Plasticine bear: step-by-step instructions + master class and photos

Materials

What you will need for sculpting:

• brown block of plasticine - main;
• orange (or beige), black and white - additional micro pieces;
• toothpick.

Step-by-step instruction

How to make a bear from plasticine step by step

• The bars that are present in plasticine sets are small. But even this portion will be quite enough to sculpt a small plasticine copy of the animal. The child will have to work with very small soft parts, which is useful for developing fine motor skills of the fingers. If the size of the available brown plasticine does not suit you, you can always mix it with some other color to make it larger. For example, adding black will result in a dark brown piece, white or yellow will result in a light brown piece, and so on. Such experiments with shades are also very useful. So, prepare the main block.

Preparing the main block of plasticine

• Mash it thoroughly and divide into portions. During the work you need to show the body, paws, head and ears of the bear. Start from this.

Knead the plasticine and divide into portions

• For the head, model a ball. For the ears, make 2 small balls of the same size and flatten them with your fingers into round cakes.

We sculpt a head for a bear from plasticine

• Next, move on to the remaining pieces while they are still soft. Make the body oval and the legs into oblong tubes. Bend the lower tubes additionally at the ends so that the bear can later stand.

We sculpt the body and legs

• Make small cuts at the ends of the legs with the tip of a toothpick. Glue the legs to the body. Secure a toothpick at the top - a simple axis that will allow you to secure the head in the future.

Notches on the paws, glue the paws to the body, and attach a toothpick

• Attach the head with ears to a toothpick.

An example of how to attach a head with ears to a plasticine bear

• Glue cheeks, eyes, eyebrows, nose onto the face. Use the tip of a toothpick to show the fur on your cheeks.

Finalizing the bear's head

• A small plasticine craft - a plasticine bear - is ready.

Photo of the finished plasticine bear
+1

MODELING story based on the Bogorodsk toy

"Shaggy Bear"

Tasks. Continue to introduce children to works of decorative and applied art. Learn to sculpt a bear in the style of the Bogorodsk folk toy (in a sculptural way with the surface being worked in a stack to convey the texture). To cultivate an aesthetic attitude towards everyday culture and objects of folk art.

Preliminary work. Acquaintance with Bogorodsk toys and the art of wood carving.

Materials, tools, equipment. Bogorodsk toys (preferably a bear), album “Wooden toys”; clay (or salt dough, or yellow, brown, gray plasticine), stacks, rotary disks, oilcloths, paper and cloth napkins.

Contents of the lesson. The teacher recalls with the children what and how to make from wood. He says that in some cities and villages there are still craftsmen who make beautiful things from wood. In the village of Bogorodskoye near the city of Sergiev Posad there live craftsmen who have been making wooden toys for a long time. (The teacher shows several toys.) To make such toys, craftsmen use wood from soft trees - linden, alder, aspen. It is easy to cut with a knife and allows you to transfer even the smallest details (fur, feathers, cheeks, claws). First, the craftsmen work with an ax - they cut down a part of the tree required in size, and then use a knife to cut out the intended figure and transfer all the details.

Bogorodsk toys are figurines that depict village residents, ladies, hussars, horsemen, teams, as well as domestic animals, birds and beasts. Masters usually depict them doing something. Many toys have special devices that allow them to move (most often handles (movable bars) with ropes and springs). The most popular subjects are related to the favorite hero of Bogorodsk sculpture - the bear.

Usually he does some kind of work - hits an anvil with a hammer, plays a balalaika, plays football, and even flies into space.

The teacher informs the children that today they will sculpt a bear based on the plots of the fairy tales they read, and

They try to sculpt it so that the bear looks like a Bogorodsk toy.

Bogorodsk craftsmen carve their toys from wood using an ax and a knife, and you and I will sculpt them from clay (salt dough, plasticine) using stacks. We will try to sculpt it in a sculptural way - from a whole piece, without dividing it into parts. This method will allow us to make a toy that looks like a real sculpture. (Partial demonstration of the sculpting method.) And the stack will help you work out the smallest details the way real masters do it. (Demonstration of surface treatment techniques to convey texture - wool.) Using a stack, you can cut or scratch the surface of a sculpted figure so that it looks like wool - a bear’s fur coat. (Comparative display of the Bogorodsk toy and figurine sculpted and processed by the teacher.)

MATHEMATICAL REPRESENTATIONS

Lesson No. 9

Tasks. Teach children to compare objects by weight: heavier - lighter, equal in weight.

Show children the relativity of ordinal counting.

Exercise children in distinguishing numbers and in constructing a number series.

