Lesson topic: " Spring phenomena in the life of plants of the native land"
Lesson type: lesson - summary
Develop materialistic views of nature,
Establish the reasons for the early flowering of woody and herbaceous plants and the change in seasonal phenomena in plant life.
Introduce students to the different periods of spring.
Develop a caring attitude towards nature;
To contribute to the aesthetic education of students through the means of nature and art.
Equipment for the lesson: computer, interactive whiteboard, illustrations, videos, textbook
LESSON STRUCTURE
Organizational part - 2-3 minutes.
Motivation for learning activities – 3 min
Summarizing the material – 30-35 min
Message homework - 3-4 min.
Completion of the lesson, reflection - 1-2 minutes.
DURING THE CLASSES
Organizational part
Motivation for learning activities
1. A conversation about the changes observed in nature in spring.
2.Characteristics of herbaceous plants in spring:
Plant morphology;
Nutrient reserves: rhizomes, corms, bulbous plants.
Methods of plant pollination.
3.Characteristics of woody plants in spring:
Sap flow,
Methods of plant pollination.
4. Shrub plants.
5. Shrubs.
6.Protection of early flowering plants (lungwort, corydalis, oak anemone, wolf's bast)
7. Summing up the excursion.
8.Tasks in groups.
Generalization
In the forest and on the forest bend,
In native fields, where the distance is bright,
Don't be separated from kindness
Do not harm nature.
After all, you yourself are a part of it,
She is always generous to you.
Everything you bring to her will be reflected
In your soul, in your destiny.
Go to the ground good friend,
Go as her protector
So that only the singing of birds over the meadow,
May peace and sunshine lie ahead.
R. Trefilova.
Conversation about changes. observed in nature in spring.
What natural phenomena can be observed in spring? (Sap flow, swelling and blooming of leaf and flower buds, flowering of early flowering plants, shoot growth).
Under what causes do these phenomena occur? (Increase in air temperature, increase in daylight hours, absorption of water with mineral salts dissolved in it by roots, movement of reserve substances in plants to growing plant organs).
2.Life of herbaceous early flowering plants in spring.
Which herbaceous plants Are they the first to bloom in the spring? ( Coltsfoot, lungwort, primrose).
What is an indispensable condition for early flowering of plants? (Inflorescences are laid in the summer of the previous year. The supply of nutrients is concentrated in the rhizome).
Where do coltsfoot meet? (In some places there is still snow, and where the sun warms up, on slopes, hillocks, in open, illuminated and warmed places. As soon as the snow melts, its leafless stems with bright yellow inflorescences appear).
What is the name of the inflorescence of this plant? What are its symptoms? (The basket is a compact inflorescence of small flowers).
How is coltsfoot pollinated? By what signs did you determine this? (Insects, but self-pollination can also occur).
Why does this plant bloom so early? (Abundant nutrition is necessary for flowering. This plant does not yet have green leaves. The reserves of nutrients are in the rhizomes. This organ of the plant is spoken of in the riddle: “There is a rope in the ground, and in it there is a storage room.”
What plant organs does the rhizome belong to? (Modified escape).
How to prove this? (The rhizome contains a supply of nutrients. It was deposited last summer. Thanks to these reserves, they grow flower buds and fruits are formed. Then the plant develops large leaves).
Why did the plant get the name “coltsfoot”?
(Try to alternately apply the bottom and top sides of the leaf to your skin; in the first case you will feel warmth, and in the second - cold. This explains why people have called this plant coltsfoot for a long time).
How is this plant useful? (This is a medicinal plant. Collections of leaves are used for respiratory diseases).
What is the significance of the pubescence of the stems and young leaves of coltsfoot? (Pubescence protects leaves and stems from freezing and excessive evaporation. A protective layer of air forms between the hairs).
On clear spring days, these plants turn yellow like golden stars. But as soon as a rain cloud appears in the sky, the stars will go out and the flowers will close. This is how mother-and-stepmother predicts the weather.
What is the name of this plant? It blooms as soon as the snow melts, and the petals are first bright pink, then become purple, and then blue. (Lungwort. And the plant is so called because its flowers contain a lot of nectar. This is one of the earliest honey plants. It suffered the fate of many early flowering plants - it became a rare plant in need of protection).
Early flowering plants are anemone and primrose. The blue coppice has blossomed, which means that in a few days the white coppice, the oak anemone, as it is more often called, will also bloom. In some places, in bright clearings, it grows like a carpet: light carved leaves and above them white flowers with thin delicate petals. The tall stem of the oak anemone sways at the slightest breath of wind. The flowers close at night and during rain.
Corydalis bloom early in spring. Their supply of nutrients is located in an underground tuber. They are unpretentious and frost-resistant.
How is it that the corydalis is so rapid in its development? After all, the snow has just melted. And it is already blooming! As if appearing out of nowhere. From its underground nodule! And it sits in the soil at some depth - round, yellowish, the size of a cherry. There is a bud on the nodule. Even in winter, a sprout forms from it. On the outside, it is dressed in a translucent protective cover. By the beginning of spring, the sprout has almost reached the surface. As soon as he looks into the sunlight, the cover bursts and falls off. At first, the plant looks like an embryo: the stem is bent, the leaves are rolled into a ball. But soon the corydalis straightens up and unfolds its delicate leaves.And it's ready to bloom.
Why are all the primroses in a hurry to bloom? (All these plants are light-loving and bloom before the leaves bloom on trees and shrubs, when there is a lot of light in the forest).
Early flowering herbaceous plants have nectar, edible sticky pollen, and some have brightly colored corollas.
3.Woody plants in spring.
The forest is good in early and late spring, when the stormy life hidden from the eyes and ears begins to awaken in it. Winter snow is melting. Above your head you can see thin birch branches showered with inflated resinous buds. More and more bird voices are heard in the forest. It smells like resinous buds and tree bark. Trees experience sap flow in spring. Budding, flowering.
How are woody plants pollinated? (Alder, aspen, birch, poplar are wind-pollinated. Willow is an insect-pollinated plant).
Green willow grows along the banks of small forest rivers, streams and old ditches. Who doesn't know this weak, light tree? Willow also grows in vegetable gardens, orchards and along roadways. People know many types of wild willow and call them differently.
In early spring, when the forest has not yet covered itself with green foliage, a tender willow blossoms, reflected in the spring water with yellow puffs. Collecting golden pollen, bees flying out of the hives hover over the flowering willows.
This is a very unpretentious tree. Its thick, knotty gray-green branches are completely hidden behind light bright yellow balls. And all of her became fluffy, airy, sunny.
Willow blossoms are a holiday for insects. The elegant bush is noisy and cheerful, like a Christmas tree. Bumblebees hum, flies fuss, busy bees collect pollen, butterflies flutter...
Why do wind-pollinated plants flower before their leaves appear? What are the characteristics of wind-pollinated plants? (Flowers are collected in inflorescences, pendulous inflorescences, a lot of dry pollen, flowering before the leaves appear, which facilitates the dissemination of pollen by the wind).
4. Shrub plants in spring.
Lingonberries grow in a quiet grove,
Breathing resinous air,
Lives your life as simply as possible
And that's why it's so good.
N. Kholodkovsky.
Lingonberry is a plant characteristic of coniferous forests. It is relatively undemanding to soil fertility. Lingonberries emerge from under the snow green, with leaves that remain on the plant for two to three years, overwintering several times under the snow. In the spring, lingonberries cannot get out of the state of winter torpor for a long time; the buds begin to bloom at the very end of spring.
5. Shrubs in spring.
In the spruce forest, the wolf's bast bush bloomed with small pinkish flowers. Flowers sit directly on the trunk and branches, as if attached to them.
How pleasing to the eye these unpretentious flowers are, how good they smell, fresh and delicate, just like spring!
Now there are no leaves on the branches of the wolf's bast; they will appear later, when the plant fades. The leaves of the wolf's bast are oblong, slightly pointed towards the end. These leaves grow in bunches at the ends of the branches. And below them, on the branches, bright red berries the size of a pea appear in the fall. The shrub grows in dense forests and thickets, blooms in March-April, berries ripen in June-July. All parts of the plant (fresh and dried) are very poisonous, especially the bast (wood fibers) and berries. Poisoning can occur through contact with the plant, especially its bark. The toxic component of wolf bast has a sharp, burning taste and is highly irritating. Now this plant is taken under protection as rare.
6. Protection of early flowering plants.
Don't pick flowers, don't pick them,
Let the Earth be elegant,
Instead of bouquets, give
Cornflowers, forget-me-nots
And daisy fields...
Yu. Antonov.
What can we do if we want flowers to please us for a long time?
– What measures would you propose to protect early flowering plants of your native land?
– How can you tell your friends, acquaintances and village residents about protecting the plants of your native land?
– What biological features allow plants to be primroses?
7. Summing up the excursion
When generalizing, the teacher focuses on the role of storage substances that are deposited by ephemeral plants in rhizomes, bulbs, and tubers. Energy reserves mainly consist of starch and tannins. The latter act as protective substances.
8.Work in groups.
Recording when compiling a report on the excursion.
Homework assignment message Task 1.
In a certain area, determine the number of flowering herbaceous plants. Compare the number of plants flowering outdoors and closed place. Determine the reasons for the differences.
Task 2.
Establish adaptive characteristics to unfavorable conditions (sudden changes in weather, temperature, snow, wind).
Task 3.
Establish an adaptation for pollination of annual and perennial herbaceous plants, flowering in early spring.
Answer the question: What are the biological characteristics of the plants studied?
Completion of the lesson, reflection
In class I learned...
I was surprised...
It was interesting to me….
I didn't like the lesson...
I would like to know about......
nailya gribanova
Summary of GCD in senior group“Plants are healers of the native land”
Summary of GCD in the senior group
Subject: « Plants are healers of our native land»
Tasks: create conditions for consolidating children’s knowledge about flora of the native land
Target:.
Strive to instill in children a feeling of gratitude that the world is beautiful.
Learn to use flora wisely.
Show that you can get rid of many diseases with the help of nature.
Develop children's creative abilities, imagination, speech, attention, memory.
Cultivate a caring attitude towards native nature.
Material: Map of Khakassia, illustrations of trees in different seasons, postcards depicting medicinal herbs.
Preliminary work:
Conversation about medicinal herbs, reading stories about trees, memorizing poems, looking at wood products.
GCD move:
My country is wide dear
There are many forests, fields and rivers in it
I don't know any other country like this
Where a person breathes so freely.
Today we will talk to you about native land. Our region is rich in fields, meadows, lakes, rivers, and forests. Let's remember. What trees grow with us?
Ball game "Name the tree"
For many people, the symbol of Russia is the white birch. The beautiful birch can be found in the forest, in the field, on our site, it decorates city parks. There are no such birches and birch groves anywhere in the world. It's nice to walk in a birch grove at any time of the year. Birch is the favorite tree of the people; not one tree has so many poems written about it.
White birch I love Russian birch
Under my window, sometimes bright, sometimes sad,
Covered with snow, in a green sundress
Exactly silver with handkerchiefs in pockets
And there is a birch tree with beautiful clasps,
In sleepy silence With green earrings.
And the snowflakes are burning, I love her, elegant,
In golden fire. Native, beloved
Then clear, ebullient,
Then sad, crying.
Didactic exercise: “Tell me which birch tree”(white-trunked, slender, curly, crystal, fairy-tale, weeping, elegant.)
