Observation of the flora in the preparatory group. Organization of observations in the preparatory group
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 on the trees have appeared). All this is very important for child development. Moreover, walking in the fresh air is also beneficial for health.
Children also 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 on a walk in the preparatory group in the spring can be done 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. Even 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 around us.
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 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 would 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: 2nd younger group or already older. 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 these 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.
conclusions
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 for a long time will be deposited in the memory of children. 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.
Observations on a walk for every day for the preparatory group
September, preparatory group
Plant observation:
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 heat of the sun, will 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 learning 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 behavior 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 pond. 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: Bird watching 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. Not far from the kindergarten there is a helipad, 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 don't let in cold air. 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 garbage. 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 branches of trees, 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 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 the flower, its color, shape. Choose the words of the definition 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 sea 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 clothing? 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 dry or broken branches, for this they use an electrical assembly 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. Breathe in 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 flowering 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, crucian carp. 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 A: 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?
SPRING
Observation #1
Discuss with the children (on a sunny day) why March is called "the morning of the year." To identify relationships in nature: the sun warms everything warmer, therefore, the snow melts, turns into water, water permeates the soil, therefore, conditions for plant growth appear: buds swell on trees, and on thawed patches, where the sun warms up, the first grass appears.
Russian folk amusement:
Mother spring is coming
Open up the gate
The first of March has come -
He spent all the children;
And then April
Open the window and the door;
And how May came -
Walk as much as you want.
Watching Seasonal Changes
Goals:
form an idea of \u200b\u200bspring changes in nature;
to teach to see changes in the behavior of sparrows with the advent of spring;
educate interest in bird watching, respect for them.
Progress of observation
In a ditch with melted water
Sparrow splashes.
At the dark alder I got up,
Watching from behind bare branches.
Like a carefree boy
With his head he wants to dive...
Fervent, dashing sparrow -
I'm afraid to scare him.
He forgot hunger and cold,
I forgot how the snow drifted chalk,
He is happy today with a sunny puddle
And drops of stingy warmth!
As soon as the sun warms, the sparrows come to life, gather in noisy flocks.
Note the lively behavior of the sparrow. Have you noticed what changes have occurred in the life of a bird with the advent of spring? (Sparrows rejoice at her, fervently chirp: chirp-chirp, chirp-chirp.) They sit on hedges, branches of trees, shrubs. If a mischievous sparrow finds a small puddle of melt water, then he strives to “take a bath”, wash off the winter mud as soon as possible - he will splash in cold clear water, and then ruffle his feathers and shake himself off.
Let's remember what the sparrow ate in winter? (Grains, crumbs.)
What about summer and autumn? (Peck grains and seeds of plants.)
And in the spring? (Sparrows love to eat midges, mosquitoes, caterpillars, aphids.)
Guys, do you already know that sparrows build nests in spring? Let's look for nests in the territory of the kindergarten. Building a nest is no easy task.
What do sparrows build their nests from? (Fromfeathers, dry blades of grass, pieces of cotton.)
Why do sparrows nest? (INnests incubate eggs.)
Yes, a pair of sparrows build a nest together, and then take turns incubating the eggs. Two weeks later, small chicks appear in the nest.
While the chicks are small, who feeds them? (Parents.)
What do parents feed their babies? (Blackflies, mosquitoes and other insects.)
Sparrows grow quickly, and after ten days their parents begin to teach them all the wisdom of sparrow life. Over the summer, one or two new generations appear in the nest. Before the onset of cold weather, they also need to be grown and taught in a bird school.
Labor activity
Clearing a flower bed from last year's grass.
Target: develop a positive attitude towards work.
Outdoor games
"Who quickly?".
Target: exercise in running, develop speed. "Further and higher."
Target: continue to teach to overcome the obstacle course to jump easily, silently.
Individual work
Jumping up from a place.
Target: develop jumping ability, combine strength with speed.
Observation #2
Observing the behavior of birds on the site, encouraging children to make their own conclusions - what is the spring revival in the life of birds: the sonorous song of tits, sparrows pick up their mates, crows sit on their eggs.
Poem by I. Nikitin:
The titmouse chimes loudly
In front of our window...
Soon there will be a knock on our door
Real spring!
Didactic game "Who will name more actions?" - exercise in the selection of verbs corresponding to the spring phenomena of nature.
What do birds do in spring? ( arrive, return to their native lands, build nests, settle in birdhouses, breed chicks, etc. e).
Labor activity
Help children of the younger group in cleaning the site from last year's garbage.
Target: learn to independently divide into subgroups and work conscientiously.
Outdoor games
"Crows and sparrows", "Be careful".
Goals:
Exercise in running "flock" and in all directions; - develop orientation in space.
Individual Job Throwing objects at a target.
Target: develop hand strength and eye.
Observation #3
Watching the sun in the sky. Invite the children to measure the length of the tree's shadow at the same time each week. Make sure the shadow gets shorter every day. Record this in your observation diary. Make a conclusion that the sun rises higher every day.
Mystery: Chase her all day long
You won't catch shadow).
Labor activity
Cleaning cut branches of shrubs and trees.
