GCD for children of the senior group “Golden Autumn”. Nature calendar

ECD for children of senior preschool age “Golden Autumn”. Filling out the nature calendar.

Program objectives: 1. Continue to develop knowledge about autumn, autumn phenomena; 2. Pay attention to changes in nature; 3. Develop the ability to select pictures for the nature calendar, correlating them with the natural features of autumn; 4. Develop observation skills; 5. Activate mental activity; 6. Help to remember the autumn months; 7. Foster interest and respect for nature. Required material: - nature calendar, illustrations for it. Progress of the lesson: Educator: Guys, what time of year is it now? Children: Autumn Teacher: How did you guess? Children's answers. Educator: What has changed with the arrival of autumn? Children's answers. Educator: Today we will fill out the nature calendar.

Educator: First, let's remember the autumn months. Name them. Children: September, October, November. Educator: What month is it now? Children: October Teacher: That's right! September is the first month of autumn. Then October and then November. Let's look at the pictures and determine where the previous month is. Children: September.

Children take the picture and attach it to the nature calendar. Educator: And now the real month is October

Children take a picture, explain why this particular picture is attached to the nature calendar. Educator: And the last month is... Children: November.

Children take a picture, explain why this particular picture is attached to the nature calendar. Educator: look at the pictures. All pictures show birch. What tree do you think we should put on the nature calendar and why?

Children show the desired picture and explain: This is a tree with yellow leaves, it is autumn, a tree with buds is spring, bare is winter. We need to place an autumn birch tree.

Educator: Now let's look out the window and determine what the weather is like outside? Children: it’s windy because the trees are swaying. Cloudy because the sky is gloomy. Children select the necessary pictures and attach them to the nature calendar. Educator: What autumn phenomena did you observe this morning? Children: Leaf fall Educator: Let us be autumn leaves today. I invite everyone to the group center

Physical exercise “Leaf fall” Educator: What phenomenon have we now depicted? Children: Leaf fall.

Children select the desired picture and attach it to the nature calendar. Educator: Well done! What other autumn phenomena do you know? Children: Frost, fog. Educator: What other changes occur in the fall? Children: It often rains and snows, the grass turns yellow and becomes dry

Children select the necessary pictures and attach them to the nature calendar. Educator: What happens to birds and animals with the arrival of autumn? Children: Birds fly away to warmer climes, animals prepare for winter.

Children select the necessary pictures and attach them to the nature calendar. Educator: how does people’s appearance change in the fall? Children: People change clothes for warmer ones

Children select the desired picture and attach it to the nature calendar. Educator: What happens to the sun? Children: The sun does not send direct rays and heats less

Children select the desired picture and attach it to the nature calendar.

Educator: Correct. Now our nature calendar is full, and we will promise to protect nature? Children: We promise! Using this GCD summary as a basis, you can use your nature calendar in the same way! Good luck to you!

We recommend watching:

Summary of a lesson on speech development in the senior group on the topic: Autumn GCD for the senior group with a presentation on the topic: Gifts of Autumn Summary of a lesson in the senior group on the museum program on the topic: Autumn Summary of a lesson in mathematics in the senior group for children with mental retardation. Journey to the autumn forest

Educational and methodological material “Nature Calendar”

September
Days of the week	Weeks of the month				Live nature
	1	2	3	4

Legend

Day of the week	Weather	Birds and insects

Explanatory note.

Having studied the material of N.A. in distance courses. Ryzhova on environmental education of children, decided to adjust her work, diversify forms and methods.

All phenomena in nature occur in a certain sequence. Every year, in a certain order, the seasons come one after another, month after month. One of the available ways to convey the cycle of changing seasons and months to a child who is just beginning to understand the surrounding reality is to use a practical teaching method - modeling. Models help children learn the algorithm of natural changes in nature.

The nature calendar is a graphic model that reflects various, long-term phenomena and events in nature.

