Educational project blue planet earth. Man and environment

The lesson is intended for 3rd grade students.

Lesson type: Lesson project.

Conduct form: Presentation of the project.

Purpose of the lesson:

Generalize, deepen, consolidate knowledge on this topic.

Development of skills in project activities, research activities.

Raising a love for nature, developing a sense of participation and protection of its resources and the environment.

Raising activity in saving the planet from pollution.

Equipment: Multimedia projector, presentation, handouts, letters, posters.

Methodical literature:

1. N.V. Matyash, V.D. Simonenko “Project activity of younger schoolchildren;
2. ON THE. Ryzhov “Write a letter to an owl” (environmental project);
3. M.K. Gospodnikov “Project activities of students in elementary school”, magazine “Elementary School” No. 4, 2000.

Project Passport:

• Title - "Earth is our common home";
• The event in which the work is carried out is a lesson of consolidation in the section “Earth is our common home”
• Academic disciplines close to the topic of the project - the world around, literature, fine arts, labor training; Russian language, music.
• The participants are 3rd grade students.
• Problem - What are the conditions for life on Earth? How to protect the environment from pollution? What environmental problems exist on our planet and in our Moscow region?

During the classes

I Introduction. Setting goals and objectives of the lesson.

We have finished a big interesting, very informative topic, which is called “The Earth is our common home”.

And today the goal of our lesson is to generalize, consolidate the knowledge and skills that we not only acquired, but obtained through personal research presented in our environmental project “Earth is our common home”.

II Approval of the subject of the project.

Why is this the title of our final lesson? (Think about this question and you will answer me at the end of the lesson).

In your understanding, what is a house? (where it is pleasant, safe, comfortable).

Do you think that animals, birds, insects, inhabitants of water expanses have a home? (Yes)

Where is their home? (in the sky, in the ground, in the water, among forests, fields, ice and snow.)

So their house can be called in one word (nature)

Do you think they enjoy this house? Safely? (not always).

III. Project protection.

Animals, birds, all living things tend to their home, because the house should give joy.

Where does the person live?

What is our relationship to nature?

And is nature our home at all?

Let's trace the connection between nature and human life, and our experts will help us in this, who have very carefully studied each issue.

AIR

We will listen to experts who will tell us about air problems.

To understand how important air is to a person, let's compare: without the sun, a person will live, but he will get sick and starve, without water he can only live for 5 days, but without air? (hourglass)

Let's do an experiment: hold your nose, how long can you last? (one or two minutes).

We don't notice it
We don't talk about him
We just breathe it in
After all, we need it.

Curious: “What is the name of the “sixth ocean”

The Earth looks like a blue ball from space. This color is given not only by the water of the five oceans, but also by the clouds of its atmosphere. This is the "sixth" ocean of the Earth. We live, as it were, at the bottom of this giant air “ocean”. This ocean has no shores, it surrounds the entire globe.

W: We call this air shell of the Earth the ATMOSPHERE. From the Greek words "atmos" - steam and "sphere" - a ball. A mixture of nitrogen, oxygen, carbon dioxide and some other gases, as well as water vapor and dust - all this forms the air, without which life on Earth could not exist.

W: All living organisms breathe air: animals, birds, insects, plants, humans. Air cannot be seen, but it can be felt. The movement of air is called wind.

W: The atmosphere regulates the climate on our planet. Distills cold air to the south, warm air to the north. It collects moisture from the seas and oceans, rivers and lakes and gives it to the land.

U: The atmosphere protects us from the hot rays of the sun, cosmic cold, from invisible rays that destroy all life. It melts and destroys large and small celestial meteors, meteorites and other cosmic bodies approaching the Earth. Any fall to Earth would have catastrophic consequences for all living things.

Curious. It's all very interesting. Wow, the “sixth ocean” is air! But somehow it is not clear. I don't see him.

Experiences. observation.

The students prepared experiments for demonstration. Well, it can be easily fixed. I suggest doing some experiments.

1 experience. Lay a few pieces of paper on the table. Wave a newspaper over them. The paper will fly to another place.

2 experience. Put a piece of crackers, soil, etc. into a glass of water. Air bubbles that were inside the piece rise to the surface of the water.

3 experience. Air is not just there. He puts pressure on us. This is called atmospheric pressure. We cover a glass of water with a sheet of paper, press it with our hand, turn it over. I'll take my hand away. The sheet does not fall. Why? Water presses on a sheet of paper, but the paper does not fall. So, on the other hand, air presses on the sheet. The force of such pressure is 1 kg per 1 sq. cm. If the surface of a person is 1.5 square meters. m, then each of us experiences an air pressure of 15 tons.

U: A person needs 600 liters of oxygen to breathe just for one day. But in the process of human activity, air pollution occurs. In a year, only 5 billion tons of carbon dioxide are emitted into the atmosphere. As a result, the ozone layer becomes thinner, ozone holes appear: a constant one over the Antarctic, sometimes expanding and sometimes shrinking. Ultraviolet rays fall into these holes, which cause cancer, and the amount of oxygen decreases.

What sources of pollution do you know?

Children's answers:

1) Factories and plants emit poisonous gases, soot, dust into the atmosphere from pipes.

2) Cars emit exhaust fumes.

3) Garbage emits harmful substances.

4) Forests, flowers, herbs are being destroyed.

What will we conclude? (save the air)

U: The fight against air pollution is going on everywhere: factories are supplied with treatment facilities, vehicles are provided with special filters. But, unfortunately, as long as each of us does not worry about the protection of the atmosphere, acid rain will fall on the earth.

And how can we, children, help the atmosphere?

Do not smoke.

Do not burn in a fire, in an oven, objects that emit harmful substances. For example, various plastic waste.

What are the main sources of air purification on earth and in our city? (plants)

Our guys wrote letters of gratitude to plants. (Several students read letters)

Before I invite the next group of participants in our project, solve the riddle. What will they talk to you about?

Lives in seas and rivers
And often flies across the sky
And how bored she is to fly
Falls to the ground again (water)

Water experts share their knowledge with us

Water is the most common and at the same time the most amazing substance on Earth. Its chemical formula is simply H2O. It consists of hydrogen, oxygen and mineral salts. But the climate of our planet depends on its reserves. Life is not possible without water.

Water vapor gently enveloping the Earth retains heat like a wadded blanket. Most of us understand the water cycle in nature. Only water easily passes from one state to another and vice versa. (Give examples).

Only water has three states. Which?

What are the different states of water? (from temperature).

They say that water is everywhere. Where? (in the air, in plants, on earth and underground, we are made of water).

Why is water essential for life on Earth?

Why is it so important to us?

Children's answers:

1) Plants receive nutrients dissolved in water.

2) Many animals live in the water - this is their home.

3) Water not only gives water, but also feeds. (fishing industry.)

4) Thanks to water, people receive electricity.

5) Water washes: people, cars, cities, factories……

6) Water is a road (ships, barges.)

7) We need water at home.

8) Water is a doctor (purifies the blood and removes harmful substances).

9) Water - rest (relieves stress, fatigue, tension

Have you heard of water?
They say she's everywhere!
In a puddle, in the sea, in the ocean
And at the faucet
It's called a glacier in the mountains
Ribbon silver curls
Boiling on the stove
The steam in the kettle hisses
Dissolves sugar in tea
We don't notice it
We are used to the fact that water
Our companion always.

Scientists have calculated that 97.5% of all water reserves are salt water. 2% are glaciers in Antarctica and only 0.02% is the supply of fresh water that we need so much.

The formula for calculating the amount of water in the human body ______________

What will we conclude? (save water)

ABOUT SOIL

According to mysterious laws, still incomprehensible,
The cucumber grows green, next to it is a red tomato.
The eggplant is blue next to the yellow melon.
And the earth - black - black, and the earth is one for all.

“Great pantry”

There is a wonderful pantry in the world. You put a bag of grain in it, and in autumn you look: instead of one in the pantry, there are already 20. A bucket of potatoes in a wonderful pantry turns into 20 buckets. A handful of seeds is made into a large pile of cucumbers, radishes, tomatoes, carrots.

Have you ever seen a seed with two wings? The wind blows - it flew. And such a seed will fall into a wonderful pantry, lie down - you look where the winged seed was, there is a branchy tree, but so big that you can’t grasp it.

