“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 were gone? What if there were no mushrooms? What if the hares left the forest?

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

"Which plant is gone?"

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

"Where does it ripen?"

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

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

"Guess what's in your hand?"

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

"Flower shop"

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

Game progress: Children come to the store, where a large selection of flowers is presented.

Option 1.

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

Option 2.

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

Option 3.

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

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. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to her. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There were a lot of people who wanted it, so I put this condition: first of all, only those vegetables will go to my army, in the name of which the same sounds are heard as in mine poommiidoorr."

What do you think, children, which vegetables responded to his call?

Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrtoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures of the named vegetables on the stand closer to the tomato.

Conducts tomato various workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were sad: the sounds that make up their names do not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Be your way! Come now, those whose name has as many parts as mine.

What do you think, children, who now responded?

Together it turns out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato.

But even more saddened were onions and beets. Why do you think kids? Children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match.

How to help them. Guys? What new condition could the tomato offer them so that these vegetables would also enter his army?

The teacher should lead the children to formulate such conditions themselves: “Let those vegetables come in whose name the stress is in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets)”. To do this, he can invite children to listen and compare where the stress is in the remaining words - the names of vegetables, compare their sound composition.

All vegetables became warriors, and there were no more sorrows! - concludes the educator

Distribution of fruits by color

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

Distribution of fruits according to shape and taste

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

"Tops-roots"

Children sit in a circle. The teacher names the vegetables, the children make hand movements: if the vegetable grows on the ground, in the garden, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down.

"Recognize and name"

The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows (swamp, meadow, ravine) And our guest, Little Red Riding Hood, will play and listen to medicinal herbs together with us. For example, chamomile (flowers) are harvested in summer, plantain (only leaves without legs are harvested) in spring and early summer, nettle - in spring, when it is just growing (2-3 children's stories)

"Not really"

All questions of the host can be answered only with the words “yes” or “no”. The driver will go out the door, and we will agree which animal (plant) we will guess for him. He will come and ask us where this animal lives, what it is, what it eats. We will answer him with only two words.

"Where are the snowflakes?"

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

During the movement in a circle, the following words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

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

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

Re-select the desired pictures, and the choice is explained.

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

« Miraculous Pouch»

The bag contains: honey, nuts, cheese, millet, apple, carrot, etc. Children get food for animals, guess who it is for, who eats what. Approach the toys and treat them.

"Where did the fish hide"

Target: to develop the ability of children to analyze, fix the names of plants, expand vocabulary.

Material: blue fabric or paper (pond), several types of plants, shell, stick, snag.

Description: children are shown a small fish (toy), which "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 behind which “hid the fish is like. Children guess.

"Name the plant"

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

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

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

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

"Magic screens"

Target: the development in children of the ability to arrange objects by property, understand the conventions of designations, analyze, compare objects.

Material: A "screen" with three "windows slots" into which ribbons with property legends are inserted. Ribbons - stripes depicting objects with varying degrees of manifestation of properties (for example, an apple is large, medium and small),

Rules and course of the game: the teacher or one of the children inserts the image of the object in the first "window". Offers to pick up a "family" - to build an ordered row.

For example: large circle, then medium, small; dark spot - light, very light, etc.

At the beginning of the development of the game, the content is specially designed: a property is selected, pictures with a vivid manifestation are selected. given property. In the future, you can use images with several properties. For example, in the first "window" there is a red apple, in the second and third "windows" - apples of different shape, color, size. Children discuss how to build a row, which property to choose.

"The Fourth Extra"

You already know that not only insects and birds fly in our country, but there are also flying animals. To make sure you don't confuse insects with other animals, we will play the game "Four Extra"

1. hare, hedgehog, fox, bumblebee;
2. wagtail, spider, starling, magpie;
3. butterfly, dragonfly, raccoon, bee;
4. grasshopper, ladybug, sparrow, cockchafer;
5. bee, dragonfly, raccoon, bee;
6. grasshopper, ladybug, sparrow, mosquito;
7. cockroach, fly, bee, Maybug;
8. dragonfly, grasshopper, bee, ladybug;
9. frog, mosquito, beetle, butterfly;
10. dragonfly, moth, bumblebee, sparrow.

word game

I will read the words to you, and you think which ones are suitable for an ant (bumblebee, bee, cockroach).