The purpose of working with the nature calendar is to ensure that children successfully acquire knowledge about the characteristics of natural objects, their structure, connections and relationships that exist between them.

An example of maintaining a calendar is a screen.

This calendar has three columns: “Days of the week”, “Weeks of the month” and “Wildlife”.

The first column, indicating the day of the week, is painted by the child in a certain color in accordance with the day on which the observation is carried out.

The second column is divided into four vertical stripes, indicating the weeks of the month. For observations, you can choose any of them, but the second or third is better. Thus, out of the four weeks presented in the calendar, only one is filled in. This makes it possible to show preschoolers how many days in a month observations were made, when they took place and when they will resume again.

Filling out the calendar, i.e. The modeling itself is carried out using icons and drawings in full accordance with observations. Every day, after a walk during which the children observed nature, under my guidance, they paint over the cell of the day of the week and depict the weather in the corresponding window with icons.

In the middle of the week, after examining the ground cover, tree stump and bush that are selected to be displayed on the calendar, preschoolers take a photo and the image is posted in the “Wildlife” section.

At the end of the week, after special observation of birds, insects and other seasonally appearing animals, children depict them with icons or drawings in the “Weeks of the month” column.

As a result, the completed calendar page has: colored cells for the days of one week, “weather” boxes filled with icons, photographs depicting a tree, bush, ground cover - everything corresponds to a specific moment in the state of nature.

The work is structured taking into account the specific content of the calendar and generalization tasks. First, I teach children to read the calendar, that is, to determine the semantic content by the visually presented symbolic designation, the ability to correctly navigate its plane; I direct the children’s attention to identifying patterns of change in nature.

With the help of questions, I organize and direct the course of children’s reasoning, sum up

them to highlight among the many specific representations of the semantic core. In this case, questions when discussing the calendar are considered as a means of developing and activating children’s logical thinking.

From a pedagogical point of view, the calendar model reflects. any of the developing natural phenomena or events should be considered as a visual aid created with the active participation of children based on their own impressions.

Design of the “Nature Calendar” corner for all age groups

Alsou Salakhova

Design of the “Nature Calendar” corner for all age groups

Presentation on the correct design of the “ Nature Calendar ”

for
all age groups
To capture changing natural objects, various types of graphic models can be developed. In the pedagogical interpretation, these are calendars of observations of natural . Their main content is acquaintance with birds and other changing seasonal phenomena of nature , the growth and development of living beings. Keeping a calendar gives children the opportunity to get acquainted with wintering birds and track the dynamics of changes in autumn-spring bird migrations. As the practice of preschool education shows, understanding the patterns of seasonal changes is associated with a number of difficulties. This applies primarily not to the assimilation of the characteristic features of the seasons, but to the understanding of the process of gradual growth of these features and qualitative changes during the transition from one season to another. The absence of a sharp visible boundary between the seasons gives children a misleading idea of the constancy of the environment. At the end of autumn, for example, children forget that at the beginning it was warm, there were a lot of flowers and greenery. Children without the help of an adult do not grasp the logic of natural changes.

I will present you with calendars for the junior , middle, senior and preparatory groups .

For the second junior and middle groups , this is a set of pictures for each season, which depict the main weather phenomena in accordance with the program. Kids need to learn to highlight the sun, clouds, rain, etc. The same tree should be drawn in a number of pictures (for example, a birch)

in different conditions: in calm and windy weather, in rainy and sunny weather, with green leaves, with yellow leaves during leaf fall, without leaves.
There should also be a flat cardboard doll with a set of paper clothes for all seasons. With the help of pictures, children consolidate ideas about natural obtained during observations.
The doll helps determine the degree of heat or cold and introduces a playful element into the children’s activities. The methodology of working with children corresponds to age characteristics . With kids, the teacher observes each phenomenon separately (for example, only rainy weather or only leaf fall)

.
With children of the middle group , it is already possible to simultaneously observe two or three phenomena (windy and rainy weather or the coloring of leaves on bushes and trees and their falling off when there is a gust of wind).
When getting ready for a walk on Monday, the teacher shows the children a doll, tells her name, says that she came to visit the children and wants to see how they dress. After the walk, the doll waits for the kids to undress - she can’t wait to find out what they saw on the site. The teacher invites the children to name what they noticed during observations (sun, rain, etc.)

