Project objectives: To develop cognitive abilities To form the prerequisites for search activity To stimulate the desire to learn as much as possible To form generalized ways of mental work and means of building our own cognitive activity To develop communication skills. To form in children respect for people of other nationalities The need to create their own picture of the world

Environmental education is one of the main directions in the education system, it is a way of influencing the feelings of children, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, understand that both plants and animals are living creatures, they breathe, drink water, grow, and most importantly, feel pain like a person.

Environmental education is essential from an early age. Our task, as teachers in working with children of preschool age, is to lay the first ideas and landmarks in the natural world. The right attitude towards living things is the end result of the project.

Expected results: To foster love for nature (through direct communication with it, perception of its beauty and diversity). Teach children to empathize with her troubles (through the perception of negative human activity). Teach to competently protect nature and fight for its preservation (through practical social activities)

Project implementation plan: Preparatory - diagnostic stage: Collecting information on the state of environmental education of children. Diagnosis of a child through didactic, ecological games, conversations, viewing pictures, illustrations. Interviewing parents, collecting analysis. Observations. Work with documents. The main - practical stage: Practical orientation of work on the problem: conducting thematic, complex classes; work with parents; making ecological and didactic games, ecological zones in a group; visibility; targeted walks, excursions. Final stage: monitoring of project implementation; analytical materials

Examine the map, find the continent Purpose: To help children learn the new concepts of "continent" and "ocean" Teach to recognize and show all continents and oceans on the map. Develop spatial imagination, cognitive interest, thinking, memory, speech, develop the ability to work with a map

Irina Khabalova
Environmental project "The Earth is our common home!" for preschoolers

Municipal autonomous preschool educational

institution kindergarten of general developmental type number 12 "Birch"

Environmental project

On the topic: « Earth is our common home!»

for older children

Prepared by a speech therapist

Khabalova Irina Stanislavovna

Domodedovo, 2015

INTRODUCTION

1. Relevance of the topic the project

In our time, problems ecological upbringing have come to the fore, and they are given more and more attention. The reason is human activity in nature, often illiterate, wrong with environmental point of view wasteful, leading to violation ecological balance.

Preschool age is the most important stage in development ecological culture of a person... During this period, the foundations of personality are laid, including a positive attitude towards nature, the world around us.

The kindergarten is the first link in the system of continuous environmental education, therefore, it is no coincidence that teachers face the task of forming a preschoolers foundations of the culture of rational nature management. Under environmental education of preschoolers understand the continuous process of education, upbringing and personal development, aimed at the formation of a system of scientific and practical knowledge, as well as value orientations towards a responsible attitude to nature.

The process is complex and lengthy, therefore, the goal ecological education should be the formation of a new type of person with a new ecological thinking who are able to realize the consequences of their actions in relation to the environment and who knows how to live in relative harmony with nature

New system requirements preschool education dictate new conditions for the organization of the pedagogical process in preschool educational institutions, including the organization ecological upbringing and education.

1.1. Goal and tasks the project

Target the project: the formation in children of the beginning ecological culture, consciously correct attitude towards nature in all its diversity, towards people protecting it, attitude towards oneself as a part of nature, understanding of the value of life and health and their dependence on the environment.

To achieve this goal, it is necessary to solve a number of interrelated tasks in the field of training, education and development. baby:

Formation of a system of elementary scientific environmental knowledge accessible to the understanding of the child- preschooler(first of all, as a means of developing a consciously correct attitude to nature);

Development of cognitive interest in the natural world;

Formation of initial skills and abilities ecologically competent and safe behavior for nature and for the child himself;

Education of a humane, emotionally positive, careful, caring attitude to the natural world and the world around us in general; developing a sense of empathy for objects of nature;

Formation of skills and abilities to observe natural objects and phenomena;

Formation of the initial system of value orientations (perception of oneself as a part of nature, the relationship between man and nature, intrinsic value and diversity of meaning

Mastering elementary norms of behavior in relation to nature, the formation of skills for rational use of natural resources in everyday life;

Formation of the ability and desire to preserve nature and, if necessary, provide assistance to it (caring for living objects, as well as skills in elementary environmental protection activities in the immediate environment;

Formation of elementary skills to foresee the consequences of some of their actions in relation to the environment.

Ensuring continuity ecological education in system: DOW is a family.

Thus, the tasks ecological upbringing in a preschool educational institution is the task of creating and implementing an educational and educational model, in which the foundations are imparted ecological culture in children preparing to enter school.

Terms of implementation the project: four weeks.

Participants, partners the project: employees of the preschool educational institution, children from 5 to 6 years old and their parents.

Means of implementation the project

Environmental the situation in Russia is rather complicated. At the legislative level, there are laws and requirements that help us to implement ecological education of the younger generations. To them relate:

The Convention on the Rights of the Child;

Convention preschool education;

Law "On education" RF and MO;

Federal state requirements for the structure of the main general education program preschool education;

Availability of variable preschool educational programs adapted to the Federal State Educational Standard;

Model regulations on preschool educational institutions;

But along with favorable factors, there are factors that make it difficult to implement. To them relate:

Difficulties of the transition period in the education system at the present stage;

Consumer attitude of people to natural resources and deterioration ecology;

Many families do not have the conditions to ensure ecological education of children.

For implementation ecological education of senior preschoolers various software and methodological support is used Preschool:

Program "From birth to school" ed. N.E. Veraksy, 2012

Nikolaeva S.N. "Young ecologist» ,2005

Ryzhova N.A. "Our home is nature", 1996

Solomennikova O.A. Ecological upbringing in children garden: program and guidelines, 2008

Methodological support:

Educational-methodical literature, subscription and periodicals.

Summaries of activities and entertainment, collections ecological fairy tales.

Developing video material.

Books with ecological content.

The material and technical base of the preschool educational institution fully meets modern requirements. These are corners of nature in groups, a vegetable garden on the site and on the window, visual and demonstrative material: presentations, nature calendars, illustrations, photographs, paintings, slides (birds, plants, animals, seasons, etc.).

Forms of work on implementation the project

Observations and ecological excursions on the ecological trail;

Viewing videos, presentations;

Reading stories about nature;

- “Lessons of respect for nature”;

Quiz "Do you know nature?"

- productive activity: poster creation, release environmental wall newspaper;

Laboratory (experiences and experiments);

- ecological, outdoor, didactic games.

- ecological-cognitive entertainment.

Also held environmental actions, involving the participation of all participants in the educational process:

- "Let's help flowers";

- "Let's make the site cleaner!".

We guessed towards the end the project get the following results:

Creation on the territory of a preschool educational institution environmentally friendly environment;

Level up environmental knowledge and the level of environmental culture of pupils;

Formation of a stable interest among pupils in creative, search and research activities;

Formation of the skills of independent creative thinking in children;

Improving the level of knowledge, ecological competence of parents on the topic the project.

