Didactic games on ecology
“Why do we live?” and “What will we leave behind?”
Desert, radiation, destruction,
Gray Earth, maples, willows, pines.
And this is if we don’t die ourselves...
Nature is exhausted and scorched:
Volcanoes and mountains are just around me.
It's getting worse year after year.
Ah, poor beloved Earth!..
Caring for nature presupposes the manifestation of good deeds and actions in cases where it is necessary, and for this, children must know how to care for plants, what conditions to create for their favorable growth and development. We must strive to ensure that the child does not pass by this or that phenomenon that causes anxiety, so that he actually shows concern for nature. The formation of a careful, caring attitude towards nature can be developed not only in the process of classes and observations, but also through didactic games. Didactic games contribute to the accumulation of sensory experience and the creative development of acquired knowledge. In didactic games, children clarify, consolidate, and expand existing ideas about natural phenomena, plants and animals, and develop their mental abilities. Didactic games are rightfully considered one of the the most effective means training. Including didactic games in the pedagogical process, the teacher selects those that correspond age characteristics and the capabilities of children. Such games can use natural objects of nature (trees, flowers, vegetables, fruits, seeds, etc.), pictures depicting plants and animals, board-printed games and all kinds of toys.
All areas of personal development are inextricably linked with the education of a responsible attitude towards nature, therefore one of the main tasks of education is to form the foundations of ecological culture. Ecological culture is a special type of culture, which is characterized by the presence of knowledge and skills in ecology, a humanistic attitude towards all living things and the environment. There are several meanings of the concept “ecology”:
1. Ecology is the science of the relationship of plant and animal organisms to each other and to their environment.
2. Ecology – the science of human interaction with nature, environmental protection. But preschoolers find it difficult to establish a connection between cause and effect. Children cannot apply knowledge in practical activities. This problem can be solved by involving children in activities that allow them to become familiar with this pattern through their own experience. Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, and to understand that unreasonable human intervention can lead to irreversible processes in nature.
Children love to play. They are happy to turn to familiar games and game plots many times. They probably happily respond to an adult’s offer to play, anticipating the joy of entertainment and not realizing that in fact they will be... learning. This is the specificity of the didactic game. The child really plays. At the same time, the learning process is carried out.
If in younger group acquaintance with wild and domestic animals occurs in such didactic games as “name who it is?”, “picture an animal”, “recognize by voice”, and others, then in the middle group - in games like “guess who lives where? ", "help the animal", "big and small", etc. Older children preschool age successfully cope with the following games: “Zoo”, “logical chains”, “come up with a riddle about an animal”, “travel to Africa”. Older children solve crossword puzzles, solve puzzles, conduct experiments, make long-term observations of animals and plants, and enjoy answering questions on a variety of quizzes. Often games with environmental content arise on the initiative of the children themselves, which indicates their interest.
Didactic games of environmental content must be carried out both during excursions and targeted walks, when familiarizing children with the work of adults when teaching them labor activity in nature, as well as in experimental activities preschoolers. The level of environmental development of preschool children is largely determined by the degree of environmental literacy of their parents. Therefore, educating parents in the field of environmental protection is of no small importance. For this purpose, place information in the corners for parents (“ Summer rest", "Poisonous plants of the forest", "Birds are our friends" and others), conduct consultations on the topics "Why do children need knowledge of ecology?", "Let's play together", "Games in the kitchen", "Medicinal plants" and so on, conduct individual conversations with parents on the problem.
Non-traditional forms of holding parent meetings, including on environmental themes, find a response in the families of the students. These include quizzes, KVN, the game “Lucky Chance” and others. The level of environmental culture is increased by joint outings with parents and children into nature, visiting museums, as well as exhibitions of crafts and drawings (“What grows in the beds”, “Skillful hands know no boredom”, “Autumn fantasies”).
Environmental knowledge in preschool children, through didactic games, helps to increase the level of environmental culture, activate the preschooler’s vocabulary and develop their mental processes
(imagination, memory, thinking, attention), moral qualities, as well as fostering a caring attitude towards nature.
Didactic games
"Prepare the medicine"
Target. Introduce children to medicinal herbs, consolidate knowledge about the structure of plants, develop the ability to correctly use useful herbs (know which part of which plant should be used to prepare medicine, and at what time of year, so as not to harm nature), develop goodwill, a sensitive attitude to the world around us.
Material. Herbariums of medicinal plants, cards with images of medicinal plants, cut cards for completing tasks such as collect a plant, find the necessary parts of a plant to prepare a medicine; "ware" for decoctions and infusions.
The rules of the game are contained in the task: whoever does everything correctly wins.
Progress of the game.
Educator. Let's look at herbariums of medicinal plants. Name plants you know and tell us about them medicinal properties. (Some children talk, others listen, the teacher clarifies the children’s statements.) Now let’s play. Today you will be pharmacists - these are people who work in pharmacies and prepare medicine.
The task is given to a child or group of children (two to three):
Choose medicinal plants that will help get rid of colds, or coughs, or stomach pain, etc.:
Select the necessary parts of the plant to prepare medicine (decoction or infusion);
Select the “ware” for preparing the medicine;
Tell us about your medicine.
“Build a house for an animal”
Target. Consolidate knowledge about the characteristics of life of various wild animals, about their housing, about “building materials”; develop the ability to select the right material to build a “house” for any of the animals.
Material. A large picture, cards with images of animal “houses,” “building materials,” and the animals themselves.
Rules. Choose from the suggested animals those you want to help. Select from the proposed “building materials” only those that are needed for your animal. Choose a “house” for the animal.
Whoever completes the task faster and is able to explain his choice wins.
Progress of the game.
Educator. Visit us today kindergarten a telegram arrived from the animals, in which they ask us for help - they ask us to build houses for them. Let's take patronage over them, take care of them. Can we help build a house for the animals? (Yes.) Choose from these animals whom you would like to help. Next, the teacher introduces the children to the rules of the game.
Game "Scouts"
Goal: consolidate knowledge about colors.
The teacher places them in different places in the group room various flowers: garden, field, meadow, indoor. Children, divided into groups, look for flowers, name them and tell everything they know, and then make bouquets of flowers. In winter, this game can be played using cards with flowers on them or with artificial flowers.
“What would happen if they disappeared from the forest...”
The teacher suggests removing insects from the forest:
What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest? It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
“Which plant is gone?”
Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
“Where does it ripen?”
Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
"Guess what's in your hand?"
Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.
"Flower shop"
Goal: strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Progress of the game:
Children come to the store, where there is a large selection of flowers.
Option 1. There is a tray with multi-colored petals on the table different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
"Tops-Roots"
Children sit in a circle. The teacher names vegetables, the children make movements with their hands: if a vegetable grows on the ground, in a garden bed, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down.
"Find out and name"
The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine) And our guest, Little Red Riding Hood, will play and listen about medicinal herbs with us. For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle in the spring, when it is just growing (2-3 children’s stories.
"Not really"
All questions from the presenter can only be answered with “yes” or “no”. The driver will go out the door, and we will agree on what animal (plant) we will wish for him. He will come and ask us where this animal lives, what it is like, what it eats. We will answer him with only two words.
“Where are the snowflakes?”
Children dance in a circle around cards laid out in a circle. The cards show various states water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, etc.
While moving in a circle, the following words are spoken:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are selected again, and the choice is explained.
Complication: There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
"Wonderful bag"
The bag contains: honey, nuts, cheese, millet, apple, carrots, etc. Children get food for the animals, guess who it is for, who eats what. They approach the toys and give them treats.
"Where the fish hid"
Goal: to develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary.
Material: blue fabric or paper (pond), several types of plants, shell, stick, driftwood.
Play hide and seek with them." The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes.
“How to find a fish?” - asks the teacher. “Now I’ll tell you where she hid.” The teacher tells what the object “the fish hid” looks like. Children guess.
"Name the plant"
The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
"The Fourth Wheel"
Goal: to consolidate knowledge that not only insects and birds fly, but there are also flying animals.
Progress of the game: Children are offered a chain of pictures, from which they must choose the odd one out, in accordance with the rules of the game.
hare, hedgehog, fox, bumblebee;
wagtail, spider, starling, magpie;
butterfly, dragonfly, raccoon, bee;
grasshopper, ladybug, sparrow, cockchafer;
bee, dragonfly, raccoon, bee;
grasshopper, ladybug, sparrow, mosquito;
cockroach, fly, bee, cockchafer;
dragonfly, grasshopper, bee, ladybug;
frog, mosquito, beetle, butterfly;
dragonfly, moth, bumblebee, sparrow.
Word game
The teacher reads the words, and the child must determine which of them are suitable for the ant (bumblebee, bee, cockroach).
Vocabulary: anthill, green, flutters, honey, evasive, hardworking, red back, apiary, annoying, beehive, shaggy, ringing, river. Chirps, cobweb, apartment, aphids, pest, “flying flower”, honeycomb, buzzes, needles, “jumping champion”, motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.
Game option: what words are suitable for a vegetable (fruit, etc.)
"Birds, fish, animals"
The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
"Air, earth, water"
The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Another version of the game is also possible: the teacher calls the word “air”. The child who catches the ball must name the bird. For the word “earth” - an animal that lives on earth: for the word “water” - an inhabitant of rivers, seas, lakes and oceans.
"Chain"
The teacher has in his hands a subject picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.
"Who lives where"
The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
"Flies, swims, runs"
The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.
"Choose what you need"
Object pictures are scattered on the Table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property. For example: “green” - these can be pictures of a leaf, tree, cucumber, cabbage, grasshopper, lizard, etc. Or: “wet” - water, dew, cloud, fog, frost, etc.
"Two Baskets"
There are dummies or pictures of vegetables and fruits on the table. Children should put them into two baskets. At the same time, objects can be divided not only according to whether they belong to fruits or vegetables, but also according to color, shape, hardness - softness, taste or even smell.
“Guess what tree these seeds are from” (Whose branch is the baby from)
Target: Introduce children to seeds - lionfish. Develop the ability to relate a tree leaf to its seed. Reinforce knowledge about the names of trees. Foster a love of nature. Develop thinking and memory.
