Didactic game on ecology for a group. Didactic games on environmental education for children of the senior group. Topic: "Living - non-living"

Didactic games

on environmental education

for older preschoolers.

Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each object of nature, to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring a lot of joy to children and help them comprehensive development. In the process of games, knowledge about the world around is formed, cognitive interests, love for nature, careful and caring attitude towards it, as well as ecologically expedient behavior in nature are brought up. They broaden the horizons of children, create favorable conditions for solving the problems of sensory education. Games contribute to the development of observation and curiosity in children, inquisitiveness, arouse their interest in objects of nature. Didactic games develop intellectual skills: plan actions, distribute them over time and between game participants, and evaluate results.

I recommend that this card file be included in the program in the direction of " cognitive development"(Introduction to the natural world) for 2015-2016 and use it in the daily routine for seniors and preparatory groups for the environmental education of preschoolers.

№1

Theme: "Guess and draw"

Target: Develop fine motor skills and arbitrary thinking.

Didactic material:Sticks for drawing on snow or sand (depending on the season)

Methodology:The teacher reads the poetic text, the children draw the answers with sticks in the snow or sand. Whoever lets slip is out of the game.

№2

Topic: "Whose seeds?"

Target: Exercise children in the differentiation of vegetables, fruits and their seeds. Develop memory, concentration, observation.

Didactic material:cards of vegetables, fruits, fruit trees; plate with different seeds.

Methodology:Children take a set of seeds and put them on the card of the corresponding fruit or vegetable.

№3

Topic: "Kids from which branch?"

Target: Differentiate the distinguishing features of trees.

Didactic material:cards with the image of leaves of a rowan tree, birch, aspen, willow, etc.; tree cards.

Methodology:Chairs are placed on the veranda at some distance from each other. On them are placed cards with the image of a tree. Children are given cards with the image of leaves. On the command “one, two, three, run a leaf to a tree,” the children scatter to their places, then the cards change.

№4

Topic: "What insect, name it?"

Target: To form the concept of "insect" in children. Recognize and name representatives of insects: a fly, a butterfly, a dragonfly, a ladybug, a bee, a bug, a grasshopper ...

Didactic material:Cut pictures of insects.

Methodology:Children must quickly collect a picture, name an insect. If someone finds it difficult, you can use riddles:

She is sweeter than all the bugs

Her back is red.

And circles on it

Black dots.

(Ladybug)

She has 4 wings

The body is thin, like an arrow,

And big, big eyes

They call her…

(Dragonfly)

Drinks the juice of fragrant flowers.

Gives us both wax and honey.

She is sweet to all people,

And her name is...

(Bee)

I don't buzz when I sit

I don't buzz when I walk.

If I spin in the air

I'm going to have a good time here.

(Bug)

We'll spread our wings

Nice pattern on them.

We're spinning around

What space all around!

(Butterfly)

№5

Topic: "Find the same flower"

Target: Exercise children in finding objects similar to the image in the picture. To cultivate attentiveness, concentration, to form the speech of children.

Didactic material:real indoor flowers, corresponding cards to them.

Methodology:Children are given cards with the image of indoor flowers, they must find the same in the group, show and, if possible, name.

№6

Topic: "Who sings?"

Target: Form the articulation of speech. Practice correct onomatopoeia for birds. To consolidate children's knowledge about the characteristics of birds.

Didactic material:Audio recording of birdsong. Bird cards

Methodology:Sound recording of birds singing. Children must guess and find a card with a picture of a bird.

№7

Theme: "Guess the spring flower"

Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.

Didactic material:Riddles about spring flowers. Subject pictures with the image of flowers.

Methodology:The teacher reads the riddles, and the children, according to the answers, find the corresponding flower and name it.

On a spring sunny day

Golden blossomed flower.

On a high thin leg

He dozed all along the path.

(Dandelion)

Spring comes with affection and with its fairy tale,

Wave the magic wand

And the first flower from under the snow will bloom

(Snowdrop)

May, warm and soon summer. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...

(Tulip)

It blooms in May,

You will find him in the shadow of the forest:

On a stalk, like beads, hardly

Fragrant flowers hang.

(Lily of the valley)

№8

Topic: "What do we take in the basket?"

Target: to consolidate in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest. Learn to distinguish fruits according to where they are grown. To form an idea of ​​the role of people in conservation of nature.

Didactic material: Medallions depicting vegetables, fruits, cereals, gourds, mushrooms, berries, as well as baskets.

Methodology:Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits disperse around the room to cheerful music, with movements and facial expressions depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets should pick up fruits in both hands. Prerequisite: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.

№9

Topic: "Tops - roots"

Target: Teach children how to make a whole out of parts.

Didactic material:two hoops, pictures of vegetables.

Methodology:

Option 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In a red hoop, you need to put vegetables that have roots for food, and in a blue hoop, those that use tops.

The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect, there should be vegetables that use both tops and roots: onions, parsley, etc.

Option 2. Tops and roots of plants - vegetables are on the table. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs in all directions. To the signal "One, two, three - find your pair!"

№10

Theme: "Air, earth, water"

Target: Strengthen children's knowledge about objects of nature. Develop auditory attention, thinking, ingenuity.

Didactic material: Ball.

Methodology:

Option 1. The teacher throws the ball to the child and calls the object of nature, for example, "magpie". The child must answer "air" and throw the ball back. To the word "dolphin" the child answers "water", to the word "wolf" - "earth", etc.

Option 2. The teacher calls the word "air" the child who caught the ball should name the bird. On the word "earth" - an animal that lives on earth; to the word "water" - an inhabitant of rivers, seas, lakes and oceans.

№11

Topic: "Guess what's in the bag?"

Target: To teach children to describe objects perceived by touch and guess them by their characteristic features.

Didactic material:Vegetables and fruits of characteristic shape and different density: onion, beetroot, tomato, plum, apple, pear, etc.

Methodology:You need to play according to the type of game "Wonderful bag". Children grope for an object in a bag, before taking it out, it is necessary to name its characteristic features.

№12

Topic: "Nature and Man"

Target: To consolidate and systematize the knowledge of children about what a person has created and what nature gives a person.

Didactic material: Ball.

Methodology:The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by people's hands or exist in nature, and people use them; for example, wood, coal, oil, gas exist in nature, and man creates houses and factories.

"What is man made"? the teacher asks and throws the ball.

"What is created by nature"? the teacher asks and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

№13

Topic: "Choose what you want"

Target: Strengthen knowledge about nature. Develop thinking, cognitive activity.

Didactic material:subject pictures.

Methodology:Pictures are scattered on the table. The teacher names some property or feature, and the children must choose as many items as possible that have this property.

For example: "green" - these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: “wet” - water, dew, cloud, fog, hoarfrost, etc.

№14

Topic: "Where are the snowflakes?"

Target: To consolidate knowledge about the various states of water. Develop memory, cognitive activity.

Didactic material:cards depicting various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Methodology:

Option 1. Children walk in a round dance around the cards laid out in a circle. The cards depict various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

While moving in a circle, the words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words:

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

The desired pictures are selected again and the choice is explained, etc.

Option 2. There are 4 hoops depicting the four seasons. Children should place their cards in hoops, explaining their choice. Some cards may correspond to several seasons.

The conclusion is drawn from the answers to the questions:

At what time of the year can water in nature be in a solid state?

(Winter, early spring, late autumn).

№15

Theme: "Birds Have Arrived"

Target: Refine your understanding of birds.

Didactic material:A poem about birds.

Methodology:The teacher calls only the birds, but if he suddenly makes a mistake, then the children should stomp or clap.

For example. Birds arrived: pigeons, tits, flies and swifts.

Children stomp -

What's wrong? (flies)

And who are the flies? (insects)

Birds arrived: pigeons, tits, storks, crows, jackdaws, pasta.

Children stomp.

Birds flew in: pigeons, martens ...

Children stomp. The game continues.

The birds have arrived:

pigeon tits,

Jackdaws and swifts,

Lapwings, swifts,

storks, cuckoos,

Even owls are splyushki,

Swans, starlings.

All of you are great.

Bottom line: the teacher, together with the children, specifies migratory and wintering birds.

№16

Topic: When does it happen?

Target: Teach children to recognize the signs of the seasons. With the help of a poetic word, show the beauty of the different seasons, the variety of seasonal phenomena and people's activities.

Didactic material:For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.

Methodology:The teacher reads a poem, and the children show a picture of the season that the poem refers to.

Spring.

In the clearing, by the path, blades of grass make their way.

A stream runs from the hillock, and snow lies under the tree.

Summer.

And light and wide

Our quiet river.

Let's go swimming, splashing with fish ...

Autumn.

Withers and turns yellow, grass in the meadows,

Only the winter turns green in the fields.

A cloud covers the sky, the sun does not shine,

The wind howls in the field

The rain is drizzling.

Winter.

Under blue skies

splendid carpets,

Shining in the sun, the snow lies;

The transparent forest alone turns black,

And the spruce turns green through the frost,

And the river under the ice glitters.

№17

Topic: "Animals, birds, fish"

Target: To consolidate the ability to classify animals, birds, fish.

Didactic material: Ball.

Methodology:

Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird. What kind of bird?

The neighbor accepts the item and quickly answers (the name of any bird).

Then he passes the thing to another child, with the same question. The object is passed around in a circle until the stock of knowledge of the participants in the game is exhausted.

They also play, naming fish, animals. (it is impossible to name the same bird, fish, animal).

Option 2: The teacher throws the ball to the child and says the word "bird". The child who caught the ball must pick up a specific concept, for example, "sparrow", and throw the ball back. The next child should name the bird, but not repeat. Similarly, a game is played with the words "animals" and "fish".

№18

Topic: "Guess what grows where"

Target: Clarify children's knowledge of the names and places where plants grow; develop attention, intelligence, memory.

Didactic material: Ball.

Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, while naming the place where this plant grows: garden, vegetable garden, meadow, field, forest.

№19

Theme: "Fold the animal"

Target: Strengthen children's knowledge about pets. Learn to describe according to the most typical features.

Didactic material:pictures depicting different animals (each in duplicate).

Methodology:one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a sample.

№20

Topic: What is made of what?

Target: Teach children to identify the material from which the object is made.

Didactic material:wooden cube, aluminum bowl, glass jar, metal bell, key, etc.

Methodology: Children take out different objects from the bag and name, indicating what each object is made of.

№21

Topic: "Guess - ka"

Target: To develop the ability of children to guess riddles, to correlate the verbal image with the image in the picture; clarify children's knowledge about berries.

Didactic material: pictures for each child with the image of berries. Book of riddles.

Methodology:On the table in front of each child are pictures of the answer. The teacher makes a riddle, the children look for and raise a guessing picture.

№22

Topic: "Edible - inedible"

Target: To consolidate knowledge about edible and inedible mushrooms.

Didactic material:Basket, subject pictures depicting edible and inedible mushrooms.

Methodology:On the table in front of each child are pictures of the answer. The teacher guesses a riddle about mushrooms, the children look for and put a picture-guide of an edible mushroom in a basket

№23

Theme: "Find your stone"

Target: Develop tactile sensations, attention, memory.

Didactic material:Collection of stones.

Methodology: Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.

№24

Theme: "Flower shop"

Target: To consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color, make beautiful bouquets.

Didactic material: petals, color pictures.

