Sections: Working with preschoolers

Seasonal excursion “Early Autumn”

Target: show children the multicolored nature of the world around them: the more we look into nature, the more colors and their shades we see.

It's early autumn now. Much in nature at this time resembles summer. But a lot has changed.

1. Observe the weather and compare.
2. See if the color of the trees and shrubs has changed.
3. Game: using a mat, examine the leaves. Look for shades of color.
4. Observe insects and birds, animals, determine changes in their lives.
5. Game "Camera".
6. How incredibly beautiful nature is in autumn! How many different colors can you see around you? (The color of living nature is green, mark the shades). Bring to the conclusion that although the dominant is green color, but the world at any time and in any place is colorful.

Seasonal excursion: “Late Autumn”

Target: observation in the same environment, but under different conditions. How did the color change?

In late autumn, the sun does not rise as high in the sky as in summer, the days become shorter, and the nights become longer and cooler; low gray clouds, prolonged drizzling rains, thick fogs, frosts, cooling of water and soil: trees and shrubs change color of leaves, leaves fall, grasses wither, fruits and seeds ripen and spread in many plants; insects disappear, migratory birds fly away to warmer climes, and other animals prepare for winter.

1. How have the conditions of existence of living organisms changed?
2. How has the life of nature changed compared to early autumn?
3. How did the color change?
4. What colors do you see?
5. Why not bright colors?
6. Why don't bright flowers bloom?
7. How is the habitat different from the previous seasonal excursion? Take plush toys on an excursion and, with their “help,” collect seeds of winter plants. How did they end up on stuffed animals? For what?
8. Game: “What do I see above, below, on the side?” - “In a circle” how the habitat differs from the previous seasonal excursion

Seasonal excursion: “Colorful winter”

Target: show children the wonder of white color, see trees in winter, mosses and lichens - in this habitat, where they usually go on seasonal excursions. Collect broken branches, lichens and mosses for a winter forest model.
- In winter, a forest or park may seem lifeless. No insects are visible; many birds have flown to warmer climes. But the forest and park live a special, winter life. To find out about it, we go on a tour. (Bring bird food with you).

1. See what has changed compared to autumn: the weather, the color of the sky, the appearance of the forest or park.
2. Consider trees, shrubs, conifers, pay attention to the diversity of tree bark.
3. Using a shovel, dig out the snow and examine how plants (mosses and lichens) overwinter under it.
4. Watch the animals.
5. Admire the winter forest and snow.
6. Collect broken branches and formed mosses and lichens for a winter forest model.

There is a certain culture of communication with the winter forest. The main rule is not to harm beauty.
White caps on the branches, smooth snow surface, a bizarre pattern of traces of different animals. Of course, there will be no harm to nature if a person wastes snow, sprinkles it from the branches, or tramples the tracks of animals. The beauty of the forest will be restored after the first snowfall. And yet, when communicating with the winter forest, try not to destroy its beauty, even for a day, even for an hour. Let the people who come to the forest after you see not traces of your stay here, but a white fairy-tale palace, which is so pleasant to be in.
And one more thing: do not leave any garbage in the forest! In winter, garbage is not noticeable - the snow will hide it, but in the spring, when the snow melts, it will become clear how much garbage people brought here. It will take a lot of work to remove it. And will it be possible to remove everything?

FIRST SNOW.

Silver, lights and sparkles, -
A whole world made of silver!
Birch trees burn in pearls,
Black and naked yesterday.
This is the realm of someone's dreams,
These are ghosts and dreams!
All items of old prose
Illuminated with magic...
Making dreams come true
Life with a dream is a game.
This world of enchantment
This world is made of silver.

WINTER COLORS

Winter has prepared
Paints everything for everyone itself
Field - the best white,
Zoryam - scarlet ink,
All the trees have pure silver sparkles,
And on the street I decorated the children in a row
How an artist paints different things:
Who plays, paints it red,
Who is afraid to move -
Red paint is fine.
You won't beg for anything
Paint it differently.

Fetisov V.

Seasonal excursion: “Colorful Spring”

Target: observe seasonal changes, show the tenderness of the colors of spring, the beauty and fragility of primroses. Apply ecological excursion techniques.

PROGRESS: Spring. The sun rises higher in the sky than in winter. The days are getting longer and the nights are getting shorter. Warming, melting of snow and ice, ice drift, high water, it is no longer snowing, but raining, sometimes with a thunderstorm, the soil has thawed; First, early flowering plants bloom, and then other plants, the grass turns green, and young foliage appears on trees and shrubs. Insects, frogs, toads, lizards appear, migratory birds return from warm countries, almost all birds build nests and hatch chicks, and most animals give birth to young.

1. Observe the weather and compare it with the weather in winter.
2. See in which places the snow has already melted and in which places it is still preserved. Is the appearance (color) of snow different in spring from its appearance in winter?
3. Observe whether the appearance of trees and shrubs has changed, whether buds have appeared.
4. Observe whether insects have appeared, in what places they are kept, whether frogs and other animals have appeared that were not there.
5. Pay attention to changes in the lives of birds and animals.
6. Listen to the voices of birds.
7. Admire the beauty of the trees, note the beauty and fragility of primroses.
8. Note the tenderness of the colors of spring.
9. D/game “Ecological trail”. Goal: to consolidate the rules of friends of nature.

Seasonal excursion: “Sun and Magic Rainbow”" Summer.

Target: give children the opportunity to understand the nature of color and the reasons for the colorfulness of the world.

HOD: Guys! Listen to the riddle. (Oh sun). The sun is a source of light and heat for all living things. What do the rays of the sun bring to us? The rays of the sun bring us life. Why? (Children's answers). Can we say that the sun is an artist? Why? (Children's answers). Look at the world around us, nature. It is painted in various colors. What a beauty! Unique beauty. How nice it is to live in such a world, what colors can you find in nature? (Children's answers). When mixed, colors form different shades. What shades are there and from what colors can they be obtained? (Children's answers). So who colors our world? (Children's answers). The sun and rays are masters of coloring. Where are all the colors of the world collected? (Children's answers).