Material: In plastic transparent jars with screw-on lids, place linden, ash and maple seeds (in each a separate seed). The leaves of linden, ash and maple are depicted on the lids.
Progress of the game: The lids are removed from the jars and placed in a “wonderful bag”. Children take turns taking out the lid, looking at the leaf depicted on it, and calling the tree corresponding to this leaf. Next, they find a jar with a seed from this tree and screw the lid on the jar.
Transcript
1 MUNICIPAL DISTRICT OF THE CITY OF KHANTY-MANSIYSK DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF KHANTY-MANSIYSK MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN 23 "BRUSNERCHKA" Card index of didactic games on ecology according to the program “Childhood” 2nd junior group Gorlanova A.D. Educator: Khanty-Mansiysk
2 1st quarter 1. “Find what I’ll show you” Didactic task: Find an object by similarity. Game action: Search for an object shown and hidden by the teacher. Rule: You can’t look under the napkin. Equipment: Place identical sets of vegetables and fruits on two trays. Cover one for the teacher with a napkin. Progress of the game: The teacher points to a short time one of the objects hidden under the napkin puts it away again, then asks the child: “Find the same one on another tray and remember what it’s called.” The task is completed until all the fruits and vegetables under the napkin are named. 2. “Find what I name” Didactic task: Find an object by its name. Game action: Search for “hidden” vegetables and fruits. Rules: You can search for an item in a vase that matches the shape or color of the named vegetable or fruit. For example: beets, turnips, radishes, oranges, tomatoes, apples. You cannot look into all the vases. Equipment: Place vegetables and fruits along the edge of the table so that their shape and size are clearly visible. It is better to take vegetables and fruits of the same size, but of different colors. Progress of the game: The teacher asks the child: “find the little carrot.” Or: “find a yellow apple and tell me what shape it is.” If the child finds it difficult, the teacher can call bright hallmark this vegetable or fruit. Second option: Vegetables and fruits are placed in vases of different shapes: spherical, oval, elongated. In this case, the shape of the vase must correspond to the shape of the object hidden in it. The child is looking for the named object. 3. “Guess what’s in your hand” Didactic task: Recognize the named object using one of the analyzers. Game action: Running to the teacher with an object recognized by touch. Rule: You cannot look at what is in your hand. You need to find out by touch. Progress of the game: The child puts his hands behind his back. Then the teacher moves away and shows a vegetable or fruit. If the child has the same one in his hands behind his back, the child should run up to the teacher. 4. “Tops of roots” Didactic task: To consolidate knowledge about the gifts of the garden and vegetable garden. How to play: Children sit in a circle. The teacher names vegetables, the children make movements with their hands: if a vegetable grows on the ground, in a garden bed, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down. 5. “Wonderful bag” Didactic task: Find out an object using one of the analyzers. Game action: Search by touch for a hidden object. Rules: You cannot look into the bag. First you need to determine what is in your hand, and then show the object. Equipment: For the first games, we select vegetables and fruits that differ sharply in shape, then more similar ones. A small opaque bag. Progress of the game: The teacher puts vegetables and fruits in a bag and asks to observe what he will do. Then he invites the child: “Find by touch, without looking into the bag, what you want. Now tell me what you took.” Or you can ask: “find what I say.”
3 Second option Didactic task: Recognize an object by touch using the listed characteristics. Progress of the game: The teacher lists the signs that can be perceived by touch: shape, its details, surface, plane and asks: “Find in the bag something that looks like a ball, but with long tail, hard, unsmooth." According to the description, the child searches for and finds beets. First, vegetables and fruits, which differ sharply in shape, are placed into the bag. When repeating the game, you can select objects that are similar in shape, but differ in other ways. 6. “Guess what you ate” Didactic task: Find out the subject using one of the analyzers, stimulate the development of imagination. Game action: Guessing the taste of vegetables and fruits. Rules: You can't look at what you put in your mouth. You have to chew with your eyes closed, and then say what it is. Equipment: Select vegetables and fruits of different tastes. Wash them, peel them, then cut them into small pieces. Place the same items on the table for control and comparison. Progress of the game: treat the child to one of the pieces, after asking him to close his eyes. “Chew well, now tell me you ate it.” Find the same object on the table.” 7. “Find what I’m telling you about” Didactic task: Find an object based on the listed characteristics. Progress of the game: The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color, taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” Second option Didactic task: Describe and name the characteristics of the plant in response to the teacher’s questions. Progress of the game: The teacher sits facing the children, with his back to the indoor plants standing on the table. The teacher asks one child to choose and show the children a plant, which he will then have to recognize from the children’s description. The teacher asks them questions about the presence of the stem, shape and color. For example: “What does it look like, a tree or grass? Is the trunk thick and straight? Are the leaves big, like a cucumber? Dark green, shiny? Having recognized the plant, the teacher names and shows it. 8. “Find the same leaf in the bouquet” Didactic task: Teach children to find an object by similarity. Progress of the game: The teacher distributes bouquets to the children and keeps the same one for himself. Then he shows them some leaf, for example, a maple one, and suggests: “One, two, three - show me this leaf!” Children raise their hand maple leaf. The game is repeated several times with the remaining leaves of the bouquet. 9. “Find the piece of paper that I’ll show you.” Didactic task: Find objects by similarity; their difference is in size. Progress of the game: During the walk, the teacher shows the children a sheet and asks them to find the same one. The selected leaves are compared by shape, and how they are similar and how they differ is noted. The teacher leaves each person a sheet of paper with different trees(birch, aspen, maple). Then the teacher picks up, for example, a maple leaf and says: “The wind blew. These leaves flew off. Show me how they flew." Children holding maple leaves spin around and stop on command. The game is repeated with different leaves.
4 10. “Such a leaf, fly to me!” Didactic task: To train children in finding leaves by similarity, to cultivate auditory attention, and to activate children’s vocabulary. Progress of the game: The teacher picks up, for example, a rowan leaf and says: “Who has the same leaf for me!” Children look at the sheets of paper received from the teacher; those who have the same one in their hands run to the teacher. If the child makes a mistake, the teacher gives him his sheet for comparison. 11. “Find the leaf” Didactic task: Find the part from the whole. Progress of the game: The teacher asks the children to carefully examine the leaves on a low tree. “Now, try to find the same ones on earth,” says the teacher. One, two, three, look! Whoever found it, come to me quickly.” Children with leaves run to the teacher. 12. “Find what I’ll tell you about” Didactic task: Describe and name the characteristics of a plant in response to the teacher’s questions. Progress of the game: The teacher sits facing the children, with his back to the indoor plants standing on the table. The teacher asks one child to choose and show the children a plant, which he will then have to recognize from the children’s description. The teacher asks them questions about the presence of the stem, shape and color. For example: “What does it look like, a tree or grass? Is the trunk thick and straight? Are the leaves big, like a cucumber? Dark green, shiny? Having recognized the plant, the teacher names and shows it. 13. “Who can find birch, spruce, oak faster?” Didactic task: Find a tree by name. Progress of the game: The teacher names a well-known tree that has bright distinctive features and asks to find it, for example: “Who will find the birch faster? One, two, three, run to the birch tree!” Children must find a tree and run up to any birch tree growing in the area where the game is being played. Second option Didactic task: Training in quickly finding the named tree. Progress of the game: The game is organized as an outdoor game. The teacher explains that the driver can catch those children who are not standing near the named tree. The teacher first names those trees that have bright distinctive features, then those that are similar in appearance. All children must listen carefully to which tree is named and, in accordance with this, run across at the signal “One, two, three run!” 14. “Yes, no” Didactic task: To consolidate knowledge about the parts of the kitten’s body and what sounds it makes. Progress of the game: The teacher asks to show where the kitten’s nose is? Etc. After this, the teacher invites the children to answer with the words “Yes” and “No.” 15. “Where the fish hid” Didactic task: To develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary. Progress of the game: The little fish decided to “play with the strands.” Children close their eyes, and the teacher hides it behind a plant or object. The teacher describes the object behind which she hid and the children guess.