.
“Now we will show you a picture
,” says the teacher, turning to the doll, and takes out a box with a set of cards depicting various
natural . He shows a card that doesn’t show what the guys saw on their walk. “Children, you and I looked at the sun. Is this the sun? “No, these are clouds, let’s find another picture where the sun is drawn.” Children find the desired picture, show it to the doll and place it on a stand (like a book stand)
.
“You probably want to go for a walk too? - the teacher addresses the doll. - Take a walk here (puts it near the card)
.
The sun will shine on you. You just need to get dressed. It’s warm today, the guys wore light blouses during the walk. You put on a blouse too.” The teacher finds a paper blouse, puts it on the doll and says that Natasha (the doll’s name)
is now also walking.

Daily observations using cards and dolls during the first week will help children of the second younger group begin to become familiar with the variety of natural phenomena . In rainy weather, when the children do not go for a walk, the teacher makes observations from the window. The children are interested: everything around is wet, shiny, raindrops are crawling on the glass. The teacher draws attention to the fact that the children do not walk on the street, only adults go about their business - they are wearing raincoats, some have umbrellas. The doll appears in such weather. The children find a card depicting rain and let Natasha go for a walk, putting a raincoat on her or urgently making an umbrella.

In the middle group the same principle of working with the calendar , but four-year-old children are already observing the weather more thoroughly, noting its characteristic signs (for example, the wind appears and then subsides; a cloud rolls in, it rains, then the sun shines again). In this case, two or three pictures are displayed (birch in a calm state, birch in a gust of wind - leaf fall, etc.). The doll may be the same, but she should have a new set of clothes (she grew up - they bought her new clothes)

Thus, working with a set of pictures and a doll in the second junior and middle groups helps children develop clear ideas about seasonal natural and teaches them to record observations with the power of ready-made image-pictures. Through play, preschoolers are taught the ability to determine the degree of heat and cold. All this is the basis for maintaining a nature calendar in older preschool age .

The nature calendar for senior , preparatory to school groups consists of three columns: 1) time; 2) inanimate nature (weather)

;
3) living nature (flora and fauna, human labor. In the calendar of children of the sixth year of life, the first column is represented by one week, in the calendar of children of the seventh year of life - four (the cells of the second week are filled in, the rest are empty)
. This is important for the formation in children, going to school, distinct temporary ideas: when discussing the completed
calendar, he sees that there are four weeks in September, and observations of seasonal natural were carried out during one (second)
week. Later, when filling out
the calendar , they will understand the temporal length of the season: three months , each of which consists of four weeks, each of which in turn consists of seven days.
Every day after the walk, the children paint the cell corresponding to the given day and put down icons indicating the weather. At the end of the week (on Thursday or Friday, after observing the vegetation and the animal world, preschoolers draw a picture of wildlife .

When maintaining a calendar, you need to pay attention to the following points: it must be filled out by children in a timely manner under the guidance of the teacher; conventional icons are schematized drawings of phenomena that children observe. Special stencils made by the teacher from thick transparent film or cardboard will help you calendar cells neatly and beautifully This is especially important in the early stages in the older group , when children are just getting acquainted with this type of calendar . Drawing with stencils is interesting for preschoolers and neutralizes the difference in their visual skills.