This is not a fairy tale. There is actually a wonderful pantry. Have you already guessed what it's called? (M. Ilyin)

Our soil expert has researched this issue and will now share his knowledge.

Presentation (prepared and presented by students)

Soil is a natural resource.

Soil is the top fertile layer of the earth on which plants grow. In soil formation are involved:

Plants

Lichens

Microorganisms

Remains of animals.

Experiences (previously trained students demonstrate experiments proving that there is air, mineral salts, humus, water in the soil)

T: Why is the soil a wealth?

Children's answers:

1) The harvest depends on it, which means the nutrition of not only people, but also animals, insects.

2) The fertility of the land allows you to get 20 from one grain.

3) The soil is a habitat (this is a house).

4) Thanks to the soil, green vegetation pleases our eyes, which soothes and relaxes.

5) Walking in the fresh air is health

Why does she need protection? It takes from 100 to 1000 years to form a layer of soil a few cm.

Everything in nature is interconnected. Break the natural chain and everything will cease to exist. You can live without gold, but without soil?

What will we conclude? (take care of the soil).

IV. Independent work in groups

Do you think there is a connection between the polluted environment and the animal world? (Yes)

Let's look at what problems of environmental pollution exist in our Moscow region.

Students talk about the enterprises of the city, the large flow of cars passing along the highway through the city and the environmental problems associated with them.

Conclusion: In order to protect and protect the planet Earth, it is not necessary to be poor or rich, tall or short, a scientist or a simple worker, an adult or a child.

The future well-being and preservation of its resources are in our hands, dear guys!

IX. Summary of the lesson.

What do you remember in the lesson?

Why did we call our final lesson “Earth is our common home?” (nature is the most important condition for human life, we need the warmth and light of the sun, air, water, food.

All this is given to us by nature.

X. Reflection

Who would you like to thank from the guys? What did you like?

What was the most difficult part of this project for you?

What is your opinion on whether the final goal of the project has been achieved?

XI. Assessment of children.

State budget special (correctional)

educational institution for students with

disabilities, general education

Boarding school VIII type Art. Staroleushkovskaya

Krasnodar Territory

Environmental project

"The earth is our common home"

The environmental problem is one of the most important problems in the modern world. In this regard, the question of environmental literacy and culture of present and future generations is acute. For the current generation, these figures are extremely low. The situation can be improved by environmental education of the younger generation.

Rodkina A.A., teacher of geography;

Project participants:

students of 6-9 grades, educators, librarian.

Project type:

Ecological.

By number of participants:

group, mass.

By time:

short-term, October - November 2013.

Relevance:

To date, environmental awareness, respect

to nature have become the key to human survival on our planet.

Ecological education of students is a huge potential for them

all-round development. Ecological knowledge will help children

to navigate in the surrounding reality, to understand correctly

her. But most importantly, they will lay the foundation for a conscious attitude towards nature,

determine their place in it in the future.

Objective of the project:

Formation of environmentally competent behavior of students through the development of environmental culture.

Project objectives:

contribute to the education of human ecological culture, as a general culture of the relationship of people with each other and the relationship of man to nature;

education of a humane, careful, caring attitude to the natural world and the world around as a whole;

formation of research skills;

development of skills of independent work with various sources of information;

fostering interest in the study of the native land.

Methodological support of the project.

Working methods: story, observation, explanation, excursions.

Forms of classes: labor landings, correspondence trips, competitions,

work in the library, ecological holiday.

Summing up forms: practical exercises, questioning, round

table, abstracts, exhibitions of drawings and posters, conferences,

presentations.

Areas of work.

Practical activities for the preservation of the environment.

Research activities of students.

Work with popular scientific literature.

Organization of excursions, walks, school ecological holiday.

Environmental advocacy

Project implementation activities.

	Events	Timing	Responsible
	preparatory activities. Studying the interests of students. Discussion of the work plan. Formation of creative groups. Choice of topics for research work. Let's keep our school green and beautiful. Selection of natural objects for research. Assessment of the state of the environment and research activities of students. Development of test questionnaires and individual task cards and their completion. Writing essays, searching for information, working in the library. Speech with the results of the study at the reporting conference. Man and the environment. Ecological journey "Earth is our common home". Conference "The Meaning of Plants" Lecture "What to do with garbage?" Lesson - presentation "Household waste and the environment." Labor landings for the improvement of the school grounds. Summarizing. Issue of leaflets "Rules of nature protection". Ecology among us. Excursions and walks in nature. Keeping observation diaries. Competition of autumn compositions from natural materials. Essay competition about nature. Summing up between groups. Round table. Nature teaches, we create. Competition of drawings, posters about nature. Making a school exhibition following the results of the competition of drawings and posters. Presentation on environmental disasters. Work on the study of protected plants and animals. Making the folder "Red Book". Work with popular science literature: search for poems, stories. Preparing presentations on caring for nature and preparing for the "Save the Earth" holiday. Implementation of search activities at the school environmental holiday "Protect the Earth". Ecology of your region, region. Information activity under the motto "Ecological situation of our region, region". Collection of environmental material from the newspaper "Unity". Speeches with a review of the newspapers "Unity" at readers' conferences.	01.10. – 10.10. 2013 07.10.-14.10. 2013 15.10.-25.10. 2013 21.10-31.10. 2013 01.11.-16.11. 2013 18.11.-25.11. 2013 01.10 – 25.11. 2013 25.11 - 30.11. 2013	Rodkina A. A. Rodkina A. A. Librarian. students 8 "A" class. Rodkina A. A. students 6-8 grades. Rodkina A. A. Educators. Students 7 "B" and 8 "B" classes. Rodkina A. A. Educators. students 6-9 grades. Rodkina A. A. students 7-9 grades. Librarian. students 7-9 grades. students 7-9 grades.

Expected results.

Students should know:

the importance of nature for man;

the ecological situation in your region, region;

plants and animals listed in the Red Book;

rules of conduct in nature;

impact of environmental pollution on human health.

Students should be able to:

conduct observations in nature and draw up the results of their activities;

work with literature

conduct research and development activities

teacher guidance;

observe the rules of behavior in nature;

plan your conservation activities.

Report onproject implementation

Report of the teacher of geography Rodkina A. A. and the teacher of biology

Shevchenko L. K. on the implementation of an environmental project on the topic

"The earth is our common home."

From 10/01/13 to 11/30/13 in the GBS (K) OU boarding school

Art. Staroleushkovskaya implemented an environmental project on the theme "Earth - our common home.

Rodkina Alexandra Alekseevna, teacher of geography;

Members:

teachers, students of grades 6-9, educators, librarian.

From 01.10.13 to 10.10.13, preparatory activities were carried out: studying the interests of students, discussing work plans, forming creative groups, choosing topics for research work and ways to solve them, and determining the directions and forms of students' activities.

The territory of the school yard was used for environmental education of children. The predominant form of activity was the individual search and research work of students

8 "A" class, which was held from 10/07/13 to 10/14/13 on the topic "Let's keep our school green and beautiful." A site was identified for studying the condition of trees and shrubs.

Each student chose a plant for himself: linden, willow, hibiscus. The students drew a plan for the location of these plants on the school site, made observations, made sketches of branches with leaves, then searched the library for stories, legends, poems, riddles, proverbs related to the selected plant.

Conducted research work: the approximate age of the plant, size, presence of damage, human impact on the area around the plant, the origin of the plant, etc.

The students entered the data of search and research activities into individual test-questionnaires and cards-tasks developed jointly with teachers, prepared abstracts and defended their work at the reporting conference.

As a result of such activities, students with the help of teachers acquired the skills of research and processing of the acquired knowledge, orientation in the information space.

In order to develop a careful attitude to nature, the formation of an ecological culture, a number of lectures were held with students in grades 6-8 on the topic “Man and the Environment”. The theoretical knowledge gained in the classroom, the students consolidated in practical activities:

Picked up trash from the school

Removed fallen leaves

Carried out digging of the soil around the trunk circles

trees,

Collected seeds of flower - ornamental plants for planting them in flower beds in the spring. As a result of this work, students learned to apply knowledge in practice, to create and appreciate the beauty around them.