5 16. Botanical lotto “Vegetables and fruits” Didactic task: To consolidate children’s ability to distinguish and name vegetables and fruits. How to play: Big cards are dealt. One has a fruit in the middle, the other a vegetable. Then, one by one, take out small cards depicting various vegetables and fruits. Children name them in chorus and cover the empty squares on their cards with small pictures in accordance with the image. Quarter 2 1. “Describe, we will guess” Didactic task: Identify and name the characteristic features of an object in response to questions from an adult. Progress of the game: The teacher tells the children: “From the vegetables that are on the table, choose one. I will ask what he is like, and you answer. Just don't say its name. I’ll try to guess from your answers.” Then the teacher begins to ask questions in a certain sequence: “What form? Everywhere, like a ball? Are there any holes? What colour?". Children answer questions in detail. After the children talk about the characteristic features of the object, the teacher guesses riddles. Second option Didactic task: Describe objects and find their description. Progress of the game: The child (driver) goes out the door, and the rest of the children write a description of one of the vegetables or fruits. When the driver returns, one of the guys talks about the characteristic features of the object that needs to be recognized and named. 2. “What’s missing?” Didactic task: Name plants from memory. Progress of the game: The teacher asks the children to take a good look at how the plants stand and close their eyes. At this time, he swaps the plants on one table. And then he asks the children to rearrange the pots the way they were before, comparing their arrangement with the order of the plants on another table. 3. “Run to the house I will call” Didactic task: Find the whole from its parts. Progress of the game: The teacher hands out leaves to the children and says: “Let’s imagine that we went on a hike. Each squad pitched a tent under a tree. You are holding leaves from the tree under which your tents are located. We are walking. But suddenly it started to rain, “Everyone go home!” At this signal, the children run to their tents and stand next to the tree from which the leaf comes.” Second option Didactic task: Find a whole object by part. How to play: In a park or forest, children are given leaves from different trees. All children are “bunnies”. To prevent the bunnies from getting lost, the “mother hare” gives them leaves from the branches from which their house is made. Everyone jumps and runs around the clearing, and at the signal: “Everyone go home, the wolf is coming!” - they run to their house under a certain tree. The game can be continued if the children exchange leaves and move to new house" 4. “Let's treat the dolls” Didactic task: Continue to introduce auxiliary means that have a fixed purpose. Equipment: Two dolls, children's furniture and dishes. “Wonderful bag”, items to choose from (toys and natural objects). How to play: Place 3-4 small items in a bag. The teacher comes with a doll and asks the children to help the doll prepare a treat for the animals, they will also come to visit. One child, at the request of the doll, takes a carrot from the bag for the bunny,
6 another apple for the hedgehog, the third nut for the squirrel. Each time there should be 3-4 items in the bag, so that, in addition to the necessary ones, there are additional ones (for example, a small ball, a plastic ring, etc.). Children who have taken out objects hold them in their hands. The teacher brings toys for the animals. Children take turns treating them, choosing who to give a carrot, nut, or apple. The animals are happy and thank the children. Second option Didactic task: Continue to teach children to imitate the teacher’s actions with objects, paying attention to their properties. Progress of the game: Two dolls come to visit the children. They greet the children and say their names. The teacher offers to treat the dolls. He puts toy furniture on his table, sits dolls, places dishes in front of them and feeds one of them. “Masha eats, but Galya doesn’t,” explains the teacher. Who will feed Galya? Invites one child, gives him a spoon and slowly shows the actions so that they are visible to all children: “First, let's take a spoon. Like this. (Shows.) Now let’s get some porridge. Like this. (Shows.) Let’s bring the doll to the mouth. Where is the doll's mouth? (Shows and slowly tilts the toy.) Eat, doll.” The child repeats all actions after the teacher. Then he calls 2 3 more children one by one. After this, the dolls thank the children and leave. 5. “Who’s for lunch?” Didactic task: To create a whole from parts. Progress of the game: One day Auntie Casserole decided to cook soup and compote for lunch, but forgot what vegetables and fruits it was made from. Help her. Children put on pendants (vegetables and fruits - cut out ovals and a saucepan). Presenter - Pan. Children take turns coming to the pan and talking about themselves, and she decides where to add this product. 6. “Where did Sasha hide?” Didactic task: Grouping plants according to their structure (trees, shrubs). Progress of the game: The game is played during excursions to the forest or park. The teacher tells the children: “Now let’s play. You will be squirrels and bunnies, and one of you will be a fox. The squirrels are looking for a plant to hide on.” During the game, the teacher helps the children clarify that hares live and hide in the bushes. They choose a fox driver, give him a hat, a fox mask, and all the other children get hats of hares and squirrels. On the signal: “Danger fox!” squirrels run to the tree, hares to the bushes. 7. “In the winter dining room” Didactic task: To consolidate children’s knowledge about wintering birds and their names. Develop the ability to imitate their habits. Progress of the game: We look at pictures with birds, the teacher offers to name it and show how it screams, how it flies and jumps. 8. “What kind of bird is this” Didactic task: To consolidate children’s knowledge of what sounds birds make, to teach them to easily pronounce the sound “R”. Progress of the game: The teacher, imitating the cry of a bird, asks the children who screams like that. Children, guessing, choose the corresponding picture. 9. “Birds” Didactic task: To train children in the ability to coordinate their words and actions, to activate children’s speech. Progress of the game: The teacher reads a poem and the children show these movements. Two small birds were flying. As they flew, all the people watched. As they sat down, all the people were amazed.
7 3rd quarter 1. “Find the same one and name it,” paired pictures of animals and plants Didactic task: Find objects by similarity. Develop the ability to find similarities and differences in objects depicted in pictures; activate the vocabulary: similar, different, identical; develop observation skills. Game rule: Only identical pictures should be selected; The winner is the one who never makes a mistake. Progress of the game: Children sit at a table on which pictures are laid out. There are many of them (10-12 pieces), they are all different, but among them there are two identical ones. The teacher asks one of the children to find and name identical pictures and show them to everyone playing. Paired pictures are put aside. Then the teacher mixes all the pictures (they must be upside down) and quietly adds another paired picture. Having laid them out on the front side, he again offers to find the same ones. The difficulty lies in the fact that among the cards there can be very similar, but not the same, for example: cups, identical in color and shape, but one with a handle and the other without a handle; two apples are the same, but one has a stem and the other does not, i.e. the objects depicted have subtle signs of difference that children do not immediately notice. 2. “Find, Misha, our nesting doll and tell me what plant it was hiding behind.” Didactic task: To reinforce the names of plants in children, to cultivate curiosity and resourcefulness. Progress of the game: The children are shown a small nesting doll, which “wanted” to play “hide and seek” with them. The teacher asks the children to close their eyes and at this time hides the toy behind one of the plants. Then the children open their eyes. “How to find a nesting doll?” asks the teacher. Now I will tell you where she hid. And the teacher says what the plant looks like, behind which the nesting doll “hid” (like a tree, grass), describes its stem, leaves (shape, size, surface), flowers, their number, color. Children listen and then point to a plant and name it. 3. “Who moves how” Didactic task: To expand knowledge about animals, birds, insects living in our region. Know their characteristics, habitat, food, enemies, etc. Analyze natural objects, highlight their essential features, learn to record these features and combine objects into groups. Progress of the game: The teacher names different animals, birds, insects, and the child depicts how they move (crawls, jumps). 4. “What is this for?” Didactic task: Note their appearance, specify the names of body parts; tell us about where they live. Progress of the game: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches its picture, “settle” it by showing the card to the teacher. 5. “Stand up to the tree with the thickest trunk” Didactic task: Find an object based on the listed characteristics. How to play: The game is played outdoors. The teacher describes the tree (size, color of the trunk, shape of the leaves), names and describes the seeds and fruits. Then he asks the children
8 Guess what kind of tree this is. The one who found out must run up after the teacher’s words “One, two, three - run!” 6. “What plant do the leaves come from?” Didactic task: Find an object by description. Progress of the game: The teacher describes trees familiar to the children, choosing from them those that have subtle distinctive features (for example, spruce and pine, acacia and rowan). Children must find what the teacher is talking about. To make it interesting for the children to search by description, you can hide something near the tree (or on the tree) that they are talking about. 7. “Which flower was removed?” Didactic task: Describe an object and recognize it by description. Progress of the game: Plants stand in their usual places. The teacher invites one of the children to choose one of them and describe it so that all the children know and can say what kind of plant it is. Consistency of description is necessary. Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time. 8. “Guess by the description” Didactic task: To develop in children the ability to take into account the named characteristics of an object and to develop observation skills. Progress of the game: There are five indoor plants on the table, on which you can see obvious signs differences. After a verbal description of the plant, the child finds it among the others. 9. “Guess whose tail” Didactic task: To develop the ability to analyze, consolidate the ability to distinguish and name animals. Progress of the game: The teacher gives the children drawn animal faces, and then one by one shows the drawn tails. Children must name “their” animal and choose a suitable tail for it. 10. Lotto “Who is dressed in what” Didactic task: To consolidate children’s ability to systematize animals by body covering (feathers, scales, wool). Develop the skill of using models. How to play: There are large cards on the table depicting the body covering of animals. Then small pictures depicting birds, fish, and animals are distributed. You need to close the empty cells in accordance with the model on your map. 11. Lotto “Who Lives Where” Didactic task: To consolidate children’s ability to systematize animals by habitat. Develop skills in using models. Progress of the game, first option: There are large cards on the table depicting models of various animal habitats. Then small pictures depicting birds, fish, animals, and insects are distributed. You need to close the empty cells in accordance with the model on your map. Progress of the game, second option: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches its picture, “settle” it by showing the card to the teacher.
9 12. Lotto “Who Moves How” Didactic task: To consolidate children’s ability to systematize animals according to their method of movement (legs, wings, fins). Develop skills in using models. Progress of the game, first option: On the table there are large cards depicting the organs of movement of animals. Then small pictures depicting birds, fish, and animals are distributed. You need to close the empty cells in accordance with the model on your map. Progress of the game, second option: The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” - they depict the flight of a bird. 13. “Through the stream” Didactic task: To develop in children a sense of balance and attention. Progress of the game: Children are asked to carefully walk along the bridge (geometric fabric figures) to the other side and find themselves on the lawn, where they frolic and pick flowers. At the signal “Home!” returning across the bridge.
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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "FAIRY TALE" DOLINSK, SAKHALI REGION (MBDOU "Fairy Tale") 694051 Sakhalin region, Dolinsk, Oktyabrskaya str. 17 tel / fax
Municipal state preschool educational institution kindergarten "Alyonushka" Approved by: Head of the MKDOU kindergarten "Alyonushka" 20 / Korsunova T.V. / Master class “Using technology
Ecology games for preschool children may have a plot, roles, rules, or may only contain a task. There are games where the actions of the players are determined by the text, which determines the nature of their actions and sequence.
In the process of didactic games, children clarify, consolidate, and expand their existing ideas about objects and natural phenomena, plants and animals. In didactic object games, various natural objects are used (leaves, fruits, vegetables, etc.). In such games, children’s ideas about the properties and qualities of certain natural objects are clarified, specified and generalized.
Didactic board and printed games help children systematize and classify knowledge about plants, animals and inanimate phenomena.
Didactic verbal games are carried out, as a rule, to consolidate children’s knowledge about the properties and characteristics of certain objects in the surrounding world.
Outdoor games of a natural history nature are associated with imitation of the habits of animals and their way of life. Some reflect phenomena of inanimate nature.
Creative games related to nature are of great importance for the development of children. In them, preschoolers reflect the impressions received during classes and in everyday life. A game exercises aimed at consolidating the acquired knowledge. Many exercises are plot-based. This makes them interesting for children.
Entertainment such as fun games, competition games, round dances in the natural environment of their native land help deepen the moral and aesthetic sense of children. To prevent children from becoming overtired, there are sedentary games.
The educational value of nature is difficult to overestimate. Communication with nature has a positive effect on a child, makes him kinder, softer, and brings out the best qualities in him. Through play, children come into closer contact with nature. They learn to love her and treat her with care.