Dictionary: anthill, green, flitting, honey, dodgy, industrious, red back, apiary, annoying, beehive, hairy, ringing, river. Chirps, cobweb, flat, aphids, pest, “flying flower”, honeycomb, buzzes, needles, “jumping champion”, motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration.

Game option: what words are suitable for a vegetable (fruit, etc.)

"Earth, water, fire, air"

The players stand in a circle, in the middle - the leader. He throws the ball to one of the players, while uttering one of four words: earth, water, fire, air. If the driver said "land", the one who caught the ball must quickly name the one who lives in this environment; the player answers the word “water” with the name of fish, the word air with the name of birds. At the word “fire,” everyone should quickly turn around several times, waving their hands. Then the ball is returned to the driver. The one who makes a mistake is out of the game.

Mobile game "Droplets walk in a circle"

The teacher invites the children to play an interesting and magical game. But for this you need to turn into small drops of rain. (Music resembling rain sounds) the teacher pronounces the magic words and the game begins.

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

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

"Guess the Plant"

Now each of you will think of a houseplant, tell us about it, without naming it. And we will guess the plant from the story and name it.

Ball game "I know"

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

Similarly, other classes of objects of nature are called.

"Birds, fish, animals"

The teacher throws the ball to the child and says the word "bird". The child who caught the ball must pick up a specific concept, for example, "sparrow", and throw the ball back. The next child should name the bird, but not repeat.

Similarly, a game is played with the words "animals" and "fish".

"Air, Earth, Water"

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

Another version of the game is also possible: the teacher calls the word "air". The child who caught the ball must name the bird. To the word "earth" - an animal that lives on earth: to the word "water" - an inhabitant of rivers, seas, lakes and oceans.

"Chain"

The educator has in his hands a subject picture depicting an object alive or inanimate nature. Transferring the picture, first the teacher, and then each child in a chain, names one attribute of this object, so as not to repeat. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnaws nuts, jumps from branch to branch, etc.

"Who lives where"

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

"Flies, swims, runs"

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

"Similar - not similar"

Purpose of the game: to develop in children the ability to abstract, generalize, highlight objects that are similar in some properties and different in others, compare, compare objects or images.

Material: game sheet (screen) with three "windows-slots" into which tapes with legends of properties are inserted; ribbon strips with the designation of the properties of objects. Strips with the image of objects are inserted into the first and third "windows", a strip with the designation of properties is inserted into the second.

Option 1. The child is asked to set 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 the 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 sets the first window, the second selects and sets the property that this object has, the third must select an object that fits the first and second windows. For each correct choice, children receive a token. After the first round, the children change places.

Option 3. Used on final stages development. You can play with a large group of children. The child guesses a “riddle” - he builds 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 objects depicted are similar. The child who correctly named common property, gets the right to open a second window or make a new riddle.

"Choose what you want"

Subject pictures are scattered on the Table. The teacher names some property or feature, and the children must choose as many items as possible that have this property. For example: “green” - these can be pictures of a leaf, tree, cucumber, cabbage, grasshopper, lizard, etc. Or: "wet" - water, dew, cloud, fog, hoarfrost, etc.

"Two Baskets"

On the table are dummies or pictures of vegetables and fruits. Children should arrange them into two baskets. At the same time, objects can be divided not only by belonging to fruits or vegetables, but also by color, shape, hardness - softness, taste or even smell.

"Protect nature"

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

Showing publications 61-70 out of 546 .
All sections | Ecology. Didactic games and environmental benefits

Didactic the game is addressed to educators preschool institutions. has a general developmental effect, which corresponds to the Federal State Educational Standard, also helps to introduce older children to the rules of garbage sorting in a playful way. The grant was sent : to facilitate the assimilation of material with ...

The didactic game is directed : to facilitate the assimilation of the material based on clarity; development of cognitive interest, speech; formation environmental perceptions; development of fine motor skills of hands; development of visual perception, independence. Purpose:...

Ecology. Didactic games and environmental benefits - Didactic games on ecology

Publication "Didactic games for ...""Guess what animal you are" Didactic task. Clarify and consolidate children's knowledge about the features appearance, habits, adaptability of animals to environment; learn to classify animals. Equipment. Pictures depicting animals. Game action. Guess...

