Ekaterina Guzenko
Observations on a walk for every day for the preparatory group
September, preparatory group
plant observation mi:
1st week: Inspection of the flower garden on the site. Note which plants bloom well in the flower garden, which are already fading, are there any seeds? Learn to determine the degree of maturity of seeds. Tell that the seeds are harvested only mature.
2nd week: Walk around the garden, note what changes have occurred. Pay attention to the cleanliness of the area. Ask who cares about it.
3rd week: Dandelion watching. Consider its flowers and seeds. Explain why dandelion seeds have this shape. To consolidate knowledge about plant reproduction.
4th week: Ask the children if rain is good for plants? Let the kids down
to establish a relationship between plant growth and the required amount of moisture.
1st week: Sky observation. Tell that the sky is the air that surrounds our earth. People, animals and plants breathe air. Air can be heard if it is released from a balloon and seen if a lump of earth is lowered into water - bubbles will go.
2nd week: To acquaint children with a thermometer, a device that measures the temperature of the air. Tell how it's done. Expand children's understanding of the world around them.
3rd week: Measure the height of the sun using a conventional measure. Remember where the sun was at the time of the last observation. Form elementary search activity.
4th week: Continue to observe the shortening of the day and the height of the sun. Use a constant reference point for the reference point.
Animal Watching:
1st week: Bumblebee watching. To tell that in autumn the entire population of the bumblebee family dies out, only young bumblebees remain, which, having overwintered, will create new nests in the spring. Bumblebee nests are in the ground.
2nd week: Birdwatching. They left their nests in search of food, fly, united in flocks, and feed themselves. Cultivate care for birds. Teach them not to spare food for them, not to drive them out of the garden.
3rd week: Butterfly watching. They catch the last warmth of the sun, soon lay their larvae, which will turn into caterpillars in the spring. Note the beauty and diversity of these insects.
4th week: Swift watching. They huddle in flocks, preparing to fly away. A conversation about why birds fly away for the winter, and when they return, they hatch chicks.
Watching people at work:
1st week: Observation of the work of adults in the garden. Ask who has dachas, what work is being done on them now? To cultivate respect for the work of adults, the desire to help them.
2nd week: Agree on the content of the work for the next days (dig up dahlias, collect seeds, transplant asters, marigolds for a corner of nature).
3rd week: Watching people's clothes. In the morning they put on jackets or windbreakers. What is it connected with? Establish the relationship between natural phenomena and people's life (it got colder - people put on warm clothes).
4th week: A conversation about professions. People of what professions can be found in kindergarten. What are their responsibilities. Do children know about and. manager, methodologist, other educators?
1st week: Excursion to the school. Consider dressy children. Tell them that they have a holiday today. Remind that in a year, the guys will also become schoolchildren.
2nd week: Tell the children that they will keep a weather calendar. Say what to look for: sun, precipitation, wind, etc. note the weather for the day. Develop observation.
3rd week: Check out the garden in the area. To teach to determine which vegetables have already ripened according to certain signs (tops dry, vegetables change color), to bring children to the conclusion that most plants have finished their growth. Remember what they were like in the summer.
4th week: Admire the beauty of autumn foliage on the trees. Note that birches, lindens begin to turn yellow, aspens turn red. Trees begin to change their color from the top, this is because they are the least protected from cold and wind.
October, preparatory group
Plant observation:
1st week: Fall observation. The wind blew a little and the leaves swirled around the branches, and then slowly fell to the ground. Offer to think and explain the reason for the fall of the leaves. Develop the ability to establish cause and effect relationships.
2nd week: Observation of ripened seeds, berries of viburnum, lilac, birch, ash. Explain that these seeds are necessary for winter feeding of birds. Teach children to identify and name seeds. Cultivate love for nature.
3rd week: Observation of plants in the area. Almost no flowers are visible, the grass has withered, because it has become cold. To teach children to look for and find the causes of the observed phenomena themselves.
4th week: Collect mature fruit seeds (nasturtiums, marigolds, dahlias, petunias). Ask if the children can tell by the appearance of the seeds which plant they belong to.
Observation of inanimate nature:
1st week: Wind observation. Wind is the movement of air, it should be noted that cold winds began to blow more often. Find out what other signs of autumn the children know. Agree that the brightest signs of autumn will be included in the calendar. Systematize ideas about the sequence of seasonal changes in autumn.
2nd week: Fog observation. These are chilled water droplets hanging in the air. continue to form ideas about the bright phenomena of nature.
3rd week: Rain watching. It rains often. Learn to determine the nature of the rain: lingering, shallow, drizzling, cold, boring. Mud, puddles on the ground. Frost sets in and the puddles are covered with ice. To form an understanding of the relationship between the increase in cold and the change of seasons.
4th week: Sun watching. It is lower above the horizon, so it began to get dark earlier. Compare the length of the day in summer and autumn.
Animal watching:
1st week: Ant watching. They are not visible, they hid in the depths of the anthill and closed the entrance to it. They will be warm there.
2nd week: Ask where the insects have gone. Show. That they hid under the foliage, in the ground. To bring children to an understanding of the dependence of seasonal changes in wildlife on solar heat and light.
3rd week: Horse observation. Consider her appearance: strong, beautiful, attached to a person. In autumn, pets are transferred to a warm room, why? Cultivate love for animals.
4th week: Birdwatching. Can you still see migratory birds or have they all gone to warmer climes? To consolidate knowledge about migratory birds and the reasons why they fly away.
Watching people at work:
1st week: Supervision of the work of the gardener. They rake dry leaves to the trees for the winter, cover the bushes. Ask why this is being done. What can happen to the garden if the trees freeze.
2nd week: Supervision of the electrical machine. A conversation about the types of work it is used in.
3rd week: Fire truck surveillance. Why is she red? Recall the fire safety rules and the telephone number of the fire department. Talk about fire alarms in kindergarten.
4th week: Watching a carpenter at work. Come to him in the van
Excursions, observation of the surroundings:
1st week: Rain watching. Pick up epithets for the autumn rain. A conversation about how the guys feel when it rains, why?
2nd week: Excursion to the school. Walk around the school grounds, show the stadium. Ask about where the children go in for physical education.
3rd week: Watching the fall foliage. Consider the riot of colors. Please note that the foliage of different trees has a different color.
4th week: Excursion to the bus stop. Establish rules of conduct in public places. Repeat which side you need to bypass the bus, why? Pedestrian surveillance.
November, preparatory group
Plant observation:
1st week: Consider birch, aspen. Learn to draw conclusions about early flowering trees. Aspen, alder, birch have already prepared their buds for spring. And now they are in winter dormancy. To systematize the knowledge of children about the plant world.
2nd week: Observation of coniferous trees. Compare spruce and pine. Pine needles are bluish-green, each needle is pointed, sits in bunches of 2-3 needles, surrounded by scales. The spruce needles are dark green, the needles are short.
3rd week: Observation of plants in the flower bed. They all withered, the leaves crumbled, the seeds too. Tell that in the spring the seeds that have fallen into the soil will germinate and new flowers will appear.
4th week: Tree watching. They all shed their leaves. Talk about the fact that by winter the trees “fall asleep”: the sap flow stops, therefore, the leaves dry up and fall off.
Observation of inanimate nature:
1st week: Sky observation. In November, it is almost always overcast, gloomy, it often rains, it is cold. These are all signs of autumn. Bring children to the generalization of the accumulated ideas.
2nd week: Sun watching. Pay attention to how long the shadow is at noon in sunny weather. The path of the sun is getting shorter. The days are getting shorter, it gets dark early. Continue to form initial ideas about the movement of the sun.
3rd week: Continue to learn to determine the temperature of the air with a thermometer. Draw the attention of children to lowering the temperature. Form elementary search activity. Learn to draw conclusions, develop mental activity.
4th week: Fog observation. Invite the children to enter the fog strip. Let it feel damp. Why is there so much water now? The earth is oversaturated with moisture, the weather changes all the time: either snow, or rain, or the sun peeps out. Develop observation.
Animal Watching:
1st week: Nuthatch observation. They have already flown from the forest to the city. Consider their gray color and black head. Suggest why they are called that. Cultivate a love for birds.
2nd week: Birdwatching. They came from the forest in search of food. Consider their coloration. Tell that they got their name because of their singing: "Xin - blue."
3rd week: Watching dogs. Why are dogs called "man's friends"? ask who has dogs, what are their nicknames? Encourage children to comment on the habits of their pets.
4th week: Cat watching. Consider the animals of the cat family. What do cats eat and what are their habits? Ask the children to remember and recite poems about cats.
Watching people at work:
1st week: Supervision of public transport. Remember the rules of conduct on the bus, the rules of the road. Consolidate knowledge about public transport.
2nd week: Supervision of the work of the educator and nanny. What other professions are needed in kindergarten. What are the features of each of them?
