Card index of didactic games on ecology for children of senior preschool age

Oksana Nikolaevna Polezhaeva

Card index of didactic games on ecology for children of senior preschool age

Card No. 1

“What do we take in the basket?”

.

Didactic task : to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest.

Learn to distinguish fruits based on where they are grown.

To form an idea of ​​the role of people in conservation of nature.

Materials: Pictures of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.

Progress of the game. Some children have pictures depicting various gifts of nature. Others have pictures in the form of baskets .

Children - fruits disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.

Children - baskets must collect fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.)

. The one who fulfills this condition wins.

Card No. 2

"Tops - roots"

.

Didactic task: teach children to make a whole from parts.

Materials: two hoops, pictures of vegetables .

Progress of the game. Option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.

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

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

, you need to find your match.

Card#3

Ball game "Air, earth, water"

.

Didactic task: to consolidate children’s knowledge about natural objects . Develop auditory attention, thinking, and intelligence.

Materials: ball.

Game progress: Option No. 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie”

.
The child must answer “air”
and throw the ball back.
To the word “dolphin”
the child responds
“water”
, to the word
“wolf”
-
“earth”,
etc.

Option No. 2. The teacher calls the word “air”

The child who catches the ball must name the bird.
For the word “earth”
- an animal that lives on earth;
to the word “water”
- the inhabitant of rivers, seas, lakes and oceans.

Card No. 4

"Guess what's in the bag?"

.

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

Materials: vegetables and fruits of characteristic shapes and varying densities: onions, beets, tomatoes, plums, apples, pears, etc.

How to play: you know the game “Wonderful Bag”

, we will play differently today. Whoever I offer to take an object out of the bag will not immediately pull it out, but after feeling it, he will first name its characteristic features.

Card No. 5

"Nature and Man"

Didactic task: to consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.

Materials: ball.

Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.

"What is made by man"

? asks the teacher and throws the ball.

"What is created by nature"

? asks the teacher and throws the ball.

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

Card#6

"Choose what you need"

.

Didactic task: to consolidate knowledge about nature. Develop thinking and cognitive activity.

Materials: subject pictures .

Progress of the game: object pictures . The teacher names some property or sign, and the children must choose as many objects as possible that have this property.

For example: "green"

- these can be
pictures of a leaf , cucumber, grasshopper cabbage. Or: “wet”
- water, dew, cloud, fog, frost, etc.

Card#7

“Where are the snowflakes?”

Didactic task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.

Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Let's save nature

The purpose of the didactic game on ecology is to form in preschoolers an understanding of why it is important to love and protect nature. For the lesson, you need to prepare cards depicting objects of inanimate and living nature.

Having laid out the cards on the table, you need to remove one. And the students must tell what will happen to the rest of the natural objects if the removed object disappears. What will happen on the planet if “trees”, “sun”, “insects” and so on disappear (remove cards one by one).

At the end of the game, the teacher must explain to the children that natural objects are interconnected and cannot exist without each other. Therefore, they all need to be protected.

Master class for educators "Ecological games for preschoolers"

Master class “Ecological games for preschoolers”

Target

: to give master class participants an idea of ​​the practical use of didactic games on ecology.

Tasks

:

-create conditions for fruitful communication between master class

in this area in order to develop their creative potential;

- dissemination of teaching experience.

Practical significance:

This master class may be of interest to teachers working on the topic of environmental education. A teacher who uses teaching aids and games in his work will find something new for himself.

Equipment:

teaching aids and games on ecology, magnetic board.

Plan:

1. Opening remarks:

Relevance of the topic.

2. Familiarization of master class participants with the basic methods and techniques for using didactic games with environmental content.

3Warm up.

4. Physical education minute.

5. Practical lesson with participants of the master class on the use

6. Reflection.

7.Result.

1.Introduction:

Good afternoon, dear colleagues! I am very glad to meet you. Today we will talk to you about ecology and educational games.

I will start my master class with the following epigraph:

The world surrounding a child is, first of all,

the natural world with its limitless wealth of phenomena,

with inexhaustible beauty. Here in nature

the eternal source of children's intelligence.

V. Sukhomlinsky

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler.

Didactic games contribute to the accumulation of sensory experience and the creative development of acquired knowledge. In didactic games, children clarify, consolidate, and expand existing ideas about natural phenomena, plants and animals, and develop their mental abilities. Didactic games are rightfully considered one of the most effective teaching tools. Including didactic games in the pedagogical process, the teacher selects those that correspond to the age characteristics and capabilities of the children.

. The practice of my work has shown that the more interesting the game actions that I use in classes, the more imperceptibly and effectively the acquired knowledge is consolidated.

2. Familiarization of master class participants with the basic methods and techniques for using
didactic games with environmental content.
The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves. The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth in a ready-made form, but is nurtured. Learning to live in harmony with nature and the environment should begin in preschool age. The development and upbringing of a child occurs in all types of activities, but, above all, in play.

Didactic games are the most effective means of facilitating a more complete and successful solution to the problems of environmental education of preschool children.

It is in the process of didactic play that a child’s mental development actively occurs: will, attention, thinking, and speech develop.

The didactic game has two goals.

One is educational, which is pursued by an adult, and the other is playful, for which the child acts.

However, we must keep in mind that not every game is environmental in its goals and content. Here are a number of requirements in accordance with which the selection of games for environmental education of preschool children can be carried out.

— Games must be selected taking into account the patterns of children’s development and the tasks of environmental education that are solved at this age stage.

— The game should give the child the opportunity to put into practice already acquired environmental knowledge and stimulate the acquisition of new knowledge.

— The content of the game should not contradict environmental knowledge formed in the process of other activities.

— Game actions must be carried out in accordance with the rules and norms of behavior in nature.

— Preference is given to those games that allow solving not only the problems of environmental education, but also provide a solution to the general problems of the upbringing and development of the child.