Methodology:

Option 1. On the table is a tray with multi-colored petals of various shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and in shape.

Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller immediately guesses which flower he is talking about.

Option 3. From flowers, children independently make three bouquets: spring, summer, autumn. You can use poems about flowers.

№25

Theme: "The Fourth Extra"

Target: Strengthen children's knowledge about insects.

Didactic material: No.

Methodology: The teacher calls four words, the children should name the extra word:

Option 1:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.

Option 2: The teacher reads the words, and the children should think which ones are suitable for the ant (bumblebee ... bee ... cockroach).

Dictionary: anthill, green, fluttering, honey, evasive, industrious, red back, belt, annoying, beehive, hairy, ringing, river, chirping, cobweb, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration.

№26

Topic: "Place the planets correctly"

Target: To consolidate knowledge about the main planets.

Didactic material: Belt with sewn-on rays - ribbons of different lengths (9 pieces). Planet hats.

It's so hot on this planet

It's dangerous to be there, my friends.

What is our hottest planet, where is it located? (Mercury, because it is closest to the sun).

And this planet was bound by a terrible cold,

The heat of the sun did not reach her.

What is this planet? (Pluto, because it is farthest from the sun and the smallest of all the planets).

The child in the Pluto hat takes the longest ribbon number 9.

And this planet is dear to all of us.

The planet gave us life ... (all: Earth)

In what orbit does the planet Earth rotate? Where is our planet from the sun? (On the 3rd).

A child in a cap "Earth" takes on ribbon No. 3.

Two planets are close to planet Earth.

My friend, name them soon. (Venus and Mars).

Children in Venus and Mars hats occupy the 2nd and 4th orbits, respectively.

And this planet is proud of itself Because it is considered the largest.

What is this planet? What orbit is it in? (Jupiter, orbit #5).

The child in the Jupiter hat takes place number 5.

The planet is surrounded by rings

And that made her different from everyone else. (Saturn)

Child - "Saturn" occupies orbit number 6.

What are green planets? (Uranus)

A child wearing a matching Neptune hat occupies orbit #8.

All the children took their places and begin to revolve around the "Sun".

The round dance of the planets is spinning.

Each has its own size and color.

For each path is defined,

But only on Earth the world is inhabited by life.

№27

Topic: Who eats what?

Target: To consolidate children's knowledge of what animals eat. Develop curiosity.

Didactic material: Pouch.

Methodology:The bag contains: honey, nuts, cheese, millet, apple, carrot, etc.

Children get food for animals, guess who it is for, who eats what.

№28

Topic: "Useful - not useful"

Target: Reinforce the concepts of useful and harmful products.

Didactic material: Product cards.

Methodology: Put what is useful on one table, what is not useful on the other.

Useful: hercules, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.

Unhealthy: chips, fatty meats, chocolates, cakes, fanta, etc.

№29

Target: To consolidate the knowledge of medicinal plants.

Didactic material: Cards with plants.

Methodology:The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows (swamp, meadow, ravine).

For example, chamomile (flowers) are harvested in summer, plantain (only leaves without legs are harvested) in spring and early summer, nettle - in spring, when it just grows (2-3 children's stories).

№30

Topic: "What kind of animal am I?"

Target: To consolidate knowledge about the animals of Africa. Develop fantasy.

Didactic material: Not.

Methodology:

Option 1: The game involves a group of guys, the number of players is not limited. The group has a leader. One of the players retires a short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what kind of beast would they be.

Option 2: You need to answer questions from the leader. So, the beast is guessed, the participant is invited, the game begins.

The participant asks questions to a group of players, for example: is the beast small? can crawl? jump? does he have fluffy fur? etc.

The guys, in turn, answer the leader “yes” or “no.” This continues until the player guesses the beast.

№31

Topic: "Name the plant"

Target: Clarify knowledge about indoor plants.

Didactic material:Houseplants.

Methodology:The teacher offers to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?” etc.)

The teacher draws the attention of the children to the fact that the plants have different stems.

Name plants with straight stems, with curly stems, without a stem. How should you take care of them? How else do plants differ from each other?

What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

№32

Topic: "Who lives where"

Target: To consolidate knowledge about animals and their habitats.

Didactic material:Cards "Animals", "Habitats".

Methodology:The educator has pictures depicting animals, and the children have pictures of the habitats of various animals (burrow, lair, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” at home by showing the card to the teacher.

№33

Theme: "Flies, swims, runs, jumps"

Target: To consolidate knowledge about objects of wildlife.

Didactic material:Pictures depicting different animals.

Methodology:

Option 1: The teacher shows or names an object of wildlife to the children. Children should depict the way this object moves. For example: at the word “bunny”, children begin to run (or jump) in place; at the word "crucian" - they imitate a swimming fish; at the word "sparrow" - depict the flight of a bird.

Option 2: Children classify pictures - flying, running, jumping, swimming.

№34

Theme: "Take care of nature"

Target: To consolidate knowledge about the protection of natural objects.

Didactic material:Cards with objects live and inanimate nature.

Methodology:On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to a person, to plants, etc.

№35

Topic: “What would happen if they disappeared from the forest ...”

Target: To consolidate knowledge about the relationship in nature.

Didactic material:Cards with wildlife objects.

Methodology:The teacher suggests removing insects from the forest:

What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries were gone? What if there were no mushrooms? What if the hares left the forest?

It turns out that it was not by chance that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They cannot do without each other.

№36

Topic: "Droplets walk in a circle"

Target: To consolidate knowledge about the water cycle in nature.

Didactic material:Accompanying text for the game.

Methodology:To do this, you need to turn into small raindrops. (Music resembling rain sounds) the teacher pronounces the magic words and the game begins.

The teacher says that she is Cloud's mother, and the guys are her little children, it's time for them to hit the road. (Music.) Droplets jump, scatter, dance. Mama Cloud shows them what to do.

Droplets flew to the ground ... Let's jump, play. They got bored of jumping alone. They gathered together and flowed in little cheerful streams. (The droplets will make a stream, holding hands.) The streams met and became a big river. (Streams are connected in one chain.) Droplets float in a large river, travel. The river flowed and flowed and fell into the ocean (children reorganize into a round dance and move in a circle). Droplets swam and swam in the ocean, and then they remembered that their mother cloud ordered them to return home. And just then the sun came up. The droplets became light, stretched up (crouched droplets rise and stretch their arms up). They evaporated under the rays of the sun, returned to their mother Cloud. Well done, droplets, they behaved well, they didn’t climb into the collars of passers-by, they didn’t splash. Now stay with your mom, she misses you.

№37

Subject: "I know"

Target: Strengthen knowledge about nature. Develop curiosity.

Didactic material: No.

Methodology:Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.

Similarly, other classes of objects of nature are called.

№38

Topic: "Recognize the bird by its silhouette"

Target: To consolidate knowledge about wintering and migratory birds, to exercise in the ability to recognize birds by silhouette.

Didactic material:Pictures with silhouettes of birds.

Methodology:Children are offered silhouettes of birds. Children guess the birds and name the migratory or wintering bird.

№39

Topic: "Living - non-living"

Target: To consolidate knowledge about animate and inanimate nature.

Didactic material:You can use pictures "Alive and not Live nature».

Methodology:The teacher names objects of animate and inanimate nature. If this is an object of wildlife, the children wave their hands, if it is an object of inanimate nature, they squat.

№40

Topic: "Which plant is gone?"

Target: Exercise children in the name of indoor plants.

Didactic material:Houseplants.

Methodology:Four or five plants are placed on the table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.

№41

Topic: "Where does it ripen?"

Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.

Didactic material:Flannelgraph, branches, fruits, leaves of plants.

Methodology:Two branches are laid out on the flannelograph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct the mistakes made in drawing up the drawing.

№42

Topic: "Guess what's in your hand?"

Target: Exercise children in the name of fruits.

Didactic material: Models of fruit.

Methodology:Children stand in a circle with their hands behind their backs. The teacher lays out models of fruit in the hands of the children. Then he shows one of the fruits. Children who have identified the same fruit in themselves, on a signal, run up to the teacher. It is impossible to look at what lies in the hand, the object must be recognized by touch.

№43

Topic: "Fairy tale game" Fruits and vegetables "

Target: Deepen knowledge about vegetables.

Didactic material:Pictures depicting vegetables.

Methodology:The teacher says: - Once a tomato decided to gather an army of vegetables. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to her. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There were a lot of people who wanted it, so I put this condition: first of all, only those vegetables will go to my army, in the name of which the same sounds are heard as in mine poommiidoorr." - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrtoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures of the named vegetables on the stand closer to the tomato. Conducts tomato various workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were sad: the sounds that make up their names do not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Be your way! Come now, those whose name has as many parts as mine. - What do you think, children, who has responded now? Together it turns out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. - But even more saddened were onions and beets. Why do you think kids? Children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could the tomato offer them so that these vegetables would also enter his army? The teacher should lead the children to formulate such conditions themselves: “Let those vegetables come in whose name the stress is in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets)”. To do this, he can invite children to listen and compare where the stress is in the remaining words - the names of vegetables, compare their sound composition. - All vegetables became warriors, and there were no more sorrows! - concludes the educator

№44

Topic: "Distribute the fruits by color"

Target: Build knowledge about fruits and vegetables. Teach children to classify objects.

Didactic material:game character Winnie the Pooh, models of vegetables and fruits.

Methodology:

Option 1 Sort fruits by color.The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow on the other, and green on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and the children kindly and delicately point out the mistake of the bear cub, name the shades of color: light green (cabbage), bright red (tomato), etc.

Option 2 "Distribute the fruits according to shape and taste"The teacher offers the children to lay out the fruits differently, in shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits to taste - put sweet fruits on one dish, unsweetened fruits on the other. Winnie the Pooh rejoices - he loves everything sweet. When the distribution is over, he puts a dish with sweet fruits to himself: “I really love honey and everything sweet!” “Winnie the Pooh, is it good to take all the most delicious for yourself? - says the teacher. Children also love sweet fruits and vegetables. Go wash your hands, and I will cut fruits and vegetables and treat everyone.”

№45

Topic: "Medicinal plants"

Target: Build knowledge about medicinal plants.

Didactic material:Cards "Habitat of plants (meadow, field, garden, swamp, ravine)", "Medicinal plants", basket.

Methodology:The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows. And our guest.

Education of love and respect for wonderful world nature must begin from childhood. Children need to instill not only the ability to see the beauty of the world around them, but also it is advisable to behave in nature, to understand the value and uniqueness of its gifts. The best age for the development of ecological ideas, on which the value attitude to natural resources is based, is the fifth year of life. A variety of educational games on ecology will help the educator middle group to teach kids to know, love and protect our planet.

The relevance of environmental education and upbringing

Ecology as a science of the relationship of living organisms with each other and with the environment arose relatively recently, in the middle of the 19th century. Initially, she considered the relationship of living organisms with each other and their adaptability to environmental conditions.

“Studying the house, dwelling” - this is how the concept of “ecology” can be literally translated.

The rapid growth of technological progress in the late 19th and early 20th centuries led to increased and thoughtless human exploitation of natural resources. Massive deforestation, drainage of swamps, pollution of water and soil by waste from the production activities of large plants and factories, the destruction of huge animal populations for the purpose of profit have put our planet on the brink of disaster. But humanity was able to stop and realize that the reckless waste of natural wealth is inevitable to the death of all life on our planet.