Part 1. Games for children of the first junior group
“Sparrows and the cat” Outdoor game
Sparrow children hide in their nests (beyond the line, in circles drawn on the ground) on one side of the site. On the other side of the site, a cat is basking in the sun. As soon as the cat falls asleep, the sparrows fly out onto the road, fly from place to place, looking for crumbs and grains (children squat, tap their fingers on their knees, as if they were pecking). But then the cat wakes up, meows and runs after the sparrows, which fly away to their nests.
First, the role of the cat is played by the teacher, and then by one of the children.
“The children went out into the green garden” Story game
The children went out into the green garden to dance and dance. The geese began to cackle and cackle in surprise.
- Ga-ha-ha, ha-ha-ha!- echo the geese children. Everyone else is dancing. The gray horse neighed in the stable:
“E-go-go, e-go-go!
Why do you need to spin?
For what, for what?
- And-go-go, and-go-go!- the child imitates the horse. And the cow was surprised:
“Moo-moo-moo, mu-moo-moo! Why are you so happy? I don’t understand, I don’t understand?”
- Moo-moo-moo, moo-moo-moo!- echoes another child.
The teacher can suggest movements that imitate the behavior of geese, horses and cows, but the children themselves can come up with them.
“Winter round dance” Round dance game
Features of the game and its educational significanceParticipation in a round dance brings children closer to each other and gives them the opportunity to imagine the beauty of winter nature. As in previous games, children perform rhythmic movements to the poetic text. Movements should be very expressive, imaginative and complement the words, which is new for children.
The proposed text contains two important points: description of the winter landscape and what happens in a child’s life at this time of year.
The game corresponds to the joyful mood of children who saw the first snow; it helps to deeply feel and understand this event. Description of the game and how to play it
Children, together with the teacher, join hands and form a round dance. Moving in a circle, they pronounce the text in chorus and accompany it with movements.
Here comes winter-winter, winter-winter, winter. White snow fell, Cold snow fell. (twice)
There is snow on the paths, snow hanging on the trees, the roofs are white, that's how white they are. (two conversations on the roofs of houses. We need to put on fur coats and boots, It’s getting cold, Oh, how cold! (twice)
“We are Autumn Leaves” Outdoor game
The children hold twigs with autumn leaves in their hands.We are leaves, we are leaves, We are autumn leaves. We sat on branches, the wind blew and we flew. We flew, we flew. All the leaves are so tired. The breeze stopped blowing and everyone sat in a circle. The wind suddenly blew again and blew the leaves off the branches All the leaves have flown
And they sat down quietly on the ground.
“Live and toy fish: comparison appearance» Didactic game
The game can be used in nursery and secondary groups. Didactic purpose: Give children an idea of the structure of a fish and the main parts of its body. Children look at the fish in the aquarium, the teacher asks questions: what kind of body does the fish have? Where's the head? Where's the tail? What is he like? What do the fish have on their heads? Where is their back and where is their belly? What else do fish have?
The teacher hands out toy fish to everyone, asks them to look at them from all sides, and trace the outline of the toy with their finger. Show and circle all parts of the body in turn.
The teacher specifies: Head in front, tail in back, fins on back, tail, abdomen. Back on top, belly below. On the head there is a mouth, eyes, gill covers.” He asks how a toy fish differs from fish in an aquarium. Invites children to play with the fish themselves.
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They run around the room waving twigs. |
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They squat down. |
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They scatter again and wave. |
“Comparison of live and toy birds” - a game similar to the previous one, is played with children of the nursery and middle groups.
Part 2. Games for children of the second younger group
“Where the nesting doll hid”
Game exercise
Target:to reinforce the names of plants in children, to cultivate curiosity and resourcefulness.
Description:Plants in a group are placed so that they are clearly visible and can be easily approached. One of the children is blindfolded with a scarf. The teacher hides a flat matryoshka doll under a plant. The child is released from the scarf, he finds a nesting doll and says the name of the plant.
“Where is the fish hiding?”
Game exercise
Target:develop children’s ability to analyze, consolidate plant names, expand vocabulary.
Material:blue fabric or paper (pond), several types of plants, pebbles, shells, sticks, driftwood.
Description:The children are shown a small fish (drawing, toy) that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes. “How to find a fish? - asks the teacher. “Now I’ll tell you where she hid.” And he says what the object behind which the fish “hid” looks like. Children guess.
“Where will you find what?”
Didactic game
Target:strengthen in children the ability to independently and freely group objects according to their purpose. Teach them to help each other.
Game task:put things in their places.
Rules of the game: find a place for the item among its similar uses. Place the object in place when given a signal.
Material:objects or pictures depicting "dishes, clothing, kitchen utensils, equipment for a playground or a medical office.
Progress of the game:in the room place a “cupboard for dishes”, “closet for clothes”, “closet for toys”, “medical office”, “ playground", "kitchen", etc. Draw the children's attention to the fact that they are all empty for now. Ask the children to help you put the objects (or pictures) into place. Children sort out objects (pictures), look at them carefully, think about where to put what.
When all the things are laid out, divide the children into small groups (2-3 people) who decide whether all the objects (pictures) are in their place. The children take away the extra pictures and then all think together where they should be placed.
“Who can find birch, spruce, oak faster”
Game exercise
Target:find a tree by name.
Rule:You can only run to the named tree with the command “Run!”
Description:The teacher names a tree that is well known to the children and has bright distinctive features, and asks the children to run up to it. For example:
- Who will find the birch faster?
- One, two, three - run to the birch tree!
Children must find a tree and run up to any of the birches growing in the area where the game is being played.
"My friends"
Didactic game
Target:consolidate children's knowledge about domestic animals (what they look like, what they eat). Form a humane attitude towards them.
Game task:feed your animal friends. Rules of the game: choose food for a specific animal.
Material:toys or large pictures of pets. Small pictures showing different types of food.
Progress of the game:At the beginning of the game, read S. Kaputikyan’s poem “Masha is having lunch” to the children. Arrange toys or large pictures so that they are clearly visible. Place small pictures under them, but in such a way that the food depicted on them does not suit the animal. Act as different animals and ask the children to feed them. Try imitating animal voices with your children. Make the children think: “Why do animals, although they are hungry, not eat?” It turns out that they eat strictly specific food. Ask the children to help you feed the animals. If the picture is chosen correctly, one of the children, speaking on behalf of the animal, will express pleasure and vice versa. At the same time, children must imitate the sounds that certain animals make.
Option.
Children are divided into groups. Each one has a picture of an animal. Pictures of food are scattered in the middle of the table. Children take turns taking them and offering them to their animals. The one who chooses the right food wins.
You can use the following poems and riddles:
Horses, horses, how are you living?
Horses, horses, what are you chewing?
- Okay, as long as we live,
We are chewing grass in the meadow.
Chickens, chickens, how are you living?
Chickens, chickens, what are you chewing?
- Okay, as long as we live,
But, sorry, we don’t chew!
We peck quickly
There is grain on the roads.
Goats, goats, how are you living?
Goats, goats, what are you pecking at?
- Okay, as long as we live,
But, sorry, we don’t bite.
And we fight in the morning
Bark the young aspens!
How do you rabbits live? What are you rabbits doing?
- It’s good that we’re living for now, But, excuse me, we’re not fighting. We’re gnawing deftly on fresh carrots.
How are you kittens? You kittens, what are you gnawing on?
- Well, we're still living, but, sorry, we're not biting. We drink a little milk from the bowl.
Birds, birds, how are you? And what are you drinking from the bowl?
- It’s good while we live, But we don’t drink from the bowl And we sing songs to you
In the mornings and evenings!
V. Stepanov
"Find a Pair"Didactic game
Didactic task:find an item by similarity. Game actions: searching for a similar item.
Rules:look for a pair only when given a signal. A pair consists of children who have the same leaves.
Material:leaves of 3-4 trees according to the number of children. Progress of the game
The teacher hands out one leaf to the children and says: “The wind blew, all the leaves flew.” Hearing these words, the children begin to run around the playground with leaves in their hands. Then the teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to someone who has the same sheet of paper in their hands.
Part 3. Games for children middle group"Save water"
Game exercise. Competition game
Pedagogical tasks: teach children not to pour water unnecessarily, to save it. Contents and methodology: players are divided into 2 teams. The guys from each team are lined up at arm's length. There is a bucket of water near the first player - this is a well. The first players scoop up water with a small bucket and pass it along the relay. The latter water the garden (you can pour it into a bucket labeled “garden”). The team that splashed the least amount of water deserves praise. When the water is completely used up, the player standing at the well reports: We carried water, water From the well to the garden.
P. Voronko
Tips for the teacher: hang a sign in the washbasin indicating that the tap should be closed tightly. Learn the poem by S.Ya. Marshak: Be thrifty with water. Move your hand again and, as soon as you take the water, close the tap properly!
“Where is whose house?”Didactic game
Equipment:pictures depicting various animals and their “homes”. Progress of the game
The teacher reads a poem:The sparrow lives under the roof. In a warm hole there is a mouse's house. The frog's home is in the pond. Warbler's house - in the garden Hey, chicken, where is your house? - He's under his mother's wing!
And he suggests remembering who lives where. To do this, shows an image of an animal, and children must choose the image of its “house”, and vice versa.
Option.
The game can be played with a ball
"Living or inanimate nature"
Didactic game
Target:consolidate children's ideas about objects of living and inanimate nature.
The teacher names an object of living or inanimate nature. If an object of living nature is named, the children move. (For example: if a tree is named, they raise their hands, “grow”; if it is an animal, they jump, etc.) If an object of inanimate nature is named, the children freeze in place.
"What is the weather today?"
Didactic game
Target:teach children to use signs to indicate different conditions of autumn weather.
Game actions:coming up with symbols for different weather conditions, communicating weather information to city residents.
Rules:communicate weather information to city residents using pictures from symbols only after the teacher gives certain information.
Progress of the game
The teacher tells the children that with the help of a simple drawing you can represent anything, including the weather. He explains that such drawings are used to compile special weather maps, which are posted in ports - for the crews of ships setting sail, and at airports - for pilots flying planes and passengers. Then, the teacher invites the children to come up with how to designate a clear sunny day; when the whole sky is cloudy (cloudy); rainy day; windy day, etc. Children are given the opportunity to complete the task themselves first. If they don’t succeed, separate pictures are selected or small drawings are made with images of the sun, clouds, rain, waves, or a tree bent by the wind. All drawings should be very simple and easily recognizable.