3rd week: Supervision of the work of plumbers. They check the readiness of pipes for the heating season. Invite the children to think about where hot water comes from in the pipes and what is it for?
4th week: Watching people's clothes. Closer to winter, both adults and children put on warm clothes. Ask what it is about. Fix the names of winter clothes.
Excursions, observation of the surroundings:
1st week: Soil observation. Ask the children what happened to her? She froze. Puddles and dirt on the roads are also hard. It's getting colder. Cultivate a love for nature at any time of the year.
2nd week: Walk to the reservoir. You can still see a lot of ducks there. They are the last to leave and are among the first to return in the spring. Recall the story of Mamin-Sibiryak "The Gray Neck". Cultivate an active love for nature.
3rd week: Note that the puddles are covered with ice, it is thin and appears black. To conclude that November is the last autumn month, winter will come soon. Introduce the proverb: "In November, winter fights with autumn." Learn to understand the meaning of proverbs.
4th week: Go around the territory of the kindergarten. Note the changes that have taken place in the surrounding landscape. How has everything changed since summer? Game for the development of attention "Find the differences."
December, preparatory group
Plant observation:
1st week: Tree watching. Remember what happened to them: they sank into peace, not died. Tell that trees have frost protection. All summer they lay a special tissue under the skin of the trunk - cork.
2nd week: Tree watching. The cork layer does not let air or water out of the tree. The older the tree, the thicker the cork layer, so older trees tolerate cold more easily.
3rd week: Grass watching. Shovel the snow and see what happened to the grass. She withered, became dry, but her roots are alive, and in the spring she will again delight us with her greenery.
4th week: Observation of trees and shrubs. To fix the main signs of similarities and differences between shrubs and trees. Invite the children to give some examples of trees and shrubs.
Observation of inanimate nature:
1st week: Sun observation. Continue to mark with the children the path of the sun, its height at noon. Tell the children that in December the sun is a rare guest, the breed is cloudy, because December is the darkest month of the year. Continue to acquaint children with some patterns in nature.
2nd week: Snowfall observation. Note that low clouds appear, everything around gets dark and snow begins to fall: it seems that fluff is falling from the sky in a continuous stream. To form an aesthetic attitude towards nature.
3rd week: Observation of a snowstorm (standing in cover). Listen to the howling of the wind, see how the wind carries snow, sweeping large snowdrifts, but in December their height is still small. After a snowstorm, offer to measure the height of snowdrifts. Develop curiosity, interest in nature.
4th week: Introduce children to the protective properties of senega. Note that gardeners rake it to the roots of trees, to flower beds with perennial flowers. Snow keeps you warm.
Animal Watching:
1st week: Observation of birds in the kindergarten area near the feeder. Most of all here are large birds: noisy magpies, ravens. All this crow relatives. Note that in the city they are much bolder, they behave noisily at the feeder.
2nd week: While feeding the birds, observe their habits. Ask questions. What birds come to the feeder? What do birds eat? Which birds like which food? Cultivate observation.
3rd week: Tell that aquatic plants died and the river became empty. Some algae begin to rot, there is less and less air. The fish are out of breath. Fresh air enters through the hole.
4th week: To form a generalized idea of seasonal changes in nature based on the identification of characteristic and essential features.
Watching people at work:
1st week: Supervision of the work of the janitors. They clean the road from snow, break off the ice. Ask the children why this is being done. What kind of work do janitors do at other times of the year.
2nd week: Helicopter surveillance. There is a helipad not far from the kindergarten, so you can often see helicopters. Ask how helicopters differ from airplanes.
3rd week: Ice observation. Determine its properties (smooth, transparent, cold). Conversation about the rules of behavior on the ice. Why is thin ice dangerous? Solve riddles related to winter.
4th week: Transport surveillance. Ask what kind of agricultural transport do children know? Tell them that in winter the farm is preparing equipment for sowing.
Excursions, observation of the surroundings:
1st week: Determine with the children the weather of today. Remember what the weather was like yesterday. To teach to compare, to notice changes, to teach to plan what they will do on the site depending on the weather.
2nd week: Watching footprints in the freshly fallen snow. Guess whose footprints they are. Is it possible to find out in which direction the person was walking? Who is called a tracker? Examine the bird tracks near the feeder.
3rd week: Walk in the park after bad weather. Admire the beauty of the park in the snow. Note how the outlines of trees and shrubs have changed. Read Yesenin's poem "Birch". Cultivate love for nature.
4th week: During a walk to the reservoir, pay attention that the water is already completely bound by a layer of ice. Children skate on ice. Tell that there is little air under the ice and the fish swims on the surface.
January, preparatory group
Plant observation:
1st week: On a walk, dig a deep snowdrift where grass grew. Show the children small plants with leaves pressed to the ground, weak, small. Snow protects against hypothermia.
2nd week: Observation of buds on trees. Show how tightly closed they are in winter. They cork and do not let cold air through. All gaps in the kidney scales are filled with a sticky substance.
3rd week: Watching trees under the weight of snow. The branches are tilted down, some are broken. Offer to think about how we can help the trees.
4th week: Offer to find dry flowers in the flower garden. The plants are not visible at all, the flower bed is covered with snow. To consolidate the knowledge that snow protects plants from freezing.
Observation of inanimate nature:
1st week: Offer to observe the path of the sun, the shadow from the pillars at noon. Note that the days are longer and the weather is colder. Severe frosts have begun. Say folk proverbs: "The frost is not great, but it does not order to stand"
2nd week: Snow watching. Ask the children what can be said about the snow, what is it like (fluffy, plump, shaggy? It often changes its color: sometimes blue, sometimes lilac, sometimes yellowish, depending on the lighting.
3rd week: On a frosty day, snow does not form. In front of the children, pour water over it and you can sculpt it. Empirically show children the gradual transformation of snow and ice into water, and then into steam, followed by its condensation.
4th week: Pay attention to clean frosty air. Let the children walk in the snow, listen to how it fastens under their feet. Clarify that this happens only in very severe frost.
Animal Watching:
1st week: Invite the children to make a holiday for the birds. Hang "gifts" for birds on a tree. Offer to think about what gift they will give to each bird. Watch the birds while feeding. Read Yesenin's poem "Winter sings, calls out ...".
2nd week: Ask where insects hibernate. Bring a piece of bark, a stump to the group, put it under a piece of paper. Watch how the insects crawl out in the heat. To teach to draw conclusions, conclusions: insects live in the bark of trees, in winter they hibernate.
3rd week: During a walk to the reservoir, pay attention to the fact that there are many holes in the ice on the river. Remember that this is a hole. To tell that in severe frosts the fish sinks deeper, many fish fall asleep, their body is covered with mucus like a fur coat.
4th week: A conversation about what animals can be found within the city. Talk about the fact that some animals (wolves, tigers, foxes, deer) can go to villages in search of food. To ask, what is the danger of meeting with a wild hungry animal?
Watching people at work:
1st week: Offer to remember what games children and adults play in winter. What winter sports do the guys know? Let the children think about why these games are associated with winter and whether they can be played at other times of the year.
2nd week: Supervision of the snowplow. Consider its structure. With special blades, it rakes the snow away from the road. Snow must be transported outside the city on trucks. Why?
3rd week: Supervision of the work of snow blowers. They clean the snow off the roofs. What can cause excessive accumulation of snow on the roof? What safety precautions must be observed during this work?
4th week: Watching people's clothes. Invite children to name winter clothes. What should it be sewn and tied from, why? Encourage children to correctly name a particular item of clothing.
Excursions, observation of the surroundings:
1st week: Observation of the winter landscape. He is very handsome. Pay attention to the large snowdrifts, shining in the sun during the day, by the light of torches in the evening. Read Pushkin's poem "Frost and Sun ..."
2nd week: Snow observation. Continue to accumulate children's ideas about the properties of snow when the air temperature rises or falls. The plasticity and viscosity of snow depend on its moisture content.
3rd week: Consider patterns on windows with children. They are whimsical, brightly colored by the January sun. The frost is getting stronger, very cold. January is the root of winter.
4th week: On a sunny frosty day, consider the lacy plexus of branches in the sky, illuminated by the oblique rays of the sun. Long bluish shadows stretched out from the trees on the snow. And, if frost hits during the thaw, then the branches will be covered with an ice crust.
February, preparatory group
Plant observation:
1st week: Tree watching. Pay attention to how the branches of the trees fell under the weight of the snow. Admire how bizarre the bushes drowned in snowdrifts are. Cultivate love for nature.
2nd week: Remind that in winter people can help the trees, for example by shaking the snow off the branches. Explain that in warm weather the snow becomes heavy, sticky. When frost returns, it freezes to the bark and the branches break from the weight.