Target: to teach to work together, together, to bring the matter to the end, to rejoice at the result of labor.
Movable games"Birds and Fox".
Target: learn to deftly jump off stumps, run without bumping into each other, find your stump on a signal.
"Run and catch."
Target: teach agility and speed to catch the ball.
Individual work"Who's ahead?"
Target: learn to run in a column one at a time, at an average pace
Observation #4
Comparative observation of what has changed compared to February: snow melts in the sun, loose, streams in sunny weather, icicles, drops (where it comes from, how it rings).
Didactic game "Guess!":
cheerful, sonorous, transparent - what is it?
(drops, icicle).
Cold, snowy, light, spring, sunny - what is it?
(day).
Labor activity: Participation in digging the land.
Goals: strengthen the ability to work in a team;
to form industriousness, the desire to bring the work begun to the end.
Movable games:"Classes", "Keys".
Goals:
Improve the ability to jump (on one leg), navigate in a limited area;
Develop eye, accuracy.
Individual Job: Movement development.
Target: improve the technique of jumping (exercises with a long rope).
Observation #5
Sky observation. Cumulus clouds appear, in sunny weather the sky is blue. Show the dependence of the amount of clouds on the melting of snow. Clarify that snow and ice are different states of water.
Mystery: Fluffy cotton
Float somewhere.
The cotton is lower
The closer the rain is. ( Cloud)
Observation behind the cloud
Target: continue to form a consciousness of unity land and the sky as the basis for a holistic perception of the world.
Progress of observation
Like the sky from the north
A white swan swam
The swan swam full.
Down threw, poured
On the lake fields
White fluff and feathers.
Look at the sky, what do you see?
What are the clouds today?
Do you think it will rain or snow today?
In which direction are the clouds moving?
Labor activity
Help the kids in the construction of the slide on their site.
Target: learn to work together, to enjoy the work done.
Movable a game"Homeless Bunny"
Goals:
Exercise in the ability to run without bumping into each other;
Cultivate agility and endurance.
Individual Job
Learning the tongue twister "There is grass in the yard, firewood on the grass."
Observation #6
Monitoring weather changes. It's getting even warmer, thawed patches have appeared, drops have begun.
Didactic game "Smart wordsmith" - develop logical thinking.
Falling from roofs or trees of melting snow in drops, as well as these drops themselves.
(drops).
Quite a small drop droplet).
Warm weather in winter or spring when snow and ice melt ( thaw).
The place where the snow melted and the earth opened ( thawed patch).
F. Tyutchev's poem:
Winter is getting angry
Her time has passed
Spring is knocking on the window
And drives from the yard.
Wicked witch pissed off
And, capturing the snow,
Let go, run away
To a beautiful child...
Spring and grief is not enough:
Washed up in the snow
And only became blush
Against the enemy.
And everything fussed
Everything forces Winter out -
And larks in the sky
The alarm has already been raised.
Winter is still busy
And grumbles at Spring.
She laughs in her eyes
And it only makes more noise...
Measure snow depth in sun and shade.
Labor activity
Clearing paths from debris.
Target: learn to work together.
Outdoor games
Target:
"Do not back."
Target:
Individual work
Movement development.
Target:
Observation #7
Drop Watching
Goals:
To consolidate knowledge about changes in water depending on temperature;
Teach exploratory activities.
Progress of observation
Spruce warmed up in the sun,
The pine has melted.
It's April in the forest, drops are ringing.
We have spring in the forest
Droplets are knocking on the snow:
"Snowdrop, stop sleeping!"
And coats of squirrels and rabbits
Wet again in the morning.
And slowing down the cunning run,
Walking through the snow into the forest,
Falling into melted snow
The fox is drinking at the hole.
Pearls fall down
"Well, catch us!"
All in holes from light splashes
Under the tree is a fragile crust.
But still March, not April ...
A little sun will set
The ringing drops are silent
And again on the branches of ice. 3. Alexandrova
The teacher asks the children questions, conducts a conversation.
On which side are the icicles longer - on the sunny side and the shady side? (With solar.)
Why? (The sun warms more, and from this they "grow".)
Does the icicle grow or shrink on a frosty day? (Decreases as it collapses from frost and wind)
What about on a sunny day? (Grows.)
On which side do icicles melt faster? (With solar - the sun warms the ice, and it turns into water.)
Let's check. We put one vessel under the icicles from the shady side, the other - from the sunny side. Let's see which vessel will drip more water.
And what do you think, where the water from icicles will be cleaner - on the site of the kindergarten or near the roadway? To find out for sure, let's put another vessel under the icicles that are near the road.
Observation is carried out the next day. The teacher asks the children in which vessel there is more water, in which it is cleaner.
Labor activity
Target:
Outdoor games
Goals:
Individual work
Movement development.
Target:
Observation #8
Watching the snow melt. Where does it melt the fastest? (at the tree trunk). Tree roots absorb water. Icicles often appear on the roofs of houses on the sunny side. Think why?
Didactic game "Smart vocabulary":
Target: develop the ability to run fast, dodge the catcher.
"Do not back."