I stand and rejoice:
Rainbow, rainbow!
Stripe to stripe,
Line - to line:
Yellow, green, red, blue. . .
I was told that it was -
All of sunlight.
If you mix them together,
There will just be light again.

A rainbow is a palette for colors, where the sun, with its rays, mixes colors and colors nature.
Which color is more? (Children's answers). What is more green? (Children's answers). Green trees, grass, bushes, flowers, etc. Why do we need plants? (Answers). Plants provide oxygen, which all living beings on our planet, including humans, breathe. Could this mean that green is the color of life? (answers). And we can say that our planet Earth, where you and I live, is a green house, where trees are the source of life for you (answers).

D/game “Catching a sunbeam”

Guys, let's depict the palette of the sun - a rainbow and our green home - our planet and the source of all life - a tree.

Material: multi-colored crayons, sample.

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Plan

Introduction

1. Excursion as a stage in the formation of generalized ideas about a particular time of year

2. The role of excursions in the system of work on environmental education and upbringing

3. Preparing the teacher and children for the excursion

4. Basic requirements for the methodology for conducting seasonal excursions

5. Working with children after the excursion

Conclusion

Bibliography

Introduction

Currently, the preschool education system is experiencing the contradictions of the transition period. The old principles of work are gradually becoming obsolete, and they are being replaced by new concepts and ideas.

The educational process in preschool educational institutions is characterized by an increase in the volume of intensity of educational and cognitive activities; additional items, which inevitably leads to a decrease in the already insufficient level of physical and emotional development. There is a need to provide pedagogical conditions that allow flexible implementation different kinds activities into a single educational process.

Integrated classes correspond to one of the main requirements of preschool didactics: education should be small in volume, but capacious.

Such classes, within the framework of one topic, solve different problems in the development of children and are based on different types of activities.

Integrated activities allow the child to realize his creative abilities in an interesting, game form enrich vocabulary, develop communication skills, cognitive interest and activity.

In the field of environmental education, integrated classes play no less important role: the teacher develops the aesthetic perception of nature in children, the ability to feel and transform its beauty; forms ecological ideas about the environment.

S.N. Nikolaeva in her research showed that “the task of improving preschool education seems to be not in expanding the volume of knowledge through the inclusion of additional factual material in the program, but in searching for the principles of its systematization, which will allow children to be introduced to some significant connections between objects and phenomena of the surrounding world.”

1. Excursion as a stage in the formation of generalized ideasinformation about this or that time of year

An excursion is a collective visit to certain objects for educational or scientific purposes. Excursions also have the goal of broadening one’s horizons and general cultural development of a person.

Modern approaches to organizing environmental work with children preschool age are based on providing children with maximum opportunities for organizing direct contacts and communication between the child and the natural world. That is why excursions, which are one of the organizational forms of education in a preschool institution, play a special role in introducing children to nature. They provide an opportunity in a natural setting to introduce children to natural objects and phenomena, seasonal changes, and the work of people aimed at transforming environment. During excursions, preschoolers begin to explore the natural world in all its diversity and development, and note the interconnection of phenomena.

During the excursions, the foundation of specific ideas about our native nature is laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. Knowledge of the natural environment begins through the senses, through vision, hearing, touch, and smell. So, in a forest or park, children learn to distinguish the colors of autumn foliage: birch is lemon-colored, oak is brown, willow is greenish-yellow, aspen is red or purple. The picture of an autumn forest or park is perceived by them brighter, more fully, if the teacher offers to listen to the voices of birds, the sound of the wind, the rustling of leaves, and teaches them to identify the smell of mushrooms and rotten greenery. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon under study, and therefore, the richer his ideas become. On excursions, preschoolers have the opportunity to directly become acquainted with the properties and qualities of objects and phenomena through observations, while performing tasks of a playful or practical nature. In this way, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

Excursions are a special type of activity to introduce children to nature outside of a preschool institution.11 The advantages of excursion-lessons are that here children have the opportunity to gain knowledge and information about natural objects and phenomena in a natural setting.

Excursions to the forest, fields, and banks of rivers and lakes attract children’s attention and provide an opportunity, under the guidance of a teacher, to collect a variety of material for subsequent observations and work in a group, in a corner of nature. On excursions, children develop their powers of observation and interest in studying nature.

They learn to peer into an object and notice its characteristic features. The beauty of nature evokes deep feelings and indelible impressions in children, and contributes to the development of aesthetic feelings. On this basis, love for the native nature, a caring attitude towards it, and love for the Motherland are formed.

A significant place in the formation of ideas about seasonal changes during excursions is given to the observation method. Observation is a purposeful, systematic, more or less long-term perception of objects, objects, and phenomena of the surrounding reality.

Observations of bright pictures of nature - a forest during the golden autumn and during leaf fall, a flowering meadow at the beginning of summer, ice drift on a river - affect the emotional sphere of the child, influence various analyzers, and provide a clear perception of phenomena. It is equally important to make characteristic changes in living and inanimate nature the subject of observation in all age groups. The main link in this work is establishing the signs of the season (length of daylight hours, air temperature, features of cloudiness and precipitation, etc.). It is advisable to begin observations with inanimate nature, since changes in the life of plants and animals depend on it. Already children of middle preschool age can establish a connection between the abundance of sunlight in the spring and the beginning of the awakening, growth and development of plants. Older preschoolers are able to recognize more complex connections that do not have such a clear external expression. For example, in the fall they discover that the departure of feathered birds is associated with air temperature: with colder weather, some insects die, others climb under the bark, tree roots, fallen leaves, moss, and the birds are left without food, which pushes them to move to warmer climes.