Spent during project work on environmental raising children 5 - 6 years old led to the following results:

Children became more interested in the surrounding nature, the world of plants and animals;

Children have formed initial ideas about themselves (man is a part of nature and obeys its laws, about the intrinsic value of nature, a positive attitude towards it,

Children have developed their first skills ecologically competent and safe behavior in nature, the desire to treat it with care.

When organizing the upbringing and educational process on environmental education according to the project the unity of goals and continuity of all participants was ensured project and allowed, in his queue:

Teachers to improve their professional skills in ecological education of preschoolers;

Parents to understand the importance of developing the first skills in children ecologically competent and safe behavior in nature and in everyday life.

So the work to implement the project contributed to the development of children's ideas about a responsible attitude to their health and the state of the surrounding nature, the beginning of the formation ecological culture, which manifests itself in an emotionally positive attitude towards nature, the surrounding world.

LITERATURE

1. Program "From birth to school" ed. N.E. Veraksy, 2012

3. Gorbatenko O. F. System environmental education in preschool educational institutions. - Volgograd: Teacher, 2008

4. Law "On education" RF and MO;

5. Zenina T.N. preschoolers for plants and animals. Tutorial. - M., Pedagogical Society of Russia, 2010.

7. Comprehensive classes in ecology for older preschoolers / Ed.... S. N. Nikolaeva. -M, 2005

9. Convention on the Rights of the Child;

10. Convention preschool education;

11. Our home is nature. // Preschool education. – 1994. – №7.

12. Nikolaeva S.N., Acquaintance preschoolers with inanimate nature... M .: Pedagogical Society of Russia, 2003.

13. Nikolaeva S.N.Program environmental education of preschoolers... M., 1995.

14. Nikolaeva S. N. Young ecologist... System of work with children in kindergarten, M., MOSAIK-SYNTEZ, 2010.

17. Solomennikova O. A. Ecological education in kindergarten. - M: Mosaic-Synthesis, 2008

18.V. A. Shishkina, M. N. Dedulevich "Walking in nature", - Moscow "Education" 2002.

20. Internet resources.

LITERATURE FOR CHILDREN

1.A. Batuev "Wonderful world", - M., Children's literature, 1990

2. Take care of the living. Part 2. In the forest, in the meadow - M., Spring-Design 2006

3.V. Bianchi "Forest scouts", - M., Publisher "RIPOL classic", 2011

4. V. Bianchi "Russian fairy tales about nature"»,

5. A. A. Vakhrushev, E. E. Kochemasova, Hello, world! The world. Part 1 - 2, - M., Publisher: Balass, 2006

6. Egupova V. A. I study the world around. For children 5-6 years old. Part 1, 2, - M., Lomonosov school, 2009

7. Ivanov A. A. "Around the World with Homa and Gopher"

8.D. V. Panfilov, "In the world of insects", - M., Timber industry,

9. M. Prishvin "Lisichkin bread"

"The ecological project" The Earth is our common home "Project:" The Earth is our common home "Age: senior, preparatory group. Educator: Abdrakhmanova Gulnara ... "

Environmental project "Earth is our common home"

Project: "The earth is our common home"

Age: senior, preparatory group.

Educator: Abdrakhmanova Gulnara Sulaimanovna.

Project type: practical - research.

Duration: 1 month.

Relevance:

Planet Earth is our common home. Man and nature are one, indivisible. Despite all the achievements of modern civilization, man cannot live without nature, it has everything necessary for life. Therefore, every person who lives on Earth should take care of his home, preserving and safeguarding its values ​​and wealth. This should be taught to children from early childhood. It is in the preschool age that the foundation of concrete ideas about nature is laid, the foundations of ecological consciousness are formed.

Environmental upbringing and education of children is an extremely urgent problem of the present time: only the ecological worldview, the ecological culture of people living on earth today can lead the planet and humanity out of the catastrophic state in which they are now. Environmental education has a huge impact on the formation of the personality - properly organized, systematically carried out in preschool educational institutions under the guidance of teachers (people who have a high environmental culture), it affects its mental, moral, physical qualities, contributes to the development of logical thinking and speech.

The natural world is very diverse and fraught with tremendous opportunities for the all-round development of children. Therefore, it is very important to think over the organization of training, walks, special observations. The educational value of nature for the development of preschoolers is very great: communicating with nature, children learn to love nature, observe, empathize, understand that both plants and animals are living beings. They breathe, drink water, grow, and most importantly. Feel pain like a person. Thinking about nature under the influence of an adult, preschoolers enrich their knowledge, feelings, they form a correct attitude towards living things, a desire to create, not destroy.

I believe that it is from preschool age that conditions must be created for the full and timely development of the child, focusing on various forms and methods and always involving parents in the participation.

Objective of the project:

Implementation of socially significant activities aimed at using the basic knowledge of preschoolers on environmental education in practical environmental protection activities, contributing to the development of interest in the preservation and enhancement of natural resources, the spiritual and moral formation of the individual, the formation of a sense of belonging to all living things.

Project objectives:

1. Educational:

To acquaint with the diversity of flora and fauna, with its significance for all life on the planet

Engage in environmental protection

Build research skills

Develop skills and habits of working with natural materials

2. Developing:

Develop the ability to compare and analyze

To acquaint with medicinal herbs of our region

To develop the initial skills and abilities of environmentally competent and safe behavior for nature and for the child himself.

Develop imagination, thinking while observing, exploring natural objects

Develop the ability to convey your feelings from communication with nature in drawings and crafts.

3. Educational:

To cultivate communication skills, independence, hard work, observation and curiosity for all living things.

To bring up a humane, emotionally positive, careful, caring attitude towards the natural world and the surrounding world in general, the natural heritage of our region.

Project participants: pupils of the senior, preparatory group, parents of pupils, teachers of MBDOU No. 63, a music worker.

Place of project implementation: the Republic of Tatarstan, the city of Naberezhnye Chelny, municipal budgetary preschool educational institution "kindergarten of general developmental type with priority implementation of activities in the cognitive and speech direction of children's development No. 63" Zhemchuzhinka "

Creation of pedagogical conditions:

1. Creation of a developing environment.

2. Conducting a systematic acquaintance with objects and inhabitants of nature, thin. works, ...

3. Involvement of parents in the project: information stands, competitions of joint works (drawings, crafts, consultations, participation in entertainment.

Implementation principles:

1. Relevance.

2. Consistency.

3. Availability.

4. Visibility.

Stages of project implementation:

1. preparatory work.

1. Choice and approval of the topic.

2. Determination of the goals and objectives of the project.

3. Selection of information material, children's and scientific and educational literature, illustrations, audio, video recordings, photographs.