Target: learn to jump over a rope at a height of 15-20 cm.
Individual work
Movement development.
Target: practice hitting the target with a snowball.
An unfrozen or already melted place on the icy surface of a river, lake, sea ( polynya).
The flood of the river during the melting of snow and the opening from ice in the spring ( high water).
The time when the roads become impassable due to mud ( slush).
Small water stream Creek).
And how to call it affectionately? ( brook).
Labor activity
Clearing paths from debris.
Target: learn to work together.
Outdoor games
Observation #9
Continue watching for signs of spring (April). Discuss folk signs and proverbs:
Lots of snow, lots of bread.
Water flowed from the mountains - brought spring.
Spring rain never fails.
Long icicles - for a long spring.
A lot of juice flows from birches - by a rainy summer.
S. Marshak's poem "April":
April, April! Drops are ringing in the yard.
Streams run through the fields, puddles on the roads.
Soon the ants will come out after the winter cold.
The bear makes its way through the forest deadwood,
The birds began to sing songs, and the snowdrop blossomed.
Observation of the height of the sun
Target: to consolidate knowledge about the influence of solar energy on the life of plants, animals and humans.
Progress of observation
The teacher gives the children a riddle.
What is higher than the forest
More beautiful than the world
Does it burn without fire?
We cry without him
How will it appear
We hide from him. (The sun.)
The higher the sun, the warmer and longer the day. The snow melts from the heat, the earth heats up and thawed patches appear. Grass starts to grow. What else happens in nature? (Establish and consolidate ideas about environmental relationships.) Where does the sun rise, where does the sun set?
Research activities
Touching metal objects, determine where the sun heats more.
Answer which objects heat up faster: dark or light?
What can you use to look at the sun for a long time? (Dark glasses.)
Labor activity
Organization of assistance to the janitor in cleaning the curb around the site.
Target: develop a desire to help elders.
mobile game"Sun and planets".
Target: to consolidate knowledge about the movement of planets around the sun.
Individual work
Standing long jump.
Target: develop jumping ability, strength and eye.
Observation #10
Air monitoring.
The poem "Transparent invisible":
He is a transparent invisible
Light and colorless gas.
Weightless scarf
He envelops us.
He is in the forest - thick, fragrant,
Like a healing potion
It smells of resinous freshness,
Smells like oak and pine.
In summer it is warm
Blows cold in winter
When the frost lay on the glass
Lush white fringe.
We don't notice it
We don't talk about him.
We just breathe it in
He's what we need!
What properties does air have? ( colorless, transparent, odorless).
Where do you think the air is better - in the forest or in the city? ( forest air is not only clean, but also healing. In the city, the air is completely different: it smells like gasoline and car exhaust, polluted with particles of dust and soot. Such air is harmful to both humans and plants.).
Think about when the air in the city becomes fresher, cleaner? ( after rain or heavy snow. Raindrops and snowflakes purify, wash the air, taking dust and soot with them).
What are people doing to clean the city air? ( people plant trees in the city, especially poplar cleans the air).
Labor activity
Sanding the paths in the kids area.
Target: help children and their caregivers.
Outdoor games
"Fifteen", "Don't get your feet wet", "Wind".
Goals:
to consolidate the ability to run in all directions, jump over obstacles;
learn to listen carefully to the commands of the educator, to overcome obstacles.
Individual work
Movement development.
Target: teach self-insurance when performing movements.
Observation #11
Observation of signs of spring in inanimate nature. How has the snow changed with the advent of spring? What happened to the water that was formed from the melting snow? How has the soil changed with the advent of spring?
Didactic game "Choose a word" - exercise in the selection of nouns and in the correct agreement of words.
Sunny, fun...
Clear, cold...
Grey, gloomy...
Timid, early...
It rises, it appears, it grows...
They fly, they return...
Outdoor games
"Fifteen", "Don't get your feet wet", "Wind".
Goals:
to consolidate the ability to run in all directions, jump over obstacles;
learn to listen carefully to the commands of the educator, to overcome obstacles.
Individual work
Movement development.
Target: teach self-insurance when performing movements.
Observation #12
Watching the snow melt
Target:
Progress of observation
The snow is no longer the same -
It darkened in the field
Ice cracked on the lakes
It's like they split.
Clouds run faster
The sky got higher
Sparrow chirped
Have fun on the roof.
Research activities
Labor activity
Target:
mobile game
"Wolf and goat".
Target:
Individual work Movement development.
Goals:
improve coordination of movements.
Observation #13
Watching the melting of snow and ice. Task for children: determine where snow and ice melt faster (in the sun or in the shade). Why is there ice in the puddles in the morning, and in the afternoon it turns into water? Why do icicles on the sunny side melt, but not in the shade? Establish a connection with the air temperature using a thermometer. Pay attention to the formation of puddles, streams (playing with boats).
What can you say about snow? What does snow do? ( goes, falls, spins, flies, lies down, shines, melts, shimmers, creaks ...)
Watching the snow melt
Target: learn to establish relationships in nature.
Progress of observation
The snow is no longer the same -
It darkened in the field
Ice cracked on the lakes
It's like they split.