Why is birch called "Doctor"? (prepared from birch buds medicines, a birch broom drives out illness, the juice is healthy and tasty.)
Examination of wood products.
A game "Stand by the tree".
And now we will go with you to the meadow to see what kind of grass there is grow. Why are these herbs called "Green Pharmacy"?
Examination of herbs and children's stories about the benefits of each herb.
Nettle is medicinal plant. She growing in the garden, in the garden, in the forest. Nettle leaves are used to make soup and salad. Nettle stops blood and cleanses it. Nettle leaves draw out pus. If you mash the nettle and apply it to the wound, it will heal quickly. Nettle contains many vitamins. Nettle is brewed and the hair is washed for good hair. Shampoo is made from nettles and added to toothpaste.
From nettle leaves
Delicious salads.
You just need to add to them
Onions, garlic, tomatoes.
And in nettle salad
Lots of vitamin "WITH"
Those we serve
Changes in face.
Chamomile is medicinal plant. She grows everywhere - in the garden, garden, on the field. It is brewed and drunk for colds. If your eyes hurt "fester", then brew chamomile and wash your eyes. Wash your hair with a decoction of chamomile to make it thick and not fall out.
White daisies scattered
Through the meadows, among the tall grasses,
As if someone had scattered papers,
Drawing suns on them
A ringing bell invites
Gather them into a field bouquet,
But daisies are cunning girls
They just smile back.
Dandelion - medicinal plant, He grows everywhere, all around Russia. They make salad from it and make jam. Dandelion infusion is drunk for stomach pain. Dandelion juice removes warts.
Mother stepmother is medicinal plant. Stepmom's mother first flowers grow. The stems of the flowers are covered with fluff, which protect them from the cold at night and from the sun during the day. Then the leaves appear, the upper side of the leaves is smooth, shiny, and the lower side is all fluffy, soft. If you apply the top side of the leaf to your cheek, the leaf is cold - this is the stepmother, and if the bottom side of the leaf is warm - this is the mother. Mother-stepmother is brewed and drunk for coughs and colds.
A flower peeked out
In the twilight of the forest
Little Scout
Sent in the spring
Let it still be above the forest
Snow rules
Let them lie under the snow
Sleepy meadows,
Let on the sleeping river
Fixed ice -
Once a scout came
And spring will come.
Plantain is medicinal plant. Where people go, there is a plantain growing. He is also called a travel companion, because he is always with people along the way. Plantain stops bleeding. If a bee stings, and apply a plantain leaf, the pain will go away. They make a decoction and drink it for coughs and treat the stomach.
There are many colors
Beautiful. Cautious
But I enjoy it the most
Common plantain
Perhaps he
And more difficult grow,
And yet he is with people
On the way!
A game “What does this sign mean?” (children’s behavior in the forest, what can and cannot be done in the forest.)
Many plants are listed in the Red Book and we must treat them with care.
Publications on the topic:
“Crafts of the native land” Synopsis of OOD on local history in the preparatory group Goals: To introduce children to traditional folk crafts of their native land; Teach children how to make a folk rag doll. Tasks:.
Summary of the integrated lesson “Medicinal plants of the Krasnodar region” in the senior group Objectives: Educational: - expand and enrich children’s vocabulary with new words, names, teach them to use them in speech - expand knowledge.
Summary of educational activities for familiarization with the outside world in the preparatory group “Take care of the nature of your native land!” Objectives: Educational: 1. Give an idea that nature is ours common Home. To consolidate ideas about the diversity of native nature.
Abstract of the NOD “Poets of the Native Land”"Poets hometown» Goal: Fostering love for the native land and nature based on the poetry of local poets. Objectives: 1. To develop interest in children.
Educational area: Cognitive development. Type of activity: Study of objects of living and inanimate nature. Age group: Senior.
Notes on speech development in the senior group for the regional component, compiling the story “Autumn colors of the native land” Model of educational activity: Speech - speech development (09/05/2016) Educator: Kesyan N. S. Topic: “Composing the story “Autumn.
Lesson “Plants of the native land”
Goals:
generalization and systematization of students’ knowledge about the diversity of plants;
repetition of distinctive features of different groups of plants;
expanding knowledge about plants of the Kemerovo region;
developing an idea of the value of the plant world for humans;
nurturing a caring attitude and love for the nature of one’s region;
development of attention, thinking, cognitive interest and speech of students, development of the ability to compare, analyze, generalize.
Equipment:
computer;
presentation for the lesson “Plants of the native land”;
Plants of the Kemerovo region.
During the classes
I. Organizational moment.
II. Communicate the topic and objectives of the lesson.
Guess the riddle: It breathes, grows, but cannot walk.
What is this? (Plant).
What do you think the lesson will be about? (About plants.) - So, the topic of our lesson: “Plants of our native land.” We will remember known facts, learn new ones, learn about the plants of the Kemerovo region listed in the Red Book, and perform interesting exercises.
III. Generalization about plants. 1) Groups of plants. - First we need to remember what we already know. Tell me, what groups are all plants divided into? - Plants are divided into three groups: trees, shrubs and herbaceous plants.
Let's remember features different groups of plants. Describe the tree.
2) Trees. - A tree is a plant with one well-developed lignified stem - a trunk; branches begin at some distance from the ground and form a crown.
In the forest-steppe zone of the Kemerovo region there are forests consisting of birch, aspen, and other trees.
These are deciduous trees, the leaf shape is a wide plate.
Having guessed the next riddle, you will find out what other trees grow in our area. What's in the same shirt in summer and winter? (Fur tree, pine tree).
What kind of trees are these?
Coniferous trees, leaf shape - needles.
What other representatives coniferous plants You know? (Fir, larch, cedar.).
Right. They only grow in taiga forests. - Do you think trees are needed in our city? Why?
We cannot do without trees in the city, because they not only give us oxygen, but also protect our homes from dust and harmful substances, taking all this into their foliage.
Right. Look how many kilograms of dust per year the trees planted under the window absorb onto their crowns.
Oak – 54kg per year.
Maple - 33 kg per year.
Pine – 35 kg per year.
Spruce – 32kg per year.
3) Game “Guess the trees.” -Now guess the riddles and name the trees
She dropped her curls into the river and became sad about something. (Willow.)
Sticky buds, green leaves, with white bark, standing under the mountain. (Birch.)
In the middle of summer there is a snowstorm: its fluff flies and spreads. (Poplar.)
Which of these trees is often called the symbol of Russia?
Birch.
Why? (Children's answers.)
4) Shrubs.
Now let's remember which group of plants lilac belongs to?
Lilac is a shrub.
Describe the shrub.
A shrub is a plant with several small woody stems, with branches starting immediately from the ground.
Name the shrubs you know. (Rose hips, elderberry, lilac...)
5) Herbaceous plants.
To which group of plants can chamomile be classified? (Chamomile is a herbaceous plant.) Describe herbaceous plants. How are they different from trees and shrubs?
Herbaceous plants have a soft green stem with leaves and flowers. They are almost always lower than trees and bushes. The exception is the banana, which has a height of 7 meters.
Name herbaceous plants. (Children's answers.)
In the meadows, along roads, on the slopes of ravines in our region you can see wheatgrass, wormwood, timothy, and feather grass.
6) The plant is a decoration of the earth.
They say: “A plant is the decoration of the earth.” How do you understand the meaning of this saying? (Children’s answers).
Green plants decorate cities, towns and homes. It is impossible to imagine either city streets or ancient palace ensembles without flowers and trees. Both on weekdays and on holidays, plants are next to us.
7) Game “Guess the flowers.” - Yes, flowers delight us with their beauty and aroma. But the trouble is, the letters in the words are mixed up, think and guess the names of the flowers.
AKM (POPPY), LPTUAN (TULIP), RCINASS (NARCISSUS), ONPI (PEONY)
III. Acquaintance with the plants of the Red Book of the Kemerovo region.
The role of plants in human life is significant. He uses them both as food and as construction material. Plants decorate human life. And we must take care of nature to keep it healthy. “To protect nature means to protect the Motherland.” Every person should remember these words.
Many plant species are beginning to disappear from our planet. To prevent this from happening, people are thinking about preserving endangered and rare species. For this purpose, the Red Book is maintained. The Red Book is a special book. She warns: “Caution! Trouble might happen!”
And indeed it is. If we do not protect plants included in the Red Book, they will die. The Red Book of the Kemerovo Region contains information about plants in need of urgent help and protection. Some plants suffer from trampling. The excessive collection of medicinal raw materials brings a lot of trouble to the plant world, when every last flower is plucked. Some herbs disappear due to the fault of amateur gardeners. They dig up plants from the forest and try to grow them in their gardens. Most of the dug up plants do not take root and die. The person who picked the flower probably doesn’t think that he may have destroyed another plant of an endangered species.
Let's get acquainted with some plants from the Red Book of our region.
The water lily is pure white.
Adonis Spring.
Did you know that during the day the water lily basks on the water? And people admire her, and at night she dives under the water. The water lily squeezes its white petals into its fist and dives headlong. Sleeps all night in the depths. It will be a clear morning and she will emerge from the water again. The water lily will again open its petals towards the sun and begin to delight everyone.
VII. Lesson summary.
Did you like the lesson? Continue the sentence by choosing the beginning with the words... “I found out”, “I repeated”, “I was surprised”, “I remembered”.
A project on environmental education of preschool children to familiarize themselves with plants (primroses) growing in the Chuvash Republic.
Objective of the project:
Enrich children's knowledge preschool age about spring plants of our native land.
Project objectives:
1. Expand children's understanding of primroses.
2.Give preschoolers an idea of the plants of their native land.
3. Foster a caring attitude towards nature.
4. To carry out interaction between the preschool educational institution and the family to familiarize preschoolers with environmental culture.
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Municipal budgetary preschool educational institution
"Kindergarten No. 17" in the city of Cheboksary, Chuvash Republic
Ecological project
"Spring plants of the native land"
Subtopic: “Primroses”
Designed by:
Kiznyakova Lyudmila
Mikhailovna
Mikhailova Svetlana
Yuryevna
Cheboksary, 2017
Project passport.
Project name. | "Spring plants of the native land." |
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Project theme. | "Primroses". |
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Kiznyakova Lyudmila Mikhailovna teacher. Mikhailova Svetlana Yurievna teacher. |
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Place of implementation. | MBDOU "Kindergarten No. 17", Cheboksary preparatory group. |
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The problem that the project aims to solve. | 1.Children lack a clear idea of spring plants. 2.Parents underestimating the importance of environmental education for their children. |
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Objective of the project. | ||
Project objectives. | 1. Expand children’s understanding of primroses. 4. To carry out interaction between the preschool educational institution and the family to introduce preschoolers to environmental culture. |
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Project type. | Cognitive - creative. |
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Project implementation timeframe. | Short term - 2 months. |
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Project participants. | Children of the preparatory group, parents, teachers. |
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Expected results. | 1.Children have expanded their understanding of the primroses of their native land. 2.Children have an idea of the spring plants that surround them. 3. Children show respect for nature and plants. 4. Active interaction between preschool educational institutions and families to introduce preschoolers to environmental culture. |
Relevance.
The reason for the relevance of environmental education is human activity in nature, which is often illiterate, incorrect from an environmental point of view, wasteful, leading to a violation of the ecological balance. Each of those who brought and are causing harm to nature was once a child. That is why the role of preschool institutions in the environmental education of children, starting from an early age, is so great. There is an opportunity to develop environmental knowledge in children, norms and rules for interacting with nature, developing empathy for it, and being active in solving some environmental problems.