4. Creating a card index of games

5. Drawing up a perspective - thematic plan.

6. Conducting a survey with parents

7. Providing conditions for the project.

8. Control over the implementation of the project.

2. main stage.

1. Conducting conversations.

2. Familiarization of children with children's folklore, artistic works of children's writers.

3. Acquaintance of children with folk, outdoor, didactic games.

4. Acquaintance of children with samples of arts and crafts.

5. Organization of exhibitions.

6. View slides.

7 Learning songs, round dances.

8. Excursion.

3. The final stage.

1. presentation of the project at a meeting of the pedagogical council of MBDOU No. 63 "Pearl"

2. Processing the results of the project.

3. Introduction of additions, amendments.

4. Final fun with parents.

Forms of work on project implementation:

observation and ecological excursions on the ecological trail;

Creation of videos, presentations, slide shows;

Cognitive reading;

Contests with parents, KVN;

Laboratory (experiments and experiments); Issue of an ecological newspaper;

Environmental, mobile, didactic, simulation games, travel games.

Eco-educational holidays and entertainment.

Final event.

Expected results:

Raising the level of knowledge of ecology among children;

To cultivate love for nature (through direct communication with it, the perception of its beauty and diversity)

Teach children to empathize with her troubles (through the perception of negative human activity)

Teach competently, protect nature and fight for its preservation.

Improving the level of knowledge, environmental competence of parents

Active participation of parents in the environmental education of preschoolers.

Prospectively - thematic plan.

Organized educational area Collaboration between educator and children Independent activity of children Collaboration with parents

1 week "House under the blue roof"

1. "The Earth is our common home" FKTsM Conversation

Objectives: to expand the idea that the Earth is the common home of all people and all living beings living next to a person;

Reading thin lit-ry:

J. Dragunsky "Earth"

L. Kvitko "On the sand"

T. A. Shorygina "The Wizard from the Planet Omega",

"Our nurse is the Earth." Sand Experimenting: Dig The Clue Game

Purpose: to develop tactile-kinesthetic sensitivity, fine motor skills of hands, imagination, logical thinking, spatial orientation. Questionnaire on the topic "Environmental education of preschoolers"

2. Did. games: “Where, what is growing? "

Purpose: to activate the knowledge of children about the place of growth of medicinal plants, fodder, vegetables, cereals.

"Safety rules in summer" goal: To form knowledge about safety rules in summer (in the forest, at the dacha, on the water). The game is a journey "through the native city"

Purpose: to activate knowledge about the hometown (complex, to learn how to use molds of different sizes, to form an interest in exploring native places. "Zoological Lotto", "Who lives where?", "Earth and the solar system"

Building a panorama of the home complex

from sand.

View pictures depicting dangerous situations that arise in the summer.

3. Drawing On the pavement on the theme: "My planet - Earth" Viewing illustrations of albums:

"My native, green city"

"My Blue Planet Earth" Planning an ecological path.

4. Music D / game "Summer in Music"

Purpose: to form the ability to determine the state of the weather corresponding to the season by the nature of the music, to develop a sense of beauty, attention, figurative speech

Learning the song: "The sun has friends"

5. Labor Caring for indoor plants, flowers in a flower bed. Watering and loosening plants. Labor landing "Let's make the kindergarten site beautiful"

7. Outdoor games: "The sun and the rain"

Purpose: to develop orientation in space, attention, speed of reaction.

"Hunters and Beasts"

Examination of drawings according to the rules of life safety Photo exhibition: "There is no end to surprise when it is summer in nature"

8 Intellectual game “What, where, when? "

Purpose: To consolidate children's knowledge about nature; to form a sustainable interest in nature through an emotional attitude. Round table "Let's save our native nature"

2 week "Red Book"

9. "In the world of rare plants" FKTSM Conversation: "Sea cows and the red book"

V. Peskov "Elk"

V. Tanasiychuk "Explosion without noise"

Experimenting with Water: Fruits and Vegetables Game

Purpose: to distinguish between vegetables and fruits, to develop attention and speed of reaction, dexterity. Memo for parents on environmental education.

10 Did. games: “Guess what kind of plant? "

Purpose: to clarify ideas about plants, to teach how to recognize them by description

"Tops, roots"

Purpose: to develop the ability to correlate tops and roots of vegetable crops. "Lay out the pattern"

Purpose: to develop the ability to lay out a pattern from natural material, imagination, a sense of rhythm, aesthetic taste, to learn to combine various materials in a pattern.

N / a game Lotto "Vegetables and Fruits"

Purpose: to consolidate the knowledge of children about vegetables and fruits.

11 Drawing Drawing up an album of children's works "Green Pharmacy" "Medicinal plants" Competition for the best sun hat made of paper

12 Music Learning the song "Don't pick flowers, don't pick"

13 Labor Weeding flower beds for seedlings in the garden.

14 Outdoor games: "Run to the named tree"

Purpose: to consolidate the knowledge of children about trees.

"Find yourself a mate"

15 Entertainment KVN "Nature Connoisseurs" Viewing illustrations "How to behave in nature" Ecological trail "Trees in kindergarten"

3 week "Ok, where there is no litter"

16 "Cleanliness on the Planet" FKTSM

Conversation on the topic: "About garbage and what can be done to make garbage less ...."

Objectives: Reading thin. literature:

V. Bianchi "Lesnaya Gazeta"

V. Tanasiychuk "Sour Rain"

T. A. Shorygina "Spring" Experimenting with water: the game "What's on the bottom? "

Purpose: To develop tactile and motor sensations, the ability to examine an object in water. Information stand "Man and Nature"

17 Did. games: "Sea Battle"

Purpose: to consolidate the knowledge that paper objects do not sink, but get wet and soaked.

“What do people do in the summer? »Purpose: to form the knowledge that people have a lot of work in the summer: in the country, in the fields, in the meadows, etc." Seasons "

Purpose: to concretize the knowledge of children about the seasons. Collection of literature: poems, stories, proverbs, sayings about medicinal herbs.

18 Drawing "Rain and plants in summer" Drawing environmental signs

19 Music P. Tchaikovsky "The Seasons"

Listening to audio recording

"Noise of rain" Campaign "Let's clean the kindergarten from garbage"

20 Labor Working in the garden. Watering, loosening, weeding.

21 Outdoor games: "Shore, sea, sails"

Purpose: to develop responsiveness, attention.

"Frog and Heron" Drawing up a plan of an ecological trail.

22 Master class on the topic: "Bee" Consideration of the album: "The second life of abandoned things" Collecting waste material for the competition. Competition "Crafts from waste material".

4 week "Ecological chains"

23 "Living Chains" FKTSM

Conversation on the topic: "Ecology in the forest ...."