MAAM Pictures Library

Experience "Modeling, observation and didactic games in the environmental education of preschoolers""Modeling, observations and didactic games in the ecological education of preschoolers" Sladkov Artemy Nikolaevich (1920-1995) - Russian botanist, teacher....

Card file of didactic games "Ecological basket" Educator: Tomme Larisa Vasilievna Technology of didactic game. Didactic games are a kind of games with rules specially created by pedagogy for the purpose of teaching and educating children. They are aimed at solving specific problems of teaching children, but at the same time they ...

Consultation for educators "Didactic games to introduce children to work in nature" TOPIC: "Didactic games for introducing children to work in nature" An important indicator of the ecological education of older preschoolers is their participation in activities that are environmentally oriented, during which environmental ...

Ecology. Didactic games and environmental benefits - A master class on making a didactic game "Visiting the Fairy of Ecology" for children of senior preschool age

“Through a fairy tale, a game, through a unique children's creativity is the right path to a child's heart. V.A. Sukhomlinsky Didactic games for the classification of objects are a very important tool for the development of children's cognitive activity and the expansion and activation of the vocabulary. By...

Collection of didactic games. Educator Panina s. N. MBDOU "Kindergarten No. 170". "Little Acorn - Big Oak" Purpose: development of children's cognitive interest in flora through observation of the characteristics of oak growth. Tasks: development of visual attention, development ...

Ecological games in kindergarten are very important for the formation of young children's ideas about the world around them, animate and inanimate nature. They can bring considerable joy to children if the teacher takes care of the variety of games on an environmental theme. The specificity of ecological games for preschoolers is that the material brought to the child should be not only useful and informative, but also interesting. Therefore, it is best to involve children in the active participation in the game for conducting ecological games for kids.

Environmental education games

"Knock Knock"

Rules. Only those children who are appointed by the teacher leave the circle.

Game progress. Children sit in a circle; four (the teacher agrees with them before the game) depict different animals (cat, dog, cow, horse). These children are behind the circle. "Cat" comes to the circle and knocks: "Knock-knock-knock." Children ask: “Who is there?” "Cat" answers "meow-meow-meow." “It’s a cat,” the children guess and ask: “Do you want milk?” The "cat" enters the middle of the circle and pretends to drink milk. A “dog” follows the cat to the circle, and similar questions and answers are repeated. Other animals follow. The game is repeated 2-3 times.

"Shop"

Material. Potatoes, beets, onions, peas, tomatoes, cucumbers, beans, carrots, or apples, plums, pears, cherries, raspberries, currants.

Rules:

1. Say hello to the seller and thank you for the purchase.
2. Correctly and clearly name the vegetables and fruits that you want to buy.

Game progress. The teacher says: “Let's arrange a store. The store has a lot of different vegetables or fruits. We will appoint Cyril as the seller, and we will all be buyers. Consider what vegetables (fruits) are in our store and name them. Then he explains the rules of the game: “You and I will take turns entering the store and want to make purchases. I'll go to the store first." The teacher enters the store, greets and asks to sell potatoes. The "seller" gives potatoes (puts on the table). Then the children come in, and the teacher monitors the implementation of the rules of the game.

"What grows in the forest"

Rules:

1. Who incorrectly said where the flower grows gives a phantom.
2. The winner is the one who has never made a mistake.

Game progress. The teacher names the flowers, and the children must quickly say where the flowers grow. Field, forest and wild flowers should be called mixed up, for example: rose, calendula, chamomile, bluebells, snowdrops ...

Mobile ecological games

"It will be raining"

Rules:

1. Only those children whom the teacher names come out.
2. Sit on the chairs only after the words of the teacher "it will rain."

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

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

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

"Find yourself a mate"

Material. Flowers - dandelions, bluebells, daisies, carnations, dahlias.

Rules:

1. After the words of the educator: “Stretch the handles - show the flowers”, stretch out your hands and take a good look at the flowers.
2. To the words: “Look for a mate!” find a child who has the same flower.

Game progress. Each child receives a flower and hides it behind their back. When all the children have flowers, the teacher asks them to stand in a circle, then says: “Put your hands out - show the flowers.” Children hold out their hands and look at the flowers. To the words of the teacher: “Look for a mate!” children with the same colors pair up.