Mankind realized in time that nature is a priceless and unique gift that should be passed on to children and grandchildren.

In the middle of the twentieth century, environmentalists managed to attract the attention of both the public and the governments of various states to the problems of environmental protection. Environmental measures have restored the balance and saved our planet from irreversible changes. At present, the science of ecology is considering not only the interconnections in the natural world, but also how to preserve and pass on to future generations the priceless gift of our common home, planet Earth - its natural wealth.

The education system cannot stand aside from the problems of nature protection, which in our time have been declared a priority in most developed countries. The main task of modern pedagogy is the formation of a comprehensively and harmoniously developed, thinking, cultural personality. The general culture of a person is impossible without ecological culture, therefore, the ecological education of the younger generation is the primary task of educational institutions, including preschool ones.

The purpose and objectives of environmental games in kindergarten

Preschool educational institutions (DOE) carry out systematic diverse work to educate an ecological culture and value attitude (understanding of value and uniqueness) of children to the natural world. The exemplary educational program "From Birth to School" outlines a number of tasks of environmental education in general:

• Acquaintance with nature and natural phenomena.
• Development of the ability to establish causal relationships between natural phenomena.
• Formation of primary ideas about the natural diversity of the planet Earth.
• Formation of elementary ecological ideas.
• Formation of an understanding that a person is a part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment.
• Education of the ability to behave correctly in nature.
• Education of love for nature, the desire to protect it.

These are serious and difficult tasks for the average group. kindergarten, and one of the most commonly used methods for solving them is didactic games on natural history and environmental topics.

Didactic (educational) game - the best remedy to consolidate, generalize and deepen the knowledge acquired by the child. The purpose of didactic games on ecology in kindergarten is to make the process of obtaining information about the natural world and the relationships in it entertaining and easy, as much as possible corresponding to the physiological and psychological characteristics of children of each age group.

The tasks of each individual didactic game follow from the requirements of the Federal State Standard and educational programs. The teacher during the school year conducts diverse educational games to ensure the repetition and consolidation of knowledge about all the phenomena and objects of nature that are accessible to the understanding of the child. Thus, the entire volume of educational, developmental and educational tasks is carried out.

In the didactic game, the child consolidates and repeats important information without tension and boredom.

Methodological bases for conducting environmental learning games in the middle group of preschool educational institutions

Games to get acquainted with the natural world are carried out even at an early and younger preschool age (third and fourth years of life). Actually, ecological games become available to children of the middle group, since in the fifth year of life, the child's thinking, his ability to assimilate and process information increase significantly. At four-year-olds, voluntary attention, logical thinking, the ability to draw conclusions, express their thoughts begin to form, so they can understand the simplest relationships between natural phenomena, which they can not only trace and realize, but also describe.

The cognitive activity of children increases, the emotional sphere is enriched. They are inquisitive, inquisitive, responsive, prone to empathy, that is, empathy. All these qualitative changes make the age of the fifth year of life favorable for mastering the basics of ecological culture.

Since the formation of the ecological culture of preschoolers goes through the stages of “know - love - shore”, that is, a conscious careful attitude to the natural world is based on the assimilation of knowledge about it and the emotional perception of its beauty, ecological games can include not only games to establish relationships or adaptability of organisms to environmental conditions (“Who hibernates how?”, “Who is wearing what?”), But also those in which general knowledge about nature is consolidated (“What grows where?”, “Moms and cubs”, “Recognize the animal by description” ).

Respect for nature is formed in four-year-olds not only on the basis of knowledge, but also on an emotional level - in direct contact with it

Principles of organizing ecological games

When organizing a didactic game on ecology, the educator should know the principles that underlie the conduct of educational games:

• Unity of training, education and development. AT ecological games Oh, the observance of this principle is especially important. Comprehending the secrets of the surrounding world, each time the child must find in the game something new, entertaining, encouraging further active cognition, so the teacher should consider what complications will be made in the game when repeated. And the educational value of ecological games lies on the surface - they are then carried out in order to instill in children love and respect for the living, the ability to appreciate and increase the gifts of our planet.
• Individual approach. Since quite complex knowledge is consolidated in games on environmental topics (about relationships in nature, relationships between living organisms, means of their survival in different natural conditions), it is best to divide children into small subgroups, up to 5-6 people. So it will be easier for the teacher to make sure that the children correctly name the phenomena of nature, plants, animals, do not make mistakes in logical conclusions, and the children will have the opportunity to speak out, how to consider everything, to understand.
  • Frontal (with all the children of the group) didactic games are carried out in the classroom and for a walk, selecting for them the easiest material that is well known to everyone. It can be both verbal and outdoor games like “Flies - does not fly”, “Flies, runs, swims”, “Edible - inedible”.
  • An individual approach also lies in the fact that the educator notices each child who has difficulties in assimilation of information, and conducts additional mini-classes with him separately.
• Scientificness is one of the key principles, which, unfortunately, are often neglected in kindergarten, making a "discount" for the age of children. Educators make scientific inaccuracies, mistakes and even blunders both in terminology and in the use of visual aids.
  • The first sign of a competent, scientifically based didactic game is the correct use of names and terms by the teacher. In nature, there is no "bunny", "bear", "apple", "leaf". There is a white hare and a hare, a bear, an apple tree, a maple, oak, poplar leaf. The methodology advises educators to refrain from using diminutive forms of words when conducting environmental games.
  • Phrases like “Mushrooms grow in the forest, these are plants”, “Circle animals in red, fish in blue, and birds in green” cause even more harm to the formation of a correct perception of the picture of the world in children. According to modern scientific concepts, mushrooms are not plants, they form a separate kingdom (large group) of living organisms. Children of the middle group are told about mushrooms, naming some of them (fly agaric, chanterelle, boletus), and in the older group it can be explained that mushrooms are very interesting living organisms that have signs of both animals and plants, tell in detail about edible and poisonous mushrooms. This general information enough for preschoolers. It will also be wrong to divide the inhabitants of ecosystems into animals, birds, insects, fish, since they are all animals. In this case, for the general designation of mammals living in the forest, the terms “animals”, “wild animals” are used.
  • Since in the middle group children are introduced to insects and reptiles, the teacher needs to prepare in advance to study these topics in order to know the characteristics of animals and choose those that are accessible to the understanding of children (features of movement, body structure, color).
  • Of great importance is the correct selection of visual aids both for games with objects and for desktop-printed, as well as illustrative material. On all images, the appearance of plants, animals must correspond to their natural, that is, it is unacceptable to use figurines and images of animals with disproportionate body parts, unnatural coloring (blue bears, pink squirrels, etc.), illustrations for fairy tales where animals are depicted in clothes, on their hind legs, talking to each other. The same applies to images of plants. Drawn cartoon vegetables and fruits with eyes, arms and legs are very cute, but they have no place in the didactic game on ecology. Such pictures are best used in creative, fantasy and simulation games.
• Systematic and consistent. The amount of knowledge about nature that children must learn during the middle group is quite large and varied, so the teacher needs a system of games to consolidate and repeat them, covering all the topics provided for by the program. It is also necessary to think over the complications in games in order to acquaint children with natural phenomena and living objects, gradually expanding the amount of information.

It must be remembered that in the middle group, babies still cannot quickly assimilate and reproduce new information, therefore, didactic games are built on material well known to children, so that there are no hitches and the dynamism of the game does not decrease.

Images of phenomena and objects, both in plot and subject pictures for didactic games, should correspond as much as possible to natural

Stages of organizing a didactic game on ecology

For the successful conduct of the game, the teacher needs to think over some points of its organization.

Definition of the theme and objectives of the game

Usually games are selected depending on the theme of the week or two weeks (with block planning). Thematic blocks "Vegetables and Fruits", "Pets", "Paths of Golden Autumn" require the presence in the calendar of daily games on the relevant topics. In addition, didactic games are also planned for. But even if the topic of the block is “Professions” or “ABC traffic”, games on ecology will not be superfluous in your free time, so they need to be planned at least two or three times a week.

When planning a game, the teacher introduces educational, developmental and educational tasks into the plan. Their most complete solution serves as an indicator that the game was played successfully. When introspection of the game, the educator sees what tasks have been completed, and what is worth working on achieving.

Choice of place and time

Didactic games can last 8 or 20 minutes. The teacher needs to select suitable for the morning hours before breakfast and for classes, when time is limited, more short games question-answer type, riddle games. In the evening after lunch and at environmental leisure activities, you can use games of longer duration (travel, search for objects, quizzes).

In self gaming activity when children have enough time, they can be given lotto, paired pictures, games with modeling and construction (“Collect a picture”, “Birdyard”, “Who lives in the pond”). For example, in the game “Who lives with a person, what gives a person”, children can first build a layout of the yard using a desktop constructor, and then select only pets from the figures proposed by the teacher, name them, describe how they are useful and place them in the appropriate buildings ( poultry house, barn).

Ecological games - the most diverse in the venue. They can be organized in a group room, on a playground, in a park, near a flower bed, a flower garden, in a garden, on an ecological path, at any object of nature worthy of attention after observing it. Games after observation will be short, but this does not diminish their usefulness.

So, after observing a flowering lilac bush on an ecological path, the teacher can summarize it with a word game “Tree, bush, flower”, in which the kids will once again consolidate the names of plants and knowledge about the differences between them.

After observing the apple trees in the corner of the garden, the children will take an active part in the game "In the garden or in the garden"

Selection of material and type of game

Didactic games on the use of material are divided into the following types:

• subject;
• desktop printed;
• verbal.

Very often the type of game depends on the venue. Board games and items (toys, models, models) are best used in a group for both hygienic reasons and for their safety. But environmental games on fresh air are remarkable in that the material for them is provided by nature itself. These are leaves, chestnuts, flowers, trees, earth and sky, and all natural objects that the child sees around him. Let him not be able to touch all of them, reach out to them, but he is able to see their beauty, diversity, wealth with the skillful guidance of a teacher.

In the open air, learning games can be played on the move, as long as there is enough space for this. “Run up to the tree that I will name”, “Who moves how”, “Find around you” - the kids are happy to join such games, receiving a double benefit: for the mind and physical development.

Word games on the site are usually carried out without the use of visualization, and in a group room it is appropriate to confirm the correct answers in a word game by showing the corresponding subject or plot picture, since the thinking of children of the fifth year of life is visual-figurative. What the child sees, he will remember better.

In the middle group word games on ecology are accompanied by a demonstration of visibility

Participation of children in the game

It is necessary to consider whether the game will be played with a subgroup or all children. If it is carried out on a walk with a small number of children (for example, attending an ecology circle and having more extensive knowledge), the rest of the group is left under the supervision of an assistant teacher. When conducting a game with a subgroup in the room, the teacher is positioned so as to keep all the children in sight. Since participation in games is always voluntary, those preschoolers who do not want to play a didactic game are interested in drawing, plot and building games, looking at illustrations in children's books, that is, a useful exciting activity.

Participation of the teacher in the didactic game

We should not forget about the role of the teacher himself in the game: how to explain the rules, answer the questions of the children, what part to take in it. All this must be thought out in advance so as not to delay the time, which will inevitably reduce the interest of the pupils. In the middle group, children can immediately explain all the rules of the game, and make clarifications along the way. game actions if needed. In order to develop the independence of pupils, in the first half of the year the teacher takes on the leading role in the game, and from the middle of the year he entrusts it to willing children, continuing to monitor the correct execution of game actions.