3rd week: Consider the buds on the trees, compare them in shape, location. Explain that the buds contain a supply of nutrients for future leaves. Examine the lateral apical buds of the maple. Learn to find similarities and differences.
4th week: Examine the trees, fix their structure. What part of trees and other plants we do not see, but it exists, without it the plant cannot develop (root? How can we take care of the trees?
Observation of inanimate nature:
1st week: Wind observation. To teach children to determine the strength of the wind by the weather vane, by other signs (by tree branches). Let the wind whistle and howl. Raise interest in inanimate nature.
2nd week: Observation of blizzards, snowstorms. When whirlwinds of snow are transferred from place to place, they fly along the ground - this is a blowing snow. To say that in the old days February was called "lute" - from the word fierce, cold. Ask why? Learn to draw conclusions and inferences.
3rd week: Sky observation. It turns bright blue, very beautiful when you look at it through the branches. After observation, show the children the picture of I. Grabar "February Blue". Cultivate love for nature.
4th week: Sun observation. Note that the sun's rays are already warm, spring is beginning to be felt. At the end of February there is a turning point from winter to spring. The thaw is replaced by cloudy weather with winds. Develop observation.
Animal Watching:
1st week: Birdwatching. There are more of them. In the forest, the trees are covered with ice, all cracks and holes are closed. Birds cannot reach insects from under the icy bark.
2nd week: Watching pigeons and sparrows. At the feeder, pigeons behave more aggressively, drive the sparrows away from the feed. From the cold, the birds fluffed their feathers, sit on the branches, ruffled.
3rd week: Talk about pets. What domestic animals can be seen in the city, which - in the countryside? Why can't some pets be kept in urban areas?
4th week: Watching stray dogs. The conversation is that they are very dangerous, especially in winter, when there is practically nowhere to get food, it's cold. They can attack a person. Offer to think about where stray dogs come from.
Watching people at work:
1st week: Go to the kitchen, look at stoves, barrels for cooking. Why kindergarten needs large stoves, large pots. Talk about the fact that the cooks come at 5 o'clock in the morning to prepare breakfast.
2nd week: Garbage truck surveillance. He comes to the kindergarten several times a week and takes out the trash. Containers are always clean. A conversation about how to keep cleanliness in the kindergarten and what is its importance.
3rd week: Watching the soldiers. They serve in the army, go in a clear formation. Consider their uniforms. The conversation is that the boys, when they grow up, will also go to serve in the army. Repeat types of troops.
4th week: Transport surveillance. Remember that our city is located on the seashore. Offer to think about what transport you can get to our city.
Excursions, observation of the surroundings:
1st week: Excursion to the skating rink. Bring your skates and go for a ride. Conversation about the rules of safety on the ice. Is it possible to ride in prohibited places, why? Review names of winter sports.
2nd week: Icicle watching. They hang from the roofs of houses and pose a considerable threat, why? What needs to be done so that icicles do not threaten human life?
3rd week: Snow watching. Rainfall talk. What types of precipitation do children know (snow, rain, hail? What time of the year does it snow, rain? Learn to see the dependence of precipitation on the season and air temperature.
4th week: Frost observation. Consider snow-white fluffy tree branches, imagine that you are in a fairy forest. Name fairy tales that take place in winter.
March, preparatory group
Plant observation:
1st week: Find out that heat is needed for the development of the kidneys. To bring children to a generalization of the accumulated ideas about plants, to an understanding of the dependence of seasonal changes in wildlife on sunlight and heat.
2nd week: Dig up snow, last year's foliage and find green grass. Under the snow and leaves, she is warm and cozy. They protect plants from freezing.
3rd week: observation of the first grass. Ask where you can see her. It grows near labor heating. To consolidate the concepts of the dependence of plants on heat and light.
4th week: Observation of buds on trees. They swell, will soon blossom to consider in comparison the buds of birch, poplar, lilac and other trees. Clarify their structure, develop observation.
Observation of inanimate nature:
1st week: Sun watching. It is very bright, but we still faintly feel the warmth of its rays, although the day is gradually increasing. Develop observation.
2nd week: Icicle observation. Ask the children why icicles appeared? Substitute a bucket daily, measuring the amount of water dripping from the roof. Every day it becomes more and more. March is popularly called a drip.
3rd week: Snow observation. Note how it has changed: it has become loose, dark, spongy, dirty. An ice crust formed on its surface - crust, and under it - loose snow. Why is the snow like this? Expand your understanding of inanimate nature.
4th week: Watching the sunset during an evening walk. Note that the sunset is very beautiful. Ask the children where the sun sets. To cultivate an aesthetic real perception of nature, the ability to see beauty in natural phenomena.
Animal Watching:
1st week: Watching horses. You can often see them in the city, they ride children. Recall the trip to the stud farm and the living conditions of the horses. Ask what they are fed in the cold season.
2nd week: Invite the children to dig up the ground and find insects in it. They are still frozen, but with the onset of heat, they will thaw and wake up. Ask what insects the guys know.
3rd week: Birdwatching. They chirp cheerfully in the sun, rejoicing in the warmth. Fix the names of non-migratory birds.
4th week: Insect observation. In some places, the ground has already thawed and you can see insect larvae that were laid in autumn, young insects emerge from them in spring.
Watching people at work:
1st week: Supervision of the snowplow. Ask how long it will take to remove all the snow by hand. It's good that people came up with such a machine.
2nd week: Tell that everyone in the villages is preparing for spring sowing (they clean the grain and check it for germination, set up seeders, finish repairing tractors). Continue to acquaint children with the work of adults in the transformation of nature.
3rd week: Supervision of the work of the gardener. Spring work has begun in the garden: branches are cut, last year's foliage is removed. Continue to acquaint people with the work in the garden, to cultivate intolerance to damage to plants.
4th week: To say folk signs of spring: it melts early - it will not melt for a long time; early spring costs nothing; late spring will not deceive; the snow soon melts, and the water runs in unison - towards a wet summer. Learn to understand the meaning of folk signs and proverbs.
Excursions, observation of the surroundings:
1st week: Observation of thawed patches. Ask what is thawed patch, where does it appear? To bring children to the formation of elementary concepts, to show the dependence of all living things on sunlight and heat.
2nd week: To tell that in March, rabbits appear at the hare, they are called "nastovichki", from the word "nast". Ask what the children know about the life of little bunnies.
3rd week: Weather observation. The sun is much Greyer, the rapid melting of snow has begun. To form a generalized idea of the course of spring and changes in inanimate nature under the influence of solar heat.
4th week: Observation will take spring: frequent thaws begin, thawed patches, icicles appear, snow melts, rivers open, ice drift begins.
April, preparatory group
Plant observation:
1st week: Observation of swollen kidneys. Willow buds are well swollen, they can be put in water. Compare willow and maple buds. Suggest thinking which trees will have leaves first, why?
2nd week: Dandelion observation. Ask where they can be seen (where it is warm, the sun warms, why? Consider a flower, its color, shape. Choose definition words for the word “dandelion”.
3rd week: Surveillance coltsfoot. This is a wild plant. Ask if the children know about its beneficial properties, tell. Let them touch the leaves of the plant and ask them to think about why it is called that.
4th week: Tree watching. Are there leaves on the trees? Which tree had leaves first? Delicate little leaves resemble haze or a light transparent dress. Find definitions for the word "leaves".
Observation of inanimate nature:
1st week: Continue watching the sun. It rises higher and higher. To form the initial concepts of the movement of the sun. Systematize ideas about spring changes in nature, depending on the increase in heat.
2nd week: Wind observation. Note that winds blowing from south to north are warm. Offer to play with the wind using turntables. Create a joyful emotional mood.
3rd week: Watching streams. Ask where they came from, listen to the murmur of water, admire its brilliance in the sun, launch boats. Develop the ability to perceive beauty in nature.
4th week: Offer to look at the stones. Most of them have sharp edges. Ask how stones are formed (by breaking rocks). Show a pebble, ask why it has smooth edges (is it honed by sea waves?
Animal Watching:
1st week: Birdwatching. Recall that on March 22 there were Magpies - the arrival of birds. Ask if the guys saw any of the migratory birds? Tell that the rooks are the first to arrive, who collect insect larvae and worms in the fields.
2nd week: Insect observation. Birds have begun their arrival, which means insects have appeared. Ask where they spent the winter. Name famous insects.
3rd week: Watching homeless animals. Consider their appearance (hungry, skinned). Ask where homeless animals come from, who is to blame? What can be done to avoid such animals?
4th week: Observation of bees and bumblebees. Ask why they are needed in nature? They pollinate plants, without pollination there are no fruits. How dangerous are the bites of these insects, how to protect yourself from them?
Watching people at work:
1st week: Watching people's clothes. Why wear lighter clothes? Develop the ability to analyze and draw conclusions. Name the items of winter and demi-season clothing.