When the drawings are ready and the children understand how they represent the weather, you can play in the weather forecast office. Educator
gives information about the weather, and the children report it to city residents (dolls) using pictures with symbols. For example, the teacher announces that it is raining, and the child picks up a card with rain. Then it’s his turn, and he can say that the rain has stopped, the sun has come out, and then the teacher selects the drawing.
Gradually, the existing images are supplemented with new ones. Children are asked to identify those weather changes that have not yet been encountered in the game.
The game can be complicated: depict 2-3 icons on one card (sun and wind, rain and clouds, etc.).
“Who knows, let him continue”
Word game
Option 1.
The teacher names a generalizing word, and the children name words related to this meaning.
Educator:Insects are...
Children:... fly, mosquito,...
Educator: Pisces is...
Children:.. crucian carp, pike,...
Option 2.
The teacher names a specific concept, and the children name a generalizing word.
Educator:A fly, a mosquito is...
Children:... insects.
Educator: gold fish, crucian carp is...
Children:... fish.
Part 4. Games for older children
"Spring, Summer, Autumn"
Didactic game
Preparing for the game: the teacher prepares three large pictures depicting spring, summer and autumn and small ones on which plants blooming in spring, summer, and autumn are drawn.
Didactic task:clarify children's knowledge about the flowering time of individual plants (for example: daffodil, tulip - in spring, golden ball, asters - in autumn, etc.); teach children to classify according to a certain criterion, develop their memory and intelligence.
Game action: the game can be played in the same way as “how and when does this happen?”, “Guess what grows where.”
"Tasty and healthy food"
Didactic game
Target:teach children to categorize foods according to their usefulness for the human body; to consolidate children’s ideas about a variety of human foods (rich in vitamins, tasty and healthy).
Material:pictures depicting a variety of food products - vegetables, fruits, candies, meat, etc. (guide “Go to the supermarket”), Children choose from all the products those that have a lot of vitamins and are good for human health, especially in the spring (fruits, vegetables, herbs).
“Where is the plant hidden?”
Didactic game
Didactic task:remember the location of objects, find changes in their location.
Game actions:searching for changes in plant arrangement.
Rule:You can’t watch what the teacher cleans up.
Equipment:For the first game you need 4-5 plants, for subsequent ones - up to 7-8.
Progress of the game
Option 1
Houseplants are placed on the table in one row. The teacher asks all children sitting in a semicircle to take a good look and remember the plants and their location, and then close their eyes. At this time, the teacher changes places of the plants (first two plants, and then two or three). “Now open your eyes and tell me what has changed,” he suggests. - Which plants have been rearranged? Show me where they stood before." (Children show.)
Option 2.
One plant can be removed. And move the rest so that it is not visible which plant is gone. Children must name the hidden plant.
Note
For children who have difficulty playing, the teacher helps them organize it. To do this, he invites 2-3 guys to play separately from everyone else. Children's chairs (4-5 pieces) are placed in a circle, with a plant on each of them. One child stands in the middle and guesses, the other rearranges the plants (Children’s attention should be paid to handle the plants carefully).
“Who will be who?”
Didactic game
The child answers the adult’s questions: “Who will be (or what will be)... an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, cloth, a student, sick, weak, etc.? " When discussing your child's answers, it is important to emphasize the possibility of several options. For example, an egg can produce a chick, a crocodile, a turtle, a snake, or even a fried egg. In one game you can understand 6-7 words.
A variant of this game is the game “Who was you?” The point of this game is to answer the question of who (what) was before: chicken (egg), horse (foal), cow (calf), oak (acorn), fish (egg), apple tree (seed), frog (tadpole), butterfly (caterpillar), bread (flour), wardrobe (board), bicycle (iron), shirt (cloth), shoes (leather), house (brick), strong (weak), etc. You can give other words that require the child to understand the transition from one quality to another. It is recommended to select answer options for each word.
“Who flies, jumps, swims?”
Didactic game
Preparing for the game:The teacher selects pictures depicting animals, birds, insects, and reptiles familiar to children, which can be classified according to the principle: “fly,” “jump,” “swim.” The image should be realistic, clear, without unnecessary details. For the game, 3 colored squares (circles, triangles) must also be prepared, conventionally indicating the classification: “fly” - green, “jump” - yellow, “swim” - blue.
Didactic task:clarify children's knowledge about the methods of movement of animals; develop the ability to classify on this basis; develop attention and memory.
Game action:children choose three links, to whom the teacher gives one symbol each, for example, squares of different colors (the children do not know who has a square). He distributes pictures of animals to everyone else. At the command of the leader, children who have pictures of those who bark gather around a leader holding, for example, a green square; with the image of those who jump - around the link with a yellow square; those who swim are around the leader with a blue square.
Rules of the game:Children should not know in advance what color the linker’s square is. The leader raises the square at the command of the leader.
Part 5. Games for children of the preparatory group
"Let's grow apples"
Didactic game
Target:teach to freely and correctly use knowledge about the methods and sequence of work in the garden. Foster respect for gardeners and respect for the results of their work.
Game tasks:"grow" apples.
Rules of the game:start each type of work in a timely manner. Complement each other without repeating yourself.
Material:ruddy large apples. Plot pictures with approximately the following content: gardeners plant apple tree seedlings in pre-prepared holes; they whiten the trunks of apple trees in the garden; apples are picked and loaded onto cars; pruning branches; blooming garden. Pest traps. Chips in the form of apples. Draw cells (according to the number of pictures) above the bottom side of the board.
Progress of the game
Children look at and smell apples. They can't wait to feast on them. But... they will be treated to a treat if they want to become gardeners.
Distribute story pictures (one for two children). After carefully examining them, children decide when they should join the overall story.
What is the first thing a gardener does? Perhaps the children will pick up a few pictures. Let them decide together which work in the garden should begin first. The selected picture is placed on the first square of the board. Those who wish can talk about this work, but on the condition that everyone reports something new, without repeating the other. A chip is given for every new message. Then the children choose the next picture. Do not influence their choice even if the sequence of gardening work is disrupted. But put the picture in its place in the row, leaving a cell for the picture depicting the previous stage of work in the garden. This will signal to children that the choice is wrong and encourage them to find a picture to fill in the empty space.
When the picture takes its place, start a collective conversation about it, as described above. Sometimes the teacher himself has to start the story: “The gardener planted an apple orchard...”, and the children continue.
It is appropriate to quote a riddle poem: I open the buds, I dress the trees in green leaves, I water the crops, I am full of movement, My name is... (spring)
Finally, the harvest was grown and harvested, and the gifts of the gardens arrived to the children. It's time to treat them to apples. But first, riddles: It’s the size of a fist, a red barrel. If you touch it with your finger it’s smooth, and if you bite it it’s sweet (apple)
I won’t tear the rosy doll away from my friends, I’ll wait until the doll falls into the grass on its own, (apple)
Then, together with your children, remember how much work it takes to grow these juicy, tasty fruits.
As you identify the most interesting messages from children as the game progresses, reward them with chips. The person who scores wins greatest number chips.
When repeating the game, use other pictures and come up with new situations.
"Making a Wish"
Word game
Target:help children express their individuality by expressing their most cherished dreams, and at the same time teach them to balance their actions with the surrounding nature, with the actions of their comrades, as if fitting their elements into the overall plot. Reinforce knowledge of the environmental commandment “Do no harm.”
Progress of the game
It is good to arrange the children in a circle. Let them imagine that all their wishes come true here. Each child takes turns making the following wishes, for example:
- If I were a cat, I would...
- If I were some kind of animal, I would...
- If I became a bird, I would...
- If I became an insect, I would...
- If I were a flower I would...
- If I became a tree, I would...
- If I were an elephant, I would...
Each child composes a short story, thinking through his life in this role. You can agree in advance whether we will compose real or fantasy stories. Once children have mastered this game, they can combine the “wishes.” Each subsequent child making a wish can fit into the plot of the previous story, etc.
"Canning factory"
Didactic game
Knowledge content:Tell the children that at the cannery, vegetables and fruits are processed for further storage. Jam is made from fruits and berries and juices are made. Vegetables are canned for soups, salads, fruits and vegetables are sometimes dried for preparing various dishes. Before being sent for processing, fruits and vegetables are sorted. The ripest ones are selected for juice.
Didactic task:determine the ripeness of fruits by external characteristics (color, size, density), group vegetables and fruits by degree of ripeness.
Rules:You can distribute vegetables and fruits around the workshops only by correctly selecting and explaining which of them are ripe and which are not. Determine what juices can be made from, what can be preserved or sent to dry.
Equipment:On three or four tables there are “signs” of shops: dried fruits, juices, canned food, jam. Instead of signs, you can put ready-made products on the tables: dry compote, tomato juice, canned vegetables or fruits, jam.
Progress of the game
Children play the roles of manager and workers. The warehouse manager issues products and distributes them among workshops depending on the degree of ripeness: the ripest ones - for juice, the ripe soft ones - for jam, the ripe firm ones - for compotes, the rest - for drying. He tries to select the products correctly and give precise explanations to the workers which fruits to take and which not, and which workshop to take them to. Workers select and sort vegetables and fruits, remembering the instructions received and focusing on the sign. The rest observe and check the correctness of tasks, evaluate the work.
"Ecosystem Domino"
Didactic game
Place:group room.
Materials:thick paper, colored markers, pencils, scissors.
Concepts and relationships:food chain, predator - prey, producer - consumer. Ecosystem stability.
Motivation:talk with children about a certain ecosystem; children must find out which animals and plants belong to it. and which ones would not survive in it.
Exercise:select plants and animals living in a given ecosystem (forest, meadow, field), write (sketch) them in pre-prepared domino-shaped tablets.
Progress of the game
The leader prepares signs in advance for recording animals and plants according to the number of players playing in groups. After a story about this ecosystem, children name as many names of its inhabitants as possible. Then the whole group forms a branched food chain; from at least 10 animals (plants). Write down their names in random order in a prepared table. The table is cut into domino cards. The rules are the same as in regular dominoes. Cards can be applied from all sides, taking into account real relationships.