Objectives: Expand children's ideas about trees, plants, animals, insects. Reading art literature:

T. A. Shorygina

"Rowan"

V. Peskov "The hospital under the pine tree" Experimenting with sand: "Write a story"

Purpose: to develop tactile - kinesthetic sensitivity, spatial orientation, imagination, coherent speech. Consultation on the topic: "Raising love for nature"

24 Did. games: "What will happen if ..." Purpose: to develop thinking, imagination, actualize the experience of children, their knowledge.

"If I were a tree"

Purpose: to consolidate the knowledge of children about the peculiarities of the structure of trees. "Zoological Lotto"

Purpose: to systematize children's knowledge about animals and their habitat.

"Summer Clothes Atelier"

Purpose: to form the ability to choose summer clothes from the proposed ones, describe them, naming the details, the quality of the material, choosing them by color, type, use. Travel along the ecological trail "Plants in our garden"

25 Drawing "What benefit have I brought to the planet" Drawing environmental signs Exhibition: "environmental signs"

26 Music "It's Called Nature" Examining illustrations of nature.

Listening to the audio recording "Sounds of Nature"

27 Labor Watering, weeding, loosening the flowers of the flower bed. Group site cleaning. Joint activity "Vegetables and fruits on our table"

28 Outdoor games: "Trees and worms"

Purpose: to consolidate the knowledge of children about the relationship between plants, soil animals, soil.

"Hunters and Beasts"

29 Final entertainment "Nature is our home" Involvement in the preparation of the final entertainment.

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GOAL:
Form ideas in children
about the Earth and the life of people on Earth.
TASKS:
Foster interest and respect for people
different countries and nationalities, to their
activities and culture.
Instill a sense of patriotism, love for
to your country, to your hometown.
To acquaint with the history of the development of others
countries, with their sights,
traditions.
To lead to an understanding of the uniqueness of our
planets, since only on Earth there is life.
To cultivate the desire to protect our Earth.

Stages of project implementation:

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Project passport

Topic: "The Earth is our common home."

Project type: cognitive research.

The nature of the project: cognitive, search and research, creative.

By the nature of contacts: children, educator, parents.

Relevance of the topic:

Nature is an amazing phenomenon, the educational impact of which on

it is difficult to overestimate the spiritual world of a preschooler. Nature is

the source of the first concrete knowledge and joyful experiences, often

memorable for a lifetime. A child's soul is revealed in communication with nature,

interest in the world around is awakened, the ability to make discoveries and

wonder at them.

It's no secret that preschool children are researchers by nature.

Unquenchable thirst for new experiences, curiosity, constant striving

experiment, independently seek new information about the world traditionally

are considered as the most important features of children's behavior. Research,

search activity is the natural state of a child, he is tuned in to cognition of the world, he wants to cognize it. To explore, discover, study means to take a step into the unknown and unknown. It is the exploratory behavior that creates the conditions for the child's mental development to unfold initially as a process of self-development.

Of particular importance for the development of the personality of a preschooler is his mastering

ideas about the relationship between nature and man. Mastering ways

practical interaction with the environment ensures the formation

the worldview of the child, his personal growth. An essential role in this direction

the search and cognitive activity of preschoolers plays in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena.

Objective of the project:

To form in children ecological knowledge, respect for nature and

everything around.

Project objectives:

 To form in children a careful, responsible, emotionally friendly attitude towards the natural world, towards living beings, in the process of communicating with them.

 Build observation and experimentation skills in the process

search and cognitive activity.

 To develop in children imagination, speech, fantasy, thinking, skill

analyze, compare and generalize.

 Foster a desire to protect and strengthen the health of children.

Stages of project implementation:

Preparatory stage

1. Collection and analysis of literature on this topic.
2. Defining a goal based on the interests and needs of children.
3. Planning of forthcoming activities aimed at implementation

1. Providing a didactic complex for the implementation of the project.

The main stage

1. Carrying out activities in a group.
2. Interaction with parents aimed at getting to know the project

activities.

The final stage

1. Mini-exhibition of products of children's activities.

2 Summing up.

Expected results:

The development of a person who is not indifferent continues, with an emotional and value-based aesthetic attitude to the world, which combines the qualities of morality, aesthetic taste, communication, imaginative thinking, and creative abilities;

A consciously correct attitude towards objects and natural phenomena, ecological thinking is formed;

The mental abilities of children develop, which are manifested in the ability to experiment, analyze, draw conclusions;

Children developed a desire to communicate with nature and reflect their experiences through various activities;

An understanding of the need for a careful and caring attitude to nature comes, based on its moral, aesthetic and practical significance for humans.

Reflection of activity

The work within the framework of the project turned out to be interesting, exciting, informative. Allowed to expand the horizon of each child, to create wider social contacts for him. The research results were highly appreciated and approved.

In the implementation of project activities, children learned to see problems, ask questions, put forward hypotheses, give definitions to concepts, classify, observe, conduct an experiment, structure the material obtained in the course of research, draw conclusions, inferences, prove and defend their ideas.

It was interesting to see that the very formulation of the problem in children arose only when the problem was solved. Young researchers, starting the search, did not clearly understand why they were doing it, and even more so they did not know what they would find in the end. In doing this part of the research work with children, I was flexible, not requiring a clear understanding and formulation of the problem. The children identified the problem by simple observation and elementary analysis of reality. The child learns everything firmly and for a long time, when he hears, sees and does himself.

It was interesting to observe that during the implementation of the project, the children solved the assigned tasks at a pace that was comfortable for them, and chose partners for independent and group activities.

Thus, the interaction and communication of all project participants: the educator, children and parents, united by one problem, allows achieving high results: the development of search activity in children, intellectual initiative, the development of the ability to predict future dimensions, the formation of communication skills.

As a result of the work, children have learned the norms and rules of environmentally sound interaction with the outside world, feel the need to acquire ecological knowledge, are guided by their practical application, feel the need to communicate with representatives of the animal and plant world, empathize with them, feel a desire to protect nature, show sensitivity, respect for everything around. They show aesthetic skills and needs to see and understand the beautiful, the needs of self-expression in creative activity, show initiative in solving environmental problems of the immediate environment.

The didactic meaning of project activity is that it helps to connect learning with life, forms the skills of research activities, the ability to plan, work in a team, such qualities contribute to the successful teaching of children at school.

Thematic project planning

taking into account the integration of educational areas

Bibliography.

Ivanova A.A.Ecological observations and experiments in kindergarten, TC Sphere, 2005.

• Manevtseva L. M. The world of nature and the child. SPb: Childhood-press, 2003.
• Potapova T.V.Kindergarten - the standard of ecological culture. M: TsS VOOP, 2000.
• Golitsyn M. Treasures of the Earth. I get to know the world
• Pleshakov A.A.From earth to sky
• Ivanova A.I. Environmental observations and experiments in kindergarten
• Nikolaeva S. N. Education of ecological culture in preschool childhood. M: Education, 2005.