An ecological attitude towards the natural world is formed and develops throughout a person’s life. The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth in finished form, but is brought up.
It is very important for us teachers that children show love for nature, plants, flowers. We learned not to pick flowers, to take care of them, only to admire them, to see the beauty of flowers, to feel the aroma. See the beauty of nature, diversity flora.
From conversations with children about primroses, we found out that they know very little about the spring plants of their native land. There is not enough knowledge about the diversity of the world of flowers: meadow, forest primroses. They don’t know what primroses grow in our area. Children have not developed an awareness of the uniqueness of these natural objects and the fact that they need to be protected.
This project will be aimed at enriching the knowledge of preschool children about spring plants of their native land. Expanding children's understanding of primroses. Fostering a caring attitude towards nature. Implementation of interaction between preschool educational institutions and families to familiarize preschoolers with environmental culture.
Analysis of the external and internal environment.
Analysis of the external environment.
With the adoption of laws Russian Federation“On the protection of the natural environment” (1991), “On the environmental safety of Russia” (1993) and “On the environmental education of students in educational institutions of the Russian Federation” (1994) created the prerequisites for the legal framework for the formation of a system of environmental education for the population. These documents imply the creation in the regions of the country of a system of continuous environmental education, the first link of which is preschool. It is at this age that the foundations of a person’s worldview and his relationship to the world around him are laid.
The first stage of the system of continuous environmental education is preschool environmental education. The role and need for priority development of environmental education in preschool institutions was emphasized at the Russian conference “Problems and Prospects of Environmental Education for Preschool Children,” which took place in Moscow in November 1997. In connection with the release of the Federal State Educational Standard for Preschool Education in kindergarten, environmental education is implemented through direct educational activities and independent activities. One of the conditions for the effectiveness of children’s education is the organization of close interaction between teachers and the child’s parents. Parents must be involved in the direct process of education and upbringing, and become more than just customers educational services, but active participants. Regular interaction between children’s parents and kindergarten teachers: educators, psychologists, and specialized specialists should be ensured.
The problem of ecology and environmental education attracted the attention of the progressive public, which was reflected in the works of Y.A. Kamensky, K.D. Ushinsky, A.A. Bystrova, A.M. Stepanova, E.I. Volkova, M.M. Markovsky, Z.D. Sizenko, A. M. Nizova, L.I. Furs and others.
Analysis of the internal environment.
The municipal budgetary preschool educational institution "Kindergarten No. 17" implements the basic general educational program developed on the basis of the Federal State Educational Standard for Preschool Education, taking into account the conceptual provisions of the approximate basic educational program of preschool education "From birth to school" edited by N.E. Veraksy, M.A. Vasilyeva, T.S. Komarova, in accordance with the main regulatory documents.
The program is aimed at moral education, the formation of the principles of ecological culture: the child’s correct attitude towards the nature around him, towards himself and people as part of nature.
The teaching room contains natural history literature, manuals, diagrams, tables, teaching aids, and environmental games.
The group has created a nature corner that introduces children to indoor plants, the conditions necessary for growth and development, for observations and work in nature. On the territory of the preschool educational institution there is an ecological path with a description of natural objects and speech material for them. The ecological path performs a cognitive, developmental, aesthetic and health-improving function.
Contingent.
In senior group No. 4 “Butterflies” there are only 24 children. Of these, 10 are boys and 14 are girls.
Social passport of families.
Number of two-parent, prosperous families – 16. Number of single-parent, prosperous families – 8. Raised by one mother – 5. Number large families - 1.
Level of education of parents.
Have higher education– 14, average professional education; average – 10.
Characteristics of families in terms of material support.
Fully provided - 6; middle-income – 10; low-income – 8.
Information about the participation of families in the life of the kindergarten.
Constantly participating – 12; occasionally participate - 9; do not participate – 3.
Goals and objectives of the project.
Objective of the project:
Enrich the knowledge of preschool children about spring plants of their native land.
Project objectives:
1. Expand children's understanding of primroses.
2.Give preschoolers an idea of the plants of their native land.
3. Foster a caring attitude towards nature.
4. To carry out interaction between the preschool educational institution and the family to familiarize preschoolers with environmental culture.
Participants and their role in the implementation of the project.
Teachers.
Lesson plans will be developed for children, conversations, observations, walks, excursions, games, questionnaires, and consultations for parents will be held. Design of folders - transfers, visual material. Attracting the attention of parents to the work of the kindergarten.
Parents.
The activity of parents in all activities carried out within the framework of this project. Parents are interested participants in the project, focused on developing the child’s need for cognition, communication with adults and peers, through joint creative project activities. Participation in creative exhibitions.
Children.
Pupils will receive more information about spring primroses and plants of their native land. Examination of paintings and illustrations on the topic: “Primroses.” Listening and discussing stories, poems about early flowering plants, conversation and statements from children. Participation in creative exhibitions. Joint excursions.
Resources.
2.Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155, Moscow “On approval of the federal state educational standard for preschool education.”
3. Software and methodological support.
1. General educational program of preschool education “From birth to school.” Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. Moscow, Mosaic-Sintez, 2014
3.Cognitive-speech and social-personal development of children. I.I. Karelova. Volgograd: Teacher, 2013
4. Social and moral education of preschool children. N.V. Miklyaeva. M.: Mosaic - Synthesis, 2014.
5. A series of conversations. Toolkit. T.A. Shorygina. M.: T.Ts. Sphere, 2014
6. “Plants of the native land.” Toolkit. T.A. Shorygina. M.: T.Ts. Sphere, 2015
7. Ryzhova N.A. Environmental education program for preschoolers “Our home is nature” // Preschool education, 2004
8. Cheban M.I. Ecological games // Child in kindergarten. – 2014
Availability of a regulatory framework; availability in Preschool educational institution programs; having a plan pedagogical work; diagnostic tools; availability of the necessary demonstration material; educational and methodological literature.
Weaknesses: the existing demonstration material needs to be replenished in accordance with the objectives of the project.
4. Human resources.
Educators:
Kiznyakova Lyudmila Mikhailovna
Mikhailova Svetlana Yurievna
5. Material and technical resources.
The group room is equipped with children's and play furniture, a nature corner has been created, and there are play corners for role-playing games, corners of artistic activities, theatrical activities (dressing corners). Didactic games, manuals, methodological and fiction literature, screens for displaying puppet theater, dramatization games. Library for children, sets of story pictures, paintings and printed board games.
Weaknesses: lack of multimedia equipment.
6. Information resources.
Methodological and fiction literature, mobile folders, information stands for parents, exhibitions children's creativity and exhibitions of joint creative works of children and parents. Methodical piggy bank of preschool educational institution.
Internet resources: www.mdou17.urhost. ru; "Network City".
"Sun " www.solnet.ee Daily educational and entertainment portal for children, parents and teachers. Competitions and quizzes, virtual school for kids, games and cartoons, early learning methods, consultations with children's specialists, holiday scenarios, parenting experience, virtual postcard mailing service.
Preschool educationedu.rin.ru/preschool The site is intended for preschoolers, their parents, as well as teachers of preschool educational institutions.
Project implementation mechanism.
Preparatory stage. | Main stage. | The final stage. |
Goal: To identify the knowledge of parents and children about spring plants of their native land. 1.Designation of the relevance and topic of the project, setting tasks, goals, informing parents about upcoming work on the project topic. 2. Selection of cognitive, methodological, fiction, compiling lesson notes, conversations on cognitive development. 3. Selection of questionnaires, consultations, visual information; selection of illustrative material on the topic “Primroses”. 4.Parent survey. 5.Diagnostic conversation with children. | Goal: To introduce children and parents to plants that appear in early spring through different shapes work. 1. Consultation with parents. 2.Memo for parents. 3.Reading and discussing stories and poems with children. 4.Looking at illustrations and pictures. 6. Observation, games and walks. 7.Listening to music. 8. Educational activities with children. 9. Repeated targeted walk to the park. | Goal: Using traditional forms that have proven themselves and searching for new, more effective ones. 1. Summing up the work done. 2.Organization of a child-parent creative exhibition. 4.Analysis of prospects for further development of the project. |
Implementation plan.
Stages | Deadlines | Location | Responsible |
|
Informational organizational – ny | 1. Questioning of parents on the topic: “Primroses are near us.” 2. Diagnostic conversation with children on the topic: “Primroses, what are they?”; “Why can’t you pick primroses?”; Conversation on the topic: “Flowers from the Red Book of the Chuvash Territory.” | In Group | Teachers |
|
Practical | 1. Reading and discussion of fiction with children: M. Prishvin “Golden Meadow”; M. Galina “Dream Grass”, N. Soboleva “Dandelion”, M. Petrovskaya “Snowdrop”, R. McCallister “All about plants in legends and myths”; fairy tale I. Review " Spring coltsfoot"; poem: A. Maksakova “The snow is still lying, not melting”, D. Room “First Flowers”, E. Kozhevnikova “Violet”, “Lungwort”. 2. Examination of illustrations: “Flowers of the native land”, “Spring meadow”, “Amazing primroses”. Exhibition of photographs of various flowers. 3. Educational activities with children on the topics: “Spring bouquet”; "Primroses"; "Golden Meadow"; 4. Listening to musical works: P.I. Tchaikovsky "Snowdrop", "Waltz of the Flowers", Listening to the song: Y. Antonov “Don’t pick the flowers.” 5.Primary targeted excursion to the park. 6. Quiz “Recognize a flower by description.” 7.Evening of riddles about flowers. 8.Games: Lotto “Flower – flower, where do you grow?”; educational game “Search for the Ninth”; didactic games: “Recognize a flower by its silhouette”, “Find two identical flowers”. The game is the “Flower Step” relay race. Low mobility game "Don't make a mistake." 9. Excursion to the library, participation in the “Spring Glade” master class, decoupage of plates. 10.Consultation for parents on the topic: “Primroses are near us.” 11.Memo for parents “Take care of primroses.” 12.Re-target walk to the park. | In a group, on the street | Teachers, parents |
|
Final | 1. Creative exhibition of crafts “Spring Flowers” together with parents. 2. Summing up, considering the prospects for further development of the project. | In Group | Parents, children, teachers |
Expected results.
1.Children’s ideas about primroses have been expanded.
2. Children have an idea of the spring plants of their native land.
3. Children show respect for nature.
4. Active interaction between preschool educational institutions and families to introduce preschool children to environmental culture.
Children have a desire to communicate with nature; the beginning of an ecological culture was formed; children received practical knowledge on nature conservation; speech skills developed; The guys learned to experiment, analyze, and draw conclusions. The level of children's knowledge about primroses has increased significantly.
The competence of parents in matters of environmental education has increased. The project allowed parents to reconsider family settings, find more time for spending leisure time together and paying attention to their children.
The teachers got to know the families of their students better and their way of life, which will further promote cooperation.
Prospects.
The chosen direction is promising, since environmental education of preschool children is one of the main directions in the education system; it is a way of influencing children’s feelings, their consciousness, views and ideas. The ideas children receive as part of the environmental project will help them develop a caring attitude not only towards primroses, but also towards the environment.
Further development of the project:
Conducting a competition; an essay on the topic: “Take care of flowers”, invite parents to come up with together with their children, short story talk about primroses at a family holiday.
- “Family Holiday” – presentation “My Favorite Spring Flower”.