Within the framework of the project with students of 7 "B" and 8 "B" grades with

10/21/13 to 10/31/13 excursions and walks in nature were held, correspondence geographical travels on which the main emphasis was placed on the mental activity of children. During excursions and walks, students worked with specially designed cards - tasks. In them, they wrote down and sketched what they managed to see, drawing the appropriate conclusions. The students also collected a collection of autumn leaves, fruits and seeds of plants and made artistic compositions from them. Such compositions are used to decorate corners in an office, a group room, or as visual material for biology and geography lessons. The result of this activity was the formation of students' knowledge in the field of environmental culture and the development of creative abilities

In order to involve children in environmental protection activities, from 01.11.13 to 11.16.13, competitive mass events were held with students in grades 6-9 under the motto "Nature teaches, we create", including competitions of drawings, posters, crafts. In their works, the students showed fiction, fantasy, creativity, expressed a number of specific proposals for human behavior in nature. As a result of this work, students designed a school exhibition.

And individual students prepared and showed presentations on global environmental problems, made sketches of protected plants and animals, and worked with relevant literature. The material on this work continued to be drawn up in the Red Book folder. A matinee "Through the pages of the Red Book" was held.

From 11/18/13 to 11/25/13, students were engaged in a selection of poems, stories, prepared presentations about the threat posed by unreasonable human impact on nature. The students showed the results of this activity at the school environmental holiday "Protect the Earth".

From November 25, 2013 to November 30, 2013, reading group classes were held at which children got acquainted with the ecological state of the region and the region. During the project, students systematically studied material on the topic of ecology published in the regional newspaper "Unity". After reading, the norms and rules of behavior in nature were discussed.

The result of this project was:

Students' understanding of the importance of preserving the environment

natural environment;

Impact of environmental pollution on human health;

Ability to conduct search and research activities under the guidance of a teacher;

Ability to plan practical affairs for nature protection;

Compliance with the rules of behavior in nature;

Ability to conduct observations in nature, analyze and formalize the results of their activities;

Knowledge of the environmental situation in your area, region.

LESSON-PROJECT "OUR PLANET EARTH".
GOALS:

Expand your horizons on the topic;

Develop interest in the material being studied;

Contribute to independent search and study of an interested topic;

To cultivate a sense of pride, love, a caring attitude towards life on Earth.

EQUIPMENT:
Overhead projector, slides;
Lego";
Individual cards "CLARO";
Tape recorder, audio recordings;
Globe, plan-book "Solar system"; texts about stars and planets.

DURING THE CLASSES

Organizing time.

The message of the topic, the purpose of the lesson.
Today we have to learn a lot of interesting things about the planet Earth. You will study: independently study additional information on the topic "Our planet Earth", then communicate it to your classmates, at home - to your parents. Working in teams requires mutual understanding and agreement.

A game. "Space rocket launch"Earth"".
- Teams, get ready for the launch of the space rocket "Earth"
- Got ready!
- Enable Contacts!
- There are turn contacts!
- Start the engines!
- Got to start the motors!
- Attention 5, 4, 3, 2, 1 Start! Hooray! Hooray! Hooray!

Introductory talk on the topic, accompanied by a slide show.

1. Slide number 1. - Gagarin's rocket is flying. The Earth is visible in the window ... (Slide No. 2.) This is how this Earth, our planet, was first seen by the Russian cosmonaut Yu.A. Gagarin. (Slide number 3.) The flight was carried out on the Vostok spacecraft on April 12, 1961. A brave cosmonaut flew around the Earth only once at an altitude of 302 km. The flight duration was 108 minutes (1 hour 48 minutes). Not only the Russian people rejoiced, but the peoples of the whole world.
   Think, answer, why is our planet of this particular color?
   White is the clouds floating in the atmosphere. Through the gaps in them, the continents are distinguishable. Most of the Earth is covered by ocean. (2/3-water, 1/3-land).
   During the communication session, Yuri Alexandrovich said: "The flight is going well. I see the Earth's horizon. Such a beautiful halo!"
   Which word is not clear?
   Halo (A halo is a light border, similar to radiance, around a brightly lit object.)
   What is a horizon? (The horizon is all the space visible around the observer.)
   Earth? How is this word printed? (capitalized) Why? (Name of the planet).
   What can you tell about the Earth - the planet? (Story about the tour)

   Earth is a planet. Planet in Greek means wandering star. The planets do not occupy a certain place in the sky, like the stars, but wander among them all the time, changing position.
   Earth is not the largest, but not the smallest of the planets. It has one unique feature - it has life. However, when looking at the Earth from space, this is not noticeable.
   Scientists tried to find signals from other civilizations, sent messages to other worlds, but have not yet been able to establish contact with them (the launch of an American station on Mars recently and its successful landing).

   On the origin of the earth.
   But how did the Earth come into being? Who is interested to know? (read independently the texts "On the Origin of the Earth" and retell)

   Drawings of the Earth drawn by students.
   This is how you guys saw her from books, films, on an excursion to the Polytechnic Museum.

The development of speech.
So what is Earth? (planet)
Is it only in this sense that the word is used? (No)
Please try to explain your answer. (Work on the polysemy of the word "earth")

Game "Return the planets to their orbits".
What is an orbit?
An orbit is the path of movement of a celestial body, a spacecraft around a celestial body.
Slide number 4 "Solar system".
What is it? (planets of the solar system).
What is called the solar system? (This is the sun and all celestial bodies revolving around it).
The solar system is also called the solar family. And in any family there should be friendship, care, love for each other. We are a school family.
Completing the task on the Claro cards, checking. Studying the book "Solar System"

Creative work with "LEGO"
Guys, do we feel that the Earth is spherical? (No)
Can we travel on it while in class? (Yes)
How? (using globe and maps)
What is a globe? (The globe is a scaled-down model of the Earth, the Earth is spherical, so the globe is also spherical).
What is a map? (A map is an image of the earth on a plane.)
What is the name of our state? (Russia)
Russia is the largest country in the world, the most beautiful. Our Motherland. The area of ​​the Earth is 17,075,400 km2, the population is 150 million people. The length from west to east is 9000 km. Our state is located in one hemisphere. In which? (east). Many Russian poets proudly sang of Russia.

Russia cannot be understood with the mind,
Do not measure with a common yardstick:
She has a special become -
One can only believe in Russia.
F. Tyutchev

Believing without doing anything is pointless. What can you do? Explore the world, apply knowledge in life, fantasize. Do you like our school? And who among you agrees to make it such that it has everything necessary and modern for study and work? I propose to build a school of the future, perhaps not only for students from Russia, but from other states and planets. Do you agree? Get started.
Practical work on assembling the building of the school of the future. (Song "Little Country")
Work protection: So, the schools of the future are ready! What awaits the Earth in the future? It is impossible to give a concrete answer, since it depends on cosmic influence, on the activity of mankind, which transforms the environment, and not always for the better. We had high hopes for you, nature lovers, its defenders, and in the future very good people living on planet Earth.

Summarizing
What did you learn new?
What did you like the most?
Our rocket is successfully landing. The crew thanks you for your work.

Project passport

Theme: "Earth is our common home."

Project type: cognitive research.

The nature of the project: cognitive, research, creative.

By the nature of contacts: children, educator, parents.

Relevance of the topic:

Nature is an amazing phenomenon, the educational impact of which on

the spiritual world of a preschool child is difficult to overestimate. Nature is

source of the first concrete knowledge and joyful experiences, often

memorable for a lifetime. The child's soul is revealed in communion with nature,

interest in the world around is awakened, the ability to make discoveries and

be surprised by them.

It's no secret that preschool children are explorers by nature.

Unquenchable thirst for new experiences, curiosity, constant striving

experiment, independently seek new information about the world traditionally

considered as the most important features of children's behavior. research,

search activity is the natural state of the child, he is tuned in to the knowledge of the world, he wants to know it. To explore, to discover, to study means to take a step into the unknown and the unknown. It is exploratory behavior that creates the conditions for the child's mental development to initially unfold as a process of self-development.

Of particular importance for the development of the personality of a preschooler is the assimilation of

ideas about the relationship between nature and man. Mastering the Ways

practical interaction with the environment ensures the formation

worldview of the child, his personal growth. An important role in this direction

plays the search-cognitive activity of preschoolers, proceeding in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena.