"Energy"
Didactic game
Target:give children an idea of the biocenosis of the meadow, note the differences between two habitats - forest and meadow. Introduce children to food relationships between living beings and introduce the concept of “food chain.”
Props:dolls, plate with cookies.
Lesson outline:
1. Show the children the puppet show “Who is the most important in the meadow?” After the performance, discuss the importance cohabitation different creatures and their relationships with each other. Special attention pay attention to food connections.
2. Offer to play the game “Food Chain”, giving children the roles of characters in a puppet show.
Progress of the game
Characters: sun (1 person), grass (6 people), mouse (3 people), fox (1 person).
Before the play begins, discuss the role of the sun in the play.
The sun picks up a plate of cookies (12 pieces) and transfers “energy” to the grass - two pieces to each blade of grass. Each blade of grass eats one cookie - this “energy” is spent on maintaining the life processes of the blade of grass, and transfers the second to the mice. The mouse spends part of the “energy” (one cookie) on itself, and gives part (the second cookie) to the fox. Thus, the fox ends up with three cookies. The fox spends part of the “energy”, and the rest can be transferred to someone who can eat it.
After the game, be sure to discuss the process of energy transfer with the children. Who received energy directly from the sun? Only grass can receive energy from the sun! No matter how much the fox and mouse sunbathe, they still want to eat. Who got energy from grass? Mice are herbivores. Who got energy from mice? The fox is a carnivore.
Make a collective collage “Meadow”. Divide the children into several groups and give them sets of pictures depicting different plants and animals. Invite each group to make a collective collage on the theme “Meadow”, pasting onto a sheet of paper images of only those animals and plants that live in the meadow permanently. In conclusion, it is suggested to draw the forest as it was at the beginning of the game (or stick on drawings).
ECOLOGISTICY GAMES
“FIND WHAT I SHOW” (junior group)
Goal: Find an item by similarity.
Game action. Search for an object shown and hidden by the teacher.
Rule. You can't look under the napkin.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.”
Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named
Note. In the future, the game can be complicated by adding vegetables and fruits that are similar in shape but different in color. For example:
beets, turnips; lemon, potatoes; tomato, apple, etc.
“GUESS WHAT YOU EATED?” (junior group)
Goal: Find out the object using one of the analyzers.
Game action. Guessing by taste.
Rules. You can't look at what you put in your mouth. You have to chew with your eyes closed, and then say what it is.
Equipment. Choose vegetables and fruits that vary in taste. Wash them, peel them, then cut them into small pieces. The same objects are laid out on the table in the room where the children are sitting for control and comparison.
Progress of the game. Having prepared fruits and vegetables (cut into pieces), the teacher brings them into the group room and treats one of the children, after asking him to close his eyes. Then he says: “Chew well, now tell me,
what he ate. Find the same one on the table.” After all the children have completed the task, the teacher treats all children to fruits and vegetables.
Note. In the future, you can ask children to name taste sensations. The question should be asked in such a way that, in case of difficulty, children can choose a suitable name to determine the taste: “How did it feel in your mouth? (Bitter, sweet, sour.)
“FIND A PLANT BY NAME” (junior group)
Goal: Find a plant by name word.
Game actions. Search for the named plant.
Rule. You cannot look where the plant is hidden.
Progress of the game. The teacher names a houseplant in the group room, and the children must find it. First, the teacher gives a task to all the children: “Who can quickly find the plant in our group room that I name?” Then asks some children to complete the task. If it is difficult for children to find the named plant in a large area of the room among many others, the game can be played by analogy with the previous ones, that is, the selected plants can be placed on the table. Then finding a plant in the room will become a more complicated version of the game.
“NADIA LEAF WHICH I WILL SHOW” (junior group)
Game action. Children running with certain pieces of paper.
Rule. Only those who have in their hands the same piece of paper that the teacher showed can run (“fly”) on command.
Progress of the game. During the walk, the teacher shows the children a leaf and asks them to find the same one. The selected leaves are compared by shape, noting how they are similar and how they differ. The teacher leaves each one a leaf from different trees (maple, oak, ash, etc.) .Then the teacher picks up, for example, a maple leaf and says: “The wind blew. These leaves flew. Show how they flew.” Children in whose hands
maple leaves spin, and at the teacher’s command they stop.
The game is repeated with different leaves.
“WHO WILL FIND BIRCH, SPRUCE, OAK FASTER” (junior group)
Goal: Find a tree by name.
Game action. Run to the named tree (competition “Who can find the tree faster”).
Rule. You can run to the named tree only with the command “Run!”
Progress of the game. The teacher names a tree that is well known to the children and has bright distinctive features and asks them to find it, for example: “Who can find the birch faster? One, two, three - run to the birch!” Children must find a tree
and run up to any birch tree growing in the area where the game is being played.
"WHAT CHANGED?" (junior group)
Goal: Find objects by similarity.
Game action. Search for a similar item
Rule. You can show a recognized plant only upon a signal from the teacher, after listening to its description.
Equipment. Identical plants (3-4 each) are placed on two tables.
Progress of the game. The teacher shows a plant on one of the tables, describes its characteristic features, and then invites the child to find the same one on another table. (You can ask the children to find the same
plants in the group room.) The game is repeated with each of the plants on the tables.
“FIND A LEAF” (JUNIOR GROUP)
Goal: Find a part from the whole.
Game actions. Search for an item.
Rule. You can look for a leaf on the ground after the teacher’s words.
Progress of the game. The teacher asks the children to carefully examine the leaves on a low tree. “Now try to find the same ones on earth,” says the teacher. “One, two, three - look! Whoever found it, come to me quickly.” Children with leaves run to the teacher.
“WHERE IS THE FISH HIDDEN” (junior group)
Goal: to develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary.
Material: blue fabric or paper (pond), several types of plants, shell, stick, driftwood.
Description: children are shown a small fish (toy) that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes.
“How to find a fish?” - asks the teacher. - Now I’ll tell you where she hid. The teacher tells what the object “the fish hid” looks like. Children guess.
“MULTI-COLORED FRUITS” (middle and senior group)
Goal: to show children the diversity and color of all living things.
The teacher puts on a flannelgraph an image of various fruits and asks the children questions like:
Which fruit is better (worse) and why, which one is thinner (thicker)?
Which is the most beautiful (ugly), which is the darkest (lightest)?
Why is this fruit beneficial (harmful)?
What would happen if all the fruits disappeared?
At the end of the conversation, the teacher concludes that the fruits of plants are varied and colorful, and all of them, even the most inconspicuous in appearance, are very necessary for humans.
“VEGETABLES - “THINNY” AND VEGETABLES - “FAT”
(middle and senior group)
Goal: to develop children's creative abilities 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 dividing at will into “skinny” vegetables and “fat” vegetables. Then depict these vegetables in such a way that it becomes clear to everyone that this fruit is thin and that fruit is plump (you can draw in or puff out your cheeks, press your arms to your body or round them). The child must choose the image method himself. The teacher asks the children questions like:
What vegetable are you representing?
Why did you choose this particular vegetable?
Why do you consider this vegetable to be “skinny” (“fat”)?
“MIX AND MATCH” (middle and high group)
Goal: teach children to notice the smallest details natural objects, develop observation skills.
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 at a time on the table and gives a task: find each of your own leaves.
If the children cannot complete the task the first time and begin to get confused, then you need to give them the leaves again and repeat the task. When the children complete the task, the teacher asks the children questions like:
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.)
"OWLS AND RAVENS" (middle and senior group)
Goal: to test and consolidate children’s ideas about the world around them.
Children should be divided into two teams: “Owls” and “Crows”. Both of them stand in a line opposite each other at a distance of 3 meters, behind them are their houses, also at a distance of 3 meters. The teacher gives the task:
The Owls love the truth, the Ravens love lies, so if I tell the truth, the Owls must catch the Ravens. "Crows" run away to their homes and vice versa.
Then the teacher pronounces phrases of natural history content:
bears love to eat tigers
birch trees have earrings in spring
elephants can't swim
dolphin is an animal, not a fish
children must realize the correctness or incorrectness of the phrase, based on their knowledge on this topic, and themselves respond with their behavior (run away or catch up) to this phrase. After each time, it is advisable to ask the children why they acted one way or another, and after 2-3 phrases, change the players’ places.
“THE BLIND CHICKEN” (middle and high group)
Goal: to provide an experience of direct communication with nature (carried out in nature).
Children should stand in single file, holding onto the belt of the person in front. The teacher blindfolds them and leads them along a certain route, overcoming an “obstacle course” (stepping over stones, going around trees, passing low under a lowered branch, etc.). The route is outlined by the teacher in advance and it is better if it goes in a circle. Having reached the beginning, the teacher unties the children's eyes and invites them to go through the same route with their eyes open, without holding on to their belts, in order to be able to look and touch what the teacher told them while going through the obstacle course, but which they themselves did not see. Let the children themselves try to guess where they bent down and where they walked around the stone.
“FIND YOUR TREE” (middle and high group)
Goal: to provide the opportunity to learn environment, use the experience of direct communication with her (carried out in nature).
The teacher blindfolds one child, spins him around several times and leads him to a tree. The child must explore this tree by feeling it. During the study, the teacher asks guiding 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.
“WINDOWS OF THE EARTH” (middle and senior group)
Goal: to develop imagination, fantasy and the ability to imagine oneself in the place of another (carried out in nature).
Children should lie down on the ground and not move. The teacher lightly throws leaves at them and gives them a task: imagine that you are pieces of earth, your eyes are “windows of the earth.” Questions to consider:
What is visible to the earth through the windows?
How does the earth feel now?
How many different blades of grass grow nearby?
What would the earth be afraid of at this moment?
How could she protect herself?
“WONDERFUL BAG” (middle and senior group)
Goal: to develop tactile sensations, imagination and fantasies in children.
This game requires a bag with two holes on the sides into which children can put their hands. A variety of natural materials are placed in this bag depending on the topic of the lesson.
First option: “Describe and guess.”