Enriching children's knowledge and ideas is an important step in preparing for a didactic game. The more children know about nature, its phenomena and objects, the more confident and bold they behave, the more successfully they perform the game task.

Methodological techniques used in the conduct of didactic games

In order for the game to be bright, lively, memorable for preschoolers and arouse a desire to play it again, the teacher uses various techniques to enrich its content and attract the attention of children:

• Game and surprise moments, the appearance of a game character. Children can send a parcel with new game forest animals, kind Lesovichok, Carlson, and then the same heroes (a toy or an adult in a suit) will appear when the game is played again to see if the kids have learned how to play it correctly.
• Use of visual material, layout, modeling.
  • spend an unforgettable beautiful game a tree model with a set of subject pictures that are attached to it with Velcro or magnets (flannelgraph or magnetic board) will help to consolidate seasonal phenomena. For example, the teacher accompanies the game “What autumn brought us” with the words: “Autumn has come, the leaves on the tree have become ... What have the leaves become, guys? (children's answers). Clouds ran across the sky, it dripped (rain). Large (grey clouds) appeared on the ground. The kids dressed in jackets, on their legs (boots). (mushrooms) grew under our tree. And here is the rowan bush. It has a lot of orange ripe (berries). (Birds) flew in to feast on berries. Beautiful in the forest in autumn, yellow and red leaves fall from the trees to the ground and quietly rustle under the feet of the children. What song are they singing? (sh-sh-sh)". When the children correctly name the phenomenon or object, the teacher lays out the image on the tree or next to it. At the end of the game, the children repeat the autumn phenomena, pointing them out on the simulated canvas. Such games not only strengthen and expand children's knowledge, but also have a positive effect on the emotional sphere, teach them to see the beauty of the world around them, to admire it.
  • Similar games can be played with a model of a garden, a vegetable garden, a forest, choosing images of fruits, forest dwellers and plants accordingly.
• The use of the artistic word, small folklore forms. Poems, riddles, fragments of stories, proverbs and sayings, if there are not too many of them to the detriment of the main tasks, make the didactic game rich, useful in terms of mental and aesthetic development. They bring up love for their native literature and the nature of their land, which is the first step in cultivating love for the Motherland.
• Explanation of the rules, demonstration of the performance of game actions. The teacher must make sure that all children understand how to play, in what sequence to perform actions. It is especially important to check this if the game is new. Children's actions should also be corrected during the game, since in a didactic game the fulfillment of the rules and the game task is necessary to achieve the program objectives. The exception is the independent games of children, when the kids try to play, imitating the teacher, but change the rules or actions. It is impossible to interfere in them, to interrupt children. But after the game, you can have a conversation, remind the kids of the rules, offer to play again in compliance with the rules.

Independent attempts to play educational games in the fifth year of life are an indicator of high intelligence and developed creative abilities of pupils, so the teacher should encourage them with all his might. To develop independence, children should have free access to didactic toys, desktop printed games, natural material.

Independence and ability to cooperate in the game - an indicator high level child development

It is necessary to teach children to put everything back after games, as well as to constantly talk about the culture of the game and explain how to properly use materials and equipment so that the game does not become dangerous.

Time plan and structure of the didactic game

Depending on the place and time of the didactic game on ecology, it can last from 5–7 minutes. up to 15–20 min. in the afternoon, for a walk.

Table: structure and timing of the didactic game

Table: card file of didactic games on ecology for the middle group of preschool educational institutions

A separate group of didactic games on ecology are games of low and medium mobility, in which children must simultaneously apply knowledge about nature and demonstrate dexterity, speed, skills of orientation in space, and coordination of movements. Such games are carried out both on a walk and during ecological leisure activities in order to satisfy the need of fidget-four-year-olds to move.

During the walk, you can organize outdoor games of ecological content, using trees that grow near the playground

Table: examples of outdoor environmental games in the middle group of kindergarten

Table: summary of the outdoor didactic game on ecology in the middle group “Let's help Carlson pick vegetables and fruits”, developed by M. V. Korzh

Careful preparation of didactic games, proper organization and conduct, scientific presentation of information will help the teacher to educate the kids of the middle group, fidgets and why, true friends and environmentalists. A creative approach, the ability to take into account the interests of the child and the desire to make the learning process as useful as possible will always come to the aid of both experienced and young teacher, and for kids, getting acquainted with the secrets and mysteries of nature will turn into a wonderful unforgettable journey through our wonderful planet.

The proposed didactic games of ecological content are easy to manufacture and can be used in working with middle and older children. preschool age. They have a clear structure:

Name;

Description of didactic material;

The methodology of conducting, and individual games - several options for conducting.

"ECOLOGICAL TOWER" FOREST "

Target: introduce children to the concept of "food chain" and give an idea of ​​food chains in the forest.

Material:

The first option is planar: a set of cards with four illustrations each (for example, a forest - a plant - a herbivore - a predator);

The second option: - three-dimensional: four cubes of different sizes, on each side of which there are illustrations of a forest (forest - mushroom - squirrel - marten; forest - berries - hedgehog - fox; forest - flower - bee - bear; forest - acorns - wild boar - wolf; forest - birch - Maybug - hedgehog; forest - pine cone - woodpecker - eagle owl, etc.)

Methodology: at the first stage, children play together with the teacher, they start the game with any cube.

Educator:"It's a mushroom, where does it grow?" (In the forest.) “Which of the animals eats mushrooms in the forest?” (Squirrel.) "Does she have enemies?" (Marten.) Next, the child is invited to make a food chain from the named objects and explain his choice. Show that if one of the components of the food chain (for example, a mushroom) is removed, then the entire chain falls apart.

In the second stage, children play on their own. They are invited to make their own ecological tower.

At the third stage, competition games are organized: who will quickly make a tower, in which, for example, there is a hedgehog or a wolf.

"BIRDS" PYRAMID

Target: to form knowledge about the simplest bird food chains in nature, to consolidate knowledge about the conditions necessary for the growth of plants and animal life.

Material:

The first option is planar: a set of cards of different colors (yellow, blue, red, black), simulating the conditions necessary for the growth of plants and animal life; sets of three cards with various illustrations of plants and birds (for example, pine - pinecone - woodpecker).

The second option is volumetric - a set of seven cubes, where the first-fourth cubes are of different colors, indicating the conditions necessary for the life of plants and animals; fifth - plants; the sixth is bird food; seventh - birds (for example: mountain ash - rowan berries - bullfinch; spruce - fir cone - crossbill; oak - acorns - jay; algae - snail - duck; grass - grasshopper - stork).

Methodology: by analogy with the Ecological Tower "Forest". However, when drawing up a pyramid, it is necessary to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically, one on one, on this horizontal line, in order to show food chains in nature.

ECOLOGICAL BASKET "APTEKA AIBOLIT"

Target: and their use by man, exercise in their recognition in the illustrations.

Material: a flat basket with a red-green cross on one side, a set of illustrations of medicinal plants (plantain, St. John's wort, chamomile, wild rose, nettle, etc.).

Methodology: the teacher makes riddles about medicinal plants for children. The child finds an illustration in the basket, names the plant and explains why it is called the “green doctor”. Similarly, you can play games with ecological baskets on the topics: “Meadow Flowers”, “Primroses”, “Berries”, “Mushrooms”, etc.

"ZOOLOGICAL STADIUM"

Target: to consolidate children's knowledge about various types of animals, their nutrition and habitat in nature.

Material: a tablet, on which two treadmills, start, finish and nine moves are depicted in a circle; in the center of the stadium there are six sectors with illustrations of animals: one is a starling, two are swallows, 3 is a bee, 4 is an ant, 5 is a bear, 6 is a squirrel. On separate cards - illustrations of food for these animals and their shelters (birdhouse, anthill, beehive, lair, hollow, etc.). The set also includes a dice to determine the move.

Methodology: two children participate in the game. With the help of a cube, they alternately determine the sector with the task and make three moves: the first is to name the animal, the second is to determine the food for this animal, the third is to name its refuge in nature. The one who reaches the finish line first wins.

"GREEN CARDS"

Target: exercise children according to .

Material: a set of 36 playing cards, each colored with reverse side in green, and on the front - illustrations of various animals and plants, which are compiled in such a way that in the end there are 18 pairs (the animal is food for it).

Methodology: from two to six children take part in the game. Each child is given 6 cards. It is checked in advance whether there are any among them that can be paired. With the correct move of the child, the cards are postponed. The number of cards is constantly replenished to six until they run out. The winner is the one who first leaves the game or who has fewer cards left.

"WALK IN THE FOREST"

Target: to form, expand children's knowledge about the rules of behavior in the forest, exercise in recognizing warning and prohibition environmental signs.

Material: a tablet with an image of a forest clearing with several paths with warning signs; silhouettes of children that can be moved along the paths; a set of prohibitory environmental signs in an envelope (for example, do not pick lilies of the valley; do not trample mushrooms, berries; do not break tree branches; do not destroy anthills; do not make fires; do not catch butterflies; do not shout; do not turn on loud music; do not destroy bird nests, etc. .).

Methodology: the game can be played by a group of children who go to the forest for a walk. At the first stage, you should lead the children along the path, tell what is on it, put up appropriate environmental signs that help to follow the rules of behavior in the forest.

At the second stage, children travel on their own along forest paths, where various environmental signs are placed. Players must explain the rules of behavior in the forest using them. For the correct answer - a chip. The winner is the one who collects the maximum number of chips.

"FORESTER"

Target: fasten ; exercise in recognizing environmental warning signs.

Material: a set of triangular environmental warning signs depicting forest objects (lily of the valley, anthill, edible and inedible mushroom, berries, butterfly, cobweb, bird's nest, hedgehog, bonfire, birdhouse, etc.).

Methodology: children take turns playing the role of a forester, who chooses one of the environmental signs lying upside down on the table and introduces the participants in the game to the forest objects that this sign represents; tells how to behave in the forest, being close to these objects.

I. Komarova, N. Yarosheva

Didactic games on ecology on the topics of the week.

Theme: Flowers

"Spring, summer, autumn."

Did. a task: to clarify the knowledge of children about the flowering time of individual plants (for example, narcissus, tulip - in spring); golden ball, asters - in autumn, etc.; to teach to classify on this basis, to develop their memory, ingenuity.

Materials: ball.

Game progress: Children stand in a circle. The teacher or child throws the ball, while naming the season when the plant grows: spring, summer, autumn. The child names the plant.

"Name three things".

Did. a task: to exercise children in the classification of objects.

Materials: ball.

Game progress: the teacher calls one word, for example flowers, and the one to whom the teacher throws the ball must name three words that can be called one word. For example: flowers

Chamomile, rose, cornflower.

"Flower shop".

Did. a task: to consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color, make beautiful bouquets.

Materials: petals, color pictures.

Game progress: Option 1. On the table is a tray with multi-colored petals of various shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and in shape.

Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller immediately guesses which flower he is talking about.

Option 3. From flowers, children independently make three bouquets: spring, summer, autumn. You can use poems about flowers.

Theme: Autumn.