2nd week: Supervision of the work of public services. They cut down dry or broken branches, for this they use an electrical machine. Talk about the fact that before you cut down a tree, you need permission from the green farm.
3rd week: Tell that in the fields they prepare the land for sowing, sow barley, millet oats, feed winter bread. Ask what crops are planted in April.
4th week: In the flower bed, remove last year's foliage, dig up the ground. Pay attention that the ground is black, wet, this is due to melted snow.
Excursions, observation of the surroundings:
1st week: Familiarize yourself with folk tales. Where there is a river in April, there is a puddle in July. April is a tricky month. How do children understand these proverbs and signs?
2nd week: Weather observation. Remember what the weather was like in the first weeks of spring, what it is now.
3rd week: Review the spring months and signs of spring. Which of these signs can already be observed, and which are not yet visible?
4th week: View the calendar of nature, note the number of sunny days, precipitation. Please note that compared to winter, the number of sunny days has increased.
May, preparatory group
Plant observation:
1st week: Watching flowers in a flower bed. Admire the flowering of tulips, daffodils, primroses, etc. Consider a variety of colors. To say that breeders specifically breed new varieties of flowers.
2nd week: Admire the blooming bird cherry, its white fluffy flowers. Inhale the aroma. To say a sign: the bird cherry blossomed - the cold came. Read Yesenin's poem "Bird cherry".
3rd week: Birch blossom observation. Her leaves are still very small and blooming earrings decorate her very much. Some earrings are green, others are larger, brownish. Pollen is visible from them under the tree.
4th week: Observation of flowering fruit trees. Try to name the trees. Offer to think about why tree trunks are whitewashed.
Observation of inanimate nature:
1st week: Sun observation. Ask when it warms more: morning, afternoon or evening? This can be checked by touching metal objects. Which objects heat up faster: dark or light?
2nd week: Watch how nature changes before a thunderstorm. The sky is darkening, clouds are hanging low. Thunder. Read Tyutchev's poem "Spring Thunderstorm".
3rd week: Draw the attention of the children to how it became light. In winter, when the children came to kindergarten and went home, it was dark. Note the relationship between daylight hours and seasons.
4th week: Wind observation note that the breeze is blowing warm, light. Offer to make airplanes and let them fly into the wind. Use airplanes to determine the direction of the wind.
Animal Watching:
1st week: To tell that in May the water in the reservoirs has already warmed up enough and the sleepiest fish wake up: catfish, crucians. Ask where these fish are found. What other river fish do the guys know?
2nd week: To say that with the advent of the first juicy grass, animals began to be taken to pastures. Cows, horses can enjoy delicious food to their heart's content. What other animals are taken out to pasture?
3rd week: Consider swifts. They fly in flocks high in the sky, catching insects. Ask what bird swifts look like. Are these birds migratory?
4th week: Pay attention to the large number of bees in the garden. Ask what attracts them here? Explain that the number of fruits depends on the number of insects.
Watching people at work:
1st week: In the flower bed, plant seedlings of flowers and vegetables that the children themselves have grown. Offer to observe the plantings and care for them throughout their growth and fruiting.
2nd week: Ask who works in the fields? Name the agricultural occupations. Cultivate respect for working people.
3rd week: Admire the blooming garden. Ask the children if M. Prishvin correctly called April - the spring of water, and May - the spring of flowers. To say a proverb: May decorates the forest - summer is waiting for a visit.
4th week: Observation of clothing people often walk in short-sleeved dresses, T-shirts. Why? Ask to name the items of clothing that are worn in the summer.
Excursions, observation of the surroundings:
1st week: Even though it is already May, there are still frosts at this time. Say folk signs and sayings: “Ay-ay, the month of May: both warm and cold!”, “May, May, but don’t take off your fur coat!”, “May is cold - the year of grain-bearing!”.
2nd week: Tell that bird cherry is useful. If you put branches of bird cherry in the room, then harmful insects will fly away. The bark of the bird cherry is poisonous. Medicines are made from fruits and leaves.
3rd week: Air temperature monitoring. Continue to learn to determine the temperature of the air with a thermometer. Note that at the end of May the air temperature is much higher than at the beginning.
4th week: Alumni monitoring. They go elegant, with bouquets of flowers. Say that the children will also go to school in the fall. What interesting things await them there?
The main tendency of the cognitive activity of children of the seventh year of life is the desire for generalization. This is due to the fact that the children's ability to see essential features in objects and natural phenomena has increased. Observation becomes more independent.
The task of the educator is the formation of generalized elementary concepts in the process of observation, leading children to an understanding of the increasingly complex patterns that exist in nature, and the education of independence.
Organizing observation with children of this age, the educator selects material that contributes to the systematization and generalization of knowledge, helping to see essential features in objects and natural phenomena. Based on the allocation of these essential, common features, elementary concepts are formed in children: “animals”, “plants”, “living”, “non-living”, “winter”, “summer”, etc. The teacher helps pupils to see the general patterns between the environment habitat and appearance of plants and animals, between the conditions of existence and their needs, lifestyle.
As in the older group, observation begins with the setting of a cognitive task for the children. But now, in the course of the lesson, the educator more often uses a question-assignment that requires children to be able to observe and systematically report on the results of observation. For example, while observing aquarium fish, the teacher gives the following task: “Look and tell me how the guppy differs from the fish that lived with us before?” He asks additional questions only in case of difficulties, giving the children the opportunity to independently observe the new fish. More often than in the older group, the teacher uses a comparison according to common (similar) features, which makes it possible to lead children to the assimilation of elementary concepts.
The educator strives to ensure that the exploratory actions of the children are conscious. To this end, exploratory activities are used to verify the impressions received during the observation. The educator, with the help of questions, encourages children to realize the way of obtaining knowledge: how did you find out about this? Check. Labor activities are widely used to ensure the formation of skills and abilities to care for plants and animals. It is good if the teacher makes riddles for children, reads poetry, tells interesting stories, as all this helps to expand the knowledge of preschoolers. A special place among pedagogical methods and techniques is occupied by questions of a search nature. It is they who help children understand the relationship between the observed natural phenomena. The observation ends with a generalization.
Observations on a walk in the preparatory group in the spring is a whole topic that has been mandatory in kindergartens for a long time. Thematic trips to nature with children to explore the world around us - that's what is so interesting and useful for children. At any age, not necessarily immediately before school. This approach helps to develop, and also awakens curiosity in children. In addition, it undergoes huge changes that occur with the onset of warm weather. The world is literally blooming. All this helps the development of children. Moreover, spring phenomena can lure a child. No coercion or persuasion - the kids themselves will be drawn to obtaining new knowledge from mother nature. Information will be assimilated with the help of illustrative examples, and this, as you know, has a positive effect on development. So what observations can be made on a walk in the preparatory group in the spring? And what plan should be held generalizing lessons on this topic?
Goals and objectives
Of course, each session should have its own goals. And observation on a walk in the spring also pursues certain tasks. So, for example, you should not neglect such activities. After all, for kids, even in preparatory groups, it is important that information is received in an interesting, playful way for them. And the illustrative examples that nature demonstrates in all its glory in spring are what you need for successful learning.
During walks, children not only have fun. They also learn to study the world around them, analyze what is happening, build logical chains of consequences (spring has come - the buds have appeared on the trees). All this is very important for child development. Moreover, walking in the fresh air is also beneficial for health.
Also, children learn to discuss what is happening around them. Not just to analyze, but also to express your opinion. It is very important. leaves vivid impressions that later the kids will be able to express and remember much better than some figurative, abstract explanations of educators.
Weather
So, what observations can be made on a walk in the preparatory group in the spring with children of different ages? To be honest, they are always the same. The main thing is just to interest the kids, to focus their attention on certain moments that happen to the outside world.
For example, the first and most obvious is weather changes. The surrounding world, of course, begins to literally bloom. And the weather becomes warmer, softer, more pleasant. The sun is already warming, the temperature outside is not so low. If you've been taking some winter walks with your kids, it's time to compare the weather in winter and spring. Let the little ones look at what is happening and also describe the changes they were able to make.
Birds
The next feature that will have to be explained, and not just shown, is the arrival of birds. Most likely, in spring or winter, you have already discussed the flights that birds make with the onset of cold weather. Observation on a walk (it doesn’t matter whether it is a younger group or another) should have emphasized that there are fewer birds in the cool. Some fly away, while others stay.
And in the spring, not only the weather suffers some changes. Also the birds are flying. Most likely, the flight will not be able to see. But new birds on the trees - easily. Show the children that with the onset of a warm season, the world around them comes to life. Birds are returning home from warm countries. And now they will live here until the new cold weather. If you manage to see storks, tell the children about them. These birds symbolize spring to some extent. And in general, try to talk about all the migratory birds that you meet on a walk.