A similar game can be played with tree leaves.

Do not forget that the game, as a method of environmental education and a means environmental education, is the best way to introduce a child to the world around him, to activate his vocabulary on this topic, however, it is much more intensive to compare and generalize the observed phenomena, to establish relationships between them, children learn in the process of real work on the site, and also, caring for indoor plants in kindergarten.

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

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

№1

Theme: "Guess and draw"

Target:Develop fine motor skills and voluntary thinking.

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

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

№2

Topic: "Whose seeds?"

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

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

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

№3

Subject: "Kids from which branch?"

Target:Differentiate the distinguishing features of trees.

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

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

№4

Subject: "What insect, name it?"

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

Didactic material: Cut pictures of insects.

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

She is sweeter than all the bugs

Her back is red.

And circles on it

Black dots.

(Ladybug)

She has 4 wings

The body is thin, like an arrow,

And big, big eyes

They call her…

(Dragonfly)

Drinks the juice of fragrant flowers.

Gives us both wax and honey.

She is sweet to all people,

And her name is...

(Bee)

I don't buzz when I sit

I don't buzz when I walk.

If I spin in the air

I'm going to have a good time here.

(Bug)

We'll spread our wings

Nice pattern on them.

We're spinning around

What space all around!

(Butterfly)

№5

Subject: "Find the same flower"

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

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

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

№6

Topic: "Who sings?"

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

Didactic material: Audio recording of birdsong. Bird cards

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

№7

Theme: "Guess the spring flower"

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

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

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

On a spring sunny day

Golden blossomed flower.

On a high thin leg

He dozed all along the path.

(Dandelion)

Spring comes with affection and with its fairy tale,

Wave the magic wand

And the first flower from under the snow will bloom

(Snowdrop)

May, warm and soon summer.
Everything and everyone is dressed in green.
Like a fiery fountain
Revealed…

(Tulip)

It blooms in May,

You will find him in the shadow of the forest:

On a stalk, like beads, hardly

Fragrant flowers hang.

(Lily of the valley)

№8

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

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

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

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

№9

Topic: "Tops - roots"

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

Didactic material: two hoops, pictures of vegetables.

Methodology:

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

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

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

№10

Theme: "Air, earth, water"

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

Didactic material: Ball.

Methodology:

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

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

№11

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

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

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

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

№12

Topic: "Nature and Man"

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

Didactic material: Ball.

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

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

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

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

№13

Topic: "Choose what you want"

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

Didactic material: subject pictures.

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

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

№14

Topic: "Where are the snowflakes?"

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

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

Methodology:

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

While moving in a circle, the words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

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

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

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

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

The conclusion is drawn from the answers to the questions:

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

(Winter, early spring, late autumn).

№15

Theme: "Birds Have Arrived"

Target:Refine your understanding of birds.

Didactic material: A poem about birds.

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

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

Children stomp -

What is wrong? (flies)

And who are the flies? (insects)

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

Children stomp.

Birds flew in: pigeons, martens ...

Children stomp. Game continues.

The birds have arrived:

pigeon tits,

Jackdaws and swifts,

Lapwings, swifts,

storks, cuckoos,

Even owls are splyushki,

Swans, starlings.

All of you are great.

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

№16

Topic: When does it happen?

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

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

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

Spring.

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

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

Summer.

And light and wide

Our quiet river.

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

Autumn.

Withers and turns yellow, grass in the meadows,

Only the winter turns green in the fields.

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

The wind howls in the field

The rain is drizzling.

Winter.

Under blue skies

splendid carpets,

Shining in the sun, the snow lies;

The transparent forest alone turns black,

And the spruce turns green through the frost,

And the river under the ice glitters.

№17

Topic: "Animals, birds, fish"

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

Didactic material: Ball.

Methodology:

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

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

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

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

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

№18

Topic: "Guess what grows where"

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

Didactic material : Ball.

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

№19

Theme: "Fold the animal"

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

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

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

№20

Topic: What is made of what?

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

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

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

№21

Topic: "Guess - ka"

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

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

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

№22

Topic: "Edible - inedible"

Target:To consolidate knowledge about edible and inedible mushrooms.