Children's attention should also be drawn to the facts of adaptation of animals and plants to unfavorable environmental conditions. This can be shown by the example of how birds and animals prepare for winter, adapt to changes in food conditions, cold weather, and snow cover. Already children of middle preschool age, thanks to systematic observations on excursions and walks, understand that as the weather gets colder, birds move closer to human habitation, and some fly away to warmer climes. Older preschoolers learn that with the onset of winter, some animals hibernate (bear, hedgehog, toad, frog), others move to where they find food (nomadic birds, elk, deer), and others store food (rodents). It is important to draw children's attention to the fact that with the onset of winter, the hare and squirrels change color and grow warm, light wool (fur).

During an excursion into nature, a significant place is occupied by children performing various practical tasks that arise from its content and provide effective knowledge of those objects and phenomena that children have observed previously. Most often this is a collection natural material, intended for further observations in a corner of nature, for crafts, equipment for classes (for example, cones for math classes).

At the end of the excursion it is advisable to organize didactic games, which reinforce acquired knowledge in an entertaining way. So, in the forest the game “Find a tree by leaf” is played ( senior group), after getting acquainted with garden crops - the game “Find out by description” (middle group).

A few days before the excursion, the teacher holds a short conversation with the children in order to arouse their interest in the upcoming lesson, revive impressions and ideas that can be useful during the excursion, its purpose is stated. Children should know where they will go, why, what they will see, what they need to collect.

Before the excursion, the teacher carefully considers what material should be collected for further work in the group and what equipment should be taken with you in connection with this. All equipment must be located in a specific location.

Thus, excursions into nature are an effective means of education and training, since in their process the harmonious development of all aspects of a preschooler’s personality is carried out. In communication with native nature, the foundations of a materialistic understanding of the world around us are formed, moral and aesthetic qualities are cultivated, and good feelings are awakened. To instill in children an interest and love for their native nature means to raise its faithful friend, the future caring owner of the riches of their Motherland.

2. The role of excursions in the system of work on environmental protectioneducational education and upbringing

Excursion - special shape cognitive activity of children and adults in the system of environmental education and upbringing. It includes preparing the teacher for the excursion (developing program tasks, determining the place and route, preparing children for the excursion, selecting equipment for collecting natural material, using a variety of methods and techniques by the teacher on the excursion, organizing a variety of children’s activities.

The advantage of excursions is that they allow children to be introduced to certain objects of observation in a natural setting.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.

An excursion is much more difficult to conduct than an organized activity in a group, so its success depends on careful preparation of the teacher and children.

On excursions, children get acquainted with plants, animals and their habitats, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation skills and interest in nature.

The role of excursions in the aesthetic education of children is great. The beauty of nature that surrounds them evokes deep emotions and contributes to the development of aesthetic feelings. Excursions into nature involve children being outdoors and moving, which helps improve health. While in the forest, on the river bank, children collect a variety of material for subsequent observations and work in a group, in a corner of nature (plants, branches of trees and shrubs, shells, etc.)

As V.A. wrote Sukhomlinsky, it is necessary to cultivate in a child a love “for everything that cannot live without a gentle human hand, without a sensitive human heart. It’s about love for the living and the defenseless, the weak and the tender.”

The objectives of the educational component of the excursion are for children to master a system of environmental ideas and elementary (subject) concepts about nature.

The developmental component of excursions stimulates the formation of:

Observation skills and observation skills as such;

Sensory abilities (the ability to see various signs of objects; color and its shades, spatial arrangement, variety of shapes, textures, etc.); excursion preschool education environmental

Thought processes (analysis, comparison, generalization, classification, ability to establish connections, different in nature and degree of complexity);

Imagination and creativity.

When developing an excursion, it is important to set and solve a set of educational, educational and developmental tasks.

3. Preparationteacher and children for excursion

They consist, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area.

When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the selected place (one way) should not exceed middle group 30 minutes, in senior and preparatory school groups - 40-50 minutes. In this case, you should take into account the characteristics of the road and weather conditions.

No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about this range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. Preliminary acquaintance with the place of the future excursion makes it possible not only to clarify and specify the plan, but also to think over the methods of conducting it. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

Preparing children

It begins with the teacher reporting the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect.

Pupils should know that an excursion is an activity that is not carried out in a group, but in nature and on an agricultural site, therefore it is necessary to be disciplined and attentive during the excursion. The teacher reminds children of the rules of behavior on the street.

When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season.

For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursion.

4. Basic requirements for methodsno seasonal excursions

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and realize characteristic features objects and phenomena.

To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site?” etc. It is advisable to use those that stimulate the expression of children’s emotions and feelings. You can ask your students what kind words you can give to the flowers in the park’s flower beds, what wishes you can send to your feathered friends, etc.

During excursions, an important place is given to questions and tasks that force children to examine an object, compare it with other objects, find differences and similarities, and establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material.

However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children consolidate knowledge about characteristic features object, express in words an opinion about the quality of the object, remember the name of the plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, run to the birch!”) At the end of the excursion, the teacher once again draws the children’s attention to the overall picture of nature.

Starting from the second junior group targeted walks are carried out around the site with access beyond its boundaries. Taking into account the natural environment of the kindergarten, the most striking seasonal natural phenomena, the children’s capabilities, and the work done with them, the teacher decides where to go and what to see. Targeted walks, unlike excursions, are short-term, and a small volume of problems is solved during them. Children get acquainted with the striking natural phenomena of a particular season: bird nesting, ice drift. Targeted walks are carried out to a pond and a meadow. You can choose one object for observation in the rural area, for example, a birch tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

5. Working with children after the excursion

The knowledge acquired by children on excursions is expanded, clarified and generalized in classes, in games, in observations of brought objects, which are carried out in a corner of nature and on the site.