Design of a children's photo album “Me and Flowers”.
Creative exhibition of family drawings “Fairytale Flower”.
Literature
- Vetlugina N.A. Aesthetic education in kindergarten: A manual for kindergarten teachers / Ed. N.A. Vetlugina. – M.: Education, 1995.
- Vinogradova N.A., Pankova E.P. Educational projects in kindergarten. A manual for educators. – M.: Iris-press, 2006.
- Voronkevich O.A. Welcome to ecology! – M.: Detstvo-press, 2010.
- Garanina T.P. Family traditions and their role in raising children. - Minsk, 2003.
- Doronova T.N. Interaction between preschool institutions and parents. - Moscow - 2002.
- Zvereva O.L. Modern forms of interaction between preschool educational institutions and families. // Preschool teacher. – 2009.
- Zerschikova T., Yaroshevich T. Ecological development in the process of becoming familiar with the environment. // Preschool education. – 2005. No. 7. pp. 3-9.
- Ivanova G.L. On the organization of work on environmental education. // Preschool education. – 2006. - No. 3. – p. 10-16.
- Markovskaya M.M. Nature corner in kindergarten. – 2nd ed., revision. – M.: Education, 1989. – 144 p.
- Mashkova S., Suzdaleva G., Egorova L. Cognitive and research classes with children 5-7 years old at ecological trail. – M.: Uchitel, 2014.
- Molodova L.P. Playful environmental activities with children. – Minsk: “Asar”, 1996.
- Nikolaeva S.N. Education of ecological culture in preschool childhood. – M.: Education, 2002.
- Nikolaeva S.N. Introducing preschoolers to nature in kindergarten and at home. – M.: Mozaika-Sintez, 2013.
- Nikolaeva S. N. System of environmental education of children in a preschool institution. – M., 2005.
- Nikolaeva S.N. Young ecologist. The program and conditions for its implementation in kindergarten. - M. – Mosaic Synthesis, 2012. – 212 p.
- Need T.D. 1000 riddles. A popular guide for parents and teachers
- Povalyaeva M.A. Speech development when getting acquainted with nature. Rostov-on-Don: Phoenix, 2002.
- Ryzhova N. About the project “Strategies for Environmental Education in the Russian Federation” // Preschool education. – 2005. -№10. - With. 18-20.
- Ryzhova N.A. Our home is nature. – Didactic manuals on environmental education of preschool children. // Preschool education. – 1994. - No. 7.
- Sorokina A.I. Didactic games in kindergarten. – M.: Education, 1990.
- Tarabarina T.I. Origami and child development. – Yaroslavl: Academy of Development, 2001.
- Ulanova L.A., Jordan S.O. Guidelines on organizing and conducting walks for children 3-7 years old. St. Petersburg: Detstvo-press, 2012.
- Cheban M.I. Ecological games // Child in kindergarten. – 2014
- Shorygina T.A. "Plants of the native land." Toolkit. M.: T.Ts. Sphere, 2015
- Tsvetkova T.V. Social partnership between kindergarten and parents - a collection of materials. – M.: Sphere shopping center, 2013. Experiments in kindergarten. – M.: TC Sfera, 2004. – 56 p.
Appendix No. 1
Report
All events held: conversations, surveys, consultations, educational activities, targeted excursions, exhibitions, joint creative activity children and parents received positive results. During the implementation of the project “Spring Plants of the Native Land,” the level of children’s knowledge about primroses has increased significantly. Children have a desire to communicate with nature; the beginning of an ecological culture was formed; children received practical knowledge on nature conservation; speech skills developed; The guys learned to experiment, analyze, and draw conclusions.
The peculiarity of this project is that together with our family we will not only learn and master new things, but we will also actively work and relax in one team “Teachers - Children - Parents”, where parents will turn from observers into active participants in the lives of children in kindergarten .
During the project, parents began to participate more actively in events. Participation in the project helped parents get closer to their children and influenced the organization of their free time. The children noted that they were pleased to take part in the event together with their parents. Many people were interested creative work, excursions with parents.
The project allowed parents to reconsider family settings, find more time for spending leisure time together and paying attention to their children.
This project can be implemented in most preschool institutions. The project does not require significant material costs; parents of students are actively involved in its implementation.
The benefits and pleasure received by all project participants
aroused a sincere desire to continue cooperation in new projects.
It is necessary that the childhood of preschoolers be much richer, more interesting, and happier.
Only by relying on the family, only by joint efforts can we solve the main task - raising a person with a capital “H”, an environmentally literate person.
Appendix No. 2.
Questionnaire for parents.
DEAR PARENTS!
Your child attends a childcare facility. We want the time he spends in kindergarten to be joyful and happy. Therefore, we hope to cooperate and achieve complete mutual understanding with you in matters of education. It is important for us to know your opinion about what you consider most important for your child.
PIRUMFLOWERS ARE NEAR US!
Last name, first name of parent _____________________________________________________
1. Do you like to take walks in the forest? _________________________
2. What time of year do you prefer to be in the forest?__________________________________________________________
3. Does the forest attract you in spring?_________________________________
4. Do you know the names of forest flowers?__________________________
5. If yes, then list them_____________________________________________ _________________________________________________________
6. What primroses do you know?__________________________ ________________________________________________
7. Do you know why primroses have bright colors and a pleasant smell?_________________________________________________
8. Do you like picking flowers?________________________________
Do you encourage children to collect “bouquets” in their hobby?______________
9. What will you do when you see a clearing with beautiful flowers? (I’ll pick a bouquet, pick one flower, admire it and leave)___________________________
10. Do you know what the consequences of mass collection of flowers are? (there’s nothing wrong with that, the natural balance is disrupted; plants die, plants disappear)________________________
11. Have you ever thought that a plucked flower is a “prisoner sentenced to death”?__________________________________________
12. Are you involved in the work of preschool educational institutions to protect primroses?___________
Analysis of parent surveys
Analysis of the survey showed that most parents often visit the forest with their children and like to walk in the meadow or clearing. They instill in children a love of nature, plants, flowers. They teach not to pick flowers, to take care of them, only to admire them, to see the beauty of flowers, to feel the aroma. See the beauty of nature, the diversity of flora and fauna. During the conversation, parents unanimously said that their children show interest in nature and curiosity. They take great pleasure in showing care and respect for plants and animals.
Appendix No. 3
Diagnostic conversation with children.
After conducting a conversation and offering children demonstration material (illustrations depicting primroses), it was possible to establish that out of the 24 children interviewed, no one was able to recognize and correctly name all the flowers, 12 children were able to recognize and confidently name only three primroses, 10 children showed and named two flower, 2 children - one primrose.
None of the children could explain why primroses need protection and protection. It follows from this that children have an insufficient level of knowledge on this topic.
Appendix No. 4
Conversation about dandelion
Dandelion is one of the first to appear in spring, like a yellow sun in young green grass. In the morning, in a sunny clearing without a clock, you can find out the time. At 5-6 o'clock the sun rises and the dandelions open. By evening, the yellow lights go out and close. The dandelion loves the sun so much that it does not take its eyes off it - it turns its flower head after it. But dandelions are not always yellow and look like the sun. Time passes, and the yellow petals are replaced by white fluff. The white fluffs are seeds. The wind blows, the seeds scatter far, far in different directions. They fall to the ground and sprout. New flowers appear. Dandelion is a medicinal plant. A medicinal plant is a plant that is used in medicine for treatment. Dandelion leaves and roots are used to treat cough and improve appetite.
And people make very tasty jam from dandelion flowers. And it's not just people who use dandelions. Bees, bumblebees and butterflies love to fly to dandelions. They eat dandelion sweet nectar. And the bees then make dandelion honey from it - thick and fragrant.
Let's not pick dandelions and preserve beauty. And the bees will thank us for saving the flowers for them.
Appendix No. 5
A fairy tale about spring mother and stepmother.
The sun smiled - it means Spring has come, it means there will be more and more unusual and new things in nature. Let's read a fairy tale about this.
Spring is good everywhere. She brings joy everywhere. The young Butterfly frolics near the old fence, then flies onto the path, then dances on the hill, then sings a song - so quietly.
But then one day, circling over familiar places, the Butterfly noticed something unusual and flew to its neighbor, the young Bumblebee.
Look, Bumblebee, Spring ran along the hills, painting the forest with its spring colors as it went, but lost the yellow paint. Yellow spots are visible here and there.
“Indeed,” said Bumblebee. - Let's fly to the wise Owl and tell her about this.
“Oh, you,” said the Owl, having learned what was the matter. – It’s not Spring that has lost its color, it’s the yellow Coltsfoot that has blossomed. Spring flower, primrose.
Coltsfoot makes everyone happy in the spring with her yellow. She is like a miniature sun.
Now we will remember this,” said Butterfly and Bumblebee.
Appendix No. 6
The Legend of Mother and Stepmother.
One evil woman planned to destroy her husband’s daughter because she didn’t want him to go meet her and his ex-wife. She lured her to a cliff and pushed her off it. Meanwhile, the mother, having discovered that the girl was missing, rushed to look for her, but was too late: the girl was no longer breathing. The mother rushed at the stepmother and, grappling, they flew to the bottom of the ravine. And the next day, its slopes were covered with a plant, the leaves of which were soft on one side and hard on the other, and small yellow flowers, reminiscent of the girl’s blond hair, rose above them.
Coltsfoot is an amazing flower, everyone has heard about it, but not everyone is lucky enough to see it in all stages of growth. These are the biological characteristics of this plant. Lovers and connoisseurs of nature will be pleased to know that the coltsfoot is the first to decorate the thawed earth, bringing round dances of golden heads to the first spring lawns. This modest, surprisingly resilient plant is one of the first heralds of awakening spring and renewed nature.
Where only yesterday there was snow and only thawed patches were visible, today it has already melted, and the moisture-swollen hillocks, cliffs and slopes of the railway tracks have warmed up. Elastic, succulent pedicels with brown scales and woolly pubescence appear from the ground. You won’t immediately notice them among last year’s withered grass, until the yellow-golden heads of inflorescences open at the tops of the stems.
Coltsfoot flowers are good weather forecasters, as they determine the onset of cold and rainy weather in advance with an accuracy no worse than a barometer.
Appendix No. 7
Reading a poem
"Lungworts" Alexey Kozhevnikov
Lungworts, lungworts,
How you caress your eyes!
I dream about every winter
Your lilac pattern.
You are unpretentious to soils,
Your flowering period is short,
But the nectar is a swarm of bees
Will have time to stock up for future use
You are not drawn to the road,
Because you are modest
And in the swamp (there are so many of them!)
The “hats” are wonderful and visible.
Appendix No. 8
Plants listed in the Red Book of Chuvashia
Avran officinalis
Adonis vernal (Adonis vernal)
Althaea officinalis
Astragalus licorice
Marsh rosemary
Common ram
Belozor swamp
Sandy immortelle (Tsmin sandy)
Valerian officinalis
Wolf's bast (Common wolfberry)
Gentian cross-leaved
Snake knotweed (Crayfish necks)
Bog blueberry
Common blueberry (Gonobobel)
Elecampane tall
Oregano
Umbrella wintergreen
Fragrant bison
White water lily (Water lily)
European swimsuit
Linnea northern
Lyubka bifolia (Night violet)
Common juniper
Common Mordovnik
Ball-headed Echinops
Spring primrose officinalis
Moss clubmoss
Opened lumbago
Sundew rotundifolia
Serpukha crowned
Blue cyanosis (Blue St. John's wort)
Field steelweed (arable)
Thorn (thorn)
Black poplar (Osokor)
Thyme (creeping thyme)
Ulcer multifolia
All plants from the Red Book are on the verge of extinction for various reasons, and it is in our power to prevent their destruction. Every person who comes across plants from the Red Book should help them reproduce or at least leave them in an untouched state.