Objective of the project:

To form in children environmental knowledge, respect for nature and

everything around.

Project objectives:

 To form in children a careful, responsible, emotionally benevolent attitude towards the natural world, towards living beings, in the process of communicating with them.

 To develop the skills of observation and experimentation in the process

search and cognitive activity.

 To develop children's imagination, speech, fantasy, thinking, ability to

analyze, compare and generalize.

 Raise the desire to protect and strengthen the health of children.

Stages of project implementation:

Preparatory stage

1. Collection and analysis of literature on this topic.
2. Setting goals based on the interests and needs of children.
3. Planning for future activities aimed at implementation

1. Providing a didactic complex for the implementation of the project.

main stage

1. Organizing events in a group.
2. Interaction with parents aimed at getting to know the project

activity.

The final stage

1. Mini-exhibition of products of children's activities.

2 Summing up.

Expected results:

The development of a person who is not indifferent, with an emotional and valuable aesthetic attitude to the world, which combines the qualities of morality, aesthetic taste, communication, imaginative thinking, and creative abilities, continues;

A consciously correct attitude to objects and natural phenomena, ecological thinking is formed;

The mental abilities of children develop, which are manifested in the ability to experiment, analyze, draw conclusions;

The children had a desire to communicate with nature and reflect their impressions through various activities;

There comes an understanding of the need for a careful and caring attitude to nature, based on its moral, aesthetic and practical significance for humans.

Reflection of activity

The work within the framework of the project turned out to be interesting, exciting, and informative. It allowed to expand the horizon of each child, to create wider social contacts for him. The research results were highly appreciated and approved.

In the implementation of project activities, children learned to see problems, ask questions, put forward hypotheses, define concepts, classify, observe, conduct an experiment, structure the material obtained during the study, draw conclusions, conclusions, prove and defend their ideas.

It was interesting to see that the very formulation of the problem in children arose only when the problem had been solved. Young researchers, starting the search, clearly did not realize why they were doing this, and even more so did not know what they would find in the end. In doing this part of the research work with children, I was flexible in not requiring a clear understanding and formulation of the problem. Children identified the problem by simple observation and elementary analysis of reality. A child learns everything firmly and for a long time when he hears, sees and does it himself.

It was interesting to observe that during the implementation of the project, the children solved the tasks at a pace that was comfortable for them, chose partners for independent and group activities.

Thus, the interaction and communication of all project participants: the educator, children and parents, united by one problem, makes it possible to achieve high results: the development of search activity in children, intellectual initiative, the development of the ability to predict future measurements, the formation of communication skills.

As a result of the work, children have learned the norms and rules of environmentally sound interaction with the outside world, feel the need to acquire environmental knowledge, focus on their practical application, feel the need to communicate with representatives of the animal and plant world, empathize with them, feel a desire to protect nature, show sensitivity, respect for everything around. They show aesthetic skills and needs to see and understand the beautiful, the need for self-expression in creative activity, take the initiative in solving the environmental problems of the immediate environment.

The didactic meaning of project activity lies in the fact that it helps to connect learning with life, forms research skills, the ability to plan, work in a team, such qualities contribute to the successful education of children in school.

Thematic planning for the project

taking into account the integration of educational areas

Educational areas	Types and forms of work
Social and communicative development	Role-playing game "Journey to the pond", "Journey around the Earth" Board-printed games: “Who lives where?”, “Travel of a droplet”, “From which tree a leaf”, Didactic games on ecology: "Who is more?", "Earth and the solar system", "Wonderful bag", "I live in ..." Thematic talks: "Journey around the globe" “What would happen if there were no water, air, sun?” Consideration of illustrative material: "Water in nature", "How water works for a person" Joint participation of children and parents in the creative exhibition "Nature is a pantry of miracles" Making a model of a reservoir, soil.
Physical development	Outdoor games: “Droplets walk in a circle”, “Earth, water, fire”, “Sea worries”, “Frogs and Heron”, “Fishing Rod”, “Sun Bunnies”, “Earthworm”, “Catch the Ball - Name the Word”
cognitive development	Observation of flora and fauna, natural phenomena during a walk. Examining the globe. Observations of seasonal precipitation Conversations: "Journey around the globe", "What would happen if there were no ...?" “Sources of pollution of nature. Security measures» Geographic representations. The structure of the solar system Studies of the properties of water, air, soil, light. Watching videos: "What Ecology Teaches", "The Sun for Children", "Soil", "Properties of Air", "Trip of a Drop".
Experimental research activity	Water takes the form of the vessel in which it is poured; becomes colored when dye is added to it. Water acquires the appropriate taste, smell, if salt, sugar, lemon are added to it. A person needs clean, fresh water, dirty water can be filtered. Some substances dissolve in water and some do not. The sun is the source of light and heat on Earth. Light is a stream of light rays, it can be reflected from objects; light can be reflected many times, i.e. see it where it shouldn't be seen. Air is necessary for breathing, a person cannot live without air, it helps a person: fly airplanes, launch balloons, move sailing ships, turn the wheels of a mill. Air can move objects. It is invisible, transparent. All empty objects are actually filled with air. The air does not have its own smell, absolutely clean air does not smell of anything. The smell is given to it by the substances surrounding it. Air constantly presses on objects Air is light. The soil contains nutrients for plants. It is dry, soft, loose. There is air in the soil, the soil is plastic.
Speech development	Writing environmental stories. Writing descriptive stories. Inventing a fairy tale "The journey of a frog (titmouse, worm, ...)" Didactic game "Who is more?" Compilation of the story "Take care of nature" Reading the fairy tale by G. Andersen "Thumbelina" and the fairy tale by N. Pavlova "The Big Miracle", S. Gorodetsky "The First Snow", poems by Mashkovskaya "Let's leave some land" Reading encyclopedias, ", guessing and guessing riddles. Reading educational literature (from the series "Environmental disasters")
Artistic and aesthetic development	Drawing "Journey of a droplet", "Environmental signs", "On an ice floe" Application "Starfish" (trimming) Modeling in the technique of plasticineography "Inhabitants of rivers and seas", "Sun" Manual labor "Steamboat" (origami) Construction from the builder "Bridges", "Ships", "Mills"

Bibliography.

Ivanova A. A. Ecological observations and experiments in kindergarten, TC Sphere, 2005.

• Manevtseva L. M. The world of nature and the child. St. Petersburg: Detstvo-press, 2003.
• Potapova T.V. Kindergarten - the standard of ecological culture. M: TsS VOOP, 2000.
• Golitsyn M. Treasures of the Earth. I know the world
• Pleshakov A. A. From earth to sky
• Ivanova A. I. Ecological observations and experiments in kindergarten
• Nikolaeva S. N. Education of ecological culture in preschool childhood. M: Enlightenment, 2005.

Analytical reference

The diagnostic examination of children was carried out on the basis of the methodology of S.N. Nikolaeva "Young Ecologist" in the form of a conversation, creating a game and problem situation.

To identify the level of knowledge about nature and its components, after creating a game and problem situation, questions were drawn up:

• How do you understand: what is nature?
• What components does it consist of?
• What is light?
• What is water and what properties does it have?
• What is air, what is it?
• What is soil?
• What is man doing to protect nature?

Diagnostics was carried out with all children in an individual form. All children were placed in equivalent conditions, and diagnostic tasks were given on the same verbal and visual material. Children of the preparatory group showed a positive trend in knowledge.

NDO "Our region is a natural pantry"

Target: formation of ideas about the flora and fauna of the native land, improve environmental knowledge.

Tasks:

Introduce children to the ecological pyramid

To convince children of the usefulness of all types of animals and plants, their interdependence from each other.

To generalize children's knowledge about the surrounding world of their native land;

To consolidate the ability to distinguish trees by their foliage, the ability to classify into groups.

To develop in children the ability to think logically, differentiated perception, the ability to compare

To cultivate a responsible and careful attitude to natural resources, feelings of patriotism.

Material: material for games: "What tree is the leaf from?" "Groups", ecological pyramid, sound recording of birds singing.

"Our planet Earth

Very generous and rich

Mountains, forests, steppes, fields

Our dear home, guys!"