Immediately after the excursion, the collected material must be placed in a corner of nature or on a site (plants should be planted in pots, animals should be temporarily placed in an aquarium, terrarium or cages) and observation organized.

2-3 days after the excursion, classes are held during which the material brought from the excursion is used. Teacher reading to children fiction, listens and writes down their stories, comes up with environmental fairy tales with them, conducts didactic games, drawing, modeling, and appliqué classes that help to realize the children’s impressions from the excursion.

The work following the excursion can be aimed at introducing preschool children to artistic and musical culture, the basis of which was the impressions of the authors of the works that they received from communicating with nature.

In the classroom, the teacher can use not only fiction and theatrical performances, but also reproductions of paintings famous artists, for example, introduce landscape painting. Landscape, better than other genres of painting, conveys the connection with nature, human mood, it is in tune with music and poetry. A still life can also be very useful for viewing with children.

By motivating children's independent visual activity, the teacher helps ensure that the impressions received during the excursion are intensified, and their ideas become more accurate and imaginative.

Music is also very often used to convey artistic images nature. The teacher teaches children to listen to music, understand its language and convey their mood in musical and motor improvisations.

The pedagogical process, organized in this way, combines all aspects of the development of the child’s personality and has a beneficial effect on him as a whole.

At the end, a general conversation is held. When planning a conversation after an excursion, the teacher thinks through a system of questions in such a way as to restore in the children’s memory the entire course of the excursion, emphasize the facts that are most important for understanding the connections, and evoke emotions and an appropriate attitude towards nature. Special attention attention should be paid to creating models that reflect the relationships in nature.

Excursions and subsequent work should help children understand a sense of unity with nature, a sense of responsibility for their actions that affect the state of nature.

Conclusion

The use of integrative - thematic classes, targeted walks, experimentation helps in consolidating, systematizing and forming knowledge with the participation of an adult (direct or indirect).

In older preschool age, it is possible to form complex ideas about phenomena and objects of “inanimate” nature, which are necessary for children for general mental development, provided that training and education are carried out in a certain system, taking into account the level of knowledge and skills, individual characteristics, emotional state, and selection of available material .

The attitude towards the surrounding nature in preschool age is heterogeneous: the cognitive, aesthetic and humanistic components may predominate in it, each of which influences the child’s behavior and activities.

The variety of activities involved in integrated activities naturally connects environmental education with the entire process of personal development of a young child.

This also allows us to claim that synthesis different types arts in one lesson will be optimal and effective means mental development and moral and aesthetic education of children; and, therefore, confirms our hypothesis.

Based on the work carried out, a number of recommendations can be formulated for educators:

1. Familiarization with objects and phenomena surrounding nature It will be more effective if the teacher celebrates all the children’s achievements and independence, and praises them for their confidence and initiative.

2. It is necessary to systematically use integrated classes in pedagogical practice, as a result of which a positive effect will be achieved in the development of all aspects of the cognitive activity of a preschool child.

3. Work on environmental education for preschool children should not take place in isolation from the educational work carried out by the preschool educational institution

4. Activities of an integrated nature should be planned systematically, purposefully and cover all types of activities of preschoolers.

Bibliography

1. Preschool pedagogy. - M.: “Academy”, 2008.

2. How to introduce preschoolers to nature / Pod. Ed. P.G. Samorukova. - M.: Education, 1988

3. Nikolaeva S.N. Methodology environmental education in kindergarten. - M.: Education, 2001.

4. Nikolaeva S.N. Education of ecological culture in preschool childhood. - M., 2002.

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Topic: “Excursion to the forest. Seasonal changes in nature with the onset of autumn."

Goals:

Clarify students’ ideas about seasonal changes in nature in the fall, broaden their horizons;

Correction of cognitive activity, development of skills to observe living and inanimate nature, enrichment

Vocabulary and development of coherent oral speech;

Cultivate motivation to learn.

Equipment: illustrations on the theme “Autumn”, plot pictures on the theme “Autumn”, a series of pictures on the theme “People’s Work in Autumn”, demonstration material “Seasons”, correctional game “Seasons and Weather”, nature and labor calendar, weather signs, notebooks , pencils and colored pencils, instructions on safety precautions and rules of conduct on excursions, ball, excursion sheets.

During the classes.

Seasonal changes in nature.« Enjoy: spring is coming...»

Snow has been lying on dead grass for a long time,
And their panicles saved the seed,
And it falls into the snow, alive,
And it freezes into the ice, clean of dust.
Everything is hidden by a veil of snow,
It was as if the world was silent from shock.
The earth is asleep, full of seed,
To wake up in the greenery of spring.

P. Komarov

Target:

Developing skills for observing changes in nature and independent research.

Developing in students an understanding of the relationship between a plant organism and environmental conditions, developing the ability to identify early flowering plants.

Based on observations, identification biological features early flowering plants.

Formation of a caring attitude towards nature.

Development of dialectical-materialistic views on nature.

Tasks:

Identify signs of the onset of spring in living and inanimate nature.

Introduce students to the different periods of spring.

Establish reasons early flowering woody and herbaceous plants and changes in seasonal phenomena in plant life.

To promote the aesthetic education of students through the means of nature and art.

Equipment and design:notebook (notebook) for notes, pencil (pen), instruction cards, excursion magnifying glasses.

Excursion location : forest biocenosis.

Time spending: end of April - May.

Student age: 6th grade

Preparing students for the excursion:

1. Talk with students about the different periods of spring (weather patterns, changes in flora and fauna, the beauty of awakening nature, issues of its protection).

2. Introduce three new concepts about spring and indicate the timing of their onset:

"calendar spring" - March 1;"astronomical" - March 21 is the day of the vernal equinox throughout the globe (except for the polar regions), day is equal to night;"biological" the beginning of sap flow in Norway maple (March 24), and then in warty birch (April 8).