— In order for a game to be an effective means of environmental education for preschoolers, it is necessary to trace the internal connection of each game with previous and subsequent games. This will make it possible to predict what existing experience the child will rely on and what new step will take place in his development.

Let's look at some of them.

Subject games.

These are games using various natural objects (leaves, cones, seeds, pebbles, etc.). They are recommended to be used to clarify and concretize children’s knowledge about the qualities and properties of natural objects. Object games teach children to examine and develop the child’s sensory skills. As an example of object games, one can cite “Wonderful bag”, “Tops and roots”, “Whose branch are the children from”, etc. Subject games can be used in all age groups, both in collective and individual lessons, complicating the content of the game depending on the age and individual capabilities of the children.

Board and printed games.

These include: lotto, dominoes, cut-out pictures (“Botanical Lotto”, “Berries and Fruits”, “Mushrooms”, etc.) These games make it possible to systematize children’s knowledge about plants, animals, and natural phenomena. They have a great influence on the development of logical thinking of preschoolers, developing the ability to quickly and mobilely use existing knowledge in a new situation. It is advisable to use printed board games when working with a small subgroup of children. They are also effective when organizing individual correctional work.

Word games.

These are games that do not require any visual material. Their content consists of oral questions regarding children’s existing ideas about the natural world. An example of word games can be answers to various questions: “Who flies, who runs, and who jumps?”, “When does this happen?”, “Who lives in the water, who flies in the air, who lives on the ground?” etc. Verbal games are carried out with the aim of consolidating, generalizing, and systematizing children’s ideas about the natural world. They are an effective means of developing attention. The memory and intelligence of preschoolers well develop children's speech. This type of game does not require special conditions; it can be organized both indoors and on a walk.

3. Comic game “speak up.”

I read a poem, and you quickly answer:

1. Any girl knows that carrots.... (blue, orange).

2. Everything is covered in white snow, which means it’s coming…. (summer Winter).

3. At night, each window is dimly lit.... (Sun moon).

4. The leaves fell off the maple tree, and by autumn it had become... (green, naked).

5. There are four lions under the tree, one has left, there are... left. (two three).

6. The mouse counts the holes in the cheese, three plus two equals.... (four five).

7. He beat on a pine tree like a drum in the forest... (ram, woodpecker).

8. On the fence in the morning, crowing.... (kangaroo, rooster).

9. As soon as the daylight went out, it began to fade in the darkness…. (rooster, eagle owl).

10. From the palm tree down, to the palm tree again, deftly jumps.... (cow, monkey).

11. In the swamp at full speed, croaking loudly.... (rooster, frog).

12. The whole street heard how ... mooed. (chicken, cow).

4. Punch card game

Today I would like to introduce you to games with punched cards - For several years now I have been using special cards in my work - “punched cards”.

A punch card is a multifunctional tool, but today I present to your attention “Punched Cards for Ecology.”

The purpose of the manual: to consolidate and clarify knowledge about living nature, to develop environmentally friendly skills.

The punch cards are divided into several sections: environmental signs, birds, animals, seasons.

Punch cards are easy to make and use, understandable and accessible to children's thinking. Children work with punch cards with pleasure. They perceive working with them as a game. The use of punched cards is convenient for consolidating the material covered. Punch cards are very effective for testing children’s knowledge during diagnosis, as they allow you to quickly check and monitor the quality of material assimilation.

On a sheet of thick paper, draw or glue objects that correspond to a specific theme. Objects are located along the edges of the sheet, above, below, on a strip. Slots are made in the cards in the form of squares or stripes. During the lesson, each child receives a punched card, a blank sheet or strip, pencils and markers. A blank sheet is placed under the punched card. While completing the task, the child draws an icon in the slot, draws lines, writes letters or numbers. Tasks are completed individually, punch cards are used repeatedly. Other options are also possible. The teacher deliberately places incorrectly completed tasks, and the child looks for mistakes. The teacher additionally asks questions about the drawings, composes stories with the children, etc.

Using punch cards in the classroom allows you to:

— activate children’s mental activity, memory, attention;

- fix the names of objects, phenomena, events of the surrounding reality; expand children's vocabulary;

- develop independence, initiative, and intelligence in children;

- increase children's cognitive interest;

- develop fine motor skills of the hands.

5.
Physical education minute.
6. Let's look at the use of such a manual using an example:

Game “Migratory and wintering birds”

On the tables in front of you is a blank card and a set of small pictures.

Children already know that they need to place pictures on the map from left to right and from top to bottom.

So, guess the riddle and place the answer on the card in the upper left square

In the spring, here and there they sing a song cheerfully: “Oh, swing, swing, swing, They flew to us ... (rooks)

The back is greenish, the belly is yellowish, a black hat and a stripe of a scarf. (Tit)

This predator is talkative, thievish, fussy, white-sided chirper, and her name is... (Magpie)

In the forest, to the sound of chirping, ringing and whistling, the forest telegraph operator knocks: “Hello, blackbird, buddy!” And signs... (Woodpecker)

In the spring, here and there they sing a song cheerfully: “Oh, swing, swing, swing, They flew to us ... (rooks)

He walks importantly on the ground, pierces the soil with his beak, and eats harmful ones, he’s great! And his name is (starling)

The legs are long, the nose is long, What did he bring for lunch? Snakes, snails, frogs For loved ones...(storks)

Now place a blank strip of paper under the punched card and take colored pencils. Color the square next to wintering birds blue, and next to migratory birds green.

Now hold up the sheet with the colored squares so that I can see how you completed the task.

The tasks can be different, for example, identify only waterfowl, birds living in the North.