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

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

№23

Theme: "Find your stone"

Target:Develop tactile sensations, attention, memory.

Didactic material: Collection of stones.

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

№24

Theme: "Flower shop"

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

Didactic material : petals, color pictures.

Methodology :

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

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

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

№25

Theme: "The Fourth Extra"

Target:Strengthen children's knowledge about insects.

Didactic material: No.

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

Option 1:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

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

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

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

№26

Topic: "Place the planets correctly"

Target:To consolidate knowledge about the main planets.

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

It's so hot on this planet

It's dangerous to be there, my friends.

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

And this planet was bound by a terrible cold,

The heat of the sun did not reach her.

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

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

And this planet is dear to all of us.

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

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

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

Two planets are close to planet Earth.

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

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

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

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

The child in the Jupiter hat takes place number 5.

The planet is surrounded by rings

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

Child - "Saturn" occupies orbit number 6.

What are green planets? (Uranus)

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

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

The round dance of the planets is spinning.

Each has its own size and color.

For each path is defined,

But only on Earth the world is inhabited by life.

№27

Topic: Who eats what?

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

Didactic material : Pouch.

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

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

№28

Topic: "Useful - not useful"

Target:Reinforce the concepts of useful and harmful products.

Didactic material : Product cards.

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

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

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

№29

Topic: "Medicinal plants"

Target:To consolidate the knowledge of medicinal plants.

Didactic material : Cards with plants.

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

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

№30

Subject: "What kind of animal am I?"

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

Didactic material : No.

Methodology holding:

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

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

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

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

№31

Topic: "Name the plant"

Target:Clarify knowledge about indoor plants.

Didactic material: Houseplants.

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

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

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

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

№32

Topic: "Who lives where"

Target:To consolidate knowledge about animals and their habitats.

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

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

№33

Theme: "Flies, swims, runs, jumps"

Target:To consolidate knowledge about objects of wildlife.

Didactic material: Pictures depicting different animals.

Methodology:

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

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

№34

Theme: "Take care of nature"

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

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

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

№35

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

Target:To consolidate knowledge about the relationship in nature.

Didactic material: Cards with objects of wildlife.

Methodology: The teacher suggests removing insects from the forest:

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

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

№36

Topic: "Droplets walk in a circle"

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

Didactic material: Accompanying text for the game.

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

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

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

№37

Subject: "I know"

Target:Strengthen knowledge about nature. Develop curiosity.

Didactic material: No.

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

Similarly, other classes of objects of nature are called.

№38

Topic: "Recognize the bird by its silhouette"

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

Didactic material: Pictures with silhouettes of birds.

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

№39

Topic: "Living - non-living"

Target:To consolidate knowledge about animate and inanimate nature.

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

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

№40

Subject: " Which plant is gone?

Target:Exercise children in the name of indoor plants.

Didactic material: Houseplants.

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

№41

Subject: "Where does it ripen?"

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

Didactic material: Flannelgraph, branches, fruits, plant leaves.

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

№42

Subject: " Guess what's in your hand?

Target:Exercise children in the name of fruits.

Didactic material: Models of fruit.

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

№43

Topic: "Fairy tale game" Fruits and vegetables "

Target:Deepen knowledge about vegetables.

Didactic material: Pictures depicting vegetables.

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

№44

Subject: " Sort fruits by color

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

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

Methodology:

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

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

№45

Subject: " Medicinal plants»

Target:Build knowledge about medicinal plants.

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

Methodology: The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows. And our guest, Little Red Riding Hood, will play and listen about medicinal herbs with us. For example, chamomile (flowers) is harvested in the summer, plantain (only leaves without legs are harvested) in spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories)

№46

Topic: "Yes - no"

Target:Develop pantomime skills, fine motor skills of hands.

Didactic material: Cards with animals and plants.

Methodology: All questions of the host can be answered only with the words “yes” or “no”. The driver will go out the door, and we will agree which animal (plant) we will guess for him. He will come and ask us where this animal lives, what it is, what it eats. We will answer him with only two words. Cards can be used in the game.

№47

Subject: " Name the indoor plant

Target:Build knowledge about external signs plants.

Didactic material: Houseplants.