What do we take in the basket?

Didactic task: to consolidate in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest.

Materials: Pictures depicting vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.

Game progress. Some children have pictures depicting various gifts of nature. Others have pictures in the form of baskets.

Children - baskets should pick up fruits in both hands. Prerequisite: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins. "Sounds"

Target : to teach children to "hear" nature, (conducted in nature).

The teacher gives the task:

“When you hear any sound, bend your finger, etc. When all five fingers are bent, open your eyes and be silent to give other children the opportunity to “count the sounds».

The teacher asks the children questions like:

What sound do you like best?

Which sound nature made, and which man, which sound was the loudest(quiet?)

Did the wind make any sound?

In the future, you can “listen” to nature with both hands (use 10 fingers)

"Nature is not nature"

Target : highlight the differences in natural and non-natural objects, as well as their connection and interaction, show children the role of man in the transformation of nature.

A set of cards or postcards depicting natural objects created by human hands is used. Children must choose images of natural objects from the total number of cards, after which the teacher conducts a conversation:

How are objects of nature different from everything that surrounds us?

What does a person use to create non-natural objects?

Do you think that objects created by human hands can be called natural?

By the same principle, you can play "living - inanimate" using a set of cards depicting living and inanimate objects of nature and conversation questions.

Subject: Trees. shrubs

"What branch are the kids from?"

Did. a task: to consolidate the knowledge of children about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.

Materials: leaves and fruits of trees and shrubs.

Game progress: Children examine the leaves of trees and shrubs, name them. At the suggestion of the educator: “Children, find your branches” - the guys pick up the corresponding fruit for each leaf.

Guess what grows where.

Did.a task: to clarify the knowledge of children about the names and places of growth of plants; develop attention, intelligence, memory.

Materials: ball.

Game progress: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, while naming the place where this plant grows: garden, vegetable garden, meadow, field, forest.

"Mix and Match"

Target : to teach children to notice the smallest details of natural objects, to develop observation.

The teacher distributes natural objects of the same name to all children (for example, maple leaves). Children should take a good look at them, and then put them in one place, for example, on a table. The teacher mixes the leaves, lays them out one by one on the table and gives the task: find each of your sheets.

If the first time the children cannot complete the task, they begin to get confused, then it is necessary to distribute the leaves to them again, repeat the task. When the children complete the task, the teacher asks the children the following questions:

Why do you think this is your leaf?

How is your sheet different from your friend's sheet?

In this game, you can use natural material (dry twigs, fruit seeds, etc.)

"Find Your Tree"

Target : provide an opportunity to learn environment, use the experience of direct communication with her (conducted in nature).

The teacher blindfolds one child, rotates around him several times and leads to some tree. The child must study this tree by feeling it.

During the study, the teacher asks leading questions:

Is it smooth or not?

Does it have leaves?

Do the branches start high from the ground?

Then the teacher takes the child away from the tree, confuses the tracks, unties his eyes and offers to guess "his" tree, using the experience gained while feeling the tree.

In the future, you can offer children games in pairs.

"Pick up a sheet"

Target. Consolidation of ideas about plants. Learn to compare objects on two qualitative grounds.

Stimulus material: 8 sets of cards; in each 1 large (10x10 cm), divided into equal square cells, as well as 4 small cards (5x5 cm). On each large card, yellow and green leaves of two sizes are drawn in three cells. For example, large and small green aspen leaves are drawn at the top, and a large yellow alder leaf at the bottom. One cell is empty. Small yellow and green aspen leaves, large and small green alder leaves are drawn on the corresponding small cards.

Game progress: The children sit around the table. The teacher puts a large card with the image of aspen and alder leaves in front of the children, lays out small cards next to it and turns to the children: “Look what is drawn on the large card. (Determine.) What is drawn on the small cards? And here is an empty cell. You need to choose among the small cards the one that best fits here. To do this, you need to carefully consider everything that is drawn on big map there is a hint there. Who can guess? After listening to all the answers, they determine that a small yellow aspen leaf should be placed in the cage.

After that, everyone is given sets of cards for the game. Children lay them out in front of them: a large card and small ones above it in a row. Pick up the corresponding small card and put it in an empty cell. The teacher leading the game checks and gives the child a chip for each correctly selected card. Helps and explains the rules of the game to individual children as needed. Then the host of the game invites the players to exchange sets of cards; having received a new set, the children continue to play.

At the end of the game, the winning chips are counted and the winners are determined.

Develop the ability to determine the properties of objects: color, shape and size; to teach to compare and group objects based on the identified properties; understand the meaning of words denoting the properties of objects.

"Plants on the windows"

Purpose of the game: To teach children to establish an item-by-element correspondence of two groups of objects, to generalize ideas about plants, their names, and sizes.

stimulus material. 8 sets of cards: a large card (20 x 20 cm), divided into 8 equal squares (windows with a sprig of cedar, pine, larch, birch are drawn in the squares of the upper part); 9 small cards (5x5 cm), which show the same as on the large card, windows in two sizes and another round window.

Game progress: Children sit around the table. All sets of cards from the teacher leading the game. He shows cards of one set and explains the content of the game: “Children, you see (points to big map), this is a house, it has windows at the top, but not at the bottom. To be able to live in it, you need to insert windows on the lower floor. We have different windows (lays out 4 windows suitable for the house and 1 round window), and the plant branches on the windows are different. Let's see what branches we have windows with and name them. What branch is this window with? And this? Etc. (Children call.) You need to see which window is at the top, find the same one and put it below under the top window. Like this (shows). Together with the children, all the windows are selected. After that, the children take one set of cards each and independently select windows with a branch for the lower floor of the house. For each correctly selected window, the child receives a chip reward.

Theme: Gifts of autumn: vegetables.

Tops - roots

Did. a task: to teach children to make a whole out of parts.

Materials: two hoops, pictures of vegetables.

Game progress. Option 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In a red hoop, you need to put vegetables that have roots for food, and in a blue hoop, those that use tops.

Option 2. Tops and roots of plants - vegetables are on the table. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs in all directions. At the signal "One, two, three - find your pair!"

Skinny Vegetables and Fatty Vegetables

Target : to develop the creative abilities of children and the ability to explain and defend their point of view.

The teacher gives the children the task of remembering what vegetables they know, and at will they are divided into vegetables - "thin" and vegetables - "fat". Then depict these vegetables in such a way that it becomes clear to everyone that this fruit is thin, and that one is plump (you can pull in or puff out your cheeks, press your hands to your body or round them). The child must choose the way of the image. The teacher asks the children questions like:

What vegetable are you depicting?

Why did you choose this particular vegetable?

Why do you consider this vegetable "skinny" ("fatty")?

"What do we take in the basket"

Target : to consolidate in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest.

Learn to distinguish fruits according to where they are grown.

To form an idea of ​​the role of people in conservation of nature.

Materials: Medallions depicting vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.

Game progress . Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets.

Children - fruits disperse around the room to cheerful music, with movements and facial expressions depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.

Children - baskets should pick up fruits in both hands. Prerequisite: each child must bring fruits that grow in one place (vegetables from the garden, etc.). Whoever fulfills this condition wins.

"Tops - roots"

Target : teach children how to make a whole out of parts.

Materials: two hoops, pictures of vegetables.

Game progress .

Option 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In a red hoop, you need to put vegetables that have roots for food, and in a blue hoop, those that use tops.

The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect, there should be vegetables that use both tops and roots: onions, parsley, etc.

Option 2. On the table are tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs in all directions. At the signal "One, two, three - find your pair!"

"It will be raining"

Rules: Only those children who are named by the teacher go out.

Sit on the chairs only after the words of the teacher "it will rain."

Game progress. The game is played on the site. Children sit on chairs arranged in two rows, back to back. The leader is selected. The first presenter - the educator - approaches the children and asks what "vegetables" or "fruits" are "lying" here (the children agree among themselves). Then he starts walking around the children and says: “In the summer it is very nice to get up early and go to the market. What is not there! How many vegetables, fruits! Eyes run wide. So I once got up early and went to the market to buy vegetables to cook borscht. First I bought potatoes, then carrots, dark red beets. And here are the heads of cabbage. Gotta take one! Nearby are bunches of green onions. I'll take it in my bag too. Well, without tomatoes, would borscht be delicious? Here are round, red, smooth tomatoes.

Children - "vegetables", which the teacher calls, get up and follow her. When the teacher has acquired all the necessary vegetables, he says: “There will be delicious borscht! We must hurry home, otherwise ... it will rain!

Having heard the "code phrase", the children run up and sit on the chairs. Whoever does not have enough space becomes the leader.

Theme: Gifts of autumn: fruits.

"Guess what's in the bag?"

Did. a task: to teach children to describe objects perceived by touch and guess them by their characteristic features.

Materials: vegetables and fruits of characteristic shape and different density: onion, beetroot, tomato, plum, apple, pear, etc.

Game progress: do you know the game "Wonderful bag" ?, we will play differently today. To whom I propose to get an object out of the bag, he will not immediately pull it out, but after feeling it, he will first name its characteristic features.

"Choose what you want"

Target : consolidate knowledge of nature. Develop thinking, cognitive activity.

Materials: subject pictures.

Game progress : subject pictures are scattered on the table. The teacher names some property or feature, and the children must choose as many items as possible that have this property.

For example: "green" - these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: “wet” - water, dew, cloud, fog, hoarfrost, etc.

Theme: Professions calendar

"Nature and Man".

Did. a task: to consolidate and systematize the knowledge of children about what a person has created and what nature gives a person.

Materials: ball.

Game progress: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by people's hands or exist in nature, and people use them; for example, wood, coal, oil, gas exist in nature, and man creates houses and factories.

"What is man made"? the teacher asks and throws the ball.

"What is created by nature"? the teacher asks and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

Useful - not useful.

Did. task: to consolidate the concepts of useful and harmful products.

Materials: product cards.

Game progress: put what is useful on one table, what is not useful on the other.

Useful: hercules, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.

Unhealthy: chips, fatty meats, chocolates, cakes, fanta, etc.

Theme: Pets

"Fold the animal."

Did. a task: consolidate children's knowledge about pets. Learn to describe according to the most typical features.

Materials: pictures depicting different animals (each in two copies).

Game progress: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a sample.

"Reportage"

Target :

Theme: Poultry

"Reportage"

Target : develop the opinion of children, expressing their contradictions from communicating with nature in verbal form (conducted after the tour).

The teacher uses the “in a circle” technique to make reports on various topics (the most beautiful flower seen on the excursion). The child must come up with a title for his report and briefly talk about the flower. For example: what is it called, what is it like, why did you like it, etc.

You can use the theme: “forest newspaper report”, when children make reports on any topic. Homework is also used:

Make a report about your favorite bird;

Subject: My rights.

"What will we take with us"

Target : expand children's understanding of different environments.

The teacher invites the children to go on a trip (to the meadow, to the forest, to the lake). Children must choose from the offered cards with the image of objects necessary for a person for this trip, explaining their choice or giving a verbal answer.

Theme: Winter. Winter signs.

"Chain"

Target : to develop the logical thinking of children and the ability to navigate the verbal material of natural history, to expand the horizons of children about the relationships and cause-and-effect relationships in nature, to develop the ability to critically assess the surrounding reality.