Examples of games: Game “Seasons” Game “Animals” Game “What is dangerous for nature”. Game "Whose traces"

7. Summary

didactic games of ecological content help the child to see the uniqueness and integrity of not only a certain living organism, but also the ecosystem. Understand that unreasonable interference in nature can lead to significant changes, participate in creating the necessary conditions for the normal functioning of living beings that are within the reach of children, understand the importance of protecting nature, and consciously follow the norms of behavior in nature.

8.Reflection

There are cards on the tables: red, green, yellow.

If everything was clear and interesting to you, raise the green card.

If it’s clear, but not very interesting, a yellow card.

If it is not clear and not interesting, a red card.

Thank you for your attention!

Make a chain

An ecological game clarifies and consolidates knowledge about natural objects. To carry it out, you need cards depicting objects of inanimate and living nature.

The child must describe what is shown on the card. For example, a “butterfly” is a bright insect with beautiful wings, flies in the summer, feeds on nectar, the caterpillar turns into a pupa.

Each branch has its own children

The purpose of the didactic game is to consolidate knowledge about fruit trees and berry bushes, to teach children to identify the type of plant by its fruits and leaves. The game requires pictures with garden trees and shrubs, as well as separate pictures with fruits and berries.

Children guess trees and bushes. For each plant, the appropriate fruit or berry is selected.

Didactic games on environmental education in the preparatory group

Marina Gurtsieva

Didactic games on environmental education in the preparatory group

Didactic games on environmental education in the preparatory group

PREPARATORY GROUP

Ecological game “Benefit-harm”

Goal: to make children understand that in nature there are neither useful nor harmful, only necessary ones.

Stage 1

First option: “Benefit – harm”

.

(subject

: Live nature) .

Children should stand in a circle. The teacher asks the question : “What is the use of a bee?”

, children must take turns answering the question without repeating the answers of their comrades. Then the task changes:
“What harm does a bee do?”
Second option: “Like it - don’t like it”

.

(subject

: not living nature).

Principle of organization see option 1.

Third option: “Good - bad”

.

(subject

: seasons and 4 elements: water, air, earth and fire). The principle is the same.

Stage 2

The teacher asks the question : “What would happen if all the bad qualities of natural objects disappeared, and everything around became good?” (the wolf became good - he stopped eating hares, there would be so many hares that they would gnaw all the bark on the trees, there would be fewer trees and many birds would have nowhere to live).

It turns out that if everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.

At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.

PREPARATORY GROUP

Ecological game "Owls and Crows"

Goal: to test and consolidate children’s ideas about the world around them.

Children should be divided into two teams: “Owls”

and
"Crows"
. Both of them stand in a line opposite each other at a distance of 3 meters, behind them are their houses, also at a distance of 3 meters.

The teacher gives the task:

"Owls"

love the truth,
the Ravens
love lies, so if I tell the truth,
the Owls
must catch
the Ravens
.
"Crows"
run away to their homes and vice versa.

Then the teacher pronounces phrases of natural history content:

-bears love to eat tigers

-birch trees have earrings in spring

-elephants can't swim

A dolphin is an animal, not a fish.

Children must realize the correctness or incorrectness of the phrase, based on their knowledge on this topic, and react with their own behavior (run away or catch up)

to this phrase. After each time, it is advisable to ask the children why they acted one way or another, and after 2-3 phrases, change the players’ places.

PREPARATORY GROUP

Ecological game “How different we all are”

Goal: to show the diversity of the natural world, its uniqueness, to highlight the good qualities of any natural object.

The teacher gives the task:

Stand to the left those who love the sea more, to the right those who love the river more, and in the middle let those who like both remain.

Then the children are asked questions:

Why do you like the sea?

Why do you love the river?

Why did you stay in the middle?

Task options: winter - summer,

chamomile - bell, rain - snow.

At the end of the game, the teacher must conclude that both are good, you just need to notice this good in nature. As a result of such games, it becomes difficult for children to choose what is better and they remain in the middle. However, this is not the goal of the game .

PREPARATORY GROUP

Ecological game “Find your tree”

Goal: to provide the opportunity to explore the environment, to use the experience of direct communication with it (carried out in nature)

.

The teacher blindfolds one child, spins him around several times and leads him to a tree. The child must explore this tree by feeling it.

During the study, the teacher asks guiding questions:

Is it smooth or not?

Does it have leaves?

Do the branches start high from the ground?

Then the teacher takes the child away from the tree, confuses the tracks, unties his eyes and asks him to guess “his”

tree, using the experience gained while feeling the tree.

In the future, you can offer children games in pairs .

PREPARATORY GROUP

Ecological game “Seasons”

Goal: to develop logical thinking and enrich children’s horizons with the concept of seasonal changes in nature.

The teacher names any object of the living world (living or plant)

and invites children to imagine and tell where and in what form this object can be seen in summer, winter, autumn, spring.

For example: MUSHROOMS.

In summer - fresh in the forest, along the edges of the road, in the meadow, as well as canned in jars, dried, if left over from last year or prepared this year.

In autumn it’s the same.

In winter - only canned or dried, but they can also be fresh only if they are grown in a specially designated place.

In spring - see winter, but add mushrooms that grow in spring (morels)

.

PREPARATORY GROUP

Ecological game “What has changed”

Didactic task . Find objects by similarity.

Game action. Search for a similar item.

Rule. You can show a recognized plant only upon a signal from the teacher , after listening to its description.

Equipment. Identical plants (3-4 each)

arranged on two tables.

Progress of the game . The teacher shows a plant on one of the tables, describes its characteristic features, and then invites the child to find the same one on another table. (You can ask the children to find the same plants in the group room .)

The game is repeated with each of the plants on the tables.

PREPARATORY GROUP

Ecological game “Find what I’ll tell you about”

Didactic task . Find objects using the listed characteristics.

Game action. Guessing a plant based on its characteristics.

Rule. You can name recognized vegetables or fruits only at the request of the teacher .

Equipment. Vegetables and fruits are laid out along the edge of the table so that they are clearly visible

All children have distinctive features of objects.