Guys, tell me, what country do we live in? (We live in Russia)

What is the name of the city where we live? (city of Egorievsk)

Guys, we live in a very beautiful place, the nature of our region is beautiful and diverse, Our region is a natural pantry.

One remarkable writer and a great lover of the environment M. Prishvin wrote: "We are the masters of our nature, and it is for us a pantry with the great treasures of life."

Guys, what do you think, what treasures did M. Prishvin talk about? (children's reasoning)

That's right, these are plants, animals, birds that live next to us on our land. There are a lot of them and they are all different. I invite you to collect the treasures of our region in this amazing pyramid. Do you agree? (Yes)

Listen to the riddle: “In the spring it is fun, in the summer it is cold,

Nourishes in autumn, warms in winter

(silent music playing)

Well, we ended up in the forest with you, look how beautiful it is!

What do we see in the forest? (Trees)

How can you recognize trees? (along the bark, along the branches, along the leaves)

We observed trees at different times of the year, how attentive were you during the observations, the game "What do I know about trees?" will show.

*Which tree does not change color? (fur tree, pine tree)

* The fruit of what tree is called an acorn? (oak)

What tree turns yellow in autumn? (Birch)

*Which tree leaves can "tremble"? (aspen)

* From the fruits of which tree can scarlet beads be made? (Rowan)

Guys, let's take a break and play a game "What tree is the leaf from?" I have twigs with leaves of trees from a mixed forest on my vases, and on the board you see images of these trees. Now each of you will come up to me and take one leaf, then take this leaf to the tree on which it grows. (The teacher controls how the children complete the task).

Well done, tell the guys, what benefits do trees bring? (children's answers)

Here is the first treasure that we will insert into our pyramid - these are trees.

At first glance, the forest seems deserted, only trees. In fact, if you look closely, you will understand that it is full of life and looks like a huge house inhabited by many tenants. They chirp, chirp, whistle, squeak, growl. Who can we meet in the forest?

What animals can we meet in the forest?

How well do you know our animals, we will learn from the game called "Guess the description"

* Small, cowardly, long-eared .... (hare)

What color is a hare's coat in winter? Why? (white to be invisible in the snow)

* Red, cunning, long-tailed .... (fox)

* Small, gray, prickly, nimble ... (hedgehog)

* Huge, long-legged, horned ... (moose)

* Small, red-haired, jumpy ... (squirrel)

* Gray, angry, hungry ... (wolf)

What birds did you hear?

Do all birds stay in the forest for the winter? (no, some fly south)

What are the names of the birds that spend the winter in warm regions? (migratory)

Why are they flying away? (migratory birds feed on insects, and in autumn the insects disappear)

What migratory birds do you know?

What are the names of the birds that stay with us for the winter? (wintering)

What do winter birds eat? (rowan berries, grains, seeds and bread crumbs that people give)

How should winter birds be taken care of? (make feeders, do not forget to add food to the feeders)

What winter birds do you know?

And now, I propose to play "Split into groups"

We divide into 2 teams, on the table there are images of birds, animal insects, you need to distribute them correctly into groups: insects, birds, animals.

Here is the second treasure for our pyramid - these are animals, birds, insects, we will protect them and help them.

Guys, in order to preserve nature, birds and animals, it is necessary to treat them with care, let's remember the rules of behavior in the forest. (all together we repeat the rules of behavior in the forest: do not destroy anthills, do not litter, do not make fires, do not destroy nests, do not trample flowers and berries, do not scare birds and animals)

And we will now continue to fill the pyramid with treasures. What do you think without which all living things cannot exist?

Nature itself takes care of its "children" - animals and plants and gives them light, heat, water. And what gives us heat, light? (The sun)

Yes, the sun is the basis of life. (Places the sun at the base of the pyramid.) What else is necessary for the growth and life of plants and animals? (water, soil, air)

Yes, we need air, soil and water.

And we made a pyramid of life, a multi-storey huge house, in which all the floors were inhabited in turn. And no one can be evicted from this house.

Shall we check it out? We remove the sun (or soil, trees, insects, birds) - we destroy the pyramid. We won't do disasters. In nature, everything is interconnected, one cannot live without the other. And you think and tell me what will happen if you remove the birds?

(A lot of insects will breed that will eat the plants.)

And if you remove the insects? (There will be no one to pollinate the plants)

What if we remove the plants? (The bare earth will remain, which will also die without plants.)

Do we want it?

So let's never destroy anything in it, because one cannot exist without the other in nature. And we will always try to protect and protect everything that is created by nature.

"This truth is known from generation,

And I never melt it:

Who does not love native nature,

He does not love his country.

We understand better now year after year,

That one must be friends with nature,

After all, without us, nature would live,

We can't live without her!"

M. Romanova

GCD "The sun and its rays"

Target: contribute to the formation of children's ideas about the Sun and light.

Tasks:

To form an idea of ​​the sun as a hot spherical celestial body, which is a source of heat and light for all life on Earth.

Remind children about the structure of our solar system; talk about the sun.

Show children that the existence of life on the planet has its own reasons.

Contribute to the independent search for knowledge of interest to children, through experimental activities and cognitive literature.

To instill in children an interest in learning new, unknown to them.

Material: map of the solar system; containers with water, sand, pebbles; encyclopedias; model of the solar system, a table lamp, a sheet of black paper with a hole of 3-5 mm in diameter, nesting dolls, plasticine, boards, stacks, napkins, cardboard, a mirror.

preliminary work: reading encyclopedias; viewing illustrations; poetry reading; didactic game "Earth and the solar system".

Guys, today I want to tell you a story.

“This story happened in one distant and beautiful country. Long ago, in ancient times, on the very edge of the earth, there was one most ordinary Kingdom - with an ordinary king and ordinary people. The only thing that distinguished this Kingdom from others was that the Sun always shone in it, and the weather was amazing. The forests emitted the scents of flowers and herbs, the streams gave cool water to the people, the birds sang amazing songs, and the animals were kind and peaceful. And all people rejoiced in life, loved each other and their sun. They took care of their Kingdom. They were kind and hardworking and always took care of each other. If someone felt sad, then there were always friends nearby who were ready to console. But once there was a trouble.

An evil sorceress has set foot on the land of the Kingdom! She lived in the realm of darkness. The evil witch hated the Sun. She convinced people that life without the Sun is much better, and no one could argue with her, because people did not know what it means to live without the Sun. In an instant, everything went dark, and each inhabitant lit a flashlight. It wasn't long before their lights went out completely, and the Kingdom was plunged into total darkness. Plants withered away without sunlight, and streams became so dirty with garbage that it became simply impossible to drink water from them. People began to be afraid to leave the house, because you can get into a ditch, or into a huge ditch in total darkness!

People became angry, darkness reigned all around! Once a Traveler appeared in the city, he had a magic flashlight, and a ray of sunshine shone from it! He had the REAL sunshine. He directed his flashlight with a sunbeam at the sorceress and the darkness instantly melted into the air, as if it had never existed.

Children with a teacher approach the model of the solar system /.

Educator:

Guys, where is the sun here?

Why is the sun in the center? - What can you tell about the Sun?

What is its size? By color?

Do you think it's warm or cold there?

Do you think there is life there?

The sun is a huge fireball. The temperature on the surface of the Sun is 20 million degrees.

It seems to us that the Sun is a small circle. This is because it is located at a very large distance from the Earth. In fact, the Sun is huge. It is 109 times larger than the Earth. If you could put the Sun next to the Earth, it would look like a big soccer ball next to a pea.

From the Earth to the Sun 150 million km. Therefore, the sun's rays do not burn, but only warm and illuminate our planet.

Experience "The Sun and Life on Earth".

Purpose: to reveal the influence of sunlight on life on earth.

Material:

• Two water containers
• Two containers with earth
• Two pebbles
• Table lamp

Move: Offer to remember what children feel when their face is turned to the Sun (warm, pleasant, cheeks warm, etc.)

Invite children to find out how sunlight affects all living things. To do this, children put one container of water, one container of earth and one pebble under the light of a lamp, and the remaining materials in the shade (you can close it with a dense material, or a box).

1. In the "sun" the earth, water and stone warmed up, became warm, unlike materials in the shade.
2. The sun is the source of light and heat on Earth.

Plants, animals and people live only because the sun gives them life.