Clouds run faster
The sky got higher
Sparrow chirped
Have fun on the roof.
To draw the attention of children to the fact that in the spring in the morning an ice crust often forms on the snow - crust. This happens because the sun is shining brightly, the snow is melting from above and it is still frosty at night. Melted snow freezes, turning into an ice crust.
Research activities
Consider snow in snowdrifts, melted snow and water from a puddle. Compare the crust formed in the shade with the crust formed in the sun.
Labor activity
Together with the educator, cutting off broken, dry branches of bushes and trees with a pruner, cleaning them.
Target: learn how to use a pruner, remove only broken branches.
mobile game
"Wolf and goat".
Target: to consolidate the ability to move in a circle at the signal of the teacher, to catch up with the evader.
Individual work Movement development.
Goals:
to consolidate the ability to throw the ball with the right and left hand;
to form dexterity, endurance;
Observation #14 .
Walk 3
Migratory bird watching
Target: consolidate knowledge about the wagtail.
Progress of observation
Titmouse-sister,
Tap dance aunts,
red-throated snowmen,
Goldfinches well done,
Sparrow thieves,
Fly at will
You live in freedom, Bring us the spring as soon as possible.
The people call the wagtail an “icebreaker” - the time of its arrival coincides with the ice drift. They say that "the wagtail breaks with its tail d 6 d."
The bird is small, gray, with a black "tie"; legs are high, thin; the tail is long, constantly shaking its tail; hence the name. The voice gives both in flight and on the ground. It feeds by collecting small insects on "sugrevs". The wagtail arranges its nests near water bodies.
Wagtail, wagtail -
Striped blouse!
I've been waiting for you all winter
Settle in my garden.
And behind the carved shutter
Make your nest in the spring.
Research activities: Compare a wagtail with a sparrow.
Labor activity: Pruning shrubs, removal of branches to the compost pit. Target:
mobile game
Ecological ball game "I know".
Target: fix the names of objects of nature (animals, birds, fish, trees, flowers).
Individual work
Learning phrases.
Goals: build vocabulary;
train memory, diction, intonation.
Observation #15
rowan watching
Goals:
consolidate knowledge about mountain ash;
develop the ability to observe, establish cause-and-effect relationships.
Progress of observation
The teacher asks the children a riddle, conducts a conversation.
green in spring,
Burnt in summer
put on in autumn
Red corals. (Rowan.)
When does rowan blossom? (In May.)
What do her inflorescences look like? (Creamy white flowers.)
Who carries rowan pollen? (Bees.)
Why is the mountain ash called an unpretentious tree? (He feels good in the shade and in open places, accustomed to frosty winters.)
What animals love rowan berries? (Moose, hedgehogs, squirrels, chipmunks, bullfinches, waxwings.)
Why do birds drop rowan berries on the ground? (They lie under the snow like canned ones, and in the spring they find discarded berries, and a treat is ready.)
What gives rowan to people? (Jam, jam, honey are made from berries, dishes are made from wood, beautiful baskets are woven from branches.)
Labor activity Tree planting.
Target:
mobile game
What grows in your native land?
Target: fix the names of the trees.
Individual work
Movement development.
Target: practice throwing the ball.
Observation #16
Tree watching. Explain to the children that sap flow begins in trees in spring. On the site, find a tree in which juice is released from a crack in the bark, and pay attention to the fact that insects gather near the crack - lovers of "sweet". Explain to the children that it has become warm, and water with dissolved substances from the soil rises along the trunk to the buds, they will come to life and the leaves will bloom.
Mystery: We saw him dressed in spring and summer.
And in the fall, all the shirts were torn off the poor thing. ( Wood)
An exercise in compiling and distributing a proposal.
At the edge grew (what?) ... pine.
(Which? tall, slender, beautiful).
She has (what?) ... trunk.
(which ? long, straight, naked).
Only upwards grow (what?) ... branches
(which? Thick, fluffy, spiky).
Labor activity
Collection of broken branches on the site, cutting and tying branches of trees and shrubs.
Outdoor games"My Favorite Tree"
Target: develop memory by remembering the characteristic details of your favorite tree in order to draw and talk about it. "Twisted Path".
Target: learn to move in a column behind the leader, repeating his movements.
Individual work Movement development.
Target: work out walking with an added step and running with an overlap.
Observation #17
Pond observation
Target: consolidate knowledge about the properties of ice.
Progress of observation
Spring every day wins over the cold winter. The first victory of spring - field. There are thawed patches, coltsfoot flowers, dark snow. The second victory of spring is the river one. Snow flows in a stream into the ravines and under the ice into the river. The water rises in the rivers and breaks the ice. And huge ice floes rushed downstream, bumping into each other. When the ice breaks and rivers overflow, the air temperature drops sharply. And in stagnant reservoirs, ice lasts longer, since the water does not flow, does not move. Only gradually runs under the ice and fills it from above. The ice does not break, but gradually melts.
Research activities
Measure the thickness of the ice with an ice meter (continue monitoring the melting of ice in the pond on subsequent walks).
Labor activity
Cleaning the area from debris and snow.