The child must stick his hands into the holes and guess what is in the bag, after first describing the natural object.
Second option: “Ask and guess.”
The child must stick his hands into the holes and feel the natural object. Children must guess what is in the bag by asking the child who is feeling the questions:
Is it smooth or not?
What shape is it?
How many angles does this object have?
Third option: “Let’s guess together.”
Two children participate in the game: one puts his hand on one side, the other on the other. Children should feel the natural material together and decide together what it is.
“WHAT SHOULD WE TAKE WITH US” (middle and senior group)
Goal: to expand children's understanding of different habitats.
The teacher invites the children to go on a trip (to a meadow, to a forest, to a lake). Children must choose from the proposed cards depicting the objects a person needs for this journey, explaining their choice or giving a verbal answer.
“WHERE IS WHAT GROWING?” (middle and senior group)
Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
“FLOWER STORE” (middle and senior group)
Goal: strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Progress of the game: Children come to a store where there is a large selection of flowers.
Option 1.
On the table is a tray with colorful petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2.
Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about.
Option 3.
Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
FAIRY TALE GAME “FRUITS AND VEGETABLES”
Visual material: pictures of vegetables.
The teacher says:
One day a tomato decided to gather an army of vegetables. They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.”
What do you think, children, what vegetables responded to his call?
Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrttoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato.
Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.”
What do you think, children, who responded now?
Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato.
But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match.
How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army?
The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition.
All the vegetables became warriors, and there was no more grief! - the teacher concludes
“FIND THE RIGHT WORD” (middle and senior group)
Goal: to develop fantasy, imagination, vocabulary, vocabulary of children.
Option 1: “Choose a definition for a natural object.”
Children must choose words for the teacher’s assignment:
What kind of leaves can there be?
What kind of snow can there be?
Option 2: “Select a natural object for the definition.”
The teacher gives the task:
What could be hot on the river bank (in the forest, at the sea)?
What can be dark in the city (in a park, in a clearing)?
The teacher must ensure that children use only natural objects for selection.
“SIMILAR - NOT SIMILAR” (middle and senior group)
Purpose of the game: to develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images.
Material: game sheet (screen) with three “window-slots” into which tapes with symbols of properties are inserted; ribbon strips indicating the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
Option 1. The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second window. At the initial stage of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball.
Option 2. One child installs the first window, the second selects and sets the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3. Used at the final stages of development. You can play with large group children. The child asks a “riddle” - he lines up images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.
“NATURE IS NOT NATURE” (middle and senior group)
Goal: to highlight the differences in natural and non-natural objects, as well as their connection and interaction, to show children the role of man in the imagination 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 do natural objects differ from everything that surrounds us?
What does a person use to create non-natural objects?
Do you think objects created by human hands can be called natural?
Using the same principle, you can play “living - nonliving” using a set of cards depicting living and nonliving objects of nature and conversation questions.
"PUMPS" (senior group)
Goal: to develop children's perception of smells.
To play, you need to have 3 opaque bags, each of which contains one saturated with the smell of different perfumes.
The essence of the game is that children are “hares”; they are hunted by a fox, which has its own specific smell (children are given 1 bag to smell - this is the smell of the fox). Hares are frolicking in the clearing, but their nose must sense everything and identify the “smell of a fox” in time in order to run away (children are given a chance to smell all three smells in turn and they must choose the smell of a fox). If the child correctly identified the smell that was offered to him earlier, then the “hare” remains intact, because he was able to sense the approach of danger in time and vice versa. At the end of the game, “hares” are selected - long-lived ones.
"SHADOW" (senior group)
Goal: to expand children’s understanding of the rules of behavior in nature, about the useful activities of people in nature, to develop children’s imitative abilities (carried out in nature).
The essence of the game is that every person has a shadow, but our shadow is special, it exactly repeats the person’s movements only if he does something good. Otherwise, she says: “I won’t, I won’t repeat it,” and even explains why.
The teacher divides the children into pairs, in which the first child is a child, and the second is his shadow: “A child can do whatever he sees fit in nature, i.e., walk, smell flowers, collect dry twigs, etc., and The “shadow” evaluates his actions. At the end of the game, the child with the most obedient shadow is chosen
"REPORT" (senior group)
Goal: to develop children's opinions by expressing their contradictions from communicating with nature in verbal form (carried out after the excursion).
The teacher uses the “circle” technique to compile reports on various topics (the most beautiful flower, seen on the excursion). The child must come up with a name 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 compose reports on any topic. Homework assignments are also used:
Write a report about the indoor plants you have at home;
Write a report about your favorite animal;
make a report about the living inhabitants of your apartment.
“WHAT IS IT LIKE” (senior group)
Goal: to develop creative imagination and fantasy in children.
For the game, you need a variety of natural materials, which are distributed to children (it is better to use tree bark).
" What does it look like?"
children should offer options, then sketch the most interesting of them.
“BENEFITS - HARM” (senior group)
Goal: to make children understand that in nature there are neither useful nor harmful, only necessary ones.
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 must take turns answering the question without repeating the answers of their comrades. Then the task changes: “What harm does a bee do?”
Second option: “Like it - don’t like it.”
(topic: non-wildlife).
Principle of organization see option 1.
Third option: “Good - bad.”
(topic: seasons and 4 elements: water, air, earth and fire). The principle is the same.
The teacher asks the question: “What would happen if all the bad qualities of natural objects disappeared, and everything around us 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 everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.
At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.
“ON THE OVERSEAS” (senior group)
Goal: to show children the presence of contradictions in nature and note that everything in nature is unique.
The organization of the game can be different:
1. The “circle” technique is used
2. Children are divided into two teams, which must be changed after 2-3 tasks.
The teacher gives the children the task of choosing something in nature:
beautiful - ugly
cold - hot
smooth - rough
It is necessary that children name only natural objects and not confuse them with objects created by human hands, i.e., the emphasis is on children’s ability to distinguish natural from non-natural. In the case of a team organization of children, the team that completes the task faster wins the game.
"CHAIN" (senior group)
Goal: to develop children’s logical thinking and the ability to navigate verbal material of natural history content, expand children’s horizons about the interconnections and cause-and-effect relationships in nature, and develop the ability to critically evaluate the surrounding reality.
The teacher chooses the topic of the chain, for example: “SNOWFALL” and conducts a conversation with the children on this topic like:
It is good that there is a lot of snow, but the bad thing is 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 bird tracks on them, but it’s bad because then you won’t be able to get close to the birds, because it’s difficult to walk 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’s good that birds are shy, otherwise some playful children might offend them, but the bad thing is that there are such children;
the conclusion is drawn that there is no need to offend anyone, one must be a good master of nature. The teacher needs to direct the child’s thoughts along the right path and use natural history content to create a chain.
“4 SEASONS” (senior group)
Goal: to develop logical thinking and enrich children’s horizons with the concept of seasonal changes in nature.
The teacher names some object of the living world (living or plant) and invites the children to imagine and tell where and in what form this object can be seen in summer, winter, autumn, spring.
For example: MUSHROOMS.
In summer - fresh in the forest, along the edges of the road, in the meadow, as well as canned in jars, dried, if left over from last year or prepared this year.
In autumn it's the same.
In winter - only canned or dried, but they can also be fresh only if they are grown in a specially designated place.
In spring - see winter, but add mushrooms that grow in spring (morels).
“HOW DIFFERENT WE ARE ALL” (senior group)
Goal: to show the diversity of the natural world, its uniqueness, to highlight good qualities any natural object.
The teacher gives the task:
Stand on the left those who love the sea more, on the right those who love the river more, and in the middle let those who like both remain.
Then the children are asked questions:
Why do you like the sea?
Why do you love the river?
Why did you stay in the middle?
Task options: winter - summer,
chamomile - bell, rain - snow.
At the end of the game, the teacher must conclude that both are good, you just need to notice this good in nature. As a result of such games, it becomes difficult for children to choose what is best and they remain in the middle. However, this is not the goal of the game.
“REPEAT” (senior group)
Goal: to develop children's observation and creative abilities.
Children stand in a circle. The first child names an animal (bird, insect, depending on the topic proposed by the teacher) and makes a characteristic gesture of this animal. The next child repeats what the first one said and did, names his animal, shows his gesture. The next one repeats what the first two children said, names his animal and makes his own gesture, etc.
Basic rule: animal names and gestures must not be repeated. But you can give each other hints; it even brings the children closer together and makes the game more interesting.
The game involves 5-8 children, then you can increase the number of players
“NOT NATURE TRAIL” (senior group)
Goal: to develop observation and the ability to notice the smallest details in nature (carried out in nature).
The teacher outlines a “path” in nature and hangs and scatters various unsuitable objects on it. According to this teacher’s assignment, children must walk along the “path”, count how many non-natural objects they noticed and say this number in the teacher’s ear. At the end of the game, the most observant one is chosen.
“GUESS WHO I AM” (senior group)
Goal: to develop creative, imitative abilities in children
The teacher selects one child, speaks the name of an animal into his ear and offers to portray it so that the other children can guess who it is, but the driver should not make a sound.
You can use another option, when a group of children portrays a representative of the animal world, and the child driver must guess who.
"PHOTOGRAPHER" (senior group)
Goal: to provide the child with the opportunity to gain experience of direct communication with nature.
The first option: “Am I a good photographer?”
The children split up in pairs. One child is a “photographer”, the other is a “camera”. The “photographer” points the “camera” at some natural object, “takes a picture” (lightly tugs the ears), having previously thought about what he wants to “photograph”. The teacher asks the children questions:
What did the “camera” “photograph”?
What did the “photographer” want to “photograph”?
Is this a natural object or not?
Why did the “photographer” want to “photograph” this?
Why did he like this natural object?
Why did the “camera” “photograph” this same natural object?
When children learn to notice something special, unique, very beautiful in nature, then the “camera” and the “photographer” will “photograph” the same thing.
Second option: “Instant photography”.
The principle of the game is the same, but the “photographer” points the “camera”, whose eyes are closed, then “takes a photo” (the child - the “camera” instantly opens and closes his eyes). This snapshot remains in the child’s memory for a long time. It’s better to photograph something special in nature: a bright insect or unusual flower(you shouldn’t take many pictures in one day).