Water
Is there a pond near the garden? Then the older group (observation on a walk at this age should be extremely informative, but at the same time fascinating) focuses on changes in the water. In winter, the reservoirs were covered with ice. And now, the world is literally waking up. The weather is getting warmer, the birds are returning from warm countries, and the water is melting.
There are floods and streams. In some cases, it is necessary to explain to children that a lot of snow and ice sometimes give rise to floods. But it doesn't happen that often. And the spring melting of ice is not as dangerous as it seems. Most often it is safe, even useful for nature and the world.
Plants
Of course, a walk-observation (the second younger group or the older one is not so important) must necessarily emphasize the main changes in nature in the spring. We must not forget that plants illustrate the biggest differences between the seasons from each other.
Let the children look at how the world and its vegetation change in spring compared to autumn and winter. The grass is turning green, flowers are starting to bloom somewhere, buds are appearing on the trees. All this is very important for children. And as a study of the world around us, and for general development.
Flowers
Don't forget about spring flowers. Most likely, you will just have to tell that in this period, when nature and the outside world wake up from hibernation, flowers begin to bloom. If possible, show the tulips, and don't forget to talk about the first heralds of spring.
About what? About snowdrops! Very often, observation on a walk (the preparatory group is already able to fully assimilate such information) involves searching and telling about the first flowers that appear after winter, with the first warm rays of the sun. Finding them is usually not that difficult. Let the children look at the flowers, remember them. After all, spring is associated precisely with flowers and greenery, with something warm and pleasant. Everything around literally blooms before our eyes. Explain this to the kids.
Animals and insects
Next is to look at the animal world. It would be good if observations on a walk in the preparatory group in the spring will include a clear example of the awakening of animals from hibernation, as well as their changes. For example, some choose a visit to the zoo as a developmental activity. There you can see that the animals wake up from hibernation, and also change their winter color to the usual, spring one.
All this, most likely, will have to be told in words, while the children are walking and exploring the world around them. Also emphasize that all living beings begin to wake up. Even insects. By the way, in especially warm weather, you can see butterflies, ladybugs, as well as various insects, cockroaches, which were absent in winter. All this is extremely interesting for children at any age.
Distinctive features
It will come to an end sooner or later anyway. At such moments, you will have to sum up the information received. It is desirable, by the way, to get out to such research classes as often as possible. Children with great pleasure will study the features of each season on a good example, and even in the fresh air. Practice and observation are always better than bare theory.
Discuss with the children what distinguishing features spring has. In the same way as it was done in autumn and winter. Let the kids sum up the results of the walks themselves. Compare winter and spring. This will help the children understand the peculiarities of the seasons. Very useful information that forms an idea about the world around. And it does not matter in what period the observation-walk was carried out: 2, the younger group or the older one. The result will be the same - gaining knowledge about changes in nature and the world around us with the onset of heat.
ISO
Well, now that you and your children have discussed the main changes in nature, it is possible and even necessary to sum up the final lesson. It is desirable that it be fine art. It is this form that helps the development of children to the fullest. Both interesting and useful.
Observation in the preparatory group (and not only at this age, but also in any other) should be summed up with a lesson in fine arts. In any form that the children will only prefer. Most of the time it's drawing.
Prepare all the equipment that may come in handy: paper, pencils, brushes, paints, felt-tip pens, water. And then invite the children to draw spring. What they saw on a walk, or how they imagine the onset of the spring period. You can also offer to depict two pictures - winter and spring. Also a very good option. Then have each child explain how the two seasons differ from each other. And interesting, and useful, and easy. Help if the children have any difficulty explaining.
In the end, you can make an exhibition of drawings. Have the children show their parents what they have learned from observing the kindergarten walk in the spring. After all, it is much easier for some to tell loved ones about the information received. Yes, and boast of success, too, all children love.
Applications
Another option for summing up the information received is the compilation of applications on the spring theme. Here it is already better that the teacher himself came up with some specific topic. For example, dedicated to nature or weather. Or give the children complete freedom in this matter - let them use colored paper, as well as glue and plasticine with cardboard, to depict what they saw during the walk. Or, as in the previous case, they will show exactly how they imagine spring. And talk about the information received.
At the end of the lesson, an exhibition of children's work is again held. You can also hold an open lesson on the theme of spring. Let the children not only show their creations, but also tell their parents about how the day went for a walk, what they learned new for themselves, how nature changes in spring.
findings
What conclusion can be drawn from all of the above? Spring walks for children in kindergarten are very important. Toddlers learn much better when they are doing something interesting, and also see visual examples of everything that happens. Walking is the best form of exploring the world around you.
At the end of each topic, a summary should be made. It is desirable that this is also in some form that is interesting for children. The main thing is to try to talk about the changes in the world around you so that the children are interested in this process. In any case, a walk-observation will be stored in the memory of children for a long time. This will help them develop and form an accurate representation of the world around them. Observations on a walk (the younger group may not be able to fully appreciate the changes taking place in nature, but, of course, the kids will be interested in everything) is what helps children gain the necessary knowledge about the environment in an interesting way for them. Under no circumstances should these activities be neglected.
Walk No. 1 "Observation of the snowplow"
Goals:
- to expand the understanding of the role of machines in the performance of labor-intensive work, the features of their structure;
- to cultivate interest in technology and respect for the work of adults.
Progress of observation
The teacher asks the children a riddle, conducts a conversation.
What a smart janitor
Snow raked on the pavement? (Snowplow.)
The snowblower has a large scraper attached to the front. In the middle between the front and rear wheels of the truck, shaggy round brushes rotate.
♦ What are they made of? (Made of steel wire.)
♦ What kind of bristles do they have? (Hard, prickly.)
♦ And here is another car going to clear the snow. What does she have? (Two large screws.)
♦ What do these screws do? (They grab the snow like a meat grinder, carry it under the blades of the fan, which throws the snow far to the side.)
♦ What is the name of this car? (Snowplow.)
♦ How are all cars alike?
♦ What kind of vehicle is a snowplow? (To the special.)
Compare a snow blower to an ambulance.
Labor activity
Clearing the site of snow and building a labyrinth.
Goals:
- to teach to act together, to bring the matter to the end;
- develop work skills.
Outdoor games
"Hunters and Beasts", "Don't Get Caught", "Quickly Take, Quickly Put".
Goals:
- to consolidate motor skills;
- develop the emotional sphere, dexterity and courage.
Individual work
"Go across the bridge."
Target: exercise in balance.
Walk No. 2 "Watching the snow"
Target: form ideas about the changes that occur with snow at the end of winter.
Progress of observation
Winter sings - calls out
The shaggy forest cradles,
With the sound of a pine forest.
Around with deep longing
Sailing to a distant land
Gray clouds.
S. Yesenin
There is a sign: if crows and jackdaws sit on the tops of trees, there will be snowfall.
Winter is coming, snowdrifts are growing and the snow cover is gradually becoming dense. And then the sun warms up, the wind does not forget about its work for a minute. Sometimes it swoops in from the south and brings thaws, and when frost hits after the thaw, a hard crust forms on the snow - crust. At such a time, it is difficult for many animals to move through the snow and get food. Moose, deer and goats cut their legs with a sharp crust of snow, and with difficulty dig out moss and leaves from under the crust. But the bunny expanse! He walks on loose snow, as if in felt boots, almost does not fall through, but rushes along the snow, like on a parquet. And no one can keep up with him.
♦ Name the winter months.
♦ What is the thin crust of ice that appears on snow called?
♦ As a result of what it was formed?
Research activities
Measure the depth of snow in open and protected areas of the kindergarten. Answer where is more snow and why?
Labor activity
Watering the ice path.
Target: learn to carry cold water gently and pour it evenly throughout the track.
mobile game
"Two frosts".
Target: exercise in orientation in space.
Individual work
Target: exercise in jumping on two legs to a certain place.
Walk No. 3 "Watching the Waxwing"
Goals:
- consolidate ideas about birds (vaxx);
- to cultivate sympathy, empathy towards birds.
Progress of observation
The teacher conducts a conversation with the children, offers to answer questions.
♦ What does a waxwing look like? (The waxwing is the size of a starling, its plumage is elegant, pinkish-brown in color, lighter spots on the chest and abdomen, and darker on the back. The head of the waxwing is decorated with perky silver-pink tufts. Bright red stripes are painted on the wings.)
♦ Why is this bird so named? (She whistles softly, as if playing a flute: swir-swir-swir.)
♦ Why are waxwings called northern parrots? (Their plumage is very elegant, bright, multi-colored.)
♦ What do waxwings eat? (They love ripe rowan berries very much, they eat midges, mosquitoes, juniper berries, hawthorn, viburnum.)
♦ By what signs can you find out that this mountain ash was visited by waxwings? (There are always a lot of berries on the snow under the mountain ash.)