Target: develop a desire to help adults.
Outdoor games
"Wolf in the ditch", "From bump to bump".
Goals:
cultivate willpower and endurance;
to consolidate the ability to jump on two legs moving forward.
Individual work
Long jump.
Target: teach long jump.
Observation #18
Soil monitoring. Invite the children to see which part of the site dries out faster (with clay soil or sandy). Explain that clay soil holds water more strongly and therefore does not dry out for a long time, while sandy soil allows water to pass through and therefore dries out quickly. Pay attention to the fact that there are few plants on clay soil, and on sandy soil, plants appear earlier, but then quickly dry out.
Research activities
Compare dry and wet lumps of peat.
Through a magnifying glass, consider what peat consists of (stalks, leaves, plant roots, moss, pieces of earth).
Compare sandy and peaty thawed areas. Answer where the soil dries out faster and why?
Labor activity
Carrying peat to the beds and under the trees.
Target: consolidate knowledge about the beneficial properties of peat.
Outdoor games
"Black and white".
Target: to consolidate the ability to catch up with those who run away on a signal in a given space.
"Hares and Dogs".
Target: reinforce the ability to throw the ball at the target.
Individual work
Game exercises with a skipping rope.
Target: to consolidate the ability to jump over the rope, rotating it forward, backward.
Observation #19
Insect observation. Invite children to find insects. Establish a connection between the arrival of birds and the appearance of insects. Bring the children to the conclusion that April is the month when everything wakes up in living and inanimate nature (we have May).
The poem "You don't catch them with a net!":
Insects are busy
Filling the garden with life:
There the grasshoppers chirp,
Here the mosquitoes are ringing.
Everyone is busy with important work:
golden bee
She sat on a fragrant flower,
Collected honey juice.
Here in the bushes near the path
busy ant,
Clinging to the grass
Milking aphids with antennae.
Don't touch them, don't
Don't catch them with a net!
Let them live next to you
Moths and ants.
Insect Watching
Goals:
Continue to expand knowledge and ideas about the features of the appearance of the fly, its vital manifestations;
Develop a realistic understanding of nature.
Progress of observation
The teacher gives the children a riddle, asks questions.
With a trunk, not an elephant.
Not a bird, but flying.
Nobody teaches
And sits on the nose. (Fly.)
What does a fly look like?
How do flies walk on the ceiling? (Flies have sticky hairy pads on their paws; since the fly is light and the strengthfromthe grip of the pads with any surface is very high, the fly is able to hold on almost everywhere.)
fly above us
Upside down.
Walking - not afraid
Not afraid to fall.
Flying all day
Everyone gets bored
The night will come
Then it will stop.
Why are flies called harmful insects?
What harm do flies do? (Spread germs.)
How do flies reproduce? (Lay eggs.)
Where do flies lay their eggs? (In manure, garbage.)
What enemies do flies have? (Spiders, dragonflies.)
♦ Does a fly have a nose? (Insects do not have a nose to sniff, they can touch, smell and taste thanks to their legs, antennae. Antennae are the most important sense organ. They perceive temperature, humidity and smells.)
♦ What do flies eat? (Proboscis.)
♦ How many eyes does a fly have? (Two types of eyes - simple and complex: they can see at the same time in front, behind and below.)
♦ Where and how does the fly spend the winter?
Research activities
Observe the flight of flies (length of flight).
Find an area with a large concentration of flies (why there is a large accumulation of flies in this area and how to deal with it).
Labor activity
Planting pea seeds. Goals:
to form the skills of planting peas (spread the seeds into grooves, sprinkle with earth, water);
develop a positive attitude towards work.
mobile game
"Kick to the target", "Catch up with the ball."
Target: develop eye and accuracy.
Individual work
Movement development.
Target: improve the techniques of playing with the ball against the wall.
Observation #20
stone watching
Target: to acquaint with a variety of stones and their properties.
Progress of observation
On the kindergarten site, hide the "magic box" with various stones.
Mark the location of the stones on the map. After finding the box, read and discuss the poem "Diamond Mountain".
Wet pants and socks
Got a mosquito.
But I won't leave the river
Probably until morning.
I just came here
I have been coming for seven years.
And suddenly I found pebbles,
That radiate light!
One - like mother's eyes -
Transparent blue;
Like a vine
Green is different.
And the third - the sun is brighter,
What if it's a diamond?
I'll take it to the museum
The teacher in class. V. Kudryavtseva
The teacher talks to the children about the stones from the box, offers to answer questions.
Which one of you found the stones?
Where did it happen?
What were they?
Is it possible to find stones on the territory of our kindergarten?
Research activities
Find stones in the kindergarten area: gray, round, large and small.
Labor activity
Collective work on cleaning the territory.
Target: to consolidate the ability to concentrate on certain objects, to combine strength and speed.
Outdoor games
"Who quickly?".
Target: to consolidate the ability to move on a signal on toes, with high knees, gallop.
"Brook".
Target: reinforce the ability to move in pairs.
Individual work Movement development.
Target:
Observation #21
Observation of poplar buds. Pay attention to the fact that they are larger compared to birch.