The sun - the luminary bubbles like a volcano,

Bubbling like a boiling cauldron, incessantly,

Prominences take off like a fountain,

Life and warmth give to all tirelessly.

The sun is a star, an enormous ball

The light radiates like a fire.

(J. Paramonova)

The sun emits light and heat like a light bulb. And the ray, the son of the sun, told us about this.

Experience "Light Beam"

Purpose: to understand that light is a stream of light rays, to introduce how you can see a ray of light.

Material:

• table lamp,
• a sheet of black paper with a hole of 3-5 mm in diameter
• mirror

Progress: Turn off the light, turn on the lamp. What appeared on the wall? (light circle) Why? Rays of light began to emanate from the lamp, the hole is round as the rays of light form a circle. The lamp is covered with black paper. What happened? (the beam of light has become thinner) A mirror is placed in the path of the light beam, the beam went in a different direction. (he bounces off the mirror)

Conclusion: light is a stream of light rays, it can be reflected from objects.

Game "Sunny Bunnies"

Experience "Scout"

Purpose: to understand that it is possible to reflect light repeatedly.

Material:

• mirrors
• matryoshka

Move: It is proposed to "deliver" sunlight to the matryoshka.

Conclusion: it is possible to reflect light many times, i.e. see it where it shouldn't be seen.

And now I suggest you blind yourself to the sun.

children's work. Outcome.

We have worked fruitfully, what did you learn new today? What did you like more?

GCD "Invisible"

Target: contribute to the formation of children's ideas about the air.

Program tasks:

Systematize and clarify children's ideas about the properties of air.

To expand children's ideas about the importance of air in human life.

Learn to work in a team and individually during experiments.

Develop cognitive interest in the process of experimentation.

Develop the ability to draw conclusions and reasoning.

To develop in children the ability to find a connection between inanimate nature and wildlife and the objective world.

Develop thinking, imagination, curiosity, observation.

Raise interest in the knowledge of nature through the elements of air.

To form an emotional positive attitude towards the world and nature.

Material: paper steamers, sheets of paper, a plastic bottle and a basin of water, tangerine, soap bubbles, balloons.

preliminary work: manual labor "Steamboat", "Fan", reading fiction and guessing riddles about the air.

Stroke:

Guys, listen carefully to the riddle about one of the factors of inanimate nature:

We need it to breathe

To inflate the balloon

With us every hour

But he is invisible to us!

What is it? (air)

That's right, it's air. What is air for? (to breathe)

Yes, we are so used to it that we don't even notice it. Well, let's take a deep breath first, and then exhale.

What did we inhale? (air)

Now try not to breathe. Take a deep breath and hold your breath.

What did you feel when you weren't breathing? Did you feel comfortable? (bad)

What conclusion can be drawn?

Air is necessary for breathing, a person cannot live without air.

Who else breathes air? (birds, animals, plants).

What would happen if air disappeared from the earth? (there would be no life on earth)

That's right, then the planet Earth would become a lifeless celestial body.

Guys, where and how do people use air? (air helps a person: fly airplanes, launch balloons, move sailing ships, turn the wheels of a mill).

Today in the lesson we will try to answer the questions: "Is there air, where and how to detect it." And for this I suggest you become scientists and invite you to our experimental laboratory.

Experiment #1 "Feel the air."

Is there air around us? (Answers of children).

It's very easy to find out. Take a paper fan and wave it around your face.

What do you feel? (Children's answers).

Experiment #2 "Paper Races"

Air can move objects. Take the paper steamer. And with the help of a stream of air (as you exhale), move the steamer.

The game "Who is faster."

Guys, what did you see? (Answers of children).

Inflate the balloon and release it. What happened? (air escaping from the balloon causes it to move in the opposite direction)

Experiment #3 "Is there air?"

And now another focus. What's in my hand? (Glass).

Children, what's in the glass? (There is nothing).

I turn the glass over and slowly lower it into a basin of water. The glass does not fill with water.

What keeps water out of the glass? (Air)

The teacher shows the children an empty plastic bottle.

Guys, do you think this bottle is empty? Look closely, is there anything in it?

And now we will check it. Take a bottle and a basin of water. Dip the bottle into a basin of water so that it begins to fill. What do you see? (Answers of children).

Yes, bubbles come out of the neck. It is the water that displaces the air from the bottle.

Why did we initially think the bottle was empty? (Air is invisible, it's transparent)

That is why air is called invisible. And all empty objects are actually filled with air.

Experiment #4 "Does the air smell?"

Let's continue research.

Guys, what do you think the air smells like? Smell. (Not).

If the air is clean, then it has no smell. But he's good at picking up other people's scents. I'll take a tangerine and peel it. What did you feel? (smell of mandarin).

Consequently, the air does not have its own smell, absolutely clean air does not smell of anything. The smell is given to it by the substances surrounding it.

Experiment #5 "Air pressure".

Guys, the air is constantly pressing on objects. We are accustomed to air pressure and do not notice it. We will now verify this by conducting the experiment “What is faster?”.

Children conduct an experiment: they take two sheets of paper and simultaneously release them from their hands: one horizontally, the other vertically.

Air presses on a horizontal sheet from below, and a sheet of paper falls slowly, while a vertical sheet falls edgewise, there is less air under it, and it falls faster.

Guys, we conducted a series of experiments, and found out: what properties air has and how it can be detected.

Now let's summarize our research.

Air does not have

 smell;

 it is everywhere;

 And the main purpose of air is that we breathe it.

1. The game "Soap Bubbles".

And in the end, I suggest playing with soap bubbles.

Take an ordinary glass of water,

We will blow bubbles out of soap suds.

He, inflated with air, floats through the air,

But even one minute in the world does not live.

A soap bubble is a thin film of soap foam with air inside. The air is light, so the bubbles "fly".

Kids are playing.

Great, guys, they blew a lot of bubbles.

Air is everywhere

In your city, home,

In the forest, in the mountains, in the caves,

Over the seas

And ... the continents

So you can live anywhere.

We have worked fruitfully, what did you learn new today? What did you like more?

GCD "Vodichka-sister"

Target: contribute to the formation of children's ideas about water.

Program tasks:

Generalize, clarify and expand children's knowledge about water, its properties, role in human life and living organisms,

Contribute to the accumulation of specific ideas about the properties of water,

Develop cognitive interest in the process of experimenting with water,

Develop speech, thinking, curiosity, the ability to admire the beauty of water bodies,

Develop an environmental culture

Raise respect for water as the main natural resource.

Materials: a cube and a ball, molds, a glass of water, a glass of milk, a picture, brushes, paint, sugar, salt, flour, sunflower oil, herbal infusion and mint drops, a funnel, napkins, cotton wool and water containers.

Preliminary work: observation, drawing, reading stories, talking about water

Children freely sit around the table for experiments and research. Sounds like

recording of a babbling brook. The teacher reads the poem:

Have you heard of water?

They say it's everywhere!

In a puddle, in the sea, in the ocean

And at the faucet

Like an icicle, it freezes

Creeps into the forest with mist,

Boiling on the stove

The steam of the kettle hisses.

We can't wash without her

Don't eat, don't drink!

I dare to tell you:

We cannot live without her.

N. Ryzhova

Educator: If you quickly spin the globe, what color will our planet be? Why? Blue paint depicts water on the globe - all the seas, oceans. Guys, what is water for, who needs water? (children's answers). Do you want to know more about water? (children's answers). Then go to this table, where we are waiting for various items for the study of water.

Experiments with water.

What shape is the water?

There is a cube and a ball on the table. The teacher asks

what shape these objects are (answers of children). Does water have a shape? For this

Take a narrow jar and fill it with water. Let's pour this water into a wide

jar. The form that water takes is constantly changing.

Conclusion: water has no form and takes the form of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. On the pavement they spread, in the pits

collected, and they are absorbed into the ground, they are not visible, only the ground is wet. So

water has no shape.

(The teacher shows the children an algorithm that symbolizes that water has no form, and hangs it on a magnetic board.)

What color is the water?

Take two glasses - one with water and the other with milk. Take a picture and put it behind a glass of water. Can we see the picture? (children's answers) Now let's put a picture behind a glass of milk. What have we discovered? Conclusion: the pattern is visible through water, but not through milk. This means water is a clear liquid.