To develop the ability to fill out a calendar , i.e., record the results of your observations, as well as the ability to read them (talk about observations on the calendar ), it is important that the symbols are simple and understandable to children. The following symbols are most suitable: days of the week - in different colors, weather - with naturalistic icons (for example, wind - a tree leaning to the side, snow - a graphic image of snowflakes, etc.) Particular attention should be paid to the graphic image of the degree of heat and cold: this is a schematic figure of a child, dressed differently, in shorts , dress, in a coat (jacket, fur coat. Preschoolers understand such icons, since they correspond to their clothes during a walk. If it is difficult for children to depict birds so that they differ by species, the drawing can be replaced with a “tick”

of one color or another, for example, a sparrow is a brown
tick
, a dove is blue, a tit is yellow, a bullfinch is red, etc.

The experience of introducing calendars into the practice of kindergartens has shown: the use of this type of modeling has an intense impact on the development of visual-figurative thinking. Working with the calendar at all stages (filling out, summing up, repeated examinations, comparing similar phenomena) enriches children’s specific ideas, forms a special type of ideas that reflects the process of changing natural in unity with the time parameter. However, the formation of this type of representation is possible only with regular, time-ordered recording of observations. The model thus serves as a means of developing unified spatiotemporal concepts. In addition, when discussing the results of observations, children are forced to compare the phenomena recorded on the pages of the calendar , trace the nature of changes, the relationship of individual components; Thus, they learn to detect temporary and causal relationships and establish the simplest patterns. Thus, logical thinking develops, and with it, speech inextricably develops. What is meant here is a special, so-called collective form of speech - a conversation between a teacher and a group , when statements are mutually complemented, when the content of the conversation, unified in meaning and complete in form, is created. It should be noted that the calendar is the subject of a logically structured discussion, which contributes to the development of skills to reason, analyze, compare events, and then reflects them in speech (conclusions, generalizations, i.e. serves as a visual means of teaching logical operations.

Nature and weather calendar for teaching children

Sergacheva Svetlana

Nature and weather calendar for teaching children

According to the Federal State Educational Standards program, in each kindergarten group it is necessary to create nature and weather corners to familiarize children with nature and natural phenomena .

Organizing a corner of nature contributes to :

developing the ability to establish cause-and-effect relationships between natural phenomena ;

the formation of primary ideas about the natural diversity of our world;

formation of elementary environmental ideas;

developing the ability to behave in nature ;

fostering a love for nature and a desire to protect it .

the design of a corner of nature in his own way.

nature calendar

But there are generally accepted features of organizing a corner of wildlife :

1. Placing fresh flowers to consolidate knowledge about herbaceous and indoor plants (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.)

; learning how to care for them.

2. Introducing live inhabitants (budgies, fish, guinea pigs, etc.)

to foster love for animals, respect and care for them.

3. Arranging a corner for observing natural phenomena to get acquainted with the characteristic features of successive seasons and the changes that occur in connection with this in the life and activities of adults and children .

If everything is simple and clear with the first two points, then questions arise with the third. How to arrange a corner of nature to introduce children to natural phenomena , what information to place there and how to arrange it. In order not to look for answers to these questions and to make life easier for educators, some manufacturers of goods for kindergarten have already created ready-made models of nature and weather calendars . They contain all the necessary information and correspond to the child’s specific age group. Thus, nature calendars are divided into 2 groups :

For the younger group of kindergarten (from 3 to 4 years old)

nature calendar

Bright, with colorful images of animals and plants, stands that will always attract the attention of children and will stimulate them in the learning . Typically contain the following information:

about the seasons (winter, summer, spring, autumn,

days of the week (Monday-Sunday,

natural phenomena (rain, wind, sun, etc.)

With the help of a teacher and observation calendar, nature : it becomes colder, it rains, birds fly away to warmer climes; learn to recognize and name the seasons.

For middle and senior kindergarten groups (from 4 to 6 years old)

Colorful observation calendars that contain everything you need to study natural phenomena in older kindergarten groups.

the kit for such calendars includes special dies, which the teacher inserts into acrylic pockets during class (day of the week, date, month, year, holidays, etc.)

nature calendar

Many models contain interactive thermometers, which children love and enliven the lesson. By moving the slider, children will learn concepts such as “hot and cold.”