3. Assignment to students to prepare characteristics of each period of spring (March, April, May)

4. Prepare children to perceive nature, draw attention to the objects of the “forest” ecosystem. Develop the ability to behave correctly in the forest.

During the classes

The Green Noise is going on,

Green Noise, spring noise!

Playfully disperses

Suddenly a riding wind:

The alder bushes will shake,

Will raise flower dust,

Like a cloud everything is green

Both air and water!

Problematic question: How does spring come?

ON THE. Nekrasov

Do you have to go far to find a fairy tale?

K.Ivanov

What happens to plants in spring?

The leaves are blooming, the first flowers are appearing, the grass is turning green...

In most territories globe there is a constant change of seasons. Spring gives way to summer, summer to autumn, autumn to winter. Every season is wonderful in its own way.
We are infinitely dear to both the green smoke of the birth of life and the sad withering of plants entering a state of dormancy. We are delighted by tiny lanterns of snowdrops, yellow lights of dandelions, bird cherry bushes wrapped in white shawls, the honey smell of linden, the aroma of Antonov apples, the first boletus encountered in the forest, the golden glow of maples, the unheated fires of rowan trees stripped by the October wind.

The endless chain of changes in the face of nature is due to changes in the physiological state of plants depending on the seasons. Look out the window. Now spring is coming, one of the most amazing times of the year - the time of awakening of life.
Winter... Whirlwinds of February snowstorms swirl across the fields. The trees in the February forest seem lifeless. But is it? Look at the leathery, dense catkins of alder or birch. They have been formed since the fall. The outer scales of these earrings reliably cover the flower buds from frost and winter evaporation. Having frozen thoroughly for 2–3 months, at the end of February they, without waiting for warm days, begin to slowly swell.

In March, when there is still snow everywhere, the trees celebrate spring. Despite the frosty air, the dark tree trunks warm up under the sun and melt the snow around them, creating thawed patches with exposed wet soil.

The sun appears. Spring warm rays fall on the Snowdrop.

A snowdrop looked out in the twilight of the forest
Little scout sent in the spring
Let the snow still rule over the forest
Let the sleepy meadows lie under the snow.
Let the ice remain motionless on the sleeping river -
Once the scout has come, spring will come.

E. Serov

Oh, how pleasant these sun rays are, I want to live: to bloom and please others.

Snowdrops the first spring plants are able to withstand frosts down to –10 °C, because the juice that fills them contains a lot of sugar, and sugar solutions do not freeze in mild frosts. They can't do without this device! There is still snow all around, but as soon as the first thawed patches appear, they are right there: blooming, in a hurry.

Their time is short. Flowering of early spring plants lasts only a month and a half, until the trees unfurl their foliage and cover the sky above them, the light lovers.

They are not only a snowdrop, but also a snow drop, a snow flower, a scout, a harbinger of spring, a bully... And Latin name Galanthus nivalis- snow-white snowdrop.

Why is this a bully?

All because he argues with the snow... Listen to one old story that has become a legend.
After being expelled from paradise, Adam and Eve walked through a snowy forest, and then several snowflakes fell on her cheek. They melted, and the droplets, falling to the ground, turned into flowers - snowdrops.

Perhaps the most active preparation for spring takes place at this time under the thick snow of the broad-leaved forest. If you dig up the snow here, you can find pale yellow sprouts with curled leaves and sometimes buds breaking through the fallen leaves. But in the fall these sprouts were not here!
The fact is that in a broad-leaved forest the soil does not freeze in winter due to the large amount of humus and deep snow cover, which create excellent thermal insulation. Thanks to this, the soil temperature here stays around 0 ° C all winter, so there remains unfrozen moisture available to plants.
As for the nutrients that are so necessary for growth, the development of plants under snow occurs at the expense of previously deposited reserves. For example, in lungwort and anemone these reserves are located in the rhizomes, in blueberries and goose onions - in bulbs, and in chistak and corydalis - in tubers.

Intensive respiration using these stored nutrients leads to an increase in the plant's temperature. Often the snow even melts around it. For example, in February, shoots of coltsfoot, planted in the fall, begin to grow under the snow. If you dig up a plant at this time, you will see that a tiny cave has melted in the snow cover around it. The severe frosts are still crackling, and spring is already beginning under the snow...

Winter still happens to be angry,
The last snowstorms take away the anger,
But day by day the cold weakens,
The sound of drops is heard more and more often.
Snow, having lost its diamond shine,
Running together in icy streams
To the spring madness of noisy rivers
And ice floes floating on water fields.
As soon as the birch trees begin to cut,
In a fluffy fur coat, felt boots,
A lilac flower is born
On a silvery and short stem.
And next to me there are people just like him,
Looks like little kittens
Having taken refuge from the cold into a sweet dream,
His little brothers are asleep.
Just enjoying the warmth of the sun,
Beautiful buds will open:
Thick blue with topaz tuft
The Easter chime will ring.
Spring has been a long time coming,
The eye is pleasing and tired without knowing
Dream-grass will bloom until summer
A flower in which all the beauty of the earth is!

Lumbago. In spring the sun does not always warm. Often the sky is covered with clouds, and cold rain and sleet lashes the ground. And there are often frosts at night. This is where the fur coat given by nature comes in handy for us, spring plants. Drops of rain roll off my silky hairs, and I come out unscathed.

Why do they call you dream grass?

This herb has a calming and, in large doses, a hypnotic effect! And in the old days they placed it under the corner of a house under construction. It was believed that it brings happiness to the house.