Appendix No. 9
Summary of educational activities
M. PRISHVIN “GOLDEN MEADOW” (RETELLING)
Age: children 6-7 years old, preparatory group.
Goal: Development of coherent speech (dialogue and monologue forms) and free communication with adults and children.
Tasks:
Teach children to retell a literary text;
Introduce new concepts;
Develop the ability to respond emotionally to the beauty of nature and the content of a literary work;
Develop communication skills for interacting with adults and children (the ability to listen and hear others).
Equipment:
Portrait of the writer M. Prishvin. A book by M. Prishvin with the story “Golden Meadow”, photos or pictures of dandelions, “dandelions” made of paper and pieces of cotton wool for breathing exercises.
Organizing time:
Game "Wish"
Look at me, I have the sun in my hands. It is warm, affectionate. Let's pass on this kind sunshine to each other and wish each other something good for today's game.
Guys, today we are going to meet an amazing person. Most of all he loved children and nature. Take a look at his portrait (display). This is a portrait of the writer Mikhail Prishvin. I will read you a story by the writer Mikhail Prishvin, called “The Golden Meadow”. But who will be the main character of the story, a riddle will tell you:
Burnt in the dewy grass
Golden flower.
Then it faded and went out.
And turned into fluff. (Dandelion)
Which words in the riddle told you the correct answer?
So which plant will be the hero of the story “Golden Meadow”?
What do you know about this flower?
Vocabulary work.
You will encounter unfamiliar words in the story. Let's immediately find out what they mean so that everything is clear to you:
Fishing is the production of something. What kind of work could the guys do in the forest, what could they get there?
Walk in heel - follow each other.
Fucking - blowing.
Breathing exercise “Blow on a dandelion”
Let’s try to blow it ourselves, making a “fu” sound.
On a bright sunny day
A golden flower blossomed.
Light breeze blowing -
Our flower swayed.
A strong wind is blowing -
Petals are worried.
(Children blow on dandelion petals with different strengths and observe the intensity of the movement of the petals.)
A white fluffy ball.
Showed off in an open field.
Blow on it lightly
There was a flower - and there is no flower.
(Then they blow on the dandelion cotton wool without puffing out their cheeks.)
Main part:
Make yourself comfortable and listen carefully.
Reading the story “Golden Meadow” by Mikhail Prishvin.
“My brother and I always had fun with them when the dandelions ripened. It used to be that we would go somewhere on our business - he was ahead, I was at the heel. “Seryozha!” - I’ll call him in a businesslike manner. He will look back, and I will blow a dandelion right in his face. For this, he begins to watch for me and, like a gape, he also makes a fuss. And so we picked these uninteresting flowers just for fun. But once I managed to make a discovery. We lived in a village, in front of our window there was a meadow, all golden with many blooming dandelions. It was very beautiful. Everyone said: “Very beautiful! The meadow is golden.” One day I got up early to fish and noticed that the meadow was not golden, but green. When I returned home around noon, the meadow was again all golden. I began to observe. By evening the meadow turned green again. Then I went and found a dandelion, and it turned out that it squeezed its petals, just like it would be the same if your fingers on the side of your palm were yellow and, clenching it into a fist, we would close the yellow one. In the morning, when the sun rose, I saw the dandelions opening their palms, and this made the meadow turn golden again. Since then, dandelion has become one of the most interesting flowers for us, because dandelions went to bed with us children and got up with us.”
Questions about the content of the story:
1. What did I read to you? (story)
2. Why do you think this is a story? (there is no magic in it, everything is like in life).
3. What is this story about? about nature, about the golden meadow)
4. What kind of fun did the brothers have with dandelions?
5. Where did the brothers live?
6. What was the meadow like early in the morning? At noon? In the evening?
8. Why did the dandelion become an interesting flower for the children?
9. Now come up with a definition for the word “dandelion.” What is he like? (yellow, white, fluffy, silver, light)
10. Can the boy be called an observant person who loves nature? (the boy is observant, because when he went fishing in the morning, he noticed that the meadow was green, and when he returned, the meadow was golden). And he managed to reveal the secret of these flowers.
11. Why do you think Mikhail Prishvin called his story “Golden Meadow”?
12. What other kind of meadow could there be? (colorful, cheerful, beautiful)
13. Guys, I’ll read you the story again, be careful and try to remember it.
Retelling.
Attention game - “morning, afternoon, evening”
At the command “morning,” children crouch, like dandelions squeezing their petals; on the command “day” they get up and bloom like dandelions, and on the command “evening” they squat down again.
Physical exercise “Dandelion”
Dandelion, dandelion! (They squat, then slowly rise)
The stem is as thin as a finger.
If the wind is fast, fast (They run in different directions)
It will fly into the clearing,
Everything around will rustle. (They say “sh-sh-sh-sh-sh”)
Dandelion stamens
They will fly apart in a round dance (Hold hands and walk in a circle)
And they will merge with the sky.
Summary of the lesson.
Communication game "interview"
Guys, now I offer you the game “Interview”. We will choose a correspondent and a reporter (one interviews, the other films).
Appendix No. 10
ABSTRACT
Direct educational activities
on the topic: “Spring bouquet”
Integration of educational areas: “Cognition”, “Communication”, “Music”, “Reading fiction”, “Artistic creativity”
Goal: Learn to fold the “Snowdrop” flower using the origami technique. Through poetry and music, teach to see the poetic image of nature. Develop aesthetic feelings and environmental thinking. Foster love and respect for nature.
Tasks:
Educational objectives:
- Repeat the signs of spring with the children;
- To give knowledge about the “snowdrop” - as a primrose;
- With the help of poetry and music, teach to see the poetic image of nature;
- Teach children how to make a snowdrop flower using the origami technique;
- Learn to follow verbal instructions;
- Strengthen the ability to read product diagrams;
Communicative:
- Strengthen children’s ability to construct their speech grammatically correctly;
- Develop expressive speech;
- Learn to select definitions to describe flowers - snowdrops;
- Continue to expand your vocabulary: thawed patch, messengers, messenger, in the sun; activate children's vocabulary.
Developmental tasks:
- Develop aesthetic feelings;
- Ecological thinking;
- Creative skills;
- Communication skills;
- Fine motor skills of hands, eye;
- Memory, attention, spatial imagination;
Educational tasks:
- To cultivate a love for the plant world and a humane attitude towards nature;
- Collaboration skills.
Music:
- Development of children's emotional, figurative and associative perception of music.
- Create a psychologically favorable atmosphere in the group;
- Encourage children to be creative: search and expressiveness of the image.
Equipment and materials: demonstration: parcel with a letter, photographs of snowdrops, basket with snowdrop leaves, “snowdrop - origami” diagram, disk P.I. Tchaikovsky snowdrop. Handout: glue, napkins for glue, squares with a side of 5 cm for snowdrops: white.
Methodical techniques:
A surprise moment, looking at illustrations, conversation, asking questions to children, reading fiction, listening to music, showing and explaining the technique of a product, productive activity of children, analysis and summing up.
Preliminary work:
Conversation about spring, observations of spring phenomena, reading to children fairy tales “The Twelve Months” and “Snowdrop” by G.Kh. Andersen, making snowdrops using the origami technique.
GCD move
Organizational part:
Children sit on chairs.
This parcel was sent to us by spring from the forest. The teacher opens the package and takes out a letter:
Dear children! Real spring has arrived in our forest. The first flowers bloomed. Which? You'll guess if you listen to my riddle: The first one got out of the dungeon, in a thawed patch. He is not afraid of frost, even though he is small. I am sending you photos of my favorite first spring flowers. If you can find snowdrops in the city, then winter will not return. After all, snowdrops are the harbingers of spring.
The teacher displays pictures of snowdrops.
What do you think are the signs of spring in our city?
Where do you think we can get snowdrops in the city?
Let's remember where we heard about these flowers?
What fairy tales have we read about these flowers? (“Twelve Months” by S. Marshak, “Snowdrop” by H. H. Andersen)
Remember why this flower is called that. It begins to grow under the snow and appears in early spring. That’s what they call him – the harbinger of spring. White, blue or pale pink flowers appear from under the snow and people see that spring has come. And then in the summer the snowdrop will hide in its bulb, and will gain strength to overwinter and be the first to wake up next spring.
Many poems have been written about these amazing flowers. I suggest you listen to Zoya Alexandrova’s poem “Snowdrop”:
Reads Z. Alexandrova’s poem “Snowdrop”
At the snow-covered hummocks,
Under a white snow cap,
We found a little blue flower,
Half frozen, barely alive.
It must have been hot
Today there is sunshine in the morning,
The flower under the snow felt stuffy,
And he thought it was time
And he got out... And everything around was quiet,
There are no neighbors, he is the first here.
The hare saw him
She smelled it and wanted to eat it.
Then she probably regretted it:
“You’re too thin, my friend!”
And suddenly a fluffy, white one went
Cold March snow.
He fell and skidded...
It's winter again, not spring.
And from a flower on a thin stalk
Only the cap is visible.
And he, turning blue from the cold,
Bowing my weak head,
He said: “I will die, but I will not regret:
After all, spring began with me!”
What is this poem talking about?
What kind of snowdrop is in this poem, as the author describes it?
Do you think the snowdrop is weak or strong in this poem?
Even composers wrote music about these amazing flowers. Russian composer P.I. Tchaikovsky wrote music called “Snowdrop”. Listen to whether this music suits the poem, or whether the composer came up with some other snowdrop.
Children listen to music.
What kind of snowdrop did the composer create? Children's answers.
Many people just want to rip these delicate flowers, similar to bells. People collect flowers in bouquets without worrying that flowers in captivity will quickly die without their bulb. After all, it contains all the nutrients for flowers and flowers will not live long without it.
Which flowers can be picked and which cannot?
There are flowers that are specially grown for bouquets. They are called garden ones. They are cut off and taken to flower shops. But flowers that grow in fields, meadows, and forests cannot be picked. They wither quickly. Many are listed in the Red Book, like our snowdrop.
How do you think you can admire these flowers without picking them? Yes, they can be photographed, drawn, sculpted or made from paper. Today we will make snowdrops from paper. But before we get to work, we’ll do some physical education.
The children get up. Physical education lesson (E. Terpugova)
Snowdrop woke up (put your palms together at the top)
And he stretched (raise his arms up)
Smiled at the sun (arms to the sides)
He touched the ground to Mother (hands down, tilt left and right)
Bowed to the sun (lean forward - down)
I was surprised at my luck. (hands to the side)
Drops of dewdrops washed him, (imitation of movement - washing himself)
The animals and birds immediately recognized: (hands on the belt, turns left and right)
"Snowdrop woke up -
It promises spring." (put your palms together at the top)
Snowdrop, snowdrop
Blooms in the forest. (spread your arms to the sides, lower them)
The children sit at the tables.
Look, you and I are going to make snowdrops out of paper, but we don’t have scissors. Why? Yes. Today we will make flowers from paper. What is this technique called? That's right - “origami”. We have a basket that we will fill with flowers.