Methodology: The teacher offers to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?” etc.)
The teacher draws the attention of the children to the fact that the plants have different stems.
- Name plants with straight stems, with climbing, without a stem. How should you take care of them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

№48

Subject: " Similar - not similar

Target:To develop in children the ability to abstract, generalize, highlight objects that are similar in some properties and different in others, compare, compare objects or images.

Didactic material: Game sheet (screen) with three "windows-slots" into which tapes with legends of properties are inserted; ribbon strips with the designation of the properties of objects. Strips with the image of objects are inserted into the first and third "windows", and a strip with the designation of properties is inserted into the second.

Methodology:

Option 1.The child is asked to set 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 the 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 sets the first window, the second selects and sets the property that this object has, the third must select an object that fits the first and second windows. For each correct choice, children receive a token. After the first round, the children change places.

Option 3.Used in the final stages of development. You can play with a large group of children. The child guesses a “riddle” - he builds 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 objects depicted are similar. A child who correctly named a common property gets the right to open a second window or make a new riddle.

№49

Subject: "Finish my sentence"

Target:To teach children to draw inferences, to find cause-and-effect relationships.

Didactic material: Selection of proposals.

Methodology: The teacher reads the sentence of his choice. The kids finish them.

Winter

The kids got their skates ready because…

Fishermen went ice fishing because...

In the morning everything around was white white, because ...

Passers-by on a winter day froze through, because ...

Small white balls fell on the clothes of passers-by, because ...

By evening, large snowdrifts had piled up, because ...

On the street, everyone fell and slid, because ...

The birds moved closer to the human habitation, because ...

A bear can sleep in a den all winter, because ...

Tits, crows, sparrows, pigeons winter in Russia because...

Trees are at rest because…

Grass doesn't freeze in winter because...

Children love summer because…etc.

Spring

Icicles under the sun ... (melt).

Snowdrifts from solar heat ... (settle).

Buds on trees ... (swell, burst).

In spring, birds nest ... (build, twist).

In the spring, a bear from hibernation ... (wakes up).

In spring, chicks birds ... (take out, feed).

In spring, ice on the river ... (melts, cracks, breaks).

Spring in the gardens fruit trees... (bloom).

On the thawed patches, the first flowers ... (bloom).

In spring, insects after winter ... (come to life).

In the spring, people are rye in the fields ... (sow).

From under the ground the first grass ... (breaks through).

Autumn

If the trees do not shed their leaves in autumn, then ...

If the bear does not work up fat in the fall, then ...

If insectivorous and waterfowl do not fly south, then ...

If squirrels, mice and rodents do not prepare supplies for the winter, then ...

If the insects do not have time to fall asleep, become numb, then ...

If you collect autumn leaves in the forest every year, then ...

If frosts come early in the fall or snow falls, then ...

If forest animals do not have time to replace their fur with winter in autumn, then ...

Summer

Plants bloom in summer because... (they need to produce as many seeds as possible).

It gets hot in the summer, because ... (the sun is actively shining).

In summer, birds leave their nests and fly into the forest in order to ... (teach their chicks to fly)

There is no snow in summer, because ... (it happens warm weather, the sun shines brightly).

In summer, everyone grows quickly - plants, animals, children, because (a lot of heat, vitamins, moisture)

№50

Subject: "Winter or autumn?"

Target:Teach children to distinguish between changes in nature at different times of the year, to understand and appreciate the beauty of native nature.

Didactic material: Children's magazines, nature books.

Methodology: Looking at photographs in magazines, illustrations in books, ask questions: "Is it spring or autumn?", "Does it happen in December?", "Will winter come here soon?" etc.

Developed by: educator BU DOU DSOV No. 5 "Rostok", Loseva Elena Vladimirovna

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

Name;

Description of didactic material;

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

"ECOLOGICAL TOWER" FOREST "

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

Material:

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

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

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

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

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

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

"BIRDS" PYRAMID

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

Material:

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

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

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

ECOLOGICAL BASKET "APTEKA AIBOLIT"

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

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

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

"ZOOLOGICAL STADIUM"

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

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

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

"GREEN CARDS"

Target: exercise children according to .

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

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

"WALK IN THE FOREST"

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

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

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

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

"FORESTER"

Target: fasten ; exercise in recognizing environmental warning signs.

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

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

I. Komarova, N. Yarosheva