There are lights at the edge,
A whole thawed patch.
Shorty stems
And the flower is small.
There are no leaves - it blooms,
Covered by cold.
Bees get the earliest honey
Gives from coltsfoot. L. Dunina

Coltsfoot Loves open, well-lit places. At the beginning of April, cheerful yellow inflorescences-baskets appear, and only then leaves. They are special. The upper side of the leaf, facing the sun, is smooth and dark green. The underside, facing the ground, is covered with white hairs, like felt. Place the top and bottom sides of a leaf on your cheek, and you will feel that the bottom is warmer than the top.

Lungwort obscure. One of the best spring honey plants. In the umbrella inflorescences you can simultaneously find half-blooming flowers with a pink corolla, blooming flowers with a purple color and already fading flowers. of blue color. This helps pollinating insects: they only visit pink and purple flowers.

April, May will pass, June will come. The petals of spring flowers will fall, the fruits and seeds will scatter. The stems and leaves of many of them will wither. But spring flowers are perennial. This means that every summer only the upper, above-ground part of the plant dies. Roots, rhizomes, tubers and bulbs are hidden in the soil, in which the accumulated over the summer is deposited. nutrients. They will need them next spring.
Seeds are hidden in the soil. They froze. We fell asleep. Waiting for a new spring.

Thus, year after year, century after century, the cycle of life takes place in nature. If you come across a clearing in the forest in the spring, covered with flowers, do not touch them, do not collect a bouquet. Remember what a long, harsh winter they endured. They must not disappear!

Teacher: Guys, I suggest you go on an excursion to the spring forest.Let's remember what rules you need to follow when you come to the forest.

You cannot light a fire in the forest during a fire-hazardous time; before leaving, you must carefully check the place where the fire burned to see if it has been properly extinguished.

When in nature, you should not pick plants for bouquets. Bouquets can only be made from plants grown by humans.

Gather medicinal plants only possible in places where there are many of them. Some plants must be left in nature.

Do not break branches of trees and bushes. Let beautiful plants, trees remain in nature.

In nature, especially in the forest, you need to try to walk along paths so that the plants do not die from trampling.

Again the birds fly from afar,

To the shores that break the ice,

The warm sun goes high

And the fragrant lily of the valley awaits.

A. Fet

What time of year is the poem talking about?

How did you guess that the poem talks about spring?

What signs of spring did the author name in his poem?

Today in the lesson we will go on a visit to spring and talk about what changes occur in nature with the arrival of spring.

Spring changes in inanimate nature. Listen to riddles about the spring months.

A warm south wind blows,

The sun is shining brighter,

The snow is thinning, softening, melting,

The loud rook flies in.

What month? Who will know? (March)

The river roars furiously

And breaks the ice.

The starling returned to his house,

And in the forest the bear woke up.

A lark trills in the sky.

Who came to us? (April)

The fields are turning green

The nightingale sings.

IN White color the garden is dressed,

The bees are the first to fly.

Thunder rumbles. Guess,

What month is this?...(May)

What signs of spring have you heard?

Did the sun warm the earth equally in all spring months?

- Which spring month is the coldest?

The warmest? Why?

- Now let's imagine the sky. What is it like in the spring?

What kind of precipitation falls in spring?

Are there thunderstorms in spring? When?

2. Spring changes in wildlife .

It's time to talk about what changes occur in wildlife with the arrival of spring.

What happens to trees and shrubs in spring?

What happens to herbaceous plants?

- Name the herbaceous plants that bloom first?

Typically, early flowering herbaceous plants are called snowdrops. Why?

- Why do snowdrops bloom so early?

What flowers bloom in late spring, in May?

Many people collect bouquets of spring plants in the spring. Is it good?

During excursions, you will have to complete assignments by unit and provide a written report about today's excursion.

3. Write down an outline for the written report:

the beauty of spring nature (it is advisable to take a photograph of the first spring flowers);

life of herbaceous plants in forests, meadows, yard;

life of tree and shrub species;

signs of spring in the animal world.

wish to create a presentation in the programPowerPoint

4. Now let's have a competitionthe most observant, most intelligent and organized friends of nature. Students are divided into units.

Assignment for 1st link: students perform it in the forest, looking for a given number of species of flowering herbaceous plants; define them and make notes in a notebook in the form of a table:

Features of the external structure

Flower (sketch)

Leaves (sketch)

Assignment for link 2: It is necessary to answer the questions: Neither the cornflower, nor the bluebell, nor the chamomile are blooming - why did the spring clear, oak anemone, lungwort, goose onion and other primroses grow and bloom so quickly? Which organs of these plants contain nutrients? Why are primroses in a hurry to bloom?

Assignment for 3rd link: observe the flowers of early flowering plants and answer the questions:

How often do insects visit these flowers?

What adaptations have these flowers developed for cross-pollination?

What causes the color of flowers?

Do flowers have nectaries?

Is it possible for these flowers to self-pollinate?

How do these plants reproduce if there are not enough pollinating insects during the flowering period?

While answering these questions, students look at primroses and take photographs of them.

Assignment for 4th link: watch the trees and shrubs bloom. Organize your records in table form.

Name of trees

and bushes

Appearance of inflorescences

(schematic drawings)

Plants

monoecious or dioecious

Pistillate

flowers

Staminate

flowers

5. Gathering of students from all levels to complete the next task.

Cognitive tasks

1. Flowering of plants is possible if there is a supply of nutrients. Where is the supply of nutrients in woody plants?

2. Most trees bloom before the leaves bloom. What is the method of pollination in trees? How would the flowering of trees during the period of full leafing affect fruit formation?

3. It is estimated that trees have more staminate inflorescences than pistillate ones. Explain this phenomenon.

4. Why are the flowers of woody plants collected in inflorescences - catkin, panicle, raceme, and not in inflorescences - basket, spike?

5. When trees bloom, shrubs are in the budding phase. Why? Is wind pollination possible in shrubs?

Discussion of cognitive tasks.