People call all the primroses that emerge from bulbs in early spring as snowdrops; they come in many colors. Real snowdrops are white. We will have such delicate flowers too.
Paper folding technique.
1. Take a square.
2.Fold the lower and upper corners towards the middle. You will get a triangle with a “tail”; it is called “ kite", lift the "tail" (corner) up and hide it inside the triangle.
3. Bend both lower corners towards the middle, along the center line.
4. Bend the corners and unbend the sides.
5. Bend along the marked lines, from below, then from above.
6. Smooth, bend to the sides, repeat on the other side.
7. We have made one petal, we need to make 2 more.
8. Glue all 3 petals together.
This is the kind of snowdrop we get.
Now you can make your own snowdrops according to the diagram.
Displays diagrams.
The children do the work. After completing the work, the teacher invites the children to attach each snowdrop to a stem and place it in a common basket, selecting flowers to make a beautiful bouquet.
Final part.
What beautiful snowdrops we got. Now we don't have to pick snowdrops to admire them. You and I have our own bouquet of snowdrops. And now you can not only talk about beautiful flowers, but also make primroses from paper yourself and admire the delicate flowers. Guys, this is how we completed the spring task. And now she can calmly reign in our city.
Appendix No. 12
Listening to music
Theme: "Snowdrop"
Goal: Integration of children's knowledge about snowdrops, by various means arts
Objectives: Educational. 1. Practice coherent speech, enrich children’s vocabulary (thawed area, blood, daredevil, azure, spring). 2. Convey in movement and plasticity the character of the play “Snowdrop” by P.I. Tchaikovsky. 3. Stimulate children's desire to create snowdrop flowers using different drawing techniques. Developmental. 1. To develop children’s aesthetic perception and imagination and their figurative ideas. 2. Evoke an emotional response when looking at illustrations and listening to music. 3. Form children's creative abilities. Use intonation to convey the character of the song. Educational. 1. Foster a love for living nature - treat snowdrops with care.
The music is quiet. “Morning” by E. Grieg.
The music fades and falls silent.
Teacher: Guys, come in, sit down, I want to tell you something.
“It melted a snowflake on the top of a pine tree.
A hot drop fell on the snow.
I broke through a snowdrift and dry leaves.
Where she fell
A green arrow appeared.
And a blue flower bloomed on it.
He looks at the snow and is surprised:
“Didn’t I wake up early? No, it’s not too early, it’s time - it’s time for the birds to sing.”
Teacher: Guys, what time of year is the story talking about, what flower?
Teacher: The delicate snowdrop flower was depicted by composers, artists, poets, and writers.
Now we will listen to the music, and then you tell me what you presented?
Listening “April. Snowdrop" P.I. Chaikovsky.
Children watch sketches of nature and listen to music by P.I. Tchaikovsky.
Now select pictures that match this music.
Teacher: How does music tell about nature, what kind of music?
Tender, excited, sometimes timid, affectionate. The melody is flighty, like a flower swaying in the wind. But sometimes anxious, wary. The music tells us that the sun does not always shine, it can be cold, dark and stormy.
Teacher: I suggest you dance, expressing the mood of the music - excited, a little sad, restless, affectionate. Show how flower heads rise towards the sun, spin around in a spring meadow.
Children improvise dance moves to the music of Tchaikovsky.
Educator: You just depicted snowdrops in a dance, but you can still draw it. Let's fantasize, imagine that the beautiful Spring has come to visit us. Delicate flowers can be depicted on homemade cards using different drawing techniques:
Get acquainted with all types of snowdrop images.
Educator: tell me what kind of paint we will paint the flowers in the meadow and using what technique. Music is playing, children are doing work.
Let's see what we got.
Children walk freely around the group, looking at their work. Teacher: Today in class we found ourselves in a spring meadow full of snowdrops, let's finish our lesson with an exhibition of drawings in the group so that everyone can admire it too.
Appendix No. 13
Spring primroses. Story for children
Primroses are a decoration of spring. If you look closely at these bold flowers that are not afraid of cold weather, you will notice how delicate and touching they are. They will wander around the clearing - beauty! And they are not afraid of anything. They know that the sun is on their side. And that means something!
What plants do we call primroses?
We call primroses the spring flowers that appear when snow cover came down, or is just starting to come down.
There is one good month called "March". This month pleases us with the hot sun, azure sky, and the first thawed patches. And primroses appear in thawed patches.
It is known that each type of flower has its own flowering time. Some people like hot, elegant summers, others love the autumn season, and there are such “brave” flowers that are not afraid of cold weather, such flowers include primroses. Primroses are plants not only of March, but also of other spring months.
Let's name the primroses and look at photographs of flowers:
Anemone,
coppice,
Spring primrose (spring primrose),
Coltsfoot,
Scilla bifolia,
Adonis,
Corydalis,
Brandishka multi-colored,
Galanthus,
Hellebore,
Russian hazel grouse,
Crocus, lungwort.
Appendix No. 14.
Conversation with children. Looking at photographs of spring flowers.
Coltsfoot.
In some places there is still snow, and where the sun warms up on the outskirts of the fields, along the banks of ravines and rivers, in early April, golden mother and stepmother baskets appear. The mother and stepmother are famous for their nectar; the bees carry the first bribe to the hive from her. Do you know why this plant was given such a strange nickname, mother and stepmother? Here's why: the lower part of its leaf is covered with delicate fluffy hairs, it seems soft and warm to the touch, this is the mother. And the upper part of the leaf, hard and cold, is the stepmother. So they called the plant mother and stepmother. Large fluffy leaves below appear in mid-summer, and in spring, the stems on which the flowers sit are covered with small scales; these are underdeveloped leaves. Medicinal properties.
The leaves are used in medicine as an expectorant and are part of chest and diaphoretic preparations.
Opened lumbago, or sleep-grass
This beautiful flowering plant It is found in our dry pine forests, in open sunny places. The large flowers of this plant resemble bells in shape. At first the flowers are drooping, then erect. While the flower has not fully opened, it is clearly visible that on the outside it is white and shaggy with long protruding hairs. This fluffy “coat” protects the buds of sleep grass from spring frosts. The opened flower attracts attention with its beautiful blue-violet color. This is how the leaves of a simple perianth are colored, looking like wide petals (there are usually six of them). Inside the flower there are numerous yellow stamens and a lot of small pistils. When the flowering ends, beautiful leaves The perianths fall off one by one, the stamens dry out, and from a bunch of pistils a loose fluffy head is formed, somewhat reminiscent of a dandelion.
Like many others, sleep grass is a poisonous plant. It contains a variety of substances that are poisons and are widely used in medicine to treat cardiovascular diseases.. The flowers and leaves of sleep grass are eaten by wood grouse in the spring.
The number of open lumbago continues to decline. The reason for this is cutting pine forests, excessive collection of plants by people for bouquets, and often for sale.
Spring primrose PRIMULA
A perennial herbaceous plant 10-30 cm high. The stem is softly pubescent or bare, sometimes reddish, glandular. The leaves form a basal rosette; when young, the edges are folded onto the lower surface of the blade, wrinkled. The flowers are bright yellow, fragrant, collected in an umbellate inflorescence, drooping to one side. Blooms from April to June. The fruit is a capsule. Grows on moderately dry, rocky soils: in deciduous forests, clearings and meadows. A medicinal plant known since the 16th century. Collect flowers and rhizomes. The medicinal raw material has a honey smell and a sweetish taste, while the rhizome has an anise aroma.
Lungwort obscure
Lungwort inflorescences form under the snow. Immediately after the snow melts, its short stems with bright, noticeable flowers appear.
Lungwort grows in deciduous and mixed forests - among bushes at the edge. It blooms in early spring in April and May in bare forests. For its honey tribute in the early forest, this plant was named lungwort. The flowers are small, beautiful, pinkish-red at first, then become violet-blue. Flowers are collected at the end of the stem into inflorescence curls. Lungwort is a mystery flower. Lungwort petals contain the coloring substance anthocyanin, which changes color depending on the environment. If the environment in the flower cells is acidic, the flowers are red, if alkaline, the flowers are purple, and if neutral, the flowers are dirty blue.
Anemone oak forest
Perennial plant, 10-25 cm in height, with a thick rhizome. Grows in deciduous forests, shrubs, and meadows. It's rare among us. White flowers of 6 petals and perianth of 6-8 leaflets. Her relative.
Ranunculus anemone
Ranunculus anemone remains one of our most common primroses, although it is no longer found everywhere. It grows in deciduous and mixed forests. The plant has a straight stem rising from the ground, at its end there are three strongly dissected leaves, which are directed in different directions; even higher is a thin peduncle that ends in a flower. Anemone flowers are bright yellow, slightly reminiscent of buttercup flowers, with five petals.
Anemone quickly grows throughout the forest, not staying in one place for a long time. Anemone is a poisonous plant. The substances it contains act on the heart. Anemone leaves are used in medicine as a diaphoretic and enhancing effect of the kidneys and lungs.
Corydalis dense
It blooms in April-May in our forests and bushes. Corydalis is a miniature, fragile and very graceful plant. Its lilac flowers are collected in dense cylindrical clusters, have a pleasant smell and are rich in nectar. Sometimes there are plants with white flowers.
Corydalis flowering does not last long. After a few days, small pod-like fruits already form in place of the flowers. A little later, black shiny seeds spill out of them. Remains in the same place all his life. It has neither rhizomes nor creeping underground shoots that could spread laterally. Corydalis nodules are small yellowish balls, the size of a cherry.
The corydalis is very vulnerable. The plant blooms only 4-5 years after seed germination. The corydalis nodule sits quite weakly in the ground and is very easily pulled out even with little effort. Therefore, a lot of plants die when collected for bouquets. This has led to the fact that the corydalis has practically disappeared from our suburban forests. In many areas it is included in the list of protected plants; collecting it for bouquets is prohibited.
Siberian Scilla
The most widespread unpretentious species of scilla. The wide-linear leaves are pulled together at the top in the form of a cap. The bulb forms up to 4 peduncles; they are not very strong and sometimes lie down.
The buds appear simultaneously with the leaves. The flowers are drooping, 1-4 at the ends of the peduncles, blue-blue, sometimes white, pink, bright blue. The white-flowered form blooms 10-17 days later. Siberian Scilla blooms from mid-April to early May for 15-20, sometimes 25 days.
Chistyak spring
It blooms in shrubs, deciduous forests and forest edges, in lowland meadows.
Over the summer, the entire above-ground part dies off, and cone-shaped, thickened tuberous roots remain in the soil. In the Middle Ages, during times of war, famine and crop failure, they were even eaten. Young spring plants(before flowering) contain quite a lot of vitamin C and therefore can be used as a seasoning for spring salad. However, the clearweed, like other representatives of the Buttercup family, is a poisonous plant. If the young guillemot is still edible, then later, with the beginning of flowering, it acquires a bitter taste and becomes poisonous. However, beavers, for example, willingly eat guillemot without harming themselves.
Goose onion yellow
It grows in forests, forest ravines, bushes, and is found in parks. The yellow star-shaped flowers of the goose onion open wide (as in this photo) only in sunny weather. At dusk and cloudy weather, the flowers remain closed and drooping. Goose onion is an early flowering honey plant. The plant was named so because wild geese love to nibble on it.
Goose onion is a bulbous flower. Its bulb reaches the size of a cherry and is covered with a brown shell.