Analytical reference

Diagnostic examination of children was carried out on the basis of the methodology of S.N. Nikolaeva "Young ecologist" in the form of a conversation, creating a game and problem situation.

To identify the level of knowledge about nature and its components, after creating a game and problem situation, questions were drawn up:

• How do you understand: what is nature?
• What components does it consist of?
• What is light?
• What is water and what properties does it have?
• What is air, what is it?
• What is soil?
• What does a person do to protect nature?

Diagnostics was carried out with all children on an individual basis. All children were placed in equal conditions and diagnostic tasks were given on the same verbal and visual material. Children of the preparatory group showed positive dynamics in knowledge.

NDO "Our edge is a natural pantry"

Target: formation of an understanding of the flora and fauna of the native land, improve ecological knowledge.

Tasks:

Introduce children to the ecological pyramid

Convince children of the usefulness of all types of animals and plants, their interdependence from each other.

To generalize the knowledge of children about the world around them in their native land;

To consolidate the ability to distinguish trees by their foliage, the ability to classify into groups.

To develop in children the ability to think logically, differentiated perception, the ability to compare

To foster a responsible and careful attitude to natural resources, a sense of patriotism.

Material: Material for games: "What tree is the leaf from?" "Assign into groups", ecological pyramid, sound recording of birds singing.

"Our planet Earth

Very generous and rich

Mountains, forests, steppes, fields-

Our dear home, guys! "

Guys, tell me, what country do we live in? (We live in Russia)

What is the name of the city in which we live? (city of Yegoryevsk)

Guys, we live in a very beautiful place, the nature of our land is beautiful and diverse, Our land is a natural storeroom.

One remarkable writer and great lover of the environment M. Prishvin wrote: "We are the masters of our nature, and it is for us a storehouse with the great treasures of life."

Guys, what do you think, what treasures did M. Prishvin talk about? (children's reasoning)

That's right, these are plants, animals, birds that live next to us on our land. There are a lot of them and they are all different, I invite you to collect the treasures of our land in this amazing pyramid. Do you agree? (Yes)

Listen to the riddle: "In the spring it amuses, in the summer it is cold,

Nourishes in autumn, warms in winter "

(quiet music sounds)

Well, we ended up with you in the forest, look how beautiful it is!

What do we see in the forest? (Trees)

How can you recognize trees? (by bark, by branches, by leaves)

We observed trees at different times of the year, how attentive you were during the observations, the game "What do I know about trees?"

* Which tree does not change color? (fur tree, pine tree)

* The fruit of which tree is the acorn? (oak)

* Which tree is yellow in autumn? (Birch)

* What tree leaves can "tremble"? (aspen)

* From the fruits of which tree can scarlet beads be made? (Rowan)

Guys, let's get some rest and play a game "What tree is the leaf from?" I have twigs with leaves of trees from a mixed forest on my vases, and on the board you can see images of these trees. Now each of you will come up to me and take one leaf at a time, then take this leaf to the tree on which it grows. (The teacher controls how the children complete the task).

Well done, but tell me guys, what are the benefits of trees? (children's answers)

Here is the first treasure that we will insert into our pyramid - these are trees.

At first glance, the forest seems deserted, only trees. In fact, if you look closely, you will realize that it is full of life and looks like a huge house inhabited by many residents. They chirp, chirp, whistle, squeak, growl. Who can we meet in the forest?

What kind of animals can we meet in the forest?

How well you know our animals, we learn from the game called "Guess the description"

* Small, cowardly, long-eared ... (hare)

What color is a hare's fur coat in winter? Why? (white to be invisible in the snow)

* Red-haired, cunning, long-tailed ... (fox)

* Small, gray, prickly, nimble ... (hedgehog)

* Huge, leggy, horned ... (elk)

* Small, red-haired, jumping ... (squirrel)

* Gray, angry, hungry ... (wolf)

What kind of birds did you hear?

Do all birds stay in the forest for the winter? (no, some fly south)

What are the names of the birds that spend the winter in warm regions? (migratory)

Why do they fly away? (migratory birds feed on insects, and insects disappear in autumn)

What kind of migratory birds do you know?

What are the names of the birds that stay with us for the winter? (wintering)

What do wintering birds eat? (rowan berries, grains, seeds and bread crumbs that people give)

How should we take care of wintering birds? (make feeders, do not forget to add feed to the feeders)

What kind of wintering birds do you know?

Now, I propose to play "Distribute by groups"

We divide into 2 teams, on the table there are images of birds, animals, insects, you need to distribute them correctly into groups: insects, birds, animals.

Here is the second treasure for our pyramid - these are animals, birds, insects, we will take care of them and help them.

Guys, in order to preserve nature, birds and animals, it is necessary to treat them carefully, let's remember the rules of behavior in the forest. (all together we repeat the rules of behavior in the forest: do not destroy anthills, do not litter, do not make fires, do not destroy nests, do not trample flowers and berries, do not frighten birds and animals)

And we will now continue to fill the pyramid with treasures. What do you think, without which all living things cannot exist?

Nature itself takes care of its "children" - animals and plants and gives them light, warmth, water. And what gives us warmth, light? (The sun)

Yes, the sun is the basis of life. (Puts the sun at the base of the pyramid). What else is needed for the growth and life of plants and animals? (water, soil, air)

Yes, you need air, soil and water.

And you and I have made a pyramid of life, a huge multi-storey building, in which all the floors were inhabited in turn. And you can't evict anyone from this house.

Check it out? We remove the sun (or soil, trees, insects, birds) - we destroy the pyramid. We will not make disasters. In nature, everything is interconnected, one cannot live without the other. And you think and tell me what will happen if you remove the birds?

(There will be many insects that will eat the plants.)

And if you remove the insects? (There will be no one to pollinate the plants)

And if you remove the plants? (Bare earth will remain, which will also perish without plants.)

Do we want this?

So let's never destroy anything in it, because one cannot exist in nature without the other. And we will try to always protect and preserve everything that is created by nature.

"This truth is known from birth,

And I never melt it:

Who does not love their native nature,

He does not love his homeland.

We understand better now from year to year,

That you need to be friends with nature,

After all, nature would have lived without us,

We cannot live without it! "

M. Romanova

Gcd "The sun and its rays"

Target: contribute to the formation of children's ideas about the sun and light.

Tasks:

To form an idea of ​​the sun as a red-hot spherical celestial body, which is a source of heat and light for all life on Earth.

Remind children about the structure of our solar system; tell about the sun.

Show children that the existence of life on the planet has its own reasons.

Contribute to the independent search for knowledge of interest to children, through experimental activities and educational literature.