Progress of the game . The teacher describes in detail one of the objects lying on the table, that is

names the form

vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and

Then name what I told you about.” If the child has completed the task, the teacher describes

another subject, and the task is completed by another child. The game continues until all children

They won’t guess the item from the description.

PREPARATORY GROUP

Ecological game “Find the same”

Didactic task . Find objects by similarity. Game action. Children find changes in the arrangement of objects.

Rule. to watch how the teacher changes places of plants.

Equipment. 3-4 identical plants are placed on two tables in a certain sequence, for example ficus, flowering geranium, asparagus, fragrant geranium.

Progress of the game . The teacher asks the children to take a good look at how the plants stand and close their eyes. At this time, he swaps the plants on one table. And then he asks the children to rearrange the pots the way they stood before, comparing their arrangement with the order of the plants on another table. After some repetitions, you can play the game with one set of plants (without visual control)

.

PREPARATORY GROUP

Ecological game “Guess the plant by description”

Didactic task . Find objects using the listed characteristics. Game action. Search

object according to the riddle-description.

Rule. You can show the plant only after the teacher tells you at his request .

Equipment. For the first games, several indoor plants are selected (2—3)

with noticeable

distinctive features. They are placed on the table so that all children can clearly see each plant.

Progress of the game . The teacher begins to talk in detail about one of the plants. First, for example, he notes what

it looks like a tree

, on
“grass
,” then asks you to say whether the plant has a stem. The teacher pays attention

children on the shape of leaves (round, oval - like a cucumber, narrow, long, color of flowers (primary colors,

their number on the peduncle The first description is given at a slow pace, so that children can see and

consider everything that the teacher . Having finished the description, the teacher asks: “What plant am I talking about?

did you tell me? Children show the plant and, if they can, name it. You can invite the guys to find in a group

Here are all the plants similar to the one described.

PREPARATORY GROUP

Ecological game “Find a plant by name”

First option.

Didactic task . Find a plant by name word.

Game actions. Search for the named plant.

Rule. You cannot look where the plant is hidden.

Progress of the game . The teacher names a houseplant in the group room , and the children must find it. At first

The teacher gives a task to all the children: “Who can quickly find the plant in our group room that I name?” Then

asks some children to complete the task. If it is difficult for children to find the named plant in a large area

rooms among many others, the game can be played by analogy with the previous ones, that is, selected plants

put it on the table. Then searching for a plant in the room will become a more complicated version of the game .

Second option.

You can play a game using a toy that the teacher or one of the children will hide (see the game “Where

nested doll hid?”, but instead of describing the houseplant near which the toy is hidden, you can give

only its name.

PREPARATORY GROUP

Ecological game “What is missing!”

Didactic task . Name the plant from memory (without visual control)

. Game action. Guess which plant is gone. Rule. You cannot watch which plant is being harvested. Equipment. 2-3 plants that are well known to children from previous games are placed on the table.

Progress of the game . The teacher invites the kids to look at what plants are on the table, and then close their eyes. At this time, the teacher removes one plant. When the children open their eyes, the teacher asks: “Which plant is gone?”

If the correct answer is received, the plant is put back in place and the game is repeated with another object.
Note. The above games are recommended for children 3-4 years old.
PREPARATORY GROUP

Ecological game “Describe, I’ll guess”

Didactic task . Find a plant according to the adult’s description.

Game action. Guessing plants by riddle-description.

Rule. First you need to find the plant that they will tell you about, and then name it.

Progress of the game . The teacher describes one of the plants in the group room . The children must find it

by description, and if it is familiar to them, then name it. Those plants whose names children do not yet know will re-

the feeder calls himself.

When describing, generally accepted terms should be used: “leaf shape”

,
"flower coloring"
, etc. This

will help children identify the distinctive and common characteristics of a plant.

PREPARATORY GROUP

Ecological game “Find what I’ll tell you about”

Didactic task . Describe and name the characteristics of the plant in response to questions from an adult.

Game action. Making a “riddle”

for an adult. Rules. You cannot name the plant being guessed. Answer questions correctly.

Progress of the game . The teacher sits facing the children, with his back to the indoor plants standing on the table. The teacher one child to choose and show the children a plant, which he will then have to recognize from the children’s description. The teacher asks them questions about the presence of a stem, the shape and color of the leaves (names shades of green), about the surface of the leaf (smooth, non-smooth, whether there are flowers, how many there are on the branch, what color they are. For example: “What does it look like? tree or grass? The trunk is thick, straight? The leaves are large, like a cucumber? Dark green, shiny?" Having recognized the plant, the teacher names and shows it. The game can be repeated.

PREPARATORY GROUP

Ecological game “Riddle, we will guess”

First option.

Didactic task . Describe objects and find them by description.

Equipment. 3-4 plants are placed on the table.

Game action. Making and guessing riddles about plants.

Rule. You need to describe a plant without naming it.

Progress of the game . One child walks out the door. He is the driver. Children agree on which plant and what they will have

speak. The driver returns, and the children describe to him what they have planned. Having listened carefully to the story,

The driver must name and show the plant.

Second option.

The teacher invites one of the children to describe some plant standing on the table. The rest must recognize the plant from the story and name it.

PREPARATORY GROUP

Ecological game “Sell what I name”

Didactic task . Find an item by name.

Game actions. Performing the roles of buyer and seller.

Rules. The buyer must name the plant, but not show it. The seller finds the plant by name.

Equipment. Select indoor plants, wildflowers and garden flowers. Unfold and arrange them on the table.

Progress of the game . One child is a seller, the rest are buyers. Buyers name the plants they want to buy, the seller finds them and issues the purchase. In case of difficulty, the buyer can name the characteristics of the plant.

Note. The last three games are recommended for children in the middle group .