Clear water can be made opaque. To do this, wet the brush and dip it into the paint. We add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The picture is not visible.

And so, we conclude that water is a transparent liquid (using an algorithm that symbolizes this property of water. And we post it on the board).

Water is a solvent.

Does water have a taste? Children taste the water and express their opinion. Then invite one child to stir sugar in water, the other - salt. After the substances have dissolved, offer to taste the water again. What changed? The water has a taste. The water became sweet and salty.

Conclusion: water has no taste.

What happened to the substances we put in the water? (children's answers) And now let's try to dissolve flour and sunflower oil in water. Two children complete this task. What do we see? (children's answers) The flour did not dissolve completely, and the sediment sank to the bottom of the glass. Also, the oil does not dissolve, it floats on the surface.

Conclusion: not all substances can dissolve in water.

Fizkultminutka. "The droplets go around"

Invite the children to determine if the water has a smell. (children's answers)

Then offer to stir herbal infusion and mint drops in water. And again

offer to smell the water. The water has an odor. Dissolving in water

various substances that change near water: color, taste, smell. (We use again

algorithms symbolizing that water has no taste and smell, hanging them on

Water filtration.

Guys, let's remember the fairy tale "Sister Alyonushka and brother Ivanushka." What happened to Ivanushka? (Answers of children). Why couldn't you drink this water? That's right, because it's dirty. But there is such a situation that there is no clean water nearby, but it is vitally important to take a sip of at least a sip of water. There are different ways to purify water. With the simplest ways that you can come in handy in life, we will now get acquainted. To do this, take: a funnel, napkins, cotton wool and water containers. (Together with the children we figure out how to make cleaning devices - filters.) And so, if Alyonushka and Ivanushka knew that water could be purified by passing it through a scarf, then trouble could have been avoided.

Water is our friend and helper, but it can be fraught with many dangers. What?

Rules of conduct on the water:

you can't dive from bridges,

you can't jump from the shore

can't swim far

you can not play on the water without adults,

no boats to swim

small children should not go to the ponds.

Did you enjoy being scientists and doing experiments? Today we finish work in our laboratory. We have worked fruitfully, what did you learn new today? What did you like more?

These are not recent experiences. We will do experiments and experiments more than once.

GCD "The soil is the living earth"

Target: contribute to the formation of children's ideas about the soil.

Program tasks

Continue to acquaint children with the underground habitat, with the main environmental factors acting on the soil (humidity, wind, temperature, living organisms)

Enrich children's ideas with knowledge about the characteristics of the soil (water permeability, fertility, friability, softness, hardness, plasticity).

Develop a desire for experimentation and interest in the results of the experiment.

Cultivate a desire to work with the soil

materials a letter from the Underground King, a box of earth, yogurt cups, napkins, magnifiers, trays of soil samples, cups of water, for playing: two earthworm masks

preliminary work: read G. Andersen's fairy tale "Thumbelina" and N. Pavlova's fairy tale "The Big Miracle", show illustrations depicting the soil, consider the layout of the soil, consider the soil in pots in the process of labor. read Mashkovskaya's poem "Let's leave some land"

A postman comes to the group and brings a parcel (a box with earth) and a letter.

Educator: Oh, guys, look what the postman brought us. What a big package, let's open it? What are these guys?

Children: Soil

Educator: Do you know who and why sent us this soil? Let's read the letter. "Dear guys! I hope you liked my gift. This is a magical land. Why is this land magical? Because it's not just land, it's soil. It feeds plants, and they give it their dry leaves and branches. There are a lot of inhabitants in the soil: earthworms, moles, bugs, spiders. This is a whole underground kingdom that you do not see. Do you want to get acquainted with it? Then call me loudly: "Underground king, come to us - see you in your kingdom" See you! Underground king.

(Children call the Underground King and he appears)

Underground King: Hello guys! How glad I am to see you! I want to tell you about my underground kingdom. Oh, how light you have, it’s so good underground, it’s dark, damp, cool. I love my house, and I will tell you about it. And for this you need to go to my underworld (children sit at the tables).

Guys, what do you see on the trays?

Children: earth

Underground King: To get to know her better, there are gifts for you. Look what is it?

Children: Loupe

Educator: That's right, it's a magnifying glass. Why do we need a magnifying glass?

Children: In order to examine the soil

Educator: Well done! Look at the soil, what color is it?

Children:Dark, black

Educator: There are nutrients for plants in the soil, this is fertile land (chernozem, plants are very fond of chernozem. Take a magnifying glass in your hands and carefully examine the soil. What do you see in it?

Children: Sticks, dry leaves, pebbles

Educator: Let's touch the soil with our hands, what does it feel like?

Children: Dry, soft, loose (wipe hands with a napkin)

Educator: And what do we breathe?

Children: By air

Educator: Do you know that there is also air underground? Let's check if this is true?

Experience "There is air in the soil."

Educator: Everyone has a glass of water on the table, take a lump of earth from the tray and lower it into a glass. What do you see?

Children: Air bubbles

Teacher: What does this mean?

Children: There is air in the soil

Educator: Yes, indeed, the water displaced all the air from the soil, and small bubbles appeared. So we checked that there is air in the soil. Guys, do you water the plants?

Educator: And what will happen to water if you pour it on the soil?

Children: soak into the soil

Teacher: Let's check it out. Come to me. Here I will pour water into this glass with soil. What do you see?

Children: Water has been absorbed, air bubbles are visible on the surface.

Educator: Yes, the water displaced the air from the soil and absorbed. This means that the soil absorbs water. Guys, did you enjoy the experience?

physical education minute

Educator: Guys, now we will have a little rest and play. But first you need to solve the riddle.

Long, slippery and straight

Digs minks underground. Who is it?

Children: Earthworm

Educator: And our game is called "Earthworm"

(choose two participants) Imagine that you are earthworms and have to crawl through an underground corridor. (indicate the start and end points between which the children will crawl) Which worm will crawl to the goal faster.

Well done boys! All worms are fast and agile.

Now let's take our seats.

Guys, do you like pies?

Educator:: Do you think it is possible to make a pie out of the ground?

Children: No

Educator: Let's do an experiment "Soil plasticity"

Pick up a wet lump of earth, squeeze it. What happened to him?

Children: He decreased, became small

Educator:: That's right, he has decreased. It can take any shape, and so the guys we learned that the soil is plastic.

Educator: well, now you guys know a lot about the underworld, and it's time for us to rush back to kindergarten. Goodbye Underground King.

Children: Goodbye.

Underground King: Goodbye

Educator: Did you guys like the lesson? What did you learn about the underworld? What experiments did you do?

GCD "The earth is our common home"

Target: contribute to the formation of children's ideas about the planet Earth

Tasks:

Summarize knowledge about the planet Earth;

To form ideas about the ecological safety of the Earth;

Develop children's logical thinking and imagination.

Develop the ability to draw conclusions and reasoning.

To develop in children the ability to find a connection between inanimate nature and wildlife and the objective world.

To cultivate love for nature, proper communication with it, the desire to study it.

Material: globe, illustrations, ball, drawing paper, color sets

pencils.

preliminary work: looking at the globe, maps. Reading cognitive literature (from the series "Environmental disasters"). Look at pictures and talk to children.

(A globe is brought into the group.)

What an amazing planet - Earth! Seas and oceans splash on its surface, rivers and streams flow, wide plains spread, green forests rustle, high mountains rise. The earth is a huge ball. It rotates around its own axis and at the same time around the Sun - the star closest to us.

What shape does the earth have?

What living beings inhabit the earth?

What is necessary for all living beings on Earth? (Heat, the light of the Sun,

air and water.)

What does a person need on Earth? (Fresh air, clean water, fertile soil, plants and animals.)

Why is the Earth called a common home?

Who pollutes our planet and how?

There are a lot of "sick" places on our planet. This happened because people built many plants, factories, electric and nuclear power stations. Air is polluted from these enterprises - it is polluted by smoke that goes into the sky from pipes, gases from cars. Waste from factories is dumped into rivers and seas. Many plants and animals die from this, people get sick. Nature is dying. Our planet needs help.

To help her, you need to learn to love nature, to love it from childhood. Learn

understand how all living beings live: birds, bugs, animals. This

engaged in people who are called ecologists.