The teacher chooses the topic of the chain, for example: “SNOWFALL” and leads a conversation with the children on this topic like:

It is good that there is a lot of snow, but it is bad that it is difficult to run if the paths are not cleared;

It’s good that the paths are not cleared, because you can see the traces of birds on them, but it’s bad, because then you won’t get close to the birds, because it’s difficult to make your way through the snow;

It’s good that you don’t get close to the birds, because you can scare them, but it’s bad that the birds are shy;

It is good that the birds are shy, otherwise some playful children may offend them, but it is bad that there are such children;

It is concluded that there is no need to offend anyone, one must be a good master of nature. The educator needs to direct the child's thought along the right path and use natural history content to create a chain.

"Where are the snowflakes?"

Target : to consolidate knowledge about the various states of water. Develop memory, cognitive activity.

Materials: cards depicting various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Game progress:

Option 1. Children walk in a round dance around the cards laid out in a circle. The cards depict various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

While moving in a circle, the words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words:

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

Re-select the desired pictures and explain the choice.

Option 2. There are 4 hoops depicting the four seasons. Children should place their cards in hoops, explaining their choice. Some cards may correspond to several seasons.

The conclusion is drawn from the answers to the questions:

At what time of the year can water in nature be in a solid state? (Winter, early spring, late autumn).

Theme: Winter fun.

"Guess who am I"

Target: to develop creative, imitative abilities in children

The teacher chooses one child, speaks the name of an animal in his ear and offers to depict it so that other children guess who it is, but the driver should not make a sound.

You can use another option, when a group of children depicts a representative of the animal world, and the child-leader must guess who.

Subject: My Neighborhood

"Find the right word"

Target : develop fantasy, imagination, lexical, vocabulary of children.

Option 1: "Choose a definition for a natural object."

Children must choose words for the task of the teacher:

What can be the leaves?

What can be snow?

Option 2: "Select a natural object for the definition."

The teacher gives the task:

What can be hot on the river bank (in the forest, on the sea?

What can be dark in a city (in a park, in a clearing?

The teacher must ensure that children use only an object of nature for selection.

Theme: My city

"Reportage"

Target : develop the opinion of children, expressing their contradictions from communicating with nature in verbal form (conducted after the tour).

The teacher uses the “in a circle” technique to make reports on various topics (the most beautiful flower seen on the excursion). The child must come up with a title for his report and briefly talk about the flower. For example: what is it called, what is it like, why did you like it, etc.

You can use the theme: “forest newspaper report”, when children make reports on any topic. Homework is also used:

Make a report about indoor plants that are at home;

Make a report about your favorite animal;

Make a report about the living inhabitants of your apartment.

Rules of the game

Ten children and a teacher (leader) take part in the game.

The order of participation in the game is determined by the track number.

Players put chips on the first sector and start answering the presenter's question in turn, written on a card corresponding to the color of the sector.

If the player answered correctly, he moves the chip to the next sector. If the answer is incorrect, it remains in place.

During the game, the host takes out cards with musical or motor minutes.

The game allows children to participate in teams of five. In this case, the team wins, all the players of which have reached the circle.

Questions for the blue sector

1. What is the name of the device that measures the air temperature? (thermometer)

2. What is the name of the planet we live on? (Earth)

3. Is the sun a planet or a star? (star)

4. Name the natural satellite of the Earth. (Moon)

5. What is the name of the model the globe? (the globe)

6. Who was the first astronaut on Earth? (Yu. Gagarin)

7. What happens on the Earth due to the fact that it revolves around the Sun? (change of seasons)

8. Why are the tops of some mountains covered with snow all year round?

(at high altitude even in summer it is cold)

9. Name the first woman in the world who flew into space.

(V. Tereshkova)

10. Snow can be sticky or loose. What does it depend on? (from air temperature)

Questions for the green sector

1. What tree do Russian people call the symbol of the Motherland? (birch, before this tree grew only in Russia)

2. Which tree has the most fragrant flowers? (cherry)

3. Name the herb that even the blind will recognize. (nettle)

4. This berry has a lot of vitamin C, and the bush on which it grows is prickly. (rose hip)

5. What benefits do the fly agaric bring to nature? (Treats animals, birds, pests and insects)

6. Does the tree grow in winter? (Not)

7. Which tree never rots in water, but turns into stone? (Larch)

8. Which tree is the sweetest? (Linden, when it blooms, bees collect honey the most)

9. What kind of juice is made from tomatoes? (Tomato)

10. Name tangerines, lemons, grapefruits, oranges in one word. Citrus)

Questions for the red sector

1. What is the name of the pieces of ice falling from the sky? (grad)

2. What is the name of a hard snow crust? (Nast)

3. What is the name for tree baldness at the same time of the year? (Leaf fall)

4. What is the name of the roar during a thunderstorm? (Thunder)

5. What is the seven-colored bridge that appears in the sky? (Rainbow)

6. List the natural phenomena that relate to winter? (Snowfall, northern lights, blizzard, blizzard, hoarfrost, crust, drifting snow)

7. List the natural phenomena that relate to autumn? (Leaf fall, fog, frost)

8. List the natural phenomena that relate to summer? (Thunder, lightning, rainbow)

9. Name snow, hail, rain in one word. (Precipitation)

10. Before what weather do birds stop singing? (before rainy)

Questions for the purple sector

1. What bird is called a winged cat? (owl)

2. What birds cannot fly? (Penguin, ostrich, chicken)

3. Which bird builds a nest on the roof of a house or near houses? (Stork)

4. Where do penguins live? (On the south pole)

5. Which bird breeds chicks in winter? And why? (Klest. Cones of coniferous trees ripen in February, and this is the main food of these birds.)

6. Why do many birds from the forest thicket move closer to human habitation in winter? (It's easier for them to find their own food)

7. Which bird is the worst mother? (Cuckoo)

8. Name five types of migratory birds. (Starling, cuckoo, rook, swallow, swans, etc.)

9. Name five types of wintering birds. (Tit, bullfinch, woodpecker, sparrow, magpie, etc.)

10. Why is the bullfinch called so? (Arrives with the first snow)

Questions for the orange sector

1. Name three animal habitats. (Water, ground, air-water)

2. Name as many animals as possible that are listed in the Red Book.

3. Where do insects go for the winter? (Hide under the bark of trees, under fallen leaves, hibernate in snags, dry stumps - hibernate)

4. What animals turn white in winter and why? (A hare is a hare, a polar fox, and partridge from birds)

5. What animal has cubs in severe frosts? (At the bear)

6. Name the animals - predators. (Wolf, fox, tiger, lynx, lion)

7. Name the pets.

8. What forest animal sleeps only in severe frosts, and walks the rest of the time? (Squirrel sleeps for days in 40 degree frosts)

9. Why do people say “Feet feed the wolf in winter” (If he doesn’t get food, he will die in the cold, the wolf runs a lot and quickly, catches prey on the go)

10. What is molting?

Topic: Military professions.

NAME WHAT? (verbal)

Military people are attentive and quick-witted, they answer quickly to any question.

A field where cornflowers grow - cornflower

A field where daisies grow - chamomile

violet eyes - violet

Forget-me-not eyes - forget-me-not

Clover honey - clover

The aroma of lily of the valley - lily of the valley, etc.

Theme: Men's professions

Theme: Mother's Day.

“What kind of porridge does mom cook?”

Purpose of the game: Expand and clarify children's knowledge about the plants from which cereals are obtained. Learn to identify cereals visually and tactilely, learn how to correctly form adjectives from nouns.

First version of the game

We choose one leader - “mother”, she gives the children bags of cereal in turn, and asks what kind of porridge she will cook for breakfast today. The child who received the cereal goes through it, looks at it and says what kind of cereal he has and what kind of porridge will come out of it.

Complication:

The host asks to name from which cereal they received cereals.

The second version of the game

Playing 4/5 people. They receive bags of various cereals. The facilitator suggests that they imagine that they ate this porridge and choose a card with facial expressions that matches the facial expression after the porridge is eaten.

Complication

The host asks to describe the taste of porridge (cooking algorithm).

When the porridge is cooked, choose a smiley: did you like the porridge or not.

From the pictures, the children make up an algorithm: in what sequence it is necessary to take the products in order to cook porridge.

Complication: Pictures of porridge cereals are also selected, and a plate of porridge is added to them. for the second version of the game. Pictures of cereals and a plate of porridge are respectively designed in the form of puzzles so that the slots match.

Theme: Women's professions

Ambulance

Target: to cultivate a caring attitude towards plants, a desire to help, develop observation.

game task: examine the "patients" - trees and shrubs, notice mutilated branches and provide the necessary assistance.

Materials: sticks, ropes, rags, scissors.

Game progress: children bypass the kindergarten site - “make a detour”; if there are “sick”, they are provided with the necessary assistance

Game progress

Educator: talks about how children act in a given situation, and the guys must evaluate their actions, turn on a certain traffic light.

Alyosha found a nest with warbler eggs in the grass. He really liked the little testicles. He took them home, and the warbler circled over him and screamed

Educator: do you think Alyosha behaved correctly.

Children raise a red card

Educator: (shows illustration No. 1)

A nest on a branch is a bird's house.

Yesterday a chick was born in it

You don't destroy this house.

And don't let anyone.

The children came with a teacher to a forest clearing and were surprised in amazement: “How many flowers! Kupava, daisies, bluebells! Let's pick big bouquets of flowers,” the children suggested and quickly picked up large armfuls of flowers.

Educator: Do you think the children did the right thing?

Educator (show illustration No. 2)

I broke on the run

Broke, why?

I can't explain.

In a glass he stood for a day

And how long would he stand in the meadow? » (illustration display No. 3)

Sunday I decided to go to the lake

In front of me, on the path, are two boys. In a friend they saw a small frog in the grass. “Let’s take her to ourselves so that she doesn’t get lost! "- said one boy" Don't touch her! The frog will find its own way,” said another. The boys decided not to catch the frog.

Educator: Do you think they did the right thing?

Children (raise the green traffic light)

Educator (shows illustration No. 4).

"At the soft swamp hummock,

under the green leaf

The jumper lurked

Bug-eyed frog.

She can't live at home.

Better than the forest let it help! »

Andryusha found a hedgehog in the forest and decided to give it to his girlfriend Nastya. Nastya did not take the hedgehog, she let him go.

Educator: What do you think, did Nastya do the right thing?

Children (raise the green light of the traffic light).

Educator (shows illustration No. 5).

Don't take your food

Let him go home

The hedgehog is even the most stupid

Wants to live with hedgehog mom

Educator: children need to love nature

Tree, flower and bird

They don't always know how to defend themselves.

We must preserve and protect nature!

Theme: Victory Day.

"It happens or not"

Target: Consolidate children's knowledge of the world around them.

Game progress:

The teacher reads the statement, and the children must answer whether it happens or not, if it happens, then explain and prove.

For example: “There are birds that come to us along with winter.” Does it happen or not? if so, name this bird.

Children: Sometimes it's a bullfinch.

“It’s cold outside, and there are naked chicks in the nest.” Does it happen or not? If it happens, what is the name of the bird that breeds chicks in winter.

Children: crossbill, etc.

Topic: Insects of the Baikal region

"The Fourth Extra".

Did. a task: to consolidate children's knowledge of insects.

Game progress: the teacher calls four words, the children must name the extra word:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly;

10) dragonfly, moth, bumblebee, sparrow.