Develop attention.

Teach children to coordinate tempo and rhythm with each other when pronouncing tongue twisters.

Materials, tools, equipment. Demo material:

Three pairs of boxes: the first pair is a box the size of a matchbox and the box is half a matchbox, both are white, the small one contains a pebble; the second pair - boxes of the same size, but of a different color, the pebble lies in the larger one; the third pair is two identical boxes the size of a matchbox, one of them is the color of the first pair, the second is the color of the second pair.

Counting ladder.

A set of numbers from 1 to 5 (magnetic for a board or on cards for flannelgraph, typesetting cloth).

Contents of the lesson. There are two boxes on Both of them are covered with paper of the same color (preferably white). One box is the size of a matchbox. The other is half a matchbox. The boxes differ not only in size, but also in the fact that a small box contains a pebble, and it is heavier than a large one. The children don’t know this: in front of them are two boxes of different sizes of the same color. Educator, education

speaking to the children, he begins with a riddle: “Which of the boxes is heavier, which is lighter?” Children most likely say: the one that is larger is heavier. The teacher is in no hurry to suggest the correct answer. Gives children the opportunity to talk to each other. Maybe one of the children would like to pick up the boxes. The teacher supports this desire. Two or three children come to the table. They take turns each taking the boxes in their hands and saying: “The small one is heavier, the larger one is lighter.” Their answers convince other children that in order to determine and compare the weight of objects, it is not enough to just look at them, you need to pick them up.

The teacher invites the children to close their eyes and instead of the previous one puts another pair of boxes of the same size, but of a different color. Now the pebble is in a larger box and it is heavier than the other. The teacher asks the children the same question: “Which one is heavier, which one is lighter?” Children, assuming that the situation is repeating, will point to a small box. The teacher invites two or three children to come to the table and weigh the boxes in their hands. They weigh it and make sure that the larger box is heavier.

Next, the teacher offers the next pair of boxes, they are empty, the same size, one of them is the color of the first pair, the second is the color of the second pair, but the same weight. This time, the children take turns holding the boxes in their hands, discuss their impressions and gradually come to the conclusion that the boxes are of the same weight: “Equal in weight.” They tell this to other children.

All three pairs of boxes are on the table. The teacher invites all children to come to the table and weigh each pair of boxes in their hands.

Next part of the lesson. The teacher asks five children (optional) to come to their table (or board). They stand behind each other at the back of their heads. The teacher invites them to count in order: first, second, etc. and clarify again who is which: “Katyusha is first, Sasha is second... Vanechka is fifth.” The teacher invites the children to turn around. And now everyone is behind Vanechka, he is the first.

The situation can be repeated twice, three times, or more if desired.

Game "What has changed?"

On a board (flannelograph, typesetting canvas) there is a row of numbers from 1 to 5. The teacher explains to the children the rule of the game: they will close their eyes, and at this time she will change something on the board.

- Close your eyes! - At this time, the teacher removes one of the numbers. For the first time, from the middle of the row, for example, the number 3. And the remaining numbers are shifted so that there is no empty space, which can tell the children that the number 3 has disappeared. It turned out:

Children open their eyes and determine what is missing. The number 3 is put in place. The row has been restored.

The teacher again invites the children to close their eyes and removes the number 5.

For the third time, the teacher removes the number 1.

And on the fourth, also inviting the children to close their eyes, nothing changes in the number series. Children are asked the same question: “What has changed?” And the children say: “Nothing. Everything is in its place."

Reading tongue twisters together

The methodology is described in lesson No. 1. Here you need to take other tongue twisters, for example: “The chicken was admiring the chickens: no matter how smart the chicken is.”

APPLIQUE made of paper

“The forest is like a painted tower”

Tasks. Teach children to convey the features of different trees and bushes in appliques and to compose a collective composition “Autumn Forest” from them, choosing beautiful color combinations. Encourage the search for original ways to create a tree crown (break-off and overlay applique, sliding, slotted decor). Develop compositional skills (arrange cut out elements in tiers starting from the background). Encourage children to embody their ideas, experiences, and feelings in artistic form.

Preliminary work. Creating a basis for a plot composition (a sheet of large format paper with a planned horizon line: 2/з ~~ earth and U3 - sky).

Materials, tools, equipment. Sets of colored and textured paper, color illustrations of old magazines, scissors, boxes for scraps, glue, glue brushes, paper and cloth napkins; the basis of the composition “Autumn Forest”, prepared in advance in independent artistic activity; reproductions of paintings by Russian landscape painters; manual “Leaf Fall” (variants of color combinations).

