental literacy, careful attitude towards nature have become the key to human survival on our planet. Preschool age became the first stage in development human ecological culture. At this age, the child begins to distinguish himself from the environment, develops an emotional and value-based attitude towards the environment, and forms the basis of a moral environmental positions.
Our experience shows that in older preschool age children learn the complex without much effort environmental knowledge, if knowledge is presented in an accessible, exciting form in the game and if the child’s interest in natural phenomena is taken into account.
The results of pedagogical activities in environmental education of preschool children we think:
our students learned:
Understand your role in the world around you.
Be aware of the consequences of your actions in relationship with nature.
They have an understanding of the laws of nature.
They know environmental features of the native land.
Know a lot various games, can organize them independently.
Children acquired the skills of caring and attentive attitude towards objects of flora and fauna, including skills in caring for them.
Children have developed voluntary regulation of behavior through the development of the ability to follow rules games.
Friendships between the children became stronger, the children learned to work together and became more friendly.
II. Thus, the results of the work show that the use of the game method in environmental education of preschool children contributes to more effective learning by children environmental knowledge, abilities, skills.
“Let everything be beautiful in a person.
And thoughts, and actions, and soul!
In harmony with nature and with yourself
So that children can live in the world,
Bring up your children, take care of them,
Store ecology of the soul!»
III. Literature
1. “Activities and relationships of preschoolers”/ Ed. T. A. Repina. – M., 1987.
2. Dolto F. "On the Child's Side". – St. Petersburg, 1997.
3. Matejczyk Z. "Parents and children". – M., 1992.
4. Nepomnyashchaya N.I. “Formation of the personality of a child aged 6–7 years”. – M., 1992.
5. Pernu L. Ya. "I'm raising a child". – St. Petersburg, 1992.
6. “Development of personality and activity of a preschooler”/ Ed. A. V. Zaporozhets, D. B. Elkonin. – M., 1965.
7. "Child's Personality Development"/ Ed. A. M. Fonareva. – M., 1987.
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Didactic games on ecology
1. “Birds, fish, animals”Goal: To train children in the ability to name an object of a certain group of objects.
Game actions:
The presenter throws the ball to the child and says the word “birds.” The child who catches the ball must select a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
2. “Guess what’s in your hand”
Purpose: To distinguish vegetables, fruits and berries by touch.
Game actions:
Children stand in a circle with their hands behind their backs. The teacher places models of vegetables, berries and fruits in the children’s hands. Children must guess. The teacher shows, for example, a pear and asks to determine who has the same object (fruit, vegetable, berry).
3. “Flies, swims, runs”
Purpose: Depict the method of movement of an object.
Game actions:
The presenter names or shows the children an object of living nature and invites the children to depict the method of movement of this object. For example, when hearing the word “bear,” children begin to imitate walking like a bear; “magpie” children begin to wave their arms and so on.
4. Game “Good - bad”
Goal: To improve children's knowledge about the phenomena of living and inanimate nature, animals and plants.
Game actions:
The teacher or teacher offers children different situations, and the children make conclusions, for example: “Is a clear sunny day in the fall good or bad?”, “All the wolves have disappeared in the forest - is this good or bad?”, “It rains every day - is this bad or bad?” good?", "Is a snowy winter good or bad?", "All the trees are green - is this good or bad?", "A lot of flowers in our garden - is this bad or good?", "Granny in the village has a cow - is this good or bad?”, “All the birds on earth have disappeared - is that bad or good?” and so on.
5. “Who is after whom?”
Goal: Show children that in nature everything is connected.
Continue to instill in children a caring attitude towards all animals.
Game actions:
The teacher invites the called child to connect with a ribbon all the animals that hunt each other. Other children also help find the correct pictures of animals. You can suggest starting the game with a plant, a frog or a mosquito.
6. “What’s extra”
This game is usually used to develop thinking, but it can also be used to develop visual and auditory memory, depending on how the material is presented - visually or auditorily.
Goal: development of visual and auditory memory and thinking, activation of children's vocabulary.
Equipment: cards with a set of 4 words (pictures): three words - one generalizing concept, one word - another generalizing concept.
Progress of the game:
The child is asked to listen (watch) and remember a number of words (pictures). The presentation time for each picture is 1 second. After presentation, the pictures are covered or removed. Then he is asked to repeat these words (name the pictures). Next, the child is asked the question: “What word (picture) do you think is superfluous? Why?". Then the child is asked to remember and list the remaining three words (pictures). After this, the child is once again asked to list the entire series of words (pictures) in the order in which they were presented.
The complexity of the game occurs due to an increase in the number of memorized words or pictures, as well as through a more subtle differentiation of general concepts (for example, tableware - tableware, kitchen, tea).
Approximate list of equipment for the game
Domestic - wild birds
Chicken, goose, turkey ram
Duck, rooster, peacock horse
Chicken, duckling, gosling pig
Birds are animals
Ostrich, penguin, stork dolphin
Dolphin, walrus, octopus penguin
7. "The fourth wheel"
Target:. develop in children a cognitive interest in the life of feathered friends, teach them to understand the figurative meaning of riddles.
1. hare, hedgehog, fox, bumblebee;
2. wagtail, spider, starling, magpie;
3. butterfly, dragonfly, raccoon, bee;
4. grasshopper, ladybug, sparrow, chafer;
5. bee, dragonfly, raccoon, bee;
6. grasshopper, ladybug, sparrow, mosquito;
7. cockroach, fly, bee, cockchafer;
8. dragonfly, grasshopper, bee, ladybug;
9. frog, mosquito, beetle, butterfly;
10. dragonfly, moth, bumblebee, sparrow.
8. “Put the bird (animal, object) out of geometric shapes»
Goal: continue to teach children to post images of animals, objects, natural phenomena, etc. d., using geometric shapes; develop creative imagination, evoke a desire to fantasize.
Equipment: cards, a set of geometric shapes.
The teacher offers to play a game during which children come up with their own objects and images, using previously acquired knowledge and skills.
9. Find by description
Goal: to consolidate the idea of the features appearance plants, teach children to independently describe the plant.
Game task: find a plant based on the listed characteristics.
Material: cards with pictures of plants.
Progress of the game: The presenter names the characteristic features of a particular plant without naming it. Children look for his image among the cards. The winner is the one who quickly and correctly finds or names the answer.
10. Lotto “What grows where?”
Goal: to strengthen children’s ability to classify plants according to their place of growth; develop mindfulness.
Game task: fill the playing field.
Materials: playing fields - meadow, forest, pond, swamp. Cards depicting plants growing in these ecosystems.
Progress of the game: Children choose playing fields. The presenter shuffles the cards and, taking out one at a time, names the plant. Children playing take away those cards that correspond to their playing field. The one who fills the playing field faster wins.