PREPARATORY GROUP

Ecological game “Find the leaf I’ll show you”

Didactic task . Find objects by similarity.

Game action. Children running with certain pieces of paper.

Rule. run ( "fly"

) by command only to those who have in their hands the same stock as shown

teacher.

Progress of the game . During the walk, the teacher shows the children a sheet and asks them to find the same one.

The selected leaves are compared by shape, and how they are similar and how they differ is noted. The teacher left

Gives each a leaf from a different tree (maple, oak, ash, etc.)

. Then the teacher raises, for example,

maple leaf and says: “The wind blew. These leaves flew off. Show me how they flew." Children, in

in their hands the maple leaves spin, and at the teacher’s command they stop .

The game is repeated with different leaves.

PREPARATORY GROUP

Ecological game “Find the same leaf in the bouquet”

Didactic task . Find an item by similarity.

Game action. By searching for a similar item.

Rule. the teacher names it and shows it .

Equipment. It is advisable to take identical bouquets of 3-4 different leaves. The game is played while walking.

Progress of the game . The teacher distributes bouquets to the children and keeps the same for himself. Then he shows them some

a leaf, for example a maple one, and suggests: “One, two, three - show me that leaf!”

Children raise their hand with glue

new leaf.

The game is repeated several times with the remaining leaves of the bouquet.

PREPARATORY GROUP

Ecological game “Such a leaf, fly to me!”

Didactic task . Find objects by similarity. Game action. Run up to the teacher at his signal . Rule. run to the teacher only at a signal and only with the same piece of paper as the teacher’s in your hand. Equipment. (or other trees common in the area) that differ sharply in shape.

.

Progress of the game . The teacher picks up , for example, a rowan leaf and says: “Whoever has the same leaf - come to me!”

Children look at
the leaves received from the teacher ; those who have the same ones in their hands run to the teacher . If the child makes a mistake, the teacher gives him his sheet for comparison.
PREPARATORY GROUP

Ecological game “Find the leaf”

Didactic task . Find a part from the whole.

Game actions. Search for an item.

Rule. You can look for a leaf on the ground after the words of the teacher .

Progress of the game . The teacher asks the children to carefully examine the leaves on a low tree. “Now try to find the same ones on earth,” says the teacher. - One, two, three - look! Whoever found it, come to me quickly.” Children with leaves run to the teacher .

PREPARATORY GROUP

Ecological game “Find what I’ll tell you about”

Didactic task . Find objects using the listed characteristics.

Game action. Search for an item by description.

Rule. You can run to a recognized tree only when given a signal from the teacher .

Progress of the game . The game is played outdoors. The teacher describes the tree (size and color of the trunk, shape

leaves, names and describes seeds and fruits. Then he asks the children to guess what kind of tree it is. The one who

found out, must run up after the teacher’s : “One, two, three - run!”

PREPARATORY GROUP

Ecological game “Find your home”

Didactic task . Find a whole object by part.

Game action. Search for "house"

according to a certain criterion.

Rule. Run to your "house"

only possible by signal. The leaf in your hand and the leaves on the tree should be the same.

Progress of the game . In a park or forest, children are given leaves from different trees. All children are “bunnies”

.
To prevent the bunnies from getting lost, the “mother hare”
gives them leaves from the branches from which their house is made.
Everyone jumps and runs around the field not, but at a signal. “Everyone go home, the wolf is close!”
- they run to their house - under a certain tree.
The game can be continued if the children change leaves - “move to a new house”
. With middle-aged children, you can play with fruits and tree seeds in a similar way.

PREPARATORY GROUP

Ecological game “Who can find birch, spruce, oak faster”

Didactic task . Find a tree by name.

Game action. Running to the named tree (competition “Who can find the tree faster”

).

Rule. You can run to the named tree only with the command “Run!”

.

Progress of the game . The teacher names a tree that is well known to the children and has bright distinctive features, and

asks to find it, for example: “Who can find the birch tree faster? One, two, three - run to the birch!”

Children must find

tree and run up to any birch tree growing in the area where the game is being played.

Find out the bird

With the help of a didactic game, preschoolers clarify their knowledge about migratory and wintering birds. Cards with recognizable silhouettes of birds are required. The students guess the birds, tell them whether they stay for the winter or go to the southern regions.

This activity develops the visual ability to distinguish living beings by silhouette.

Human and nature

An ecological game forms and consolidates an understanding of what in the world around us was created by human hands and what nature provides.

The ecology lesson takes the form of a conversation. The teacher throws the ball to the child and asks: “What did man create?” and “What has nature created?” The child answers. The answers to the first question could be “houses”, “roads”, “. On the second - “oil”, “wood”, “peat”, “coal”, “salt”.

Using environmental board games in environmental education

USING ENVIRONMENTAL BOARD GAMES

IN ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS

L.G. Koshkareva,

Art. methodologist of the State Autonomous Institution of Educational Institution "Center for the Development of Additional Education for Children"

Printed board games have become a fashionable hobby for young people, but among the huge number of games with different themes and strategies, environmental games are a rarity. In Russia, priority in the development of gaming educational, methodological, simulation and business environmental games belongs to Dmitry Nikolaevich Kavtaradze, Doctor of Biological Sciences, professor, head of the laboratory of management modeling at Moscow State University (1, 2). Thus, teachers of additional education actively use the set of educational simulation games “Green Backpack” (teaching decision-making in the field of environmental protection), which includes 18 games and educational materials: “Ecological balancer”, “Ecological constructor”, “Island”, “ Development without destruction”, “Boxed games”, etc. A popular publication recently has become the board business ecological game “Ecologic”, authors - Marat Sabirov and Alexey Kolmakov - published in the publication “Green Book” in September 2013 (https://zelenayakniga. ru/ru/ecologic). The Baikal Nature Reserve also released the board game “Trail near Baikal. Journey to the Bear's Corner", 2015 (3). The game is a journey, colorful, with adventures, especially popular with elementary school students.