The teacher reads the words, and the children should think which ones are suitable for the ant (bumblebee ... bee ... cockroach).

Vocabulary: anthill, green, flutters, honey, evasive, industrious, red back, belt, annoying, beehive, hairy, rings, river, chirps, cobweb, apartment, aphids, pest, “flying flower”, honeycombs, buzzes, needles, "jumping champion", pied-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration

"Benefit-harm"

Target : make it clear to children that in nature there are neither useful nor harmful, only necessary.

Stage 1

The first option: "Benefit - harm."

(topic: wildlife).

Children should stand in a circle. The teacher asks the question: “What is the use of a bee? ”, the children should take turns answering the question, without repeating the answers of their comrades. Then the task changes: “What is the harm from the bee? »

The second option: "Like - do not like."

(topic: non-wildlife).

Organization principle see option 1.

The third option: "Good - bad."

(theme: seasons and 4 elements: water, air, earth and fire). The principle is the same.

Stage 2

The teacher asks the question: “What would happen if all the bad qualities of natural objects disappeared, and everything around became good? "(the wolf became good - he stopped eating hares, there would be so many hares that they would gnaw all the bark on the trees, there would be fewer trees and many birds would have nowhere to live).

It turns out that if there is only benefit and no harm from everything, then life on the planet will change dramatically and may even die.

At the end of the game, the teacher must

50 Didactic games

on environmental education

for older preschoolers.

Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each object of nature, to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring a lot of joy to children and contribute to their all-round development. In the process of games, knowledge about the world around is formed, cognitive interests, love for nature, careful and caring attitude towards it, as well as ecologically expedient behavior in nature are brought up. They broaden the horizons of children, create favorable conditions for solving the problems of sensory education. Games contribute to the development of observation and curiosity in children, inquisitiveness, arouse their interest in objects of nature. Didactic games develop intellectual skills: plan actions, distribute them over time and between game participants, and evaluate results.

I recommend that this card file be included in the program in the direction of "Cognitive Development" (Introduction to the World of Nature) for 2015-2016 and use it in the daily routine for senior and preparatory groups for the purpose of environmental education of preschoolers.

Theme: "Guess and draw"

Target: Develop fine motor skills and arbitrary thinking.

Didactic material: Sticks for drawing on snow or sand (depending on the season)

Methodology: The teacher reads the poetic text, the children draw the answers with sticks in the snow or sand. Whoever lets slip is out of the game.

Topic: "Whose seeds?"

Target: Exercise children in the differentiation of vegetables, fruits and their seeds. Develop memory, concentration, observation.

Didactic material: cards of vegetables, fruits, fruit trees; plate with different seeds.

Methodology: Children take a set of seeds and put them on the card of the corresponding fruit or vegetable.

Topic: "Kids from which branch?"

Target: Differentiate the distinguishing features of trees.

Didactic material: cards with the image of leaves of a rowan tree, birch, aspen, willow, etc.; tree cards.

Methodology: Chairs are placed on the veranda at some distance from each other. On them are placed cards with the image of a tree. Children are given cards with the image of leaves. On the command “one, two, three, run a leaf to a tree,” the children scatter to their places, then the cards change.

Topic: "What insect, name it?"

Target: To form the concept of "insect" in children. Recognize and name representatives of insects: a fly, a butterfly, a dragonfly, a ladybug, a bee, a bug, a grasshopper ...

Didactic material: Cut pictures of insects.

Methodology: Children must quickly collect a picture, name an insect. If someone finds it difficult, you can use riddles:

She is sweeter than all the bugs

Her back is red.

And circles on it

Black dots.

(Ladybug)

She has 4 wings

The body is thin, like an arrow,

And big, big eyes

They call her...

(Dragonfly)

Drinks the juice of fragrant flowers.

Gives us both wax and honey.

She is sweet to all people,

And her name is...

(Bee)

I don't buzz when I sit

I don't buzz when I walk.

If I spin in the air

I'm going to have a good time here.

(Bug)

We'll spread our wings

Nice pattern on them.

We're spinning around

What space all around!

(Butterfly)

Topic: "Find the same flower"

Target: Exercise children in finding objects similar to the image in the picture. To cultivate attentiveness, concentration, to form the speech of children.

Didactic material: real indoor flowers, corresponding cards to them.

Methodology: Children are given cards with the image of indoor flowers, they must find the same in the group, show and, if possible, name.

Topic: "Who sings?"

Target: Form the articulation of speech. Practice correct onomatopoeia for birds. To consolidate children's knowledge about the characteristics of birds.

Didactic material: Audio recording of birdsong. Bird cards

Methodology: Sound recording of birds singing. Children must guess and find a card with a picture of a bird.

Theme: "Guess the spring flower"

Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.

Didactic material: Riddles about spring flowers. Subject pictures with the image of flowers.

Methodology: The teacher reads the riddles, and the children, according to the answers, find the corresponding flower and name it.

On a spring sunny day

Golden blossomed flower.

On a high thin leg

He dozed all along the path.

(Dandelion)

Spring comes with affection and with its fairy tale,

Wave the magic wand

And the first flower from under the snow will bloom

(Snowdrop)

May, warm and soon summer. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...

(Tulip)

It blooms in May,

You will find him in the shadow of the forest:

On a stalk, like beads, hardly

Fragrant flowers hang.

(Lily of the valley)

Topic: "What do we take in the basket?"

Target: to consolidate in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest. Learn to distinguish fruits according to where they are grown. To form an idea of ​​the role of people in conservation of nature.

Didactic material: Medallions depicting vegetables, fruits, cereals, gourds, mushrooms, berries, as well as baskets.

Methodology: Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits disperse around the room to cheerful music, with movements and facial expressions depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets should pick up fruits in both hands. Prerequisite: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.

Topic: "Tops - roots"

Target: Teach children how to make a whole out of parts.

Didactic material: two hoops, pictures of vegetables.

Methodology:

Option 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In a red hoop, you need to put vegetables that have roots for food, and in a blue hoop, those that use tops.

The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect, there should be vegetables that use both tops and roots: onions, parsley, etc.

Option 2. Tops and roots of plants - vegetables are on the table. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs in all directions. To the signal "One, two, three - find your pair!"

Theme: "Air, earth, water"

Target: Strengthen children's knowledge about objects of nature. Develop auditory attention, thinking, ingenuity.

Didactic material: Ball.

Methodology:

Option 1. The teacher throws the ball to the child and calls the object of nature, for example, "magpie". The child must answer "air" and throw the ball back. To the word "dolphin" the child answers "water", to the word "wolf" - "earth", etc.

Option 2. The teacher calls the word "air" the child who caught the ball should name the bird. On the word "earth" - an animal that lives on earth; to the word "water" - an inhabitant of rivers, seas, lakes and oceans.

Topic: "Guess what's in the bag?"

Target: To teach children to describe objects perceived by touch and guess them by their characteristic features.

Didactic material: Vegetables and fruits of characteristic shape and different density: onion, beetroot, tomato, plum, apple, pear, etc.

Methodology: You need to play according to the type of game "Wonderful bag". Children grope for an object in a bag, before taking it out, it is necessary to name its characteristic features.

Topic: "Nature and Man"

Target: To consolidate and systematize the knowledge of children about what a person has created and what nature gives a person.

Didactic material: Ball.

Methodology: The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by people's hands or exist in nature, and people use them; for example, wood, coal, oil, gas exist in nature, and man creates houses and factories.

"What is man made"? the teacher asks and throws the ball.

"What is created by nature"? the teacher asks and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

Topic: "Choose what you want"

Target: Strengthen knowledge about nature. Develop thinking, cognitive activity.

Didactic material: subject pictures.

Methodology: Pictures are scattered on the table. The teacher names some property or feature, and the children must choose as many items as possible that have this property.

For example: "green" - these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: “wet” - water, dew, cloud, fog, hoarfrost, etc.

Topic: "Where are the snowflakes?"

Target: To consolidate knowledge about the various states of water. Develop memory, cognitive activity.

Didactic material: cards depicting various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Methodology:

Option 1. Children walk in a round dance around the cards laid out in a circle. The cards depict various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

While moving in a circle, the words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words:

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

The desired pictures are selected again and the choice is explained, etc.

Option 2. There are 4 hoops depicting the four seasons. Children should place their cards in hoops, explaining their choice. Some cards may correspond to several seasons.

The conclusion is drawn from the answers to the questions:

At what time of the year can water in nature be in a solid state?

(Winter, early spring, late autumn).

Theme: "Birds Have Arrived"

Target: Refine your understanding of birds.

Didactic material: A poem about birds.

Methodology: The teacher calls only the birds, but if he suddenly makes a mistake, then the children should stomp or clap.

For example. Birds arrived: pigeons, tits, flies and swifts.

Children stomp -

What's wrong? (flies)

And who are the flies? (insects)

Birds arrived: pigeons, tits, storks, crows, jackdaws, pasta.

Children stomp.

Birds flew in: pigeons, martens ...

Children stomp. The game continues.

The birds have arrived:

pigeon tits,

Jackdaws and swifts,

Lapwings, swifts,

storks, cuckoos,

Even owls are splyushki,

Swans, starlings.

All of you are great.

Bottom line: the teacher, together with the children, specifies migratory and wintering birds.

Topic: When does it happen?

Target: Teach children to recognize the signs of the seasons. With the help of a poetic word, show the beauty of the different seasons, the variety of seasonal phenomena and people's activities.

Didactic material: For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.

Methodology: The teacher reads a poem, and the children show a picture of the season that the poem refers to.

Spring.

In the clearing, by the path, blades of grass make their way.

A stream runs from the hillock, and snow lies under the tree.

Summer.

And light and wide

Our quiet river.

Let's go swimming, splashing with fish ...

Autumn.

Withers and turns yellow, grass in the meadows,

Only the winter turns green in the fields.

A cloud covers the sky, the sun does not shine,

The wind howls in the field

The rain is drizzling.

Winter.

Under blue skies

splendid carpets,

Shining in the sun, the snow lies;

The transparent forest alone turns black,

And the spruce turns green through the frost,

And the river under the ice glitters.

Topic: "Animals, birds, fish"

Target: To consolidate the ability to classify animals, birds, fish.

Didactic material: Ball.

Methodology:

Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird. What kind of bird?

The neighbor accepts the item and quickly answers (the name of any bird).

Then he passes the thing to another child, with the same question. The object is passed around in a circle until the stock of knowledge of the participants in the game is exhausted.

They also play, naming fish, animals. (it is impossible to name the same bird, fish, animal).

Option 2: The teacher throws the ball to the child and says the word "bird". The child who caught the ball must pick up a specific concept, for example, "sparrow", and throw the ball back. The next child should name the bird, but not repeat. Similarly, a game is played with the words "animals" and "fish".

Topic: "Guess what grows where"

Target: Clarify children's knowledge of the names and places where plants grow; develop attention, intelligence, memory.

Didactic material: Ball.

Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, while naming the place where this plant grows: garden, vegetable garden, meadow, field, forest.

Theme: "Fold the animal"

Target: Strengthen children's knowledge about pets. Learn to describe according to the most typical features.

Didactic material: pictures depicting different animals (each in duplicate).

Methodology: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a sample.

Topic: What is made of what?