♦ And why do waxwings throw rowan berries on the snow? (Returning again to their northern possessions, the birds find berries dropped into the snow and eat them. Berries are very well preserved in the snow.)
♦ Where do waxwings live in summer and spring? (In the dense northern forests.)
♦ Where do waxwings fly in autumn? (They migrate to the south, gathering in flocks, i.e. they move from one place to another, for a relatively short distance and for a short time in search of food - mountain ash.)
Invite the children to imitate a flock of waxwings. (How they move, peck rowan berries, how they whistle, etc.)
The waxwings have arrived,
They played the pipes
They whistled: “Sviri-svir!
We'll have a feast in the forest!
Let the leaves fall from the branches
Rustling autumn rain
We peck rowan brush -
You won't find better berries!
Labor activity
Clearing paths, benches, snow booms.
Target: cultivate diligence, friendly mutual assistance.
Outdoor games
"The kite and the mother hen".
Goals:
- strengthen the ability to work together;
- develop speed, agility.
"Don't get caught."
Target: exercise in running in different directions.
Individual work
Movement development.
Target: develop an eye when throwing snowballs (balls) at a target, achieving an active movement of the hand when throwing.
Walk No. 4 "Watching the clouds"
Goals:
- to expand ideas about the sky and its influence on the life of our planet;
- develop the perception of the beauty and diversity of the celestial sphere.
Progress of observation
The teacher gives the children a riddle.
They fly without wings
Running without legs
Sailing without a sail. (Clouds.)
Every day the sun heats the water in the seas and rivers, tiny droplets of water rise into the air and combine to form clouds. When the water droplets in the clouds become too heavy, they fall to the ground as rain. Clouds are cirrus and cumulus. Cirrus clouds appear in clear weather, and cumulus clouds appear before rain or snowfall.
The teacher asks the children questions.
♦ What are clouds?
♦ What are they formed from?
♦ What do they look like?
Research activities
Find clouds that look like horses.
Compare cirrus clouds and cumulus clouds.
Labor activity
Shoveling snow under bushes and trees, clearing paths and slides.
Target: to learn to work together, to get joy from the result.
Outdoor games
"The mother hen and the kite".
Target: continue to teach how to deftly dodge the catcher.
"Hockey in the snow"
Target: learn to roll the puck into the goal.
Individual work
Learning the tongue twister.
Prokop came, dill is boiling,
Prokop is gone, dill is boiling.
As under Prokop dill boiled,
So without Prokop dill boils.
Target: develop the correct pronunciation.
Walk No. 5 "Watching the horse"
Goals:
- learn to compare animals according to their characteristics;
- develop observation skills;
- educate love for animals;
- to consolidate knowledge about pets.
Progress of observation
The teacher asks the children questions.
♦ Look at the horse, what a beautiful noble animal. What does a horse look like? (Large body, strong slender legs, thick, lush mane and tail.)
♦ What animal is this? (The horse is a faithful servant and companion of man. It is indispensable in agricultural work.)
♦ What do horses eat? (Ovsom.)
♦ Compare a horse to a cow. What do they have in common? What is the difference?
♦ What are the benefits of a horse and a cow?
Look at the trotter -
His sides are shaking.
He digs the earth with his hoof,
Winds "golden flame"
From dilated nostrils -
He wants to jump faster.
Labor activity
Building a snow slide for kids.
Target: to teach to work together, to be able to independently distribute tasks.
Outdoor games
"Catch the Snowball", "Homeless Hare".
Goals:
- develop accuracy, attention, eye;
- learn to follow the rules of the game.
Individual work
Movement development.
Goals:
- exercise in sliding;
- learn to squat while sliding.
Walk number 6 "Observation of the crow and magpie"
Target: to consolidate the idea of \u200b\u200bthe bird world, to know their characteristic features.
Progress of observation
The teacher asks the children questions, conducts a conversation.
♦ Guys, look what kind of guest we have on the site. (Crow.)
♦ What do you know about her?
♦ What is her personality like?
♦ Why don't they like the crow?
♦ What is positive about it?
The crow is called the gray robber. Many do not like crows for impudence, thieving habits. And yet we do not have a bird smarter, more cunning, more resourceful: it will open a package of milk, and soak a stale cracker in a puddle, and crack a walnut. And if someone decides to get close to the crow's nest - beware. Neighbors will gather from all over the neighborhood, and all together they will drive away the uninvited guest with a loud croak. The raven is the largest of the crow family. Raven and crow are completely different birds. You can't even see them together. Raven is a forest bird. In many fairy tales, the crow is called wise. Maybe because this bird lives up to a hundred years.
♦ Do you know crow relatives? (Rook, jackdaw, magpie.)
♦ What magpie?
♦ What are the similarities and differences between a crow and a magpie?
You know the white-sided magpie well. Forest dwellers respect the magpie. She is long-tailed, flies everywhere, hears everything, knows everything. The magpie chirped in the bushes - they were alert, animals and birds were hiding. "Danger, danger!" - the magpie chirps, and everyone understands its language.
Labor activity
Collective work on the territory of the site.
Target: to learn to work together, to receive joy from the work done and its result.
Outdoor games
"The kite and the mother hen", "Do not get caught."
Target: to consolidate the ability to run, deftly dodge, jump.
Individual work
Badminton game.
Target: learn to hold the racket correctly, throw the shuttlecock with the racket to the side of the partner without a net.
Walk number 7 "Observation of seasonal changes"
Goals:
- to form ideas about changes in nature;
- be able to distinguish the characteristic signs of the end of winter (the first drop), recognize their signs in poetry;
- to consolidate the ability to perceive the poetic description of winter.
Progress of observation
The winds came from the south
They brought warmth
And the snowdrifts settled at once,
At noon, it leaked from the roof.
February is the last month of winter. In February, the days become longer, sometimes the first timid drops ring, and long crystal icicles hang from the roofs. There are thaws in February, the snow thaws, it gets darker, and the snowdrifts settle and become lower.
The teacher gives riddles to the children.
Hanging outside the window
ice cube,
It's full of drops
And it smells like spring. (Icicle.)
She grows upside down
It does not grow in summer, but in winter.
But the sun will bake her
She will cry and die. (Icicle.)
Research activities
Collect snow in vessels, put in the shade and in the sun. At the end of the walk compare where the snow settled faster. Labor activity Snow removal at the children's site.
Target: to form labor skills, friendly relations.
mobile game
"From snowdrift to snowdrift."
Target: to form long jump skills.
Individual work
"Who quickly?".
Goals:
- exercise in speed running;
- to improve the technique of the long jump from a place.
Walk No. 8 "Comparative observation of bullfinch and waxwing"
Goals:
- using the example of comparing a bullfinch with a waxwing, to study the features of their structure, lifestyle (nutrition, movement);
- to cultivate a cognitive interest in birds.
Progress of observation
The teacher makes riddles for the children and organizes a conversation.
The breast is brighter than the dawn,
Who? (At the bullfinch.)
northern guests
Bunch of mountain ash pecks.
So elegant and bright
Tufts on the heads! (Whistle.)
♦ What does a bullfinch look like? (The male bullfinch has a bluish-gray back, dazzling white undertail, black tail and wings, and a bright red breast. The female is more modestly colored - her breast is not scarlet, but dark gray.)
♦ What does a waxwing look like? (Its plumage is elegant, pinkish-brown, lighter on the chest and abdomen and darker on the back. The head of the waxwing is decorated with perky silver-pink tufts. And on the wings, as if drawn with a bright red pencil, even stripes.)
Invite the children to compare the bullfinch and waxwing. What do they have in common? (Structure; these are birds of passage, i.e. they move from one place to another at a relatively short distance in search of food, wintering, rest; bright plumage; they are residents of the north; they love rowan berries.)
♦ What is the difference between a bullfinch and a waxwing? (Size: the bullfinch is slightly larger than the sparrow, and the waxwing is the size of a starling, has a crest; plumage color.)
♦ Do we see these birds on the feeders? Why? (These birds can most often be seen on the bushes of mountain ash, viburnum, juniper, as they feed on the berries and seeds of these plants.)
♦ Is it possible to determine who fed on them by rowan berries scattered in the snow? (Eating rowan berries, waxwings drop most of them on the snow, so under the trees you can find whole berries, and bullfinches eat only seeds, throwing out the pulp. Therefore, under the tree on which the bullfinches fed, you can always find rowan berries with a eaten-out middle.)
♦ Do you know how bullfinches and waxwings behave? (Bullfinches are slow, clumsy, important, pugnacious, cocky birds. They slowly fly in small flocks from tree to tree, slowly pecking at rowan berries. greedily and hastily peck rowan berries, as if competing with each other.)
Spreading sand on slippery paths. Purpose: to cultivate industriousness, the desire to work for the common good.