To foster in children an interest in learning new things unknown to them.

Material: map of the solar system; containers with water, sand, pebbles; encyclopedias; model of the solar system, a table lamp, a sheet of black paper with a hole of 3-5 mm in diameter, matryoshka, plasticine, boards, stacks, napkins, cardboard, mirror.

Preliminary work: reading encyclopedias; viewing illustrations; reading poetry; didactic game "Earth and Solar System".

Guys, today I want to tell you a fairy tale.

“This story happened in a distant and beautiful country. A long time ago, in time immemorial, at the very end of the earth, there was one most ordinary Kingdom - with an ordinary king and ordinary people. The only thing that distinguished this Kingdom from others was that the Sun always shone in it, and the weather was amazing. The forests gave off the aromas of flowers and herbs, streams fed people with cool water, birds sang amazing songs, and animals were kind and peaceful. And all people enjoyed life, loved each other and their sun. They took care of their Kingdom. They were kind and hardworking and always took care of each other. If someone felt sad, there were always friends nearby who were ready to console. But one day a disaster struck.

An evil sorceress has set foot on the land of the Kingdom! She lived in the kingdom of Darkness. The evil witch hated the sun. She convinced people that life without the Sun is much better, and no one could object to her, because people did not know what it meant to live without the Sun. In an instant everything went dark, and every inhabitant lit a flashlight. A little time passed, and their lanterns were completely extinguished, and the Kingdom plunged into pitch darkness. Plants withered without sunlight, and debris streams became so dirty that it became simply impossible to drink water from them. People began to be afraid to leave the house, because you can end up in a ditch, or in a huge ditch in complete darkness!

People became angry, darkness reigned all around! Once a Traveler appeared in the city, he had a magic flashlight, and a ray of sunshine was shining from it! He had the most REAL sunshine. He pointed his flashlight with a sunbeam at the witch and the darkness instantly melted into the air, as if it had never existed.

Children with a tutor come up to the model of the solar system /.

Educator:

Guys, where is the sun here?

Why is the Sun in the center? - What can you tell us about the Sun?

How big is it? By color?

Do you think it's warm or cold there?

Do you think there is life there?

The sun is a huge ball of fire. The temperature on the surface of the Sun is 20 million degrees.

It seems to us that the Sun is a small circle. This is because it is located at a very great distance from the Earth. In fact, the sun is huge. It is 109 times larger than the Earth. If you could put the Sun next to the Earth, it would look like a big soccer ball next to a pea.

From the Earth to the Sun 150 million km. Therefore, the sun's rays do not burn, but only warm and illuminate our planet.

Experience "The Sun and Life on Earth".

Purpose: to identify the effect of sunlight on life on earth.

Material:

• Two containers with water
• Two containers with earth
• Two pebbles
• Table lamp

Stroke: Offer to remember how children feel when their face is turned towards the Sun (warm, pleasant, cheeks warm, etc.)

Invite children to find out how sunlight affects all living things. To do this, children put one container with water, also one container with earth and one pebble under the light of the lamp, and the remaining materials in the shade (you can close it with a dense material, or a box).

1. In the "sun" the earth, water and stone have heated up, have become warm, in contrast to materials in the shade.
2. The sun is the source of light and heat on Earth.

Plants, animals and people live only because the Sun gives them life.

The sun is a luminary bubbling like a volcano,

It boils like a boiling cauldron, incessantly,

Prominences take off like a fountain

Life and warmth gives everyone tirelessly.

The sun is a star, an enormous ball

The light radiates like a fire.

(J. Paramonova)

The sun emits light and heat like a light bulb. And a ray, the son of the sun, told us about this.

Light Beam Experience

Purpose: to understand that light is a stream of light rays, to acquaint you with how you can see a ray of light.

Material:

• table lamp,
• a sheet of black paper with a hole of 3-5 mm in diameter
• mirror

Stroke: Turn off the light, turn on the lamp. What appeared on the wall? (circle of light) Why? Rays of light began to emanate from the lamp, the hole is round as the rays of light form a circle. The lamp is covered with black paper. What happened? (the light beam has become thinner) A mirror is placed in the path of the light beam, the beam went in the other direction. (it bounced off the mirror)

Conclusion: light is a stream of light rays, it can be reflected from objects.

Game "Sun bunnies"

Scouts experience

Purpose: to understand that you can reflect light many times.

Material:

• mirrors
• matryoshka

Stroke: It is proposed to "deliver" sunlight to the matryoshka.

Conclusion: you can repeatedly reflect light, i.e. to see it where it should not be seen.

And now I invite you to dazzle yourself with the sun.

work of children. Bottom line.

We have worked fruitfully with you, what new things have you learned today? What did you like more?

Gcd "Invisible"

Target: contribute to the formation of children's ideas about the air.

Program tasks:

To systematize and clarify children's ideas about the properties of air.

Expand children's ideas about the importance of air in human life.

Learn to work in a team and individually during experiments.

Develop cognitive interest through experimentation.

Develop the ability to draw conclusions and inferences.

To develop in children the ability to find a connection between inanimate nature with living nature and the objective world.

Develop thinking, imagination, curiosity, observation.

To foster interest in the knowledge of nature through the elements of air.

To form an emotional positive attitude towards the world and nature.

Material: paper steamers, sheets of paper, plastic bottle and bowl of water, tangerine, soap bubbles, balloons.

Preliminary work: manual labor "Steamer", "Fan", reading fiction and making riddles about the air.

Stroke:

Guys, listen carefully to the riddle about one of the factors of inanimate nature:

We need him to breathe

To inflate the balloon

Every hour is next to us

But he is invisible to us!

What is it? (air)

That's right, it's air. What is air for? (to breathe)

Yes, we are so used to it that we don't even notice. Let's take a deep breath first and then exhale.

What did you and I inhale? (air)

Now try not to breathe. Take a deep breath and hold your breath.

How did you feel when you weren't breathing? Was it comfortable for you? (poorly)

What conclusion can be drawn?

Air is necessary for breathing, a person cannot live without air.

Who else breathes air? (birds, animals, plants).

What would happen if air disappeared on the ground? (there would be no life on earth)

That's right, then the planet Earth would become a lifeless celestial body.

Guys, where and how do people use air? (air helps a person: fly airplanes, launch balloons, move sailing ships, turn the wheels of a mill).

Today in the lesson we will try to answer the questions: "Is there air, where and how to find it." And for this I suggest you become a scientist and invite you to our experimental laboratory.

Experiment # 1. Feel the air.

Is there air around us? (Answers of children).

It's very easy to find out. Take a paper fan and wave it around your face.

How do you feel? (Children's answers).

Experiment # 2. "Paper Races".