,
"cool-warm"
.

Currently, more modern models of nature calendars , which are preferred by many teachers. These are magnetic marker observation calendars .

They are interesting because by recording data on a marker surface, you can keep a diary of weather right in your group. So, in a visual way, together with the children, it is possible to conduct a comparative analysis of data for today and yesterday, for today and last Monday, etc.

Example:

the weather like today ? Let's look out the window and take a look.

— The sun is shining and it’s warm.

— Children, what was the weather like outside ?

— It was cooler than today and it was raining.

In this way, children will learn to notice and name changes in nature : colder weather, precipitation, wind, leaf fall, etc., to establish the simplest connections between the phenomena of living and inanimate nature (it got colder - butterflies disappeared, flowers faded, etc.)

Some models of magnetic marker nature calendars are sold with children's favorite magnets. They depict clothes that need to be worn in this or that weather , public holidays, and natural phenomena . Every child will definitely like this element. After all, who doesn't love magnets!

Also, nature and weather calendars , which belong to the last group, can be used to work with children of primary school age, since some of them have clocks that are very convenient for learning time.

Nature calendar in the junior group. Methodological development on the surrounding world (junior group)

Nature calendar for the younger group.

A kindergarten is not just a place where a child spends time while parents are at work. Here he receives development, gets acquainted with the rules of communication and behavior, learns a lot of new things about himself and the world around him. The Federal State Educational Standards program states that, among other things, each group must have a nature calendar for kindergarten. However, such a calendar performs important tasks and serves as didactic material for teachers in introducing children to nature and weather.

A corner of nature, as the above-mentioned calendar is also called, is a useful decoration for every group. It should not only be bright and interesting, but also meaningful.

Main calendar functions:

Formation of children's ideas about ecology.
Development of thinking, the ability to establish cause-and-effect relationships between various natural phenomena.
Instilling the basics of proper behavior in nature and the desire to preserve it.
Forming an idea of how huge and diverse the world around is.
Fostering a reverent attitude and love for nature.

The calendar of changes in nature depending on the season allows children to systematically observe what is happening outside the window every day and compare it with the data. Attached to the calendar are pictures depicting weather conditions at different times of the year, so after the walk the entire younger group can find the necessary natural phenomena (sun, rain, wind, snowstorm, etc.) and attach them to the stand.

Seasons: summer, spring, autumn, winter.
Parts of the day: morning, afternoon, evening, night.
Days of the week: Monday to Sunday.

At the same time as using the nature calendar, the teacher gives the children a didactic game where they need to properly dress a doll for a walk. They must understand how warm clothes need to be selected, where and in what order they should be worn.

Option 1: Weather observation. Children watch the weather and insert corresponding pictures into their pockets. Option 2: “Dress the doll Masha” We fix the sequence of putting on clothes for a walk. Task: “Dress the doll in winter clothes”; “Which path (name the color) will Masha go for a walk in winter?” We consolidate knowledge of the color of clothes. Task: “What color did they wear Masha’s coat?”; “Choose the color of the coat the same color as winter in the Nature Calendar” Option 3: cards are laid out in front of the child - signs of one season. An adult asks: “What time of year is it now? What happens in winter (spring, autumn, summer)? What cards indicate that it is winter (spring, autumn, summer)? The cards chosen by the children are placed in their pockets. Option 4: cards of two seasons are laid out in front of the children (spring or autumn, winter or autumn, spring or winter). An adult asks: “What time of year? What signs of spring (autumn, winter) do you know? Select the necessary cards - signs and put them in your pockets." Option 5: “This happens or not.” The teacher puts pictures in their pockets that are not typical for this season, and the children answer whether this happens or not.

The experience of implementing calendars in a group has shown that the use of this type of modeling has an intense impact on development

development of primary natural science concepts;
observation;
curiosity;
activity;
mental operations (analysis, comparison, generalization, classification, observation);
logical thinking;
coherent speech;
visual-figurative thinking.