Considering the use of environmental board games in the environmental educational process to be a productive direction, we also began to develop them. In two years, two ecological board games “Life without waste”, (2014) and “Journey around Baikal”, (2015) were developed; a little earlier, a game manual for teachers “Eco-footprint of a product”, 2012 (2014 - 2nd edition) was published. .

The first experience in the development of game teaching materials was the game manual for teachers “Eco-footprint of a product” (4). This manual, developed on the basis of the ideas of the English manual, has no analogues in Russia. The set of the game guide “Eco-footprint of goods” includes about 600 cards, a brochure, and a CD with additional materials. During the lessons, the concepts underlying the concept of sustainable development are revealed. This includes the ecological footprint, alternative energy, product life cycle, circular economy and much more.

Using the example of one small but very popular product - a chocolate egg - its life cycle from “cradle to grave” is explored. After the participants independently lay out cards showing the stages of extraction of raw materials, production of individual components, and their transportation, they have a visual representation of the “ecological load” of a chocolate egg. In the subsequent conversation, accompanied by a colorful presentation, class participants, together with the teacher, clarify certain aspects of the production and transportation of this product, and then think about ways to reduce the “ecological footprint” of the product.

Teachers of the Tulun branch of the Fraternal Pedagogical College. Photo by A. Pulyaev.

More than 20 seminars, classes and master classes were held based on the game manual, through which more than 600 people were trained. These were teachers, educators, additional education teachers, representatives of the administration of educational institutions - directors, deputy directors, heads of kindergartens. In addition to them, representatives of public and commercial organizations, as well as middle and high school students, were trained. Geographical coverage went beyond the Irkutsk region - Irkutsk, Angarsk, Cheremkhovo, Baikalsk, Tulun, Chita, Usolsky, Cheremkhovo, Irkutsk and Tulunsky districts - and covered such municipalities as Altai, Buryatia, Krasnoyarsk, Kemerovo, Moscow, St. Petersburg, Petrozavodsk , Kaliningrad, Kazan, Transbaikalia, Khakassia, Bryansk, Yekaterinburg, Nizhny Novgorod. Vladivostok, Murmansk, Arkhangelsk region, the benefit also reached the republics of Belarus, Ukraine, and Moldova.

In addition to seminars, the presentation of the “Ecological Footprint of a Product” manual took place at regional and international conferences on education for sustainable development in Irkutsk, Moscow, St. Petersburg, and Ustyansky district. The seminars and meetings held showed that the game guide “Eco-footprint of a product” turned out to be relevant and in demand in the light of the approved federal state educational standards for the formation of an environmental culture and a new type of thinking in accordance with the modern concept of sustainable development.

According to participants' feedback, the manual has a strong influence on environmental consciousness and allows for the practical formation of environmental thinking. It can be used in extracurricular, educational and research, project, game, club and leisure activities, in summer and winter camps. The use of the manual in the educational and educational process allows you to increase motivation to change behavior to environmentally friendly ones, develops interest in studying the relationship between man and nature, forms additional knowledge in ecology, geography, chemistry, natural science, and helps the development of interdisciplinary knowledge. Working in a group contributes to the development of skills to work in a team, organize cooperation, reason, generalize, and classify. And, as the teachers suggested, the game guide gives an idea of ​​the many professions that can be discussed when laying out the production chains of a chocolate egg.

WITH

The next environmental board game is “Life Without Waste”. The idea to develop the game appeared after visiting the exhibition “Necessary from Unnecessary” in the city of Cheremkhovo, which presented magnificent works from different types of waste: plastic bottles, jars, disks, clothes, broken watches, shoes, disposable tableware, etc. All this creative diversity begged the question: “How much waste can be recycled in this way?” A few more questions for teachers and children, after which the need to develop accessible information materials on the topic of waste becomes clear. But in what form should the information be presented so that a topic that is unattractive at first glance becomes interesting and useful in everyday life? The idea came to develop an educational game with simple game mechanics and questions on the topic of waste. Since I definitely wanted to formulate questions on the modern concept of “Zero Waste”, the name of the game came naturally - “Life without waste”! It contains 100 questions and answers, divided into five types of cards: Household Waste, Hazardous Waste, Waste Management, Eco-Label and Situation. Players, moving around the playing field, must collect as many eco-bonuses as possible by correctly answering the questions on the cards. Players consider the questions from the “hazardous waste” and “eco-labeling” categories to be the most difficult. The game is designed for participants 12 years of age and older, but practice has shown that younger children can also play it. The game can be played by 2 to 4 players or teams. The game is suitable for family games, for spending leisure time in summer camps and, of course, for use in the educational process. The game sold out mainly in the Irkutsk region and Buryatia; there were requests from Moscow, St. Petersburg, Vladivostok, Khakassia, and Krasnoyarsk.

AND

, finally, the regional board game “Journey around Baikal. An educational game for everyone,” (2015) appeared in response to requests from participants in the educational process, since textbooks on “Baikal Studies” for grades 5, 6, 7 are being tested in the region (authors E.N. Kuzevanova and V.N. Sergeeva ).

The main advantage of the game is that the questions and answers in the game are given in accordance with the latest scientific data. In doubtful cases, repeated consultations with scientists were carried out. The famous scientist, Doctor of Biological Sciences, Professor Vadim Viktorovich Takhteev, took on the work of the scientific editor. Therefore, you can safely use the data provided on the game cards in education and enlightenment.