Appendix No. 15
Game "Guess the Flower"
Children are invited to split into two teams: flowers and guessers. The “flowers” come up with names for themselves and tell them to the teacher, and the guessers solve them, then the teams change. The game begins with the greeting: “Hello, flowers!” - "Hello children! - the “flowers” answer them. - “Guess our names.” Children list the names of colors. The named flowers run away to the side. The teams change places. Whose team will guess more?
A game
“Guess the plant from the description.”
The teacher begins to talk in detail about one of the plants. First, for example, he notes what it looks like (“like a tree,” like “grass”), then asks to say whether the plant has a stem. The teacher draws the children's attention to the shape of the leaves (round, oval - like a cucumber, narrow, long), the color of the flowers, their number. Having finished the description, the teacher asks: “What plant did I tell you about?” Children show the plant or name it.
A game
"Step flower"
Children play in twos, starting from the mark, calling the name of the flower and taking a step forward. Rules of the game: don’t repeat yourself, don’t think too long. The one who reaches the finish line first wins.
A game
"Make no mistake"
The presenter names the flowers, alternating the names of the flowers with the names of trees and bushes. If the presenter names a flower, the children clap their hands; if not, they stomp their feet. Those who make a mistake are eliminated from the game. The most attentive child wins.
Appendix No. 16.
Summary of a comprehensive lesson in the preparatory group
on the topic: "Primroses".
Tasks.
Educational: to arouse children's interest in the world around them.
Developmental: to form a realistic idea of the nature around us; expand children’s understanding and knowledge of spring forest primroses and their significance in our lives; develop children's speech, activate attention and memory.
Educational: to cultivate the desire to become a friend of nature, to preserve and protect it.
Enrichment of vocabulary: lungwort, anemone.
Activation of the dictionary: primroses.
Progress of the lesson
Spring song S.Ya. Marshak.
The snow is no longer the same -
He darkened in the field,
The ice on the lakes is cracked
It's like they split it.
The clouds are moving faster
The sky has become higher
The sparrow chirped
Have fun on the roof.
It's getting darker every day
Stitches and paths
And on the willows with silver
The earrings glow.
– What else, besides young leaves, will decorate the forest? (children's answers)
– When do the first flowers appear in the forest? (As soon as the snow melts and the first thawed patches appear).
– The very first flowers in the forest are called primroses. What primroses are you familiar with? (Children's answers).
– Forest glades can be of unusual beauty in the spring, when primroses bloom. Please listen to the riddle. What flower is it talking about?
Snowdrop
On snow-covered hummocks
Under a white snow cap
We found a little flower
Half frozen, barely alive.
The first to get out of the earth
On a thawed patch.
He is not afraid of frost
Even if it's small.
Blooms from under the snow,
Welcomes spring before everyone else.
(Children look at illustrated material: pictures depicting a snowdrop in a forest clearing)
All plants that bloom in early spring are called primroses.
They are the first to emerge from under the snow.
Showing illustrations
Lungwort
When it blooms, its flowers are pink. After a while they will turn crimson and then purple. And wilted flowers are blue. Since flowers on the same stem bloom at different times, you get a small bouquet.
Lungwort is also called a sweet bouquet, because its flowers contain a lot of sweet juice-nectar.
Anemone.
This plant blooms only during the season of strong spring winds.
Dream-grass.
"Sleep-grass"
The distant forest stands like a wall,
And in the forest, in the wilderness of the forest,
An owl is sitting on a branch.
Sleepy grass grows there.
They say sleep-grass
Knows sleepy words:
How he whispers his words,
The head will immediately drop. I. Tokmakova
Corydalis.
This plant is small, fragile, delicate. Its leaves are thin and soft, purple flowers have small tufts.
Primrose (Primrose)
This plant is called the “golden keys of spring.”
Coltsfoot.
It is the very first to bloom in spring. When the flowers fade, large green leaves appear. They look like the most ordinary ones, but if you touch them, it’s so wonderful! One side of the leaves is warm, covered with soft fluff, and the other is smooth and cold. The warm one is the mother, the cold one is the stepmother.
The plant is a symbol of spring, from whose porcelain cups red beads are formed.
Remember the rules:
Don’t pick flowers in the forest or meadow. Let beautiful plants remain in nature.
Remember that bouquets can only be made from plants that are grown by humans.
Plant primroses in the garden and take care of them.
Tell your friends and family about protecting primroses.
Physical education lesson: “Find yourself a partner”, divide the children into subgroups.
Give each group a picture of a flower and ask them to describe it, so that the other children can guess what kind of flower it is.
– Bloom, forest bells and lanterns! Delight us with your beauty! And we will cherish your joy, beauty and kindness in our memory. Let's draw these flowers and give the drawings to our loved ones. Children chose visual materials at will (Paints, pencils, wax crayons, felt-tip pens).
At the end of the lesson, lay out the children's drawings on the table to make a spring bouquet. Ask which spring bouquet you liked best.
Appendix No. 17.
Memo for parents and children on environmental education.
"Take care of the primroses"
Spring! Black thawed patches of earth, and on them, bright and beautiful, like splashes of the sky, the first flowers. Immediately there is a desire to pick and bring home this piece of spring. And we tear it up and bring it. And after a day we throw it in the trash. This is how a huge number of primroses die every year. And every year there is less and less of this beauty in the forest. Primroses need help, they are waiting for protection and protection. From the first days of April, the campaign “Save the primroses!” was launched at the Central Children’s Center of the Environmental Department. The purpose of the action: to include students in environmental activities to protect rare and endangered plants, to restore the number of endangered primroses.. During which they found out which flowers are called primroses. Many people knew about snowdrops, but did not think that coltsfoot was also a primrose. The child must realize that every plant and animal is a living organism. It is very important to convey to the child’s understanding that plants hurt when they are broken and torn. There is nothing superfluous in nature - everything is necessary and interconnected, it has its own laws, interference with which is fraught with consequences.
It happens that people destroy them without even picking plants. The reason for this is trampling. A man walks through the forest and does not notice how fragile grasses are broken and trampled into the ground under his feet. In addition, the soil under people's feet becomes compacted. In such soil there is little air and water left, and plants cannot live on it; they die.
Plant conservation helps combat air and water pollution.
DON'T FORGET that plants provide shelter for animals. Protect the grass, bushes, trees, you are helping animals, birds, insects. THE WEALTH OF THE NATIVE LANDS IS IN MAN’S HANDS. REMEMBER THIS!
Appendix No. 18
Summary of the first targeted walk - observation in the park on the topic: “Primroses”
Software tasks.
Progress of observation.
- Guys, today we will go on an excursion to the park. Let's observe what changes in nature occurred in April, what spring flowers appeared.
- Children, how many of you know what time of year it is, what month it is? What signs of spring are you seeing in nature now? What's your mood today? (Children's answers)
The sun is playing like a ray, and the snow is melting and melting!
The birds had no time to sleep, so they came to visit us... (spring)
- Yes, that's right, spring has come. This beautiful spring brought us warm, radiant sun. Look how bright it shines. That’s why you are in a good, cheerful mood today. Which folk signs spring do you know?
Spring is red with flowers, and autumn with pies.
Winter is rich in snow, and spring is rich in water.
- Tell me, what do we admire in spring?
- That's right, guys, flowers. But for now we only see the first leaves; the snow has not melted everywhere yet. But look, here in the thawed patch the first flower will soon bloom; if you look more closely, a small bud has appeared between the green leaves. Observation of children.
- Guys, how many of you know the name of this flower? Children's answers.
- Yes, the flower is called spring clear.
- Please listen to G. Goldstadt’s poem about a wonderful flower, yellow as the sun.
As soon as the spring waters subside, it’s as if someone had smeared ocher -
Then the clean man leads round dances, throwing off the painful oppression of winter.
It happened that we ate tubers of it, it’s not superfluous, which means it’s in nature,
Although poisonous - wow!
- Guys, young spring plants of the spring plant (before flowering) contain quite a lot of vitamin “C” and therefore they can be used as a seasoning for spring salad. However, the clear grass, like other representatives of the Buttercup family, is a poisonous plant! If the young guillemot is still edible, then later, with the beginning of flowering, it acquires a bitter taste and becomes poisonous. However, beavers, for example, willingly eat guillemot without harming themselves.
“We’ll definitely come up to him on our next walk.”
- What are the first flowers called?
- Yes, primroses. Why are they called that? How do you understand this word?
- Primroses are the flowers that are the first to bloom after winter in forests, parks, and meadows. These are the first spring flowers. Each flower is amazing in its beauty, and also delights us with its delicate aroma.
- Guys, we will definitely come back here to admire the primroses on our next walk.
Appendix No. 19
Summary of the second walk - observations in the park on the topic: “Primroses”
Software tasks.
Educational: to arouse children’s interest in the nature around us, to expand children’s ideas and knowledge about spring primroses and their significance in our lives.
Developmental: teach to admire flowers, teach to observe, compare, look for changes in the development of flower growth; activate attention, memory, develop coherent speech; teach to see and perceive the beauty of primroses.
Educational: to cultivate a caring attitude towards natural treasures.
Progress of observation.
Guys, today we will go on an excursion to the park for the second time. Please note how the nature and plants that we saw on our first walk in April have changed.
- Guys, what has changed in our clearing? Children's answers.
- That's right, the first flowers bloomed, there was no snow left on the ground, there was a lot of green grass, young leaves appeared on the trees.
- Guys, I’ll tell you riddles about primroses, and you will find the answers in the clearing.
- He is both stepmother and mother. What is the name of this flower? (Coltsfoot)
- Yellow flowers, varnished cheeks. The corollas are quintuple, and the leaves are changeable. (Chistyak spring)
- In May it is yellow, and in July it is a fluffy ball. We blew on it a little and it flew up (Dandelion)
- The spring flower has signs, so as not to be mistaken: the leaf is like garlic, and the crown is like a prince! (Goose onion)
- Our clearing is very bright, there are flowers everywhere. One of the first flowers to appear is the coltsfoot. This flower can be seen everywhere. The flowers of this plant are similar to dandelion, but are much smaller and bloom earlier. But most importantly, the coltsfoot flowers bloom before the leaves appear. Why is this plant given such a strange name? Here's why: the lower part of its leaf is covered with delicate, fluffy hairs, it seems soft and warm to the touch - this is the mother. And the top one, on the contrary, is hard and cold. This is the stepmother. So they called it: coltsfoot. Guys, this flower is not only beautiful, it is also useful. When you catch a cold and have a sore throat, your mother can treat you with tea made from coltsfoot. And if you add another spoonful of raspberry jam to this tea, the cold will immediately go away. You see how useful the simplest flowers can be. But, unfortunately, the life of the first flowers is short. Often people pick the first flowers without thinking that they will die very soon.
- Guys, what do you think needs to be done so that the flowers do not die and delight us with their beauty? (Children's answers)
- That's right, you can only admire the flowers. In a glass, a flower will last one day, or maybe less and wither, but in a clearing, in nature, it will delight us all for a long time.
- Guys, let's play the game: "Wreath." Let's choose a gardener as a counting table.
Reading: A turtle went for a swim and bit everyone out of fear: Kus! Kus! Kus! I'm not afraid of anyone!
Gardener: I'm going to pick a flower and weave a wreath from the flowers.
Children: We don’t want them to tear us down and weave wreaths out of us.
We want to stay in the forest, they will admire us.
The gardener catches the “flowers”, and they run away from him.