Closing conversation: about the life of trees, shrubs, and perennial herbaceous plants in spring. Paying attention to the correspondence of the structure of plant organs to the functions performed, to the development of plants in relation to the environment.

Homework assignment .

1. Each unit submits a report on the results of the excursion“Look, spring is coming!” You can put legends and poems about spring flowers, drawings or photographs there.

Summing up the lesson-excursion and grading in the journal .

Now, guys, think and tell me, having been on such an excursion, what useful things did you get for yourself?

Literature:

Magazines Biology at school

Internet resources

Fiction

Municipal budgetary educational institution

"Secondary school No. 21" Kaluga

Excursion

"Spring changes in nature"

Prepared

teacher primary classes

Salnikova Yulia Igorevna

Kaluga

2014

Excursion on the topic: “Spring changes in nature”

2nd grade

Goals:

I . Educational:

1. Formation of ideas about spring changes in nature.

2. Forming an idea of ​​the signs of the onset of spring.

II . Educational:

1. Development of observation skills

2. Development of logical thinking based on practicing logical operations.

3. Development of independence when performing individual and group tasks.

III . Educational:

1. Fostering a caring attitude towards nature.

2. Fostering a culture of behavior in nature.

Equipment:

For the teacher: a scoop for digging up primroses, a thermometer, illustrations (birds (rook, lark), plants (goose onion, poplar, aspen), insects (wren butterfly, mourning butterfly, wood wasp)), boxes for the collected material.

For students: notebook with hard cover, pencil, colored pencils.

PROGRESS OF THE EXCURSION:

I . PREPARATORY WORK.

1. Displaying a folding book:

Goose onion- a herbaceous bulbous plant. Plant height is from 3 to 35 cm. Plants may have one or more bulbs. Some species have two types of roots: those going from the middle of the bottom vertically downward, and those going from the edge of the bottom first down and then horizontally and up. The flowers are small, yellow, star-shaped. Pollination occurs with the help of insects that are attracted to nectar. Grows on moist soils: in forests, bushes. Distributed in Europe and Asia.

Coltsfoot- a perennial plant that grows on clay soil, in fields and ravines. The underside of coltsfoot leaves evaporates water weaker than their front side, and therefore their lower surface is warmer than the upper - hence the Russian name of the plant. An underground branched creeping rhizome in early spring produces above-ground stems covered with brownish, scaly leaves. This stem develops yellow flower Distributed in the European part, in the Caucasus, in Siberia to Lake Baikal, in the cities of Central Asia.

Wood wasp- an insect, 15-20 mm in size, lives in families in nests suspended on tree branches, under the roofs of houses and other buildings. The color is yellow-green.

Mourning maid – The butterfly is quite large: the wingspan is up to 7.5 cm. The color of the male’s wings is dark brown, cherry brown, the female’s is light brown. Wings with a wide light yellow border and a row of blue spots in front of it. There are 2 large yellowish-white spots on the leading edge of the wings. The underside of the wings is dark. The lighter edge of the wings in wintering individuals is associated with fading during wintering. Butterflies of this species can be seen near puddles on roads, as well as on trees with flowing sap. Mourners are great lovers of juices and often gather for a joint meal. Its first flight can be observed in early spring. The new generation appears at the end of July and flies until late autumn, when it leaves for the winter. The female lays up to 100 eggs in dense clutches in the form of circles on plant branches. Caterpillars develop from June to July.free and attached head down. The pupal stage is about 11 days. There is one generation per year. Overwinters in hollows and other secluded places.

Rook– The rook is very similar to the black crow and can be distinguished by the bare circle around its beak, extending all the way to the eyes. You can also notice it by its very elongated beak and small feathers on the head and neck, which have round edges, which the black crow does not have. The rook's plumage is beautiful, black and blue with a purple sheen, length 43 centimeters. lives in alleys, parks and large gardens near fields, meadows, pastures, as well as in small groves, in the steppes and along river banks. Rooks make their nests in tall trees, often near homes; the rook’s nest is so loose that when it falls to the ground, it falls apart, which does not happen with the nests of other birds of the same genus. In April, eggs appear in nests. These birds nest in large colonies.

Field lark- the plumage of the lark is very modest, brown above, white below, light, even whitish, usually with dark spots and stripes. The lark is found everywhere in our country, with the exception of the far north. It is found everywhere in grain fields and wastelands, overgrown only with heather on dry, barren soil, also on fatty soil, in pastures, pastures, in alpine ravines and even on islands and along the seashores.

The lark always nests on the ground and generally runs beautifully and quickly, and while running, it raises the feathers on the crown of the head. The lark flies south from us in September and gathers in huge flocks before departure. It returns to us in early spring, depending on the climate, in February or March. Since the lark feeds on insects, it should be appreciated not only as a cheerful, pleasant singer of our fields, but also as a useful bird that destroys various harmful insects from our crops.

2. Preparing children to tell a poem about spring and folk signs.

II . IDENTIFYING STUDENTS' EXISTING PERCEPTIONS.

Guys, listen to the poem that Oksana will tell you.

Nature hasn't woken up yet,

But through the thinning sleep

She heard spring

And she involuntarily smiled.

Tyutchev. F

What time of year is this poem talking about?

About spring

Today we have a lesson-excursion and we will go to the park to observe what changes have occurred in living and inanimate nature with the arrival of spring.

What seasons do you know?

What time of year is it now?

What season precedes spring?

When are the days longer in spring or winter?

When is it warmer in spring or winter?

What signs of spring have you already seen?

Well done, now open your notebooks and write down today’s date and topic (on the board: Excursion. Spring changes in nature).

Card No. 1

1. Find a spruce. Consider it. Highlight the signs by which you recognized that it was a spruce (trunk, branches, needles). Highlight what has changed in the spring compared to winter.