Air can move objects. Take the paper steamer. And with the help of a stream of air (as you exhale), move the steamer.

Game "Who's faster."

Guys, what did you see? (Answers of children).

Inflate the balloon and release it. What happened? (air, escaping from the ball, makes it move in the opposite direction)

Experiment # 3. "Is there air."

And now one more trick. What's in my hand? (A glass).

Children, what's in the glass? (There is nothing).

I turn the glass over and slowly lower it into a bowl of water. The glass is not filled with water.

What does not let water into a glass? (Air)

The teacher shows the children an empty plastic bottle.

Do you guys think this bottle is empty? Look closely, is there anything in it?

Now we'll check it out. Take a bottle and a bowl of water. We put the bottle in a bowl of water so that it starts to fill. What do you see? (Answers of children).

Yes, bubbles come out of the neck. This water displaces air from the bottle.

Why did we first think the bottle was empty? (The air is invisible, it is transparent)

That is why the air is called invisible. And all empty objects are actually filled with air.

Experiment # 4. "Does the air smell."

Let's continue our research.

Guys, do you think the air itself smells? Smell. (No).

If the air is clean, then it is odorless. But he appropriates other people's smells well. I'll take a tangerine and peel it. What did you feel? (tangerine smell).

Consequently, the air does not have its own smell, absolutely clean air does not smell of anything. The smell is given to him by the substances around him.

Experiment # 5. "Air pressure".

Guys, the air constantly presses on objects. We are used to air pressure and do not notice it. We will now be convinced of this by conducting the "Which is faster?" Experiment.

Children conduct an experiment: they take two sheets of paper and simultaneously release them from their hands: one horizontally, the other vertically.

Air presses on the horizontal sheet from below, and the sheet of paper falls slowly, and the vertical sheet falls edge, there is less air under it, and it falls faster.

Guys, we conducted a number of experiments, and found out: what properties air has and how it can be detected.

And now let's summarize our research.

Air does not have:

 smell;

 it is everywhere;

 And the main purpose of air is that we breathe it.

1. Bubbles game.

And at the end I suggest playing with soap bubbles.

Take a glass of ordinary water,

We will blow bubbles out of soap suds.

He, inflated by air, floats through the air,

But even one minute does not live in the world.

A soap bubble is a thin film of soap suds with air inside. The air is light, so the bubbles "fly".

Kids are playing.

Great guys, they inflated a lot of bubbles.

Air is everywhere:

In your city, home,

In the forest, in the mountains, in the caves,

Over the seas

And ... continents

So you can live everywhere.

We have worked fruitfully with you, what new things have you learned today? What did you like more?

Gcd "Little Water Sister"

Target: contribute to the formation of children's ideas about water.

Program tasks:

To generalize, clarify and expand children's knowledge about water, its properties, role in human life and living organisms,

Contribute to the accumulation of specific ideas about the properties of water,

Develop cognitive interest in the process of experimenting with water,

Develop speech, thinking, curiosity, the ability to admire the beauty of reservoirs,

Develop ecological culture,

To foster respect for water as the main natural resource.

Materials: a cube and a ball, molds, a glass of water, a glass of milk, a picture, brushes, paint, sugar, salt, flour, sunflower oil, herbal infusion and mint drops, a funnel, napkins, cotton wool and containers for water.

Preliminary work: observing, drawing, reading stories, talking about water

Children sit freely around the table for experiments and research. Sounds

a record of the murmur of a brook. The teacher reads a poem:

Have you heard about water?

They say she is everywhere!

In a puddle, in the sea, in the ocean

And at the faucet

Freezes like an icicle

Fog creeps into the forest,

It's boiling on the stove

The kettle's ferry hiss.

We can't wash our face without her,

Do not gorge yourself, do not get drunk!

I dare to report to you:

We cannot live without her.

N. Ryzhova

Educator: If you quickly spin the globe, what color will our planet be? Why? Blue paint depicts water on the globe - all seas, oceans. Guys, what is water for, who needs water? (children's answers). Do you want to know more about water? (children's answers). Then pass here to this table, where various objects for the study of water are waiting for us.

Experiments with water.

What shape is the water?

There is a cube and a ball on the table. The teacher asks

what shape are these objects (children's answers). Does water have a form? For this

take a narrow jar and fill it with water. Let's pour this water into a wide

jar. The shape that water takes is changing all the time.

Conclusion: water has no shape and takes the form of the vessel in which it is located. Water is a liquid. Think of the puddles after the rain. They spread on the asphalt, in the pits

collected, but they are absorbed into the ground, they are not visible, only the ground is wet. So

water has no form.

(The teacher shows the children an algorithm that symbolizes that water has no shape, and hangs it on a magnetic board.)

What color is the water?

Take two glasses - one with water and the other with milk. Take a picture and place it behind a glass of water. Can we see the picture? (children's answers) Now let's put a picture behind a glass of milk. What have we found? Conclusion: the pattern is visible through water, but not visible through milk. So water is a clear liquid.

Clear water can be made opaque. To do this, we will wet the brush and dip it in paint. We add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The drawing is not visible.

And so, we conclude that water is a transparent liquid (using an algorithm symbolizing this property of water. And we post it on the board).

Water is a solvent.

Does water have a taste? Children taste the water and express their opinions. Then invite one child to stir sugar in water, another - salt. After dissolving the substances, offer to taste the water again. What changed? The water tasted. The water became sweet and salty.

Conclusion: water does not have its own taste.

What happened to the substances that we put into the water? (children's answers) Now let's try to dissolve flour and sunflower oil in water. Two children complete this task. What do we see? (children's answers) The flour did not dissolve completely, but the sediment sank to the bottom of the glass. Also, oil does not dissolve, it floats on the surface.

Conclusion: not all substances can dissolve in water.

Physical education. "Droplets go in a circle"

Ask the children to determine if the water has a smell. (Answers of children)

Then suggest stirring the herbal infusion and mint drops in water. And again

offer to smell the water. The water has a smell. Dissolving in water

various substances change near water: color, taste, smell. (We use again

algorithms symbolizing that water has no taste and smell, hanging them on

Water filtration.

Guys, let's remember the fairy tale "Sister Alyonushka and Brother Ivanushka". What happened to Ivanushka? (Answers of children). Why was it impossible to drink this water? Correct because it is dirty. But it happens that there is no clean water nearby, but it is vitally important to take at least a sip of water. There are different ways to purify water. We will now get acquainted with the simplest ways that can be useful to you in life. To do this, take: a funnel, napkins, cotton wool and water containers. (Together with the children we figure out how to make cleaning devices - filters.) And so, if Alyonushka and Ivanushka knew that water could be purified by passing it through a handkerchief, then trouble could have been avoided.

Water is our friend and helper, but it can be fraught with many dangers. Which ones?