V. Tovarkov's poem "The First Leaves":
On the mighty poplar
Together the kidneys burst.
And from each kidney
The leaves came out
Expanded the tubes
Fluffed up skirts
looked back, smiled
And they said: "We woke up!"
Didactic game "Who will name more actions?"- exercise in the selection of verbs.
What do buds do in spring? ( pour, swell, burst, unfold into green leaves, grow, open, the first leaves appear from the buds - tender, green, fragrant, odorous ...)
Labor activity Tree planting.
Target: arouse the desire to plant and grow trees.
mobile game
What grows in your native land?
Target: fix the names of the trees.
Individual work
Movement development.
Target: practice throwing the ball.
Observation #22
Walk 1
Dandelion watching
Goals: clarify knowledge about dandelion (pay attention on the the beginning of flowering);
to form the ability and desire to actively preserve and protect nature;
To consolidate knowledge about medicinal plants.
Progress of observation
Dandelion grows everywhere: in meadows, fields, forest edges, slopes of ravines, like a symbol of the sun and love of life. A long thick dandelion root clings tightly to the soil. A rosette of bright green leaves spread over the ground. Each dandelion leaf looks in its own direction. The size of the leaves depends on where the flower grows. The more moisture a plant receives from the ground, the brighter and stronger its leaves. There is a groove in the middle of each leaf. He collects drops of dew and rain and sends them to the root of the plant. A flower stem stretches upward from the middle of the plant - an arrow: a thick tube without leaves. At the top of the arrow there is a yellow-gold top - a basket filled with small flowers. Each flower is a tube of five fused petals and stamens attached to them. When you sniff a dandelion, if you bring it too close to your nose, you'll get smeared with bright yellow pollen. In the afternoon or during rain, the flower basket closes, saving pollen from moisture. But in clear weather, already at six o'clock in the morning you can admire a beautiful flower. After some time, in place of small flowers, grayish-brown oblong fruits-seeds appear.
The dandelion has many nicknames: "poly" (because the juice from a plucked stem resembles milk in color) and "roadside" (because it likes to grow by the road), but the funniest name for this flower is "baldness" (the wind blows - the seeds scatter, and the bare head of the flower remains in place).
But remember, it is better to admire a growing flower, not trying to pick and bring it home: dandelion juice will stain your hands and clothes, and the flowers will not last a day, they will wither.
wears a dandelion
Yellow sundress.
Grow up - dress up
In a white dress
light, airy,
Obedient to the wind.
The teacher asks the children questions.
What does a dandelion look like?
What time can you admire them?
What are the nicknames for dandelions?
Why is dandelion classified as a medicinal plant?
Research activities
Determine which medicinal plant transfers its seeds, like dandelion, on parachutes?
Labor activity
Cleaning the area from debris and dry branches.
Target: Learn to see the fruits of your labor.
Outdoor games"Find your bud."
Goals:
learn to distinguish flowers, act on a signal;
practice running;
develop observation.
"Bouncer".
Target: develop motor activity, be able to jump in length.
Individual work
Movement development.
Goals:
to educate with the help of movements a careful attitude towards nature;
exercise in jumping over logs, stones, stumps;
develop strength qualities.
Observation #23
Rain watching. To teach to see the connection between warm spring rain and the awakening of wildlife: small leaves become larger, young grass grows, dandelions begin to bloom, earthworms appear. Explain why they appear.
Mystery: People are waiting for me, calling
And when I come to them, they run away. (rain)
Labor activity
Cleaning the site from spring debris.
Target: to cultivate a positive attitude towards work, to teach to help the younger ones.
Outdoor games
Target:
Individual work
Movement development.
Goals:
Observation #24
Cloud observation. Clouds cannot be similar to each other, they are constantly changing their shape. Offer to look at the clouds and say what they look like.
Finger game "Cloud":
white cloud Rounded hands in front of you, fingers behind
Rise above the roof. Without disengaging hands lift them over your head.
The cloud rushed Straighten your arms.
Higher, higher, higher. Stretch your arms up.
The wind is a cloud Smooth swinging of the arms above the head from
side to side.
Caught on a twist. Clasp your hands with your fingertips above your head.
Turned into a cloud Hands describe across the sides down big
In a rain cloud. circle and drop. Sit down.
Labor activity
Garbage collection on site.
Target: create a desire to work together.
mobile game
"Don't get caught."
Target:
Individual work
Throwing objects at a target.
Target:
Observation #25
Sun watching. Specify when the sun heats up more: morning, afternoon or evening. To this end, take out metal objects for morning and evening walks, observe which objects heat up more - dark or light. Lead the children to the conclusion that the soil is dark in color, it retains heat.
Mystery: What is higher than the forest
More beautiful than the world
Does it burn without fire? ( Sun).
mobile game
"Don't get caught."
Target: to consolidate the ability to run, deftly dodge, jump.
Individual work
Throwing objects at a target.
Target: develop hand strength, eye, the ability to concentrate on an object
Observation #26
Tree watching. The sun is a source of heat. Different trees relate differently to temperature values. Some of them can withstand the cold, others can only live in warmth. The beginning of the appearance of leaves also depends on the amount of heat.