The teacher summarizes the observation:
- Guys, what flowers did we meet in the clearing? Will you take care of the flowers? Remember, without them there will be no beauty on earth, they will not delight us with their bright colors meadows, fields, parks, forests.
The teacher invites the children to examine the flowers individually.
The event scenario is intended for older preschoolers, students in grades 1–4 (event participants) and students in grades 5–8 (event leaders).
Parents, teachers and high school students can also take part in the event.
Purpose of the event:
- Formation of knowledge among students about early flowering plants of their native land, about plants listed in the Red Book;
- attracting the attention of students to the problem of protecting early flowering plants, developing in children an interest in preserving the diversity of the plant world;
- increasing the level of environmental literacy of children and adults.
Objectives of the event:
- introduce students to a variety of early flowering plant species;
- develop in students the need to work independently with books;
- develop creativity, independence and initiative of students, communication skills;
- to cultivate a humane attitude towards the natural environment, to interest children in caring for the nature of their native land;
- develop the ability to analyze and find ways to solve the problem under discussion.
Preparation and holding of the event, as a rule, arouses the interest of students of all age groups.
Students in the middle age group study literature about early flowering plants; prepare messages and questions for junior schoolchildren; select poems about early flowering plants; make up puzzles and crosswords, solving which helps them remember the names of plants better.
Students draw plants, design an educational herbarium, and prepare crafts; prepare leaflets that attract the attention of others to the problem of caring for the fragile northern nature; select photographs.
The result of all preparatory work there may be a thematic methodological folder “Early flowering plants of the native land” drawn up by students together with the teacher, which can be used as didactic materials when studying the topics: “Early flowering plants”, “Protected plants”, “Plant protection”, “Plant diversity”, “You know” Are you a plant? and others; An exhibition of drawings and crafts and a photo exhibition are being organized.
During the event, the teacher notes the contribution of each student.
Carrying out such an event allows the teacher to involve the entire children's association in the work, and not individual active students; do not experience difficulties in organizing active cognitive activity students, their independent and amateur work; take into account differentiation in teaching different age groups.
Independent work of students during a weekend club is the leading means of achieving the goals of environmental education, training and development.
Equipment and necessary materials.
- poster with the inscription “Early flowering plants”.
- exhibition of books, photographs, postcards, drawings.
- poster with the inscription “Don’t pick flowers!”
- poster with the inscription “Take care of the beauty of your native land!”
- folder with files for designing a thematic methodological folder “Early flowering plants of the native land.”
To show the presentation you need:
- A computer with PowerPoint presentation software installed.
- projector for showing presentations.
- electronic media with the presentation “Early flowering plants of the native land”
Event plan
- Introductory speech by the teacher.
- Discussion of the problem of caring for plants.
- Student performances.
- Demonstration of the presentation “Early flowering plants of the native land.”
- Diagnostics of achieved results.
- Design of posters and leaflets.
- Summarizing.
At the beginning of the event, everyone is invited to get acquainted with the exhibition of books, photographs, postcards, drawings
Don't pick flowers, don't pick them,
Let the Earth be elegant,
Instead of bouquets, give
Cornflowers, forget-me-nots
And daisy fields...
(From the song by Yu. Antonov)
In opening remarks The teacher creates motivation among students to study early flowering plants of the region.
The following questions may be suggested for discussion:
– What can we do if we want flowers to please us for a long time?
– What measures would you propose to protect early flowering plants of your native land?
– How can you tell your friends, acquaintances and city residents about the protection of plants in your native land?
– What biological features allow plants to be primroses?
The children propose to design posters and then hang them on the entrances of houses so that people remember these flowers; place drawings of early flowering plants on a sheet of paper with the inscription “Take care of the flowers!” and stick them in the entrances of houses. (Be sure to record all suggestions made by students on the problem being studied).
Students explain that in plants that bloom in early spring, the nutrients produced in the leaves accumulate in reserve underground - in rhizomes, tubers or bulbs. That is why next spring, as soon as the snow melts, the plant can already produce its bright flower.
The teacher explains that most early flowering plants belong to the ecological group of cryptophytes - these are perennial herbaceous plants, the renewal buds of which are formed in bulbs, tubers, rhizomes and are found in the soil, due to which they are protected from direct environmental influences. Examples of such plants are anemone, lumbago, swimsuit, primrose, corydalis, dicentra, etc. Many species of early flowering plants are becoming rare and are listed in the Red Books of regions and even Russia. (Children get acquainted with the Red Book).
Student presentations with stories about early flowering plants of the local flora .
The performances are accompanied by a demonstration of the presentation “Early flowering plants of the native land” (Annex 1).
Lumbago, or sleep-grass.
– This is the name of this perennial plant (in the south of the Magadan region - on the Okhotsk coast, multi-cut lumbago is common).
Sleep-grass - where does this name come from? They say that if you chew the root of a lumbago, you will fall into a deep and long sleep. This is a legend, but there is probably some truth in it. Saponins and poisonous alkaloids were found in the roots of the lumbago, which, depending on the dose, have either a stimulating or a calming effect.
There is another version of the origin of the name “sleep-grass”. At night and before rain, its peduncle bends, the flower droops, covering its core from excess moisture.
Every year you can see blooming lumbago less and less often. This plant reproduces mainly by seeds, but large beautiful flowers attract people, especially in early spring, when the “flower” hunger is acutely felt... This plant cannot be picked!
Dicentra is wonderful.
The genus dicentra includes up to 20 species of herbaceous perennials, common in North America, China, Korea, Japan. All these plants have long rhizomes, beautiful feathery leaves, and the fruits are oblong capsules with small shiny black seeds. But the main thing is that the flowers are unique, not like the flowers of other plants.
The entire dicentra flower is slightly flattened in one plane and is very similar to a heart pierced by an arrow. These heart-shaped flowers hang down on stalks, they are collected in an elegant inflorescence - a one-sided, arched long multi-flowered raceme. The brushes bloom from the base, so that on each brush you can see both flowers and buds at the same time.
Thanks to the characteristic shape of the flower, the plant has received many interesting and even poetic names. In our country, dicentra is most often called “broken heart”; another name less known is “flaming heart”.
Corydalis Magadan.
The corydalis received this name for the spurs - tubes on the flowers. There are a lot of them, and the whole bunch seems to be “crested”.
Corydalis flowers are special. They are well adapted to pollination by insects with a long proboscis. The two-lipped corolla seems to be specially created so that the bumblebee can calmly sit on the lower lip. And the spur of the flower serves as a vessel for nectar. By lowering their proboscis to the bottom of the spur, the insects suck up the nectar and simultaneously shake off the pollen they brought from other corydalis from their heads and backs.
Corydalis blooms for only a few days. After pollination, flattened green fruits, similar to pods, are formed. When ripe, they open with two doors, and small black seeds spill out onto the ground. If you look closely, you can see a white lump (aryllus) on each seed - this is a bait for ants. For the sake of these lumps, the ants grab the corydalis seeds, drag them into the anthill, but lose some along the way... And in the place where the seed remains on the ground, a new corydalis will grow.
If you dig up the ground, you can find a round corydalis tuber. Even in the fall, reserves of nutrients had accumulated in it, and even then a large bud was noticeable. By spring, a new shoot grows out of it, covered with a translucent film. Only when the sprout reaches the surface does the film burst, the stem is released, straightens, tender leaves unfold - and the plant blooms.
Kaluzhnitsa arctic(the most common in the Magadan region).
The name of this plant comes from the old Russian word “kaluzhina”, which means “puddle”. Marigold grows in swamps, along the banks of reservoirs and in damp places. She does not have sweet nectar, so flies often circle over her flowers. Marigold grows slowly and blooms only after a few years. Therefore, it probably hides its roots with a supply of nutrients in water so that people and animals do not trample them. Sometimes in September the marigold blooms for the second time, but then only the most observant can see its flowers, because... they are faintly visible against the background of falling yellow leaves.
Kamchatka hazel grouse
The stem is simple or weakly branched in the upper part, the bulbous scales are in the form of small rolled nodules, young bulbs develop only one oval leaf. Grows in meadows, sparse thickets of bushes, forest clearings in floodplains of rivers and streams.
Previously, hazel grouse bulbs were harvested in bags. They were used to cook porridge, jelly, and make flat cakes. Nowadays, collection is not practiced: both due to lack of need and due to the insufficient number of plants. The flowers of the plant have an unusual color and, of course, attract the attention of both children and adults. We need to carry out educational work so that this plant does not disappear from the environs of our city.
Primrose or primrose.
On the Okhotsk coast you can most often find the primrose cuneifolia, and in the vicinity of Magadan you can also find the Mazurenko primrose.
Primroses are called the “golden keys of spring”. Tubular flowers, collected in umbrella inflorescences, can really be mistaken for a bunch of outlandish keys. “Keys” that open the door to fine spring days. Young primrose leaves contain a large amount of vitamin C. A few leaves are enough to satisfy an adult’s daily requirement for ascorbic acid. In Holland and England, primroses have long been bred as valuable vegetable species.
Once upon a time, primroses were found in many areas of the forest zone of Russia. Now many of their species are endangered...
Creeping violet.
Many types of violets bloom in Russia - modest blue flowers with a very distinctive corolla and a subtle, pleasant aroma.
There are more than a hundred species of violets, widely distributed from the Arctic to the tropics, and they bloom mostly in summer. Few species bloom in spring, and among them one of the first is creeping violet. It is easy to recognize by the fact that its flowers come off one by one, as if directly from the ground. And there is no smell. In fact, the creeping violet flower arises from a thin ground rhizome that spreads over damp, marshy soil. It is not even a rhizome, but a simple creeping stem, from which leaf petioles and pedicels extend upward.
On the lower petal of the flower, dark stripes are visible, leading, as it were, into the depths of the flower, into its throat. They, these stripes, seem to show the way to pollinating insects. If we look at a violet flower from the side, in profile, then it is easy to notice that the lower petal is continued into a more or less long bag-like spur, at the bottom of which the nectar desired by insects accumulates. And on the way to it, the insect encounters stamens (more precisely, their dust particles - pollen) and the stigma of the pistil. The insect accidentally shakes off pollen on the stigma, and that’s what the plant needs so that the flower is pollinated and produces seeds.
Next, the teacher shows the children slides with images of plants that can be found in the vicinity of the city in spring and early summer (European sedmichnik, cloudberry (squat raspberry), princess (arctic raspberry), Swedish dogwood, etc.), draws the children’s attention to the flowering of trees and bushes.
Diagnostics of achieved results.
Game “Botanical Auction”.
Children are asked to write down the names of the species of early flowering plants in their native region that they recognize.
Find out the plant, write the name, color the picture.
It is necessary to determine the name of the plants from the contour drawings: corydalis (Appendix 2), marigold (Appendix 3), violet (Appendix 4), lumbago (Appendix 5), hazel grouse (Appendix 6), primrose (Appendix 7). Color the pictures and write captions for them.
Make up a puzzle.
Children are asked to make puzzles with encrypted names of the studied plants. Options for puzzles compiled by students - (Appendix 8), (Appendix 9).
Design a flyer or poster.
The contour drawings included in the appendices can also be used to make leaflets and posters in defense of nature and respect for early flowering plants.
Children paste prepared posters and leaflets in the entrances of their residential buildings.
At the end of the event, the most active participants are awarded diplomas “ The best plant expert”, which children color on their own. (Appendix 10).
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