Rules of conduct on the water:

you can't dive from bridges,

you can't jump from the shore,

you can't swim far

you cannot play on the water without adults,

you cannot swim to the boats,

small children should not go to bodies of water.

Did you enjoy being scientists and doing experiments? Today we are finishing work in our laboratory. We have worked fruitfully with you, what new things have you learned today? What did you like more?

These are not the last experiences. We will do experiments and experiments more than once.

Gcd "Soil - Living Earth"

Target: contribute to the formation of children's ideas about soil.

Program tasks

Continue to acquaint children with the underground habitat, with the main environmental factors acting on the soil (humidity, wind, temperature, living organisms)

Enrich children's ideas with knowledge about the characteristics of the soil (water permeability, fertility, looseness, softness, hardness, plasticity).

Develop a desire for experimentation and interest in experimental results.

Foster a desire to work with soil

Materials (edit) a letter from the Underground King, a box of earth, yogurt cups, napkins, magnifying glasses, trays of soil samples, cups of water, for playing: two masks with an image of an earthworm

Preliminary work: read the tale of G. Andersen "Thumbelina" and the tale of N. Pavlova "The Big Miracle", show illustrations depicting the soil, examine the model of the soil, examine the soil in pots in the process of labor. read Mashkovskaya's poem "Let's leave some land"

A postman comes to the group and brings a parcel (a box with earth) and a letter.

Educator: Oh, guys, look what the postman brought us. What's the big package, let's open it up? What are these guys?

Children: Soil

Educator: Do you know who and why sent us this soil? Let's read the letter. "Dear guys! I hope you enjoyed my gift. This is a magical land. Why is this land a magical? Because it is not just land, it is soil. It feeds the plants, and they give it their dry leaves and branches. There are a lot of inhabitants in the soil: earthworms, moles, bugs, spiders. This is a whole underworld that you do not see. Would you like to meet him? Then call me loudly: "Underground king, come to us - lead to your kingdom" See you! Underground king. "

(Children call the Under King and he appears)

Underground King: Hello guys! How glad I am to see you! I want to tell you about my underworld. Oh, how light it is, it’s so good underground, damp, cool. I love my house, and I will tell you about it. And for this you need to go to my underground kingdom (children sit at the tables).

What do you guys see on the trays?

Children: ground

Underground King: There are gifts for you to get to know her better. See what it is?

Children: Magnifier

Educator: That's right, this is a magnifying glass. Why do we need a magnifier?

Children: To consider the soil

Educator: Well done! Look at the soil, what color is it?

Children: Dark, black

Educator: The soil contains nutrients for plants, this land is fertile (black soil, plants are very fond of black soil. Take a magnifying glass in your hands and carefully examine the soil. What do you see in it?

Children: Sticks, dry leaves, pebbles

Educator: Let's touch the soil with our hands, what does it feel like?

Children: Dry, soft, loose (wipe their hands with a napkin)

Educator: And what do we breathe?

Children: By air

Educator: Do you know that there is also air under the ground? let's check if it's true?

Experience "There is air in the soil."

Educator: Each has a glass of water on the table, take a lump of earth from the tray and lower it into the glass. What do you see?

Children: Air bubbles

Educator: What does this mean?

Children: There is air in the soil

Educator: Yes, indeed, the water displaced all the air from the soil, and small bubbles appeared. So we checked that there is air in the soil. Guys, do you water the plants?

Educator: And what will happen to water if you pour it on the soil?

Children: will be absorbed into the soil

Educator: Let's check it out. Come to me. Here I will pour water into this glass with soil. What do you see?

Children: Water has been absorbed, air bubbles are visible on the surface.

Educator: Yes, water displaced air from the soil and absorbed. This means that the soil absorbs water. Did you guys like the experience?

physical education

Educator: Guys, now we will have a little rest and play. But first you need to guess the riddle.

Long, slippery and straight

Digs burrows underground. Who is this?

Children: Earthworm

Educator: And our game is called "Earthworm"

(choose two participants) Imagine that you are earthworms and you have to crawl down an underground corridor. (designate the starting and ending points between which the children will crawl) Which worm will crawl faster to the goal.

Well done boys! All our worms are fast and agile.

Now let's sit down.

Guys, do you like pies?

Educator :: Do you think it is possible to mold a pie out of the ground?

Children: No

Educator :: Let's have an experiment "Soil plasticity"

Take a wet ball of earth in your hands, squeeze it. What happened to him?

Children: He decreased, became small

Educator :: That's right, it has decreased. It can take any shape and so, guys, we learned that soil is plastic.

Educator: well, guys, now you know a lot about the underworld, and it's time for us to hurry back from kindergarten. Goodbye Underground King.

Children: Goodbye.

Underground King: Goodbye

Educator: Did you guys like the lesson? What have you learned about the underworld? What experiments have you done?

Gcd "The Earth is our common home"

Target: to contribute to the formation of children's ideas about planet Earth

Tasks:

Summarize knowledge about the planet Earth;

To form an idea of ​​the ecological safety of the Earth;

Develop the logical thinking and imagination of children.

Develop the ability to draw conclusions and inferences.

To develop in children the ability to find a connection between inanimate nature with living nature and the objective world.

To cultivate love for nature, correct communication with it, the desire to study it.

Material: globe, illustrations, ball, drawing paper, color sets

pencils.

Preliminary work: viewing the globe, maps. Reading informative literature (from the series "Environmental disasters"). Examining illustrations and talking with children.

(A globe is added to the group.)

What an amazing planet - Earth! On its surface, seas and oceans splash, rivers and streams flow, wide plains spread, green forests rustle, high mountains rise. The earth is a huge ball. It rotates around its axis and at the same time around the Sun - the closest star to us.

What shape does the earth have?

What living creatures inhabit the Earth?

What is necessary for all living things on Earth? (Warmth, light of the Sun,

air and water.)

What does a person need on Earth? (Fresh air, clean water, fertile soil, plants and animals.)

Why is the Earth called a common home?

Who and how pollutes our planet?

There are a lot of "sick" places on our planet. This happened because people built many factories, factories, electrical and nuclear power plants. The air is polluted from these enterprises - it is polluted by the smoke that goes into the sky from pipes, gases from cars. Waste from factories is discharged into rivers and seas. Many plants, animals die from this, people get sick. Nature is dying. Our planet needs help.

To help her, you need to learn to love nature, love her from childhood. Learn to

understand how all living things live: birds, bugs, animals. This

people who are called ecologists are engaged.

Physical minute.

Game "Catch the ball - name the word."

Children stand in a circle. To whom the presenter will throw the ball, he must name one

from the riches of the earth.

Game "How can we help our planet?"

Assignment: Come up with environmental signs and draw them.

Children's work.

Viewing and discussing figures, summing up.