"MIKROSHOW" (senior group)
Goal: to teach children to “see” nature (notice its smallest details and feel it). The game is played in nature.
The teacher lays out a “path” on the ground (a regular rope is used). Children go on a hike along this trail (crawl next to the rope, repeating its bends) and at the same time perform tasks like:
Count how many yellow blades of grass you met on your way.
Find and remove (if you come across along the way) non-natural objects, etc.
It is advisable if children imagine themselves as some small animal and do not raise their heads high from the ground (grass). If along the way you come across any real small insect, then the teacher gives tasks like:
Imagine yourself in the place of this insect, what do you think it said now, what would it think?
Where is it going now?
This game is a good opportunity to use trick techniques such as empathy and fantasy.
“SOUNDS” (senior group)
Goal: to teach children to “hear” nature (carried out 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:
Which sound did you like best?
What sound did nature make, and what sound did man make, what sound was the loudest (quiest)?
Did the wind make any sound?
In the future, you can “listen” to nature with both hands (use 10 fingers).
Card index of didactic games
on ecology
In the first junior group
"Build a Snowman"
TARGET: development of the ability to perform actions with objects of different sizes, training fine motor skills hands.
PROGRESS. The game uses balls of different sizes (can be replaced with planar images). The teacher invites the child to examine the parts laid out in front of them, touch them, and press them together. Then show your child the finished snowman. Draws attention to the fact that the snowman consists of balls of different sizes: at the bottom is the large one, further down is the medium one, at the top is the smallest one. Invites the child to assemble the same snowman from the balls.
The child acts independently, and the adult helps with advice if necessary.
Similarly, you can collect a tumbler, a bunny, a bird, etc.
"Find a cub for mom"
PROGRESS. The teacher draws the children’s attention to the car that brought the guests and tells them. One day, a calf, a kitten, a puppy and a foal ran away from their mother and got lost; Alarmed mothers went by car to look for them. The kitten, he was the smallest, stumbled and meowed. How did he meow? (Choral and individual answers) The cat heard him and called: “Meow-meow.”
The teacher invites one of the children to take a cat from the back of the car (find it among other “mothers”), together with this toy go to the table on which there are pictures depicting a kitten, foal, calf and puppy, and choose a baby cat.
Similarly, children perform three other tasks - choosing the desired picture.
"Get the pebble"
Target: consolidation of the properties of stones in shape, weight, development of attention, coordination of movements.
The teacher places several pebbles at the bottom of a container of water. Then he invites the child to get the “treasure”. For this he chooses very beautiful stone or a shell, looks at them together with the baby. Then the pebble sinks to the bottom (depth no more than 15-20 cm), and the child must try to get it by finding the desired object among other stones and shells.
The watery layer usually makes it difficult to get out, so the teacher can help the baby a little.
"Warm - cold"
Target: consolidation of knowledge of the properties of water: clear, warm, cold.
Two types of toys are needed, 2-3 pieces of each, preferably rubber and plastic (for example, small balls - yellow and red, blue and green, ducklings and fish, boats, etc.). The teacher fills one container with warm water and the other with cold water. Says to the child: “Ducklings love to swim in cold water, and the fish - in a warm one. Let's bathe them." The kid puts the ducklings in a container with cool water, and the fish in a container with warm water.
"What floats"
Target: introducing children to the properties of various materials.
To play and experiment, you need a set of objects made from different materials (walnut shell, wooden stick, pebble, metal spoon, piece of fabric, etc.).
The teacher invites the child to gradually lower all the objects into the water: “What a beautiful boat! He's ready to set sail. Put him in the water and let him float. We have so many other items! They also want to swim. Let’s set them sailing too.” During the game, the teacher always asks the child to name objects and helps to comment on the actions.
"Find the ball"
Target: consolidation of knowledge about the properties of sand; acquaintance with the qualities of objects - size, shape.
The teacher buries a small ball in the sand and asks the child to find it. First, you can bury the ball in front of the baby, then so that he cannot see the adult’s actions.
Gradually making the task more difficult, the teacher buries two objects, for example a ball and a cube, and then asks them to find the cube. You can bury objects of the same shape, but of different sizes.
"In the courtyard"
Target: Develop speech hearing and onomatopoeia ability.
Equipment: Toy rooster, chicken, cat, dog, cow.
Progress: The teacher expressively reads the poem and shows the corresponding toys.
Ku-ka-re-ku!
I look after the chickens.
Where, whack, whack!
She got carried away in the bushes.
Mur-mur-mur,
I'm scaring the chickens!
Am-am! Who's there?
Quack-quack-quack!
It will rain tomorrow morning!
Moo-moo-moo!
Milk for anyone?
(A. Barto)
After reading the poem, the teacher asks the child questions: “How does a cow moo?”, “How does a dog bark?”, “How does a duck quack?” etc.
"Find out and name"
Target: Fix the name of vegetables and fruits, their colors and shapes.
Equipment: Natural vegetables or dummies in a bag.
Progress: There are vegetables and fruits on the table. The teacher invites the child to take, for example, a carrot. The baby fulfills the request, names the vegetable and answers the teacher’s questions about its color and shape.
"Bow-wow"
Target: Reinforce the pronunciation of sounds by imitation.
Equipment: Pictures depicting a puppy, horse, calf, chicken, kid.
Progress: The teacher accompanies the reading of the poem by showing pictures of animals and birds.
“Woof! Woof! - at dawn,
“Woof! Woof! - outside.
A puppy was running in the yard,
And in the stable the horse neighed.
He got angry: “What are you doing?
Are you disturbing your sleep? E-go-go!
And the calf said: “Moo!”
It prevents him from sleeping.
And the calf said: “Pi!
You, puppy, sleep some more!”
And the kid: “Meh!” yes "Meh!"
“They didn’t let me take a nap.”
And the puppy is all “Woof!” yes "Woof!"
He has a cheerful disposition!
And this cheerful disposition
It's called "Woof - Woof!"
(according to T. Volgina)
It is important to ensure that children pronounce sound combinations clearly, imitating the voices of animals.
“What’s in the basket?”
Target: Fix the name of vegetables and fruits; their color, shape and taste.
Equipment: Natural and ready-to-eat carrots, tomatoes, cucumbers, apples, oranges, pears or others.
Progress: The teacher takes vegetables and fruits out of the basket one by one and describes them, for example: “This is an apple. It is round and red. The apple is sweet, juicy, tasty. You can eat it." The child, with the help of the teacher’s questions, repeats the story about the apple, then tastes it.
“Is it in the garden, in the vegetable garden?”
Target: Learn to group vegetables and fruits, consolidate their names.
Equipment: Flannelograph or magnetic board with images of a tree and a bed, flat figures of an apple, orange, pear, potato, cabbage, onion or others.
Progress: The teacher explains that apples, pears and oranges are tasty and sweet. This is fruit. Fruits grow on a tree. Potatoes, cabbage, and onions are not sweet, but very healthy. These are vegetables. Vegetables grow in the garden. Then he invites the child to place the fruits on the tree and the vegetables in the garden. The child completes the task, and the teacher activates his speech with the help of questions: “What is this? (apple). An apple is a fruit. Repeat. Where do fruits grow? (on a tree)”, etc.
“Find what I’ll show you”
Didactic task.Find an item by similarity.
Game action.Search for an object shown and hidden by the teacher.
Rule. You can't look under the napkin.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.”
Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
“Find what I’ll name”
Didactic task.Find an item by name word.
Game action.Search for “hidden” vegetables and fruits.
Rules. You can look for an object in a vase that matches the shape or color of the named vegetable or fruit (for example, beets, turnips, radishes; orange, tomato, apple, etc.). You cannot look into all the vases.
Equipment. Place vegetables and fruits along the edge of the table so that their shape and size are clearly visible. It is better to take vegetables and fruits of the same size, but of different colors (several apples, pears, etc.), of different sizes with a constant color (carrots, beets, cabbage).
Progress of the game. The teacher asks one of the children: “Find a little carrot and show it to everyone.” Or: “Find a yellow apple, show it to the children”; “Roll the apple and tell me what shape it is.” The child finds the object, shows it to the other children, and tries to determine the shape. If the child finds it difficult, the teacher can name a bright distinctive feature of this vegetable or fruit. For example: “Show me the yellow turnip (black radish).” And so on.
"Wonderful bag"
Didactic task.Find out the object using one of the analyzers.
Game action.Search by touch for a hidden object.
Rules. You cannot look into the bag. First you need to determine what is in your hand, and then show the item to everyone else.
Equipment. For the first games, vegetables and fruits are selected that are sharply different in shape and detail, then more similar. Small bag (opaque).
Progress of the game. The teacher puts vegetables and fruits in a bag and asks to observe what he will do. Then he suggests to one of the guys: “Find by touch, without looking in the bag, what you want. Now tell me what you took.” Or you can ask: “Find what I say (name).” All children take turns completing the task.
“Whose children?”
Didactic task.Strengthen children's knowledge about animals and their cubs.
Game action.Match the pictures of “adult animals” with pictures depicting their babies.
Equipment. Pictures with images of animals: cats, dogs, kids, cows.
Progress of the game. The teacher shows the children pictures of animals: cats, dogs, goats, cows. The child names the animals by guessing what sounds they make. Then the adult invites the children to match the pictures of “adult animals” with pictures depicting their cubs.
" Yes or no"
Didactic task.Reinforce knowledge about the parts of a kitten’s body and what sounds it makes.
Equipment. Toy kitten.
Progress of the game. The teacher asks to show where the kitten’s nose, eyes, tail, etc. are. Children show. After this, the teacher invites the children to answer the following questions with “yes” or “no”: Does the kitten have a nose?
Does the kitten have ears?, Does the kitten have horns? etc.
"Fill the Aquariums"
Didactic task.Strengthen the ability to distinguish colors and find an object of the desired color.
Material . Three aquariums (made of cardboard) and silhouettes of fish in three colors.
Game action.Place fish in aquariums.
Progress of the game. The teacher shows the children an aquarium of a certain color and invites the children to select fish for the aquarium.