2. Sketch a spruce branch. Try to display the changes that have occurred.

TO
card No. 2

Excursion. Spring changes in nature.

1. Find a willow. Consider it. Highlight the changes that have occurred compared to winter.

2. Sketch the willow branch. Try to show the changes that have occurred in the drawing.

Card No. 3

Excursion. Spring changes in nature.

1. What insects can you see in the spring? Where can you see them? What are they doing?

2. Use a net to catch the wren butterfly.

Card No. 4

Excursion. Spring changes in nature.

1. Consider the appearance of the rook. What size is it? What color is the plumage of the head, body, wings, tail? Describe the behavior. What is the rook doing?

2. Sketch the rook.

Guys, we came to visit nature. Let's remember how we need to behave so as not to harm nature. (Children list the rules of behavior in nature).

People have long noticed changes occurring in nature at different times of the year and compared them. These observations are reflected in signs and sayings. Does anyone know examples of such signs?

Rook on the mountain - spring is in the yard.

The swallow has flown in - soon thunder will roar.

Long icicles for a long spring.

How do you understand these proverbs?

Well done. Today you and I will observe the changes that have taken place and find out how they are related to each other.

Pay attention to the sky. What color is it? What color was it in winter?

Guys, stand so that the sun illuminates your right hand. What do you feel?

In the spring, the sun becomes higher above the horizon, the days become longer, so more heat reaches the ground and the air temperature in spring is higher than in winter. Let's measure the temperature and compare it with the temperature in winter (measure and mark it in your notebook).

What was the ground covered with in winter? Is there snow now? What has he become?

Where do you think so much water could have disappeared to?

A large number of melt water flows into reservoirs, so in the spring you can see such a phenomenon as flood - a rise in water in reservoirs.

But not all the water flows into reservoirs; some of it is absorbed by the soil, from where it can be absorbed by the roots of plants.

What happened to the plants in winter?

Look what has changed in appearance by the trees?

At first glance, it seems that there have been no changes in the life of the trees with the arrival of spring. Let's come closer to the birch and see if we can notice any changes.

The buds on the birch branches have become larger - they have swollen and slightly opened their protective scales, from under which you can see green leaves.

Well done. What allowed these changes to happen?

Externally, the trees and shrubs have changed, although they have long “felt” the arrival of spring. The soil has thawed, allowing trees and shrubs to absorb water and nutrients from it, which rise up the trunk to the buds, dissolving stored sugars. This phenomenon is called sap flow. If you make a hole in the tree trunk at this time, sap will flow out of it. Many birds feed on tree sap, such as woodpeckers, but the holes they make to extract the sweet sap are very small and do not harm the tree. But the notches that people make when collecting sap can lead to the death of the tree. If you see such a notch while walking through the forest, then help the tree by covering the wound with plasticine or clay.

Look at the willow, what changes do you see compared to winter?

Fluffy buds appeared.

Guys, these are willow flowers. Many trees and shrubs bloom in spring: willow, alder, hazel, poplar, maple (I show illustrations of flowering trees).

We looked at the changes that have occurred in the life of trees and shrubs; their buds have swelled, some have green leaves, many of them are blooming. To observe what changes will happen to them next, we will take several branches of willow and birch into the classroom and put them in water. You will also need to continue observing plants in nature according to plan:

1. Beginning of sap flow (in maple and birch).

2. Swelling of the buds (appearance of lighter internal parts of the buds).

3. Budding (green tips of young leaves become visible).

4. Beginning of leaf expansion

5. Blooming of early flowering trees and shrubs (willow, hazel, etc.).

What changes have occurred in the life of herbaceous plants (Teacher points to an early flowering plant)? Does anyone know the name of this plant?

Coltsfoot

What interesting things can you tell about her? What other early spring flowering plants do you know? (showing corydalis and goose onion) Now we will carefully dig up several early flowering plants to study them in more detail in class, and we will plant one plant in a pot and observe how it develops and what changes will occur to it.

Look at the coltsfoot flowers, who can you see on them?

Insects.

What insects can we observe in early spring? What can you tell us about them?

Well done. Listen, what sounds did you hear?

Birdsong?

Have you heard it in winter? What birds were impossible to see in winter, but can be seen now? Are there any birds that disappeared with the arrival of spring? Which? What is the reason for such changes in bird behavior?

Have you noticed what the birds are doing now?

They build nests.

What materials do they use to build their nests?

And so, guys, what changes in nature have we already been able to identify?

III . INDIVIDUAL-GROUP WORK.

And now each group will have to complete the tasks given on the cards. When performing them, do not forget about the rules of behavior in nature. You have 10 minutes to do this.

IV . GENERALIZATION.

- What signs of the onset of spring have we observed?

What animals and plants did we observe?

Now let's go back to class.

V. CAMERA PROCESSING.

Open the notebooks in which you wrote down the date and topic. Now we will record the results of our observations.

What was the weather like during the excursion? What was the temperature? Was it sunny or cloudy, windy or not? Write it down in your observation diaries, and those on duty will also write it down in the nature and labor calendar.

What changes have occurred in the life of plants with the arrival of spring?

What changes occurred in the life of insects and birds in the spring?

You completed tasks using cards, now each group will tell the others what they observed.

What changes have occurred in the life of coniferous plants (using the example of spruce)? Let's write it down

What did Group 2 observe? What changes have you noticed? Let's write it down

What did group 3 observe?...

You and I dug up early flowering plants, and group 4 caught a urticaria butterfly, now we must prepare everything for the herbarium.

So, well done everyone today. The observations we received today will be useful to us in the next lessons.

Bibliography:

Pleshakov A.A. Atlas – determinant “From earth to sky.” A manual for students of secondary schools: Education, 2009 – p.222

Kiseleva K.V.Atlas-determinant "Flora and fauna" middle zone Russia.”: Fiton, 2010 – p.544