Fizminutka.

The game "Catch the ball - name the word."

Children become in a circle. To whom the leader throws the ball, he must name one

from the wealth of the earth.

Game "How can we help our planet?".

Task: come up with environmental signs and draw them.

Children's work.

Viewing and discussion of drawings, summarizing.

GOAL:
Form ideas in children
about the Earth and the life of people on Earth.
TASKS:
Cultivate interest and respect for people
different countries and nationalities, to their
activities and culture.
To instill a sense of patriotism, love for
your country, your hometown.
Learn about the history of others
countries, with their sights,
traditions.
To lead to an understanding of the uniqueness of our
planets, because only on Earth there is life.
Raise the desire to protect our Earth.

Stages of project implementation:

PROJECT IMPLEMENTATION STAGES:
Stage 1 - preparatory.
collection and analysis of methodological literature
processing of periodicals
writing a forward plan.
printouts from the Internet on the topic
design of albums and layouts: "Layout of the Earth", "National
costumes”, Creation of a corner of the native city in the group, mini-museum: “Countries of the World”, “Golden Ring of Russia”
Stage 2 - main
Stage 3 - final
providing project development
final lesson
exhibition of products of children's activities
Interaction with family:
-Participation in the survey on patriotic education;
- Participation in the regional exhibition-competition "The world in which I
I live"

System web
cognitive
development: didactic
games, entertainment,
contemplation
illustrations
Speech development: reading
artistic
literature,
communication games
Sociocommunicative
development: role-playing games, work
Artistic and aesthetic
development: manufacturing
layouts, drawing,
application, listening
musical works,
singing
Physical development:
outdoor games,
organization
health-saving
activities

FORWARD PLAN
SEPTEMBER
Planet Earth
Purpose: to expand the idea of ​​what represents
is the planet earth
Conversations: "Earth and Sun", "About the continents", "Oceans, seas and
land”, “Earth model – globe”.
Examination of illustrations of albums, acquaintance with the globe and
world map
Reading fiction: Ya. Dragunsky "Earth"
Didactic games: "Continents", "Water - land"
Drawing "My planet is Earth"
Intellectual game "What, where, when? " (together with
parents)
Mobile game "Sun and rain"
Enrichment of the subject-developing environment - joint
making a model of the earth

OCTOBER
House under blue roof
Purpose: to expand the idea that the Earth is a common home
all people and all living beings living next to a person.
Conversations: "Earth is our common home", "Countries of the world"
Examination of illustrations of albums: “My blue planet Earth”, “People of the planet Earth”
Reading fiction: L. Kvitko "On the sand", T. A.
Shorygin "The Wizard from the Planet Omega", "Our Nurse Earth", V. Orlova "The House under the Blue Roof"

Musical and didactic game "Summer in music"
Learning the song: "The sun has friends"
Drawing "People on planet Earth"
Volumetric application "Earth is our home"
Mobile game: "Coast, sea, sails"
Communication game "Earth is the planet on which we live"
Problem situation “What will happen to our planet if…”

NOVEMBER
My country is Russia
Purpose: to expand children's knowledge about their country (Russia),
educate patriotic feelings, pride in their homeland
Conversations: “Where do we live”, “My Motherland is Russia”, “Holidays in
Russia" (National Unity Day, Mother's Day)
Working with the map
Examination of illustrations of albums: "Cities of Russia", "Moscow -
capital of Russia”, “Moscow Kremlin”
Children's stories from personal experience "In which of the cities of Russia I was"
Reading Russian folk tales
Entertainment "Russian heroes"
Educational quiz "About Russia" (together with parents)
Drawing "Flag of Russia"
Listening to the Russian anthem
Russian folk outdoor games: "Geese-geese", "At the bear in the forest"
and etc.
Enrichment of the subject-developing environment - mini-museum "Golden
ring of Russia"

10.

DECEMBER
Countries and peoples of the world
Purpose: to expand children's ideas about countries and peoples
peace, cultivate tolerance, respect for
other peoples, races and their traditions
Selection and design of the album of people of different races.
Looking at the flags of different countries
Examination of the globe, map of the world
Tales and myths of different countries and peoples.
Lesson "Who are we" (What kind of people live on earth).
Conversations: “How Man Appeared on Earth”, “The Kingdom of Ice and Snow
(Arctic, Antarctica), "Countries and peoples of the world".
Stories about the country in which they were (stories from personal experience)
Role-playing game "Journey"
Making a traveler's corner in a group.
Selection of illustrations of houses from different countries.
Exhibition of drawings on the theme "People who live on planet Earth".
Enrichment of the subject-developing environment - mini-museum "Countries
peace"

11.

JANUARY
My hometown is Nizhny Novgorod
Purpose: to expand children's knowledge about their hometown -
Nizhny Novgorod, to cultivate patriotic feelings,
pride in your city
Conversations: "History of the emergence of the city of Nizhny Novgorod",
"Famous people of our city"
Examination of illustrations of albums: "My city",
"Nizhny Novgorod Kremlin"
Reading P. Voronko “There is no better native land”
Drawing "Emblem of Nizhny Novgorod"
Cognitive quiz "Connoisseurs of the native land" (together with
parents)
Enrichment of the subject-developing environment - creating a corner
hometown in the group
Photo exhibition "Native land - favorite places"
Listening and singing songs about Nizhny Novgorod

12.

FEBRUARY
Russia is a multinational country. Our heroes
Purpose: to expand the idea that Russia is
multinational country, cultivate tolerance,
respect for different peoples
Conversations: “Immense Russia (about the peoples of Russia), “Traditions
different peoples of Russia”, “On holidays” (February 23)

costumes of the peoples of Russia”, “Russia is a multinational country”
Drawing "National costume"
Viewing cartoons based on fairy tales of different peoples.
Literary entertainment "Journey through fairy tales"
Folk outdoor game "Chernet and chickens".
Khakassian folk outdoor game "Kids and the wolf"
Listening to musical works of the peoples of Tatarstan,
Chuvashia, Mordovia, Khakassia, etc.
Exhibition of children's drawings "Defenders of the Fatherland"
Listening to music

13.

MARCH
International Women's Day - March 8
Purpose: to expand children's ideas about international
women's day
Conversations: “About the holiday of March 8”, “About mothers and grandmothers of children
of the whole planet Earth"
Examination of illustrations of albums: "National
women's costumes", "On the celebration of Women's Day in different
countries of the world"
Drawing "My mother"
Listening to music from different nations
Reading poems about the mother of poets from different countries

14.

APRIL
Earth Day. Space
Purpose: to expand children's knowledge about space, to educate
children desire to protect our Earth.
Conversations: "We and space", "The first cosmonaut", "April 22 - the day
Earth"
Consideration in encyclopedias of the Earth's surface "Earth
space wonder"
Problem situation "What would happen if there was no Earth ..."
Synthesis of arts "The image of the Earth in the works of artists"
"Let's save our planet" (issue of leaflets and posters -
with parents)
Entertainment "Earth Day" (with the participation of parents)
Drawing: "Earth Day", "Space"
Outdoor games: "Earth, water, fire, air", "Cosmonauts"

15.

MAY
Project presentation
"Earth is our common home"
Providing project development.
Open lesson "Our home is the planet"
Earth".
Evaluation of the stages of project implementation.
Evaluation of the subject-developing environment.
Summing up the project.
Exhibition of products of children's activities.
Participation in the regional exhibition-competition
"The World I Live In"

16.

EXPECTED RESULTS
Mastering available knowledge about countries and peoples inhabiting the planet
Earth, about their traditions, holidays,
about the native country (cities,
national costumes, etc.) and hometown.

17.

Formation of elementary ideas about the map of the world, about the globe
(model of the Earth).
Acquisition of social communication skills with adults and
peers.
Ability to express own opinion, analyze, respond to
what is happening, to provide all possible assistance.

18.

Ability to show a sense of tolerance towards others
peoples, the realization that our planet (Earth) is for all living
beings, that it must be treated with care, taken care of as
native home.

19.

Active participation of children in exhibitions, competitions, entertainment and other
types of activities.
April 22 is a reminder day that
The earth is our common home, but always in the house
should be clean, bright and comfortable for everyone!