AND

The game offers 100 questions about Lake Baikal of varying difficulty. They are distributed in the game into three levels. Level 1 – “Acquaintance with the endemics of Baikal”, players are offered photographs of 20 endemics of the lake and a description of their way of life. Photos of the famous Baikal animal photographer Sergei Didorenko were used. Level 2 – “Curious traveler” – 30 cards with more or less simple questions about Lake Baikal. 3rd - the most difficult level - “Erudic - traveler” - there are 50 questions, sometimes unexpected, and detailed answers. There are three types of winners in the game: “Connoisseur of Baikal”, “Defender of Baikal” and “Fast Tourist”. In addition to the educational part, the game has great potential for developing environmental thinking and behavior. Photo pictures in the form of circles are offered - examples of the negative impact of tourism on the nature of Lake Baikal; players need to answer three questions: what caused the phenomenon, what will happen if nothing is done and what needs to be done to solve this problem?

The children rate the games offered very highly; they like the unusualness, originality, environmental friendliness, teamwork, and educational content. But most of all I liked the emotional assessment of one of the participants: “It was great to play - better than at a disco!” Experts also highly appreciate games and manuals, emphasizing their significant developmental and educational potential, the ability to form an ecological worldview, an individual, personal attitude to environmental problems, which in turn contributes to the formation of the fundamental components of environmental culture.

1. Imitation models and games of the 18th-21st centuries. Reader on interactive teaching methods [Electronic resource] / D. Kavtaradze, E. Leigh, E. Likhacheva and others - Moscow, 2014. - P. 395.

2. Kavtaradze D. Education and play: an introduction to interactive teaching methods. - Education M, 2009. - P. 176.

3. “The trail near Baikal. Journey into the bear's corner." Belozerova O., Buntovskaya S.N. et al., Baikal Nature Reserve, 2015.

4. “Ecological footprint of a product,” compiled by: L.G. Koshkareva; editor: Yu.G. Zhilina; design and layout: T.V. Vysotskaya. – 2nd ed., revised. – Irkutsk: ed. IRO "Baikal Ecological Wave", 2014.

Find the odd one out

A didactic game on ecology reinforces knowledge about insects and forms an understanding of their differences from other living beings.

The teacher lists four creatures, the children say which word is the odd one out:

• rabbit, raccoon, wolf, [bee];
• sparrow, [ant], rook, quail;
• moth, dragonfly, [marten], bumblebee;
• dragonfly, locust, [bee], ladybug;
• mosquito, cockchafer, [lizard], butterfly;
• grasshopper, moth, [tit], midge;
• bug, cockroach, [bee], aphid;
• lizard, [dragonfly], turtle, toad.

Name the insect

To conduct an ecological game that forms the concept of “insects,” you need to cut the pictures into small parts, which depict:

• flying dragonfly;
• fly;
• caterpillar on a flower;
• butterfly with open wings;
• ladybug;
• nectar collecting bee;
• beetle on a branch;
• grasshopper in the grass.

Children must put the puzzles together correctly.

Ecological games in the preparatory group: card index with goals

Educators can either come up with activities on their own or take ready-made options from teaching aids and other sources. On the topic of environmental studies, the preparatory group has an extensive card index of didactic games on ecology.

Guessing vegetables with your eyes closed

"Guess"

Goal: to teach the child to tactilely distinguish objects.

Planning on the topic “Defenders of the Fatherland” for the preparatory group

Procedure: the teacher uses toy fruits and vegetables for classes. Maybe real ones. The kids stand in a circle and, one by one, are given dummies. Eyes must be closed. The child must guess what is in his hands. If necessary, you can add clues, for example, “his color is red.”

“Who eats what?”

Goal: to develop the child’s knowledge about nature, to teach him to distinguish predators from herbivores.

Procedure: the guys are divided into groups. Each person receives two types of cards depicting animals and their food. Kids should fold the cards in such a way that it is clear who eats what. As a competitive element, one of the conditions can be declared speed of execution.

"Seasons"

Goal: to form an idea of ​​the phenomena that accompany different seasons.

Procedure: the teacher names different phenomena, and the children must guess which seasons it refers to.

Examples of questions:

• melting snow (spring);
• snow falls and falls (winter);
• leaves turn yellow (autumn);
• people swim in the river (summer).

"Who moves how"

Goal: gaining knowledge about the animal world.

Procedure: the teacher names an animal for each child.

For your information! Children must reproduce how this or that animal moves.

"Properties of Living"

Goal: to teach children to distinguish different properties and find objects based on a single characteristic, parallels in different objects, and also tell them that different objects can have the same characteristics and properties.

Progress: the main props are cards. They can contain any environmental elements. The teacher gives the task to find objects with the same properties or colors. For example, when asked for “vegetable,” children must select all of the vegetable cards. When you request “red”, select all the cards that contain elements of the desired shade.

Fizminutka

Goal: combine intellectual development with physical development. This is a great interpretation of a warm-up. The exercise teaches you to evaluate actions related to nature.

Progress: preschoolers should get up if the action causes harm to the world around them, and sit down if it does the opposite.

Examples of questions:

• a man breaks branches;
• a girl whitewashes a birch tree;
• a boy waters a tree;
• people left garbage on the river bank;
• The guys are treating a sick chick.

Low mobility games in the middle group of preschool educational institutions

"Guess it"

Purpose of the game: to teach children to solve subject riddles, study the animal world, and develop attentiveness.

Progress of the game: the presenter expressively reads the riddle. The children's task is to find the correct answer among the pictures on the table.

At the end of the game, think of a controversial action and ask the guys to express their opinions. At the end, be sure to explain which option is correct.

"Guess what I'm talking about"

Purpose of the game: development of thinking, ability to analyze and isolate information.

Progress of the game: the teacher voices the qualities of an object. You need to select so many properties so that it is clear what we are talking about. There are dummies or pictures on the table. Children must find among them the object that the teacher spoke about.

Tops and roots

The goal of the ecological game is to consolidate knowledge about which parts of plants are edible. You will need two hula hoops (red and green) and cards with pictures of garden plants.

The hula hoops need to be placed so that they intersect. Green is for the tops (greens), red is for the roots (roots), the central part (where the hula hoops intersect) is for plants in which both the greens and the underground part are edible. Children take turns taking cards and placing them in the appropriate zones.