Target: Teach children to identify the material from which the object is made.

Didactic material: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.

Methodology: Children take out different objects from the bag and name, indicating what each object is made of.

Topic: "Guess - ka"

Target: To develop the ability of children to guess riddles, to correlate the verbal image with the image in the picture; clarify children's knowledge about berries.

Didactic material: pictures for each child with the image of berries. Book of riddles.

Methodology: On the table in front of each child are pictures of the answer. The teacher makes a riddle, the children look for and raise a guessing picture.

Topic: "Edible - inedible"

Target: To consolidate knowledge about edible and inedible mushrooms.

Didactic material: Basket, subject pictures depicting edible and inedible mushrooms.

Methodology: On the table in front of each child are pictures of the answer. The teacher guesses a riddle about mushrooms, the children look for and put a picture-guide of an edible mushroom in a basket

Theme: "Find your stone"

Target: Develop tactile sensations, attention, memory.

Didactic material: Collection of stones.

Methodology: Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.

Theme: "Flower shop"

Target: To consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color, make beautiful bouquets.

Didactic material: petals, color pictures.

Methodology:

Option 1. On the table is a tray with multi-colored petals of various shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and in shape.

Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller immediately guesses which flower he is talking about.

Option 3. From flowers, children independently make three bouquets: spring, summer, autumn. You can use poems about flowers.

Theme: "The Fourth Extra"

Target: Strengthen children's knowledge about insects.

Didactic material: No.

Methodology: The teacher calls four words, the children should name the extra word:

Option 1:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.

Option 2: The teacher reads the words, and the children should think which ones are suitable for the ant (bumblebee ... bee ... cockroach).

Dictionary: anthill, green, fluttering, honey, evasive, industrious, red back, belt, annoying, beehive, hairy, ringing, river, chirping, cobweb, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration.

Topic: "Place the planets correctly"

Target: To consolidate knowledge about the main planets.

Didactic material: Belt with sewn-on rays - ribbons of different lengths (9 pieces). Planet hats.

It's so hot on this planet

It's dangerous to be there, my friends.

What is our hottest planet, where is it located? (Mercury, because it is closest to the sun).

And this planet was bound by a terrible cold,

The heat of the sun did not reach her.

What is this planet? (Pluto, because it is farthest from the sun and the smallest of all the planets).

The child in the Pluto hat takes the longest ribbon number 9.

And this planet is dear to all of us.

The planet gave us life ... (all: Earth)

In what orbit does the planet Earth rotate? Where is our planet from the sun? (On the 3rd).

A child in a cap "Earth" takes on ribbon No. 3.

Two planets are close to planet Earth.

My friend, name them soon. (Venus and Mars).

Children in Venus and Mars hats occupy the 2nd and 4th orbits, respectively.

And this planet is proud of itself Because it is considered the largest.

What is this planet? What orbit is it in? (Jupiter, orbit #5).

The child in the Jupiter hat takes place number 5.

The planet is surrounded by rings

And that made her different from everyone else. (Saturn)

Child - "Saturn" occupies orbit number 6.

What are green planets? (Uranus)

A child wearing a matching Neptune hat occupies orbit #8.

All the children took their places and begin to revolve around the "Sun".

The round dance of the planets is spinning.

Each has its own size and color.

For each path is defined,

But only on Earth the world is inhabited by life.

Topic: Who eats what?

Target: To consolidate children's knowledge of what animals eat. Develop curiosity.

Didactic material: Pouch.

Methodology: The bag contains: honey, nuts, cheese, millet, apple, carrot, etc.

Children get food for animals, guess who it is for, who eats what.

Topic: "Useful - not useful"

Target: Reinforce the concepts of useful and harmful products.

Didactic material: Product cards.

Methodology: Put what is useful on one table, what is not useful on the other.

Useful: hercules, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.

Unhealthy: chips, fatty meats, chocolates, cakes, fanta, etc.

Target: To consolidate the knowledge of medicinal plants.

Didactic material: Cards with plants.

Methodology: The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows (swamp, meadow, ravine).

For example, chamomile (flowers) are harvested in summer, plantain (only leaves without legs are harvested) in spring and early summer, nettle - in spring, when it just grows (2-3 children's stories).

Topic: "What kind of animal am I?"

Target: To consolidate knowledge about the animals of Africa. Develop fantasy.

Didactic material: Not.

Methodology holding:

Option 1: The game involves a group of guys, the number of players is not limited. The group has a leader. One of the players retires a short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what kind of beast would they be.

Option 2: You need to answer questions from the leader. So, the beast is guessed, the participant is invited, the game begins.

The participant asks questions to a group of players, for example: is the beast small? can crawl? jump? does he have fluffy fur? etc.

The guys, in turn, answer the leader “yes” or “no.” This continues until the player guesses the beast.

Topic: "Name the plant"

Target: Clarify knowledge about indoor plants.

Didactic material: Houseplants.

Methodology: The teacher offers to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?” etc.)

The teacher draws the attention of the children to the fact that the plants have different stems.

Name plants with straight stems, with curly stems, without a stem. How should you take care of them? How else do plants differ from each other?

What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

Topic: "Who lives where"

Target: To consolidate knowledge about animals and their habitats.

Didactic material: Cards "Animals", "Habitats".

Methodology: The educator has pictures depicting animals, and the children have pictures of the habitats of various animals (burrow, lair, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” at home by showing the card to the teacher.

Theme: "Flies, swims, runs, jumps"

Target: To consolidate knowledge about objects of wildlife.

Didactic material: Pictures depicting different animals.

Methodology:

Option 1: The teacher shows or names an object of wildlife to the children. Children should depict the way this object moves. For example: at the word “bunny”, children begin to run (or jump) in place; at the word "crucian" - they imitate a swimming fish; at the word "sparrow" - depict the flight of a bird.

Option 2: Children classify pictures - flying, running, jumping, swimming.

Theme: "Take care of nature"

Target: To consolidate knowledge about the protection of natural objects.

Didactic material: Cards with objects of living and inanimate nature.

Methodology: On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to a person, to plants, etc.

Topic: “What would happen if they disappeared from the forest ...”

Target: To consolidate knowledge about the relationship in nature.

Didactic material: Cards with wildlife objects.

Methodology: The teacher suggests removing insects from the forest:

What would happen to the rest of the residents? What if the birds disappeared? What if the berries were gone? What if there were no mushrooms? What if the hares left the forest?

It turns out that it was not by chance that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They cannot do without each other.

Topic: "Droplets walk in a circle"

Target: To consolidate knowledge about the water cycle in nature.

Didactic material: Accompanying text for the game.

Methodology: To do this, you need to turn into small raindrops. (Music resembling rain sounds) the teacher pronounces the magic words and the game begins.

The teacher says that she is Cloud's mother, and the guys are her little children, it's time for them to hit the road. (Music.) Droplets jump, scatter, dance. Mama Cloud shows them what to do.

Droplets flew to the ground ... Let's jump, play. They got bored of jumping alone. They gathered together and flowed in little cheerful streams. (The droplets will make a stream, holding hands.) The streams met and became a big river. (Streams are connected in one chain.) Droplets float in a large river, travel. The river flowed and flowed and fell into the ocean (children reorganize into a round dance and move in a circle). Droplets swam and swam in the ocean, and then they remembered that their mother cloud ordered them to return home. And just then the sun came up. The droplets became light, stretched up (crouched droplets rise and stretch their arms up). They evaporated under the rays of the sun, returned to their mother Cloud. Well done, droplets, they behaved well, they didn’t climb into the collars of passers-by, they didn’t splash. Now stay with your mom, she misses you.

Subject: "I know"

Target: Strengthen knowledge about nature. Develop curiosity.

Didactic material: No.

Methodology: Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.

Similarly, other classes of objects of nature are called.

Topic: "Recognize the bird by its silhouette"

Target: To consolidate knowledge about wintering and migratory birds, to exercise in the ability to recognize birds by silhouette.

Didactic material: Pictures with silhouettes of birds.

Methodology: Children are offered silhouettes of birds. Children guess the birds and name the migratory or wintering bird.

Topic: "Living - non-living"

Target: To consolidate knowledge about animate and inanimate nature.

Didactic material: You can use pictures "Living and inanimate nature."

Methodology: The teacher names objects of animate and inanimate nature. If this is an object of wildlife, the children wave their hands, if it is an object of inanimate nature, they squat.

Topic: "Which plant is gone?"

Target: Exercise children in the name of indoor plants.

Didactic material: Houseplants.

Methodology: Four or five plants are placed on the table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.

Topic: "Where does it ripen?"

Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.

Didactic material: Flannelgraph, branches, fruits, leaves of plants.

Methodology: Two branches are laid out on the flannelograph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct the mistakes made in drawing up the drawing.

Topic: "Guess what's in your hand?"

Target: Exercise children in the name of fruits.

Didactic material: Models of fruit.

Methodology: Children stand in a circle with their hands behind their backs. The teacher lays out models of fruit in the hands of the children. Then he shows one of the fruits. Children who have identified the same fruit in themselves, on a signal, run up to the teacher. It is impossible to look at what lies in the hand, the object must be recognized by touch.

Topic: "Fairy tale game" Fruits and vegetables "

Target: Deepen knowledge about vegetables.

Didactic material: Pictures depicting vegetables.

Methodology: The teacher says: - Once a tomato decided to gather an army of vegetables. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to her. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There were a lot of people who wanted it, so I put this condition: first of all, only those vegetables will go to my army, in the name of which the same sounds are heard as in mine poommiidoorr." - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrtoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures of the named vegetables on the stand closer to the tomato. Conducts tomato various workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were sad: the sounds that make up their names do not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Be your way! Come now, those whose name has as many parts as mine. - What do you think, children, who has responded now? Together it turns out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. - But even more saddened were onions and beets. Why do you think kids? Children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could the tomato offer them so that these vegetables would also enter his army? The teacher should lead the children to formulate such conditions themselves: “Let those vegetables come in whose name the stress is in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets)”. To do this, he can invite children to listen and compare where the stress is in the remaining words - the names of vegetables, compare their sound composition. - All vegetables became warriors, and there were no more sorrows! - concludes the educator

Topic: "Distribute the fruits by color"

Target: Build knowledge about fruits and vegetables. Teach children to classify objects.

Didactic material: Game character Winnie the Pooh, models of vegetables and fruits.

Methodology:

Option 1 Sort fruits by color. The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow on the other, and green on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and the children kindly and delicately point out the mistake of the bear cub, name the shades of color: light green (cabbage), bright red (tomato), etc.

Option 2 "Distribute the fruits according to shape and taste" The teacher offers the children to lay out the fruits differently, in shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits to taste - put sweet fruits on one dish, unsweetened fruits on the other. Winnie the Pooh rejoices - he loves everything sweet. When the distribution is over, he puts a dish with sweet fruits to himself: “I really love honey and everything sweet!” “Winnie the Pooh, is it good to take all the most delicious for yourself? - says the teacher. Children also love sweet fruits and vegetables. Go wash your hands, and I will cut fruits and vegetables and treat everyone.”

Topic: "Medicinal plants"

Target: Build knowledge about medicinal plants.

Didactic material: Cards "Habitat of plants (meadow, field, garden, swamp, ravine)", "Medicinal plants", basket.

Methodology: The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows. And our guest, Kra