Contents of the lesson. The teacher recalls with the children I. Bunin’s poem “A forest, like a painted tower.”

The forest is like a painted tower,

Lilac, gold, crimson,

A cheerful, motley wall

Standing above a bright clearing.

Discusses with the children why the poet compares the autumn forest with a painted tower (the forest in autumn is as patterned, multi-colored, elegant, beautiful as a fairy-tale tower). Invites children to examine openwork tree crowns cut out of colored and textured paper.

The teacher displays several landscapes on the easel. Invites children to admire. Conducts a brief conversation about the names of paintings depicting nature (landscapes), the names of artists who paint such pictures (landscape painters), where you can see landscapes of famous artists (in museums, at exhibitions, in art albums, on postcards, etc.) .

The teacher reminds the children that in October they drew sketches of trees, sculpted leaves and turned them into trees. (Selective display of children's works.)

Today, everything that we have learned and learned will be useful to us, because we will create a fairy-tale forest, similar to a painted tower. Let's cut out trees and bushes from colored paper, glue them onto the general background so that there is room in the clearing for the animals that we will cut out in the next lesson.

The teacher shows two paper rectangles - a large and a small one - and asks how best to cut out trees and bushes. Draws the children's attention to the art materials prepared in advance and asks how else they can decorate the trees or how to supplement them. If children find it difficult to answer, ask leading questions: what can be done with felt-tip pens or pastels? (Draw leaves or a pattern on the crowns.) Children cut out or create tree crowns and bushes using cut-out appliqué. As the work progresses, the teacher recalls ways to decorate the image, complicate the shape of the crown, the teacher provides individual assistance, etc. Invites the children to create a forest from individual trees - a “painted tower.”

FICTION

"Hare in Russian fairy tales"

Tasks. Show children a variable image of a hare in different works. Learn to compare images from different works. Develop emotional responsiveness, the ability to convey through movements and facial expressions the character of the hero of the work, the desire to participate in creative dramatization. Repeat the differences between an author's and a folk tale.

Preliminary work. “The Tale of the Brave Hare - Long Ears, Slanting Eyes, Short Tail” by D. N. Mamin-Sibiryak is read to children the day before.

Materials, tools, equipment. Elements of costumes for crows, hares, and dogs.

Contents of the lesson. The teacher reminds the children of a fairy tale read by the writer D.N. the day before. Mamin-Sibiryak "The Tale of a Brave Hare - Long Ears, Slanting Eyes, Short Tail." Conversation on content:

-Who is the main character of this fairy tale?

— How is the hare depicted at the beginning of the fairy tale?

- How did he boast? (The teacher reminds the children of the words from the fairy tale: “...I’m not afraid of the wolf, nor of the fox, nor of the bear.”) Show how he boasted? (Those who wish can act out a sketch with these words.)

- Do you think at the very beginning, did other animals believe the boastful hare? (The teacher confirms in the text that the animals did not believe the hare at first: “The young hares giggled, covering their faces with their front paws, the kind old hare women laughed, even the old hares who had been in the paws of a fox and tasted wolf teeth smiled.”)

- What happened when the hare saw the wolf?

-What did the wolf do?

- Why did all the animals believe that the hare scared the wolf?

- Was the hare really brave?

-Who wrote this fairy tale? (In case of difficulty, the teacher himself names the author.)

- Now let's listen to another fairy tale about a hare. This is the Russian folk tale “The Boasting Hare”, adapted by A. Tolstoy. (Remember what a folk tale is.)

Conversation on content:

Is this hare similar to the hare from the previous fairy tale and in what ways?

Show how the hare boasted (a sketch with the hare’s words: “I don’t have a mustache, but whiskers, not paws, but paws, not teeth, but teeth, I’m not afraid of anyone!”) Several children (optional) play out this phrase.

— How did the crow scold the hare for boasting?

- How did he help the crow later?

Was this hare a coward, like the one from the first fairy tale? What did the crow say about him? (The teacher helps the children remember the words from the fairy tale. If desired and if you have time, you can organize a dramatization of the fairy tale “The Boasting Hare.” The children themselves select the elements of the Costumes. The teacher tells the fairy tale on behalf of the author, the children say the words of the characters in their own words).

In conclusion, the teacher once again discusses with the children how the hares - the heroes of these fairy tales - are similar and how they differ (both are braggarts * but one is cowardly, and the other is brave).

After class. In the next drawing lesson, children will create different images of hares and then use the drawings to design a homemade book.

DRAWING plot

"Bunnies - the coward and the brave