Research activities
Fill one path with sand and see what the ants will do; the second - with granulated sugar, to see how the ants will collect it.
Answer, who is the strongest on earth?
Labor activity
Clearing the site of old leaves.
Target: continue to learn to work in pairs.
mobile game
"Living Maze"
Goals:
learn to make a wide circle;
to train the coherence of collective actions, speed of reaction and ingenuity.
Individual work
"Jump and jump."
Target: develop the ability to jump on the left and right foot.
Observation #27
Flower garden observation
Goals:
expand ideas about the flower garden in spring;
to consolidate the ability to care for plants, water them, weed.
Progress of observation
The teacher asks the children questions.
Name garden flowers.
Name the wild flowers.
Where do they grow?
What flowers do you like? Why?
Do you have flowers at home? Which?
How do you take care of them?
What should be done before planting flowers?
What are the names of the flowers that we planted in a group for our flower bed?
What needs to be done so that our plants grow and bloom?
Why is it impossible in our conditions to plant plants on the street now?
Why are some plants called annuals or perennials?
Labor activity
Work in the garden.
Goals:
strengthen the ability to work together;
to form knowledge about the growth and development of plants.
mobile game
"Whose link is more likely to gather?".
Target: practice running.
Individual work"Do not fall".
Target: practice walking on a log.
Observation #28
Plant observation. Detect signs of plant awakening (bud swelling). Learn to recognize plants by their buds. Birch blossom - earrings. When observing the flowering of a birch, clarify the knowledge of children that earrings are flowers.
A. Prokofiev's poem "Birch":
I love Russian birch
Either bright or sad
In a white sarafan
With handkerchiefs in pockets
With beautiful clasps
With green earrings.
I love her, elegant,
Native, invisible,
That bright, seething,
That sad, crying.
I love Russian birch
She is always with her friends
Bent low under the wind
And bends - but does not break!
Mobile game:"Recognize and name."
Target: to form the ability to recognize and correctly name medicinal herbs.
Individual work: Boom walking.
Goals: exercise in maintaining balance;
develop coordination of movements
Observation #29
Storm watch. Pay attention to changes in nature before a thunderstorm. Observe what happens first - thunder or lightning flashes and why. Discuss with the children what is common and how a thunderstorm differs from other types of rain (short-term, prolonged, drizzling, mushroom). Remember the rules of behavior during a thunderstorm.
Mystery: Noisy, thundered,
I washed everything and left.
And orchards and orchards
I watered the whole area. (Thunderstorm)
Goals:
introduce the concept of "thunderstorm";
form real ideas about the phenomenon of nature;
enrich vocabulary;
Develop observation. Progress of observation
The teacher thinks children a riddle, offers an answer ask questions.
The sky darkened
covered with clouds,
Like a chariot
Rolled in the sky.
The ants have fled
Thunder rumbles, scares
The rain pours down in streams,
Lightning flashes.
Hiding under the roof
Sparrows know-it-alls.
What happened to nature
Children, can you guess? (Thunderstorm.)
What darkened and covered with clouds?
What rattles and scares?
What phenomena of nature are still being talked about? (About rain, lightning.)
Who was scared by the storm? (Ants, sparrows.)
What do you think a thunderstorm is?
When the weather is bad, electricity builds up inside the cloud. Lightning is a giant electrical spark. Lightning heats up the surrounding air.
Hot air collides with colder air and thunder is heard. Lightning during a thunderstorm is very dangerous. Very often it hits tall, lonely objects, it can smash a tree to pieces and start a fire. You can't stand under a tree during a thunderstorm.
Research activities
Compare ordinary rain and thunderstorm, name the similarities and differences.
Labor activity
1st subgroup - clearing the site with a rake;
2nd subgroup - garbage removal.
Goals:
learn to work in small groups;
educate the desire to work, friendship in the team.
Outdoor games
"Geese-geese."
Target: to learn to listen carefully to the shepherd and quickly “fly away” from the wolf, to clearly pronounce the words of the geese.
"Find your tree."
Target: learn to name and remember your tree, be attentive and fast.
Individual work"From tree to tree".
Target: exercise in jumping on two and on one leg
Observation #30
Observation of the dandelion (stages of growth, flowering and seed formation). Compare the size of the stem in the sun and in the shade, discuss the effect of heat and light on plant growth. At the dandelion, the corollas of flowers open in the morning, and close again in the evening. Draw observations.
Mystery: On a green fragile leg
The ball has grown by the track. ( Dandelion)
Research activities
Determine the age of the dandelion. Examine the rosette of a flower through a magnifying glass.
Labor activity
Cleaning in the pharmacy garden.
Target: understand the importance of this type of labor for growth and times. veins of plants.
Outdoor games
"Swan geese".
Goals:
to teach to act on the signal of the educator;
"Jump rope".
Target: fix the names of plants.
Individual work
Movement development.
Target: improve the skills of rolling the hoop in an arbitrary direction.