Walk No. 1 "Observation of seasonal changes"
Goals:
- to form ideas about changes in nature at the beginning of winter (the night becomes longer, and the day decreases);
- to teach to distinguish the characteristic signs of the beginning of winter, to recognize them in poems.
Progress of observation
The beauty of the morning winter.
The days are inexpressible
Snow - at least let's borrow
To all other snowless winters...
N. Aseev
December is here, the first month of winter. The sun rarely peeps through the low gray clouds, which is why people call December "gloomy" - a gloomy, sunless month, short days, long nights, dusk early. At night in December frost cracks - it builds ice bridges on rivers, ponds and lakes.
♦ What month does December follow?
♦ What has changed in the kindergarten area compared to November?
♦ What has changed in people's clothing compared to autumn?
♦ What are the protective properties of snow?
♦ Look for signs of winter in our area.
Labor activity
Covering tree roots with snow.
Target: to cultivate the desire to help living objects.
Outdoor games
Snowball game.
Target: to consolidate skills in throwing objects.
Jumping on one leg.
Target: develop a sense of balance.
Individual work
Movement development.
Target: teach self-insurance when performing movements to maintain balance.
Walk No. 2 "Observation of the garden"
Goals:
- introduce seasonal changes in the garden in the winter;
- Raising interest in research activities.
Progress of observation
Father our garden!
I bow to you with love -
You feed us all year
And cabbage and carrots.
Treat us with zucchini
Celery and onion.
The teacher asks the children questions.
♦ What has changed in the garden with the advent of winter? (Everything is covered with snow.)
♦ What is snow for plants? (A blanket that saves from cold and wind.)
♦ If there is a lot of snow in the garden, is it good or bad? (Okay, lots of moisture.)
♦ Does the snow lie evenly in different parts of the garden? (Not.)
♦ Where is more snow - near the building or in the center? (At the building.)
♦ Why? (Gusts of wind blow snow from the center to the building.)
Measure the depth of snow with a snow gauge in different parts of the garden.
Determine the state of the soil in winter.
Labor activity
Construction of figures from snow on the site.
Goals:
- learn to build figures from snow;
- develop friendships.
Outdoor games
"Owl".
Goals:
- learn to listen carefully to the command of the educator;
- develop attention, monitor the correct execution of the task.
"Zhmurki".
Target: to consolidate the ability to navigate in space.
Individual work
"Hit the target."
Target: develop the eye and the power of the throw.
Walk No. 3 "Watching the Sparrow"
Goals:
- continue to consolidate knowledge about the wintering bird - sparrow;
- to form an idea about the features of bird behavior in winter;
- Learn to keep the bird feeder clean.
Progress of observation
jumping sparrow
In a brown coat
Small in stature, but fighting,
It is not easy for him in winter.
He jumps at the porch -
Feed the young man.
V. Miryasova
♦ Look how many birds flew to our dining room. What are the names of the birds that stay with us for the winter? (Wintering birds.)
♦ What is the difference between migratory birds and wintering birds? (Wintering birds have downs and a very hard beak.)
♦ What birds do not fly away from us for the winter? (Sparrows, crows, jackdaws, magpies, woodpeckers, crossbills.)
♦ What do sparrows eat in winter? (Crumbs, grains.)
♦ Why should wintering birds be fed? (They do not have enough food, and satiety gives the birds warmth.)
♦ Tell us about your observations of the behavior of sparrows in winter. (Puffed up, they hide their beak under the wing, so they protect themselves from frost.)
♦ Why do sparrows settle next to humans? (To feed and keep warm near him.)
Yes, sparrows spend the winter next to us. It is difficult for birds in the snowy and frosty season. They fly closer to a person, hoping to feed themselves and keep warm near him. Among the people, sparrows are often called thieves.
These nimble birds, without fear, jump near the feet of a person, peck from a dog bowl, pick up crumbs.
♦ Why are sparrows called brave and friendly birds? (Because they always fly in a flock.)
If any sparrow is lucky enough to find abundant food, it begins to chirp loudly, summoning its fellows to a feast. And now, look at the feeder, how many birds have gathered. What food do they prefer to eat? Let's check. We put bacon in the first feeder, bread crumbs in the second, and grains in the third.
♦ What needs to be done before feeding? (Clean the place for food from snow.)
♦ Guys, look, near which feeder there are more sparrows? (Near the third, where the grains are.)
♦ What food do they prefer to eat? (Corn.)
Let's agree that we will keep the feeder clean and feed the birds every day.
Labor activity
Clearing snow from feeders, feeding birds.
Target: develop a positive attitude towards work.
Outdoor games
"Hit the target."
Target: learn to follow the direction of a flying object, correctly calculate and perform movements.
"Oncoming Crossings".
Target: learn to run and jump without bumping into each other.
Individual work
Throwing snowballs into the distance and at the target.
Target: develop coordination of movements.
Walk No. 4 "Watching the snowfall"
Goals:
- to form an idea about the properties of snow;
- to consolidate knowledge about the seasonal phenomenon - snowfall;
- develop a sense of beauty.
Progress of observation
The teacher gives the children a riddle.
Not washed, but shiny
Not fried, but crispy. (Snow.)
The quieter the frosty weather, the more beautiful the snowflakes falling to the ground. With a strong wind, their rays and edges break off, and white flowers and stars turn into snow dust. And when the frost is not strong, snowflakes roll into dense white balls, and then we say that cereals are falling from the sky. Falling to the ground, snowflakes cling to each other and, if there is no severe frost, form flakes.
Layer after layer falls on the ground, and each layer is loose at first, because there is a lot of air between the snowflakes.
And the snow crunches because stars and rays break under the weight of our body.
The teacher asks the children questions.
♦ In what weather do snowflakes form snow dust, grits, flakes?
♦ Why does the snow crunch underfoot?
♦ Why is snow loose?
Research activities
Catch a flying snowflake on a blank sheet of paper, having examined, determine the properties of snow (snowflake, dust, groats, flakes).
Labor activity
Covering tree roots with snow in your area.
Target: develop the ability to work together.
mobile game
"Snow Carousel"
Target: to teach to act on the signal of the teacher, gradually speeding up the pace of running in a round dance.
Individual work
Movement development.
Target: learn to throw snowballs into the distance.
Walk No. 5 "Observation of the mountain ash"
Goals:
- expand knowledge about mountain ash;
- continue to monitor the mountain ash in winter.
Progress of observation
The mountain ash dressed up, went out for a walk.
I began to dance with the children,
From a dress, give a bead to each.
The rowan cheeks of the children became brighter,
The mountain ash has generous gifts for children!
Rowan is suitable for planting in a snow-protective strip, it has a high cold resistance. Rowan berries are tart, bitter, but touched by a light frost, they become palatable and sweeter.
The teacher asks the children questions.
♦ What do rowan berries taste like in winter?
♦ What birds come to eat berries?
Research activities
Compare berries before frost and after.
Labor activity
Snow removal from paths.
Target: assist the janitor.
mobile game
"Who will run to the flag sooner?".
Target: practice crawling skills.
Individual work
Movement development.
Goals:
- continue practicing the long jump technique from a place;
- use visual cues.
Walk No. 6 "Comparative observation of a sparrow and a titmouse"
Goals:
- using the example of comparing a sparrow with a tit, introduce the features of their structure, lifestyle;
- to cultivate a benevolent attitude towards our smaller brothers.
Progress of observation
The teacher gives riddles to the children.
A ball of gray feathers
Cold in the cold.
Jumping down the track
Collects crumbs. (Sparrow.)
Fidget, small
Almost the entire bird is yellow,
Likes lard and wheat.
Who recognized her? (Titmouse.)
The teacher invites the children to consider and compare the sparrow and the titmouse.
♦ What do they have in common? (They stayed to winter, keep alone.)
♦ What is the difference between a sparrow and a titmouse? (A titmouse has a thin beak - this bird is insectivorous; a sparrow has a thick beak - a granivorous bird; as well as plumage, behavior.)
♦ How do these birds behave at the feeder? (Sparrows, noticing food, fly in a flock, quarrel, taking it away from each other, peck greedily. Titmouses follow the order, flying away with food, peck it, pressing it with their paws, sitting on a branch.)
♦ Tell us about the habits of a sparrow and a chickadee? (Sparrow is a small, resilient, lively bird. These birds, without fear, jump near a person’s feet, peck from a dog bowl, pick up crumbs under the very nose of a well-fed lazy cat, they are bold and trusting. beak, does not sit still for a minute, flies everywhere, fusses, scurries. She easily jumps on the branches and with the help of sharp and tenacious claws deftly climbs the branches of trees. Tits are cautious and shy.)
♦ What do these birds eat? (Sparrows are omnivorous birds. Tits like unsalted fat, sunflower seeds, pumpkins, watermelons.)