Edible-inedible

The purpose of the didactic game is to teach preschoolers to distinguish between edible and inedible mushrooms. This activity requires pictures of mushrooms and a basket.

The teacher asks a riddle about a mushroom. Children guess and find the image among the pictures. If the mushroom is edible, put the picture in the basket.

Teaching ecology in a playful way arouses interest in children, develops curiosity, thinking ability and desire to understand the world around them, and broadens their horizons. Preschoolers consolidate knowledge about the world around them and gain an understanding of the relationships between natural objects and phenomena.

Do-it-yourself didactic ecology games

I present to your attention my development - a board-printed didactic game for environmental education of preschoolers “Visiting the Forest”. The game is designed for older preschoolers (5-7 years old).

Abstract. The child's first aesthetic educator is nature. By observing, he learns to see, understand and appreciate her beauty. Such “communication” not only brings joy, it contributes to the all-round development of the child.

Wide opportunities for cultivating ecological feelings towards nature lie primarily in didactic games.

During the games, knowledge about the world around us is formed:

• cognitive interests are cultivated;
• love of nature;
• caring and caring attitude towards her.

Games broaden their horizons, activate cognitive motivation, and contribute to the development of observation and curiosity in children.

Didactic games develop intellectual skills:

• plan actions;
• distribute them over time and between the participants of the game;
• evaluate results.

Thus, didactic games are the most effective means of facilitating the complete and successful solution of the problems of environmental education of preschool children. Educator

I bring to your attention my development - a didactic board and printed game on environmental education “Visiting the Forest”. The game is designed for older preschoolers (5-7 years old).

This game is designed to implement educational areas:

• "Cognitive development";
• “Speech development”;
• “Social and communicative development”;
• "Artistic and aesthetic development."

Target:

• formation of ecological ideas about the world of wildlife in preschoolers;
• the formation of an aesthetic attitude towards it.

Tasks:

• to form ideas about the features and diversity of the nature of central Russia;
• teach to distinguish and name the characteristic features of living nature objects, to establish a connection between the habitat and way of life;
• to develop a sense of responsibility for the preservation of native nature;
• form the basis of safe behavior in nature;
• develop speech creativity, memory, attention, curiosity, thinking;
• consolidate the ability to play together, following the rules of the game.

Guidelines:

1. Recommended for joint educational activities with children of middle, senior, and preparatory groups.
2. Can be used in quiz games.
3. Number of players: from 5 to 30.
4. The game can be accompanied by productive activities (drawing/sculpting/application of a natural object).

Equipment and materials for the game:

1) A cube, each side of which has its own color and symbol. The distribution of colors and symbols is shown in Table 1.

Table 1

2) Six groups of cards, 5 pieces each. For the distribution of cards by group, see Table 2.

table 2

Rules of the game

1 Option

(recommended for 5-7 players)

All cards are arranged in piles by color group, face down.

Each player takes turns rolling the dice. The dropped edge indicates the color group from which the player takes the card. You should take the top card from the group shown.

Having chosen a card, the player tries to independently tell everything he knows about the specified natural object.

The following questions should be covered:

• give general information (indicate features unique to this object);
• tell what benefits/harm the object brings to the environment (including animals, birds, humans);
• indicate the probable dangers that threaten this object in nature (or what danger it poses and for whom).

All players take turns talking about natural objects, the player whose information aroused the greatest interest (and possibly discussion) among the players wins.

At the end of the game, children should be led to understand the significance of the forest (and all its inhabitants) for the planet and people.

Option 2

(recommended for 8-30 players)

Players are divided into any number of teams with a choice of captain. The game is played in the form of a quiz.

Each player from the team can answer in turn (and the rest complement his answer); or the team makes a collective decision.

The outcome of the game is summed up by the teacher or other observers.

Example

Educator: Guys, today we will take a walk through the Russian forest, here we will meet many of our friends and we will try to tell everything we know about them. We are yet to meet some of the inhabitants of the forest. Now let's hit the road...

The teacher rolls the dice first. The dropped edge is blue with the image of a tree. The teacher takes the top one from the stack of blue cards (without seeing the image). The card shows a birch tree, which means the teacher should tell everything he knows about it.

Educator:

Here are the parts that birch consists of:

root, trunk, branches, twigs, leaves, “catkins” (the story can be accompanied by a sketch of the object).

The bark (birch bark) is white; in old trees, the bark is dark with cracks.

In our country, birch trees are distributed everywhere - from the middle zone to the Arctic Circle. In folk art there are many fairy tales, sayings, songs about this tree (“There was a birch tree in the field...”, etc. You can recite a short poem “I love the Russian birch tree...”).

People have long ago appreciated the benefits of this tree - it is a building material (logs), the wood is used to make: paper, skis, furniture, boxes, etc., and finally - firewood.

Birch tar (resin) is used in medicine and cosmetology (soap). Dishes and bast shoes are made from birch bark (in ancient times). Birch sap is good for health, not only people, but also insects (bees) use it.

The birch tree is “afraid”:

• insect pests that gnaw through bark (bark beetles);
• fungi that grow in cracks in the bark and destroy the trunk;
• In winter, hares are also not averse to eating birch bark.

The most dangerous enemies are fire, people (deforestation). This is what I know about birch. Maybe I forgot to say something? Add... And now it's your turn to roll the dice...

At the end of the game, the importance of the forest for all living things should be noted: The forest preserves the soil from freezing, washing away, drought, and prevents the advance of sand. It supplies humans with oxygen; it is no coincidence that they say that the forest is the “lungs of the planet,” because it not only produces oxygen, but also absorbs pollution, purifying the air. The future of humanity depends only on our attitude towards the forest and its inhabitants.

Notes

It is recommended to regularly replenish the card index.