Observation #31
Plant observation. Watch the birch bloom: pay attention that the earrings are different in color, some are green, while others are brownish. Take earrings in your hands - pollen will remain on your hands. Discuss with the children why birch trees need pollen.
Mystery: blooms in summer,
Warm in winter
Spring will come -
A tear will flow Birch tree).
Outdoor games: Bear and bees.
Target: exercise in climbing, running at the signal of the teacher. "Butterflies, frogs and herons".
Target: learn to run, freely imitating the movements of animals.
Individual Job:"Kill the bumps."
Target: teach precision and accuracy.
Observation #32
Observation of land and soil. Plants - trees, shrubs, grasses and flowers - need soil, because it is from it that they all get their food - moisture and nutrients. And what will happen to the soil if it is very hot and dry? How will this affect plants? What does the soil look like when it rains or we water more from a watering can? Why do you need to loosen the soil? Who, besides a man, loosens it?
The poem "Part of the native land":
In the spring everything grows wildly,
The trees have blossomed!
When you come to the garden
Take a lump of earth.
Look - he is warm, he is alive,
Soaked in rain moisture.
Flower roots live in it,
He gives shelter to worms,
It contains moisture, air, humus ...
He is part of your native land!
Outdoor games
"Swan geese".
Goals:
to teach to act on the signal of the educator;
cultivate friendships in the game.
"Jump rope".
Target: fix the names of plants.
Individual work
Movement development.
Target: improve hoop riding skills in any direction
Observation #33
Watching the life of wintering birds in spring. What is the difference between the life of birds in spring and their life in autumn and winter? (now they fly to the feeder less often).
Poem by O.G. Zykova "Tits":
Oh, and cunning birds,
Yellow-breasted tits.
Only in a big cold
These birds are friends with the woodpecker.
Well, in the summer all the tits
They can feed themselves.
Outdoor games
“We are droplets”, “Live maze”.
Target: learn to form double rows, make a wide circle, train the coherence of collective actions, speed of reactions and ingenuity.
Individual work
Movement development.
Goals:
exercise in throwing the ball with the right and left hands in a given direction;
develop coordination of movements;
develop teamwork skills.
Observation #34
Larch observation.
Larch is the most numerous tree in Russia. Larch forests occupy the largest areas in our country. Note that the crown and trunk of the tree resemble a cone in shape. Now bunches of tender, young needles with a special aroma have appeared from the buds. Its light green needles, unlike other conifers, turn yellow in autumn and fall off. Along with the needles, small, graceful, red bumps appeared.
Puzzles:
Like pines, like fir trees, but in winter without needles.
It looks like a Christmas tree, but soft needles.
Undressing in winter
Dressed in spring. (Larch)
Exercise "Make a proposal" - to exercise children in the use of polysemantic words in their own speech ( bump, needles).
Outdoor games"The Flight of the Bees".
Goals: learn to run all over the site, not stand against the wall; climb into an empty seat, yielding to each other; get down to the end without jumping off; develop dexterity, attentiveness.
"Mice in the pantry."
Goals: train in crawling without touching the arc and rope; learn to act on the signal of the educator.
Individual work: Movement development.
Target: improve running technique (naturalness, lightness, energetic repulsion).
Observation #35
Shadow watching. Find out if the shape and size of the shadows change during the day? To do this, outline with a stick on the sand or on the pavement the shadow of a tree or other fixed object during a morning walk, and then in the evening. Compare shadow positions at different times of the day.
Mystery: From whom, my friends,
Can't run away?
Relentlessly on a clear day
Wanders next to us ... ( shadow)
Observation #36
Offer to listen to the sounds of the cuckoo. Unlike other birds, the cuckoo does not make nests in spring to incubate eggs. She lays her eggs in the nests of other birds.
Poem by O.G. Zykova "Cuckoo":
I don't remember the birds
I fly and fly
I'll sit on a bitch
I'll shout - ku-ku, ku-ku.
And in other people's nests eggs
I'll put it off without shame
Because I am a cuckoo
I don't build my own nest.
I'm screaming coo-coo, coo-coo
The beak is not open.
Look at me,
I am the only one!
Mystery: I don't know mother and father
But I often call
Children I will not know -
I'll wake up someone else's ( Cuckoo).
Observation #37
Observation of the work of adults in the garden. Help your child remember garden tools, understand its purpose.
Didactic game "For what?":
The facilitator asks questions, the children take turns answering. For the answer - a chip. The winner is the one with the most chips.
What gardening tools do you know?
Why did people invent a shovel, rake, chopper, watering can?
mobile game
"Don't get caught."
Target: to consolidate the ability to run, deftly dodge, jump.
Individual work
Throwing objects at a target.
Target: develop hand strength, eye, the ability to concentrate on an object.
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 setting 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 based on 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 method 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.
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 heat of the sun, will 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 learning 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 behavior 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 pond. 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: Bird watching 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. Not far from the kindergarten there is a helipad, 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 garbage. 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 branches of trees, 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 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 the flower, its color, shape. Choose the words of the definition 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 sea 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 clothing? 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 dry or broken branches, for this they use an electrical assembly 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. Breathe in 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 flowering 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, crucian carp. 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 A: 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?