♦ The titmouse is an insectivorous bird, why doesn't it fly away to warmer climes? (She makes stocks, and with her beak, she can get insect larvae from under the bark and split the seeds. On frosty winter days, tits fly closer to human habitation.)
♦ Why do sparrows love being around people so much? (Because by living near people, birds are protected from predators, they have food and secluded places where they can build a nest.)
♦ Are these birds useful? (Tits are very useful for our forests. Even in the frosty cold, flocks of tits carefully examine tree after tree in search of hibernating insects. It is not for nothing that flocks of tits are called the “winged militia of the forest.” It happens that sparrows harm a person, peck at fruits in orchards, and harm grain crops. But the benefits from them are still greater than the harm.They eat a large number of harmful insects, so they should be protected, not persecuted.)
Labor activity
Strengthening the roots of young trees with snow.
Target: encourage environmental protection.
Outdoor games
"Birds and Cuckoo".
Goals:
- develop dexterity, speed;
- perform characteristic movements according to the content of the game.
"The Frogs and the Heron".
Target: exercise in jumping on two legs moving forward.
Individual work
Movement development.
Target: practice standing long jump.
Walk number 7 "Observation of the work of the janitor"
Goals:
- continue to monitor the work of the janitor;
- contribute to the enrichment of the dictionary;
- to cultivate love and respect for the work of a janitor;
- to instill a love for nature, a caring attitude towards the environment.
Progress of observation
The teacher asks the children questions.
♦ What does the janitor do in the winter on the territory of the kindergarten?
♦ What tools does he use to work?
♦ How can a janitor help trees survive cold and frost?
♦ Do people and nature need the work of a janitor?
Labor activity
Building a snow slide for dolls.
Goals:
- learn to work together;
- educate diligence.
Outdoor games
"Two Frosts", "Burners".
Goals:
- practice running
- reinforce the ability to follow the rules of the game.
Individual work
Skiing.
Goals:
- exercise in skiing;
- develop dexterity, endurance.
Walk No. 8 "Observation of the ravine"
Goals:
- to consolidate knowledge about the landscape;
- educate love and respect for nature.
Progress of observation
The teacher asks the children questions.
♦ How has the ravine changed since winter? (Covered with snow, became not very cool.)
♦ Where is more snow - at the top or at the bottom of the ravine? (Must be measured with a snowmeter.)
♦ Why is there more snow below? (Gusts of wind blow snow away, blowing it down into a ravine.)
♦ Where will the soil be drier in spring - at the top or at the bottom of the ravine? (More snow means more water; at the top, the sand passes water quickly, but at the bottom it doesn’t, because there is clay.)
♦ What is the use of snow for herbs? (A blanket that shelters from frost and wind.)
Research activities
Make a cut with a shovel. Why can't we cut the soil? (The soil was frozen from the hard frost.)
Labor activity
Sweeping paths on the site of younger groups.
Target: educate the desire to work.
Outdoor games
"Homeless Bunny"
Target: to teach to act on the signal of the educator, observing the rules of the game.
"Pathfinder".
Target: develop attention and observation.
Individual work
Movement development.
Target: to consolidate the ability to navigate in the kindergarten area, to find an object according to the description.
Walk No. 9 "Observation of coniferous trees"
Goals:
- to consolidate knowledge about trees;
- develop the ability to analyze, compare, draw conclusions.
Observation progress
The teacher asks the children questions.
♦ What is the forest for?
♦ What does it give a person?
We listen to winter: silence, silence, silence, only snow falls in armfuls from branches.
♦ What does winter smell like?
♦ Can we recognize our old acquaintances? Why?
♦ What trees adorn the forest in winter?
The houses are tall
Uncountable floors
Spiers are prickly,
Under the mighty clouds.
♦ What trees are mentioned in the poem? (About spruce.)
♦ What does a spruce look like?
♦ Who is her sister?
♦ When do spruces bloom? (Once every 5-6 years.)
♦ Where do spruces grow? (They love moisture, do not grow in dry places.)
And above, above this haze,
Outgrowing the forest, alone
In the rays of the sunset
In the glare of light
Burning bright pine.
♦ Why do they say about pine and spruce: “In winter and summer in one color”?
♦ How is pine pollen transported in the forest? (The wind blows it.)
♦ Why do pine seeds spin rapidly when they fall? (Seeds fly in the wind and rotate quickly, like small propellers; translucent wings help them spin.)
♦ What are the similarities between conifers?
♦ How are trees different from each other?
♦ Why is it warmer in winter in a spruce forest than in any other? (The wind does not penetrate.)
Research activities
Determine how old the tree is (children are given a thin plate of a cut of a tree trunk and are invited to count how old the tree is by annual rings).
Labor activity
Shoveling snow towards the trees.
Target: to cultivate a humane-active attitude towards trees.
mobile game
What grows in your native land?
Goals:
- fix the names of the trees;
- to form vocabulary;
- inculcate respect for nature.
Walk No. 10 "Observation of the gray and black crow"
Goals:
- learn to compare the gray and black crows;
- find distinguishing features (appearance, voice, habits).
Progress of observation
Everyone recognizes the voice of the raven. "Kru-kru-kru ..." - is carried throughout the forest. The raven itself sits somewhere on a tall tree and looks around like a master. Crows are solitary and it is rare to see a group of six or more birds. The raven is very proud of its black, glossy feathers and strong beak. So he holds himself importantly, strides along the ground, like some kind of prince, and his flight is beautiful and smooth.
But with regard to food, the raven is not picky. He eats literally everything that comes into his eyes: fruits, seeds, insects, snails with worms, and even small animals and birds. After all, the raven is a feathered predator.
The gray crow heralds with its song the imminent arrival of spring. Her simple, quiet, melodic song is not at all like a croak, but rather resembles the purring of a kitten. The gray crow winters with us and, of course, is looking forward to spring.
Labor activity
Cleaning the area from snow.
Target: educate the desire to work in a team.
mobile game
"One, two, three - run!"
Target: develop speed, agility, attention.
Individual work
Consolidation of skiing skills.
Target: to develop strength, endurance.
Walk No. 11 "Observation of public transport"
Goals:
- to consolidate knowledge about public transport, know the rules of the road;
- to cultivate interest in technology and the work of adults.
Progress of observation
Buses, trolleybuses, cars and trams
They run, run through the streets, overtaking each other.
The traffic controller is a traffic light, like a conductor in an orchestra,
He will indicate to whom to go, to whom to stand still.
Collisions can be avoided and collisions too -
At the crossroads of all roads, our traffic light will help.
I am friends with a traffic light, I am attentive,
I do not go to a red light, I expect a green one.
V. Miryasova
The teacher is talking to the children.
♦ What public transport do you know?
♦ What is the name of the place where the buses stop? (Stop.)
♦ Besides buses, what other cars stop at the bus stop? (Minibuses, taxis.)
♦ Which bus door should you enter? (To the front.)
♦ Which door should you exit from? (From back.)
♦ On which side should the bus be bypassed? (Behind.)
♦ Why? (You can clearly see the traffic moving along the road.)
♦ You are sitting on the bus, there are no empty seats, an elderly man came in and stood next to you. How will you do it and why?
♦ How should the road be crossed? (Slowly, with an adult, first look to the left and then to the right.)
♦ At what traffic light? (To green.) Labor activity
Digging up sand in a sandbox.
Target: educate a positive attitude to work, responsibility in the performance of assignments.
Outdoor games
"Colored cars", "Salki".
Goals:
- learn to act on a signal;
- to consolidate the ability to move with an added step in different directions.
Individual work
Movement development.
Target: to consolidate skills in jumping from a height of 20 cm.
Walk No. 12 "Watching the wind"
Goals:
- to expand and deepen knowledge about inanimate nature;
- to form an interest in natural phenomena.
Progress of observation
The wind blew all night
Noisy spruce,
The water wrinkled.
The old pines creaked,
The willows were bending by the pond,
Howled, howled, howled.
And when the dawn came
The wind seemed to be gone
It was as if it wasn't and isn't.
The teacher asks the children questions.
♦ What is the weather like today? (Cold, windy, cloudy.)
♦ What is the name of snow with wind? (A strong wind with snow is called a blizzard, a weak wind with snow is called a blowing snow.)
♦ Which direction is the wind blowing today? How was it determined? (Today the south wind, determined using a compass.)
♦ How is wind formed? (The sun heats the air unevenly, somewhere warmer, somewhere colder. Warm air rises, and cold air sinks down. This movement of air forms the wind.)
Labor activity
Hill building.
Target: cultivate a friendly attitude towards each other.
Outdoor games
"Who is the most accurate?".
Goals:
- exercise in throwing objects;
- develop an eye.
"Draw a tree."
Target: to consolidate the ability to draw a variety of trees in the snow.
Individual work
"Find an item."
Goals:
- to consolidate the ability to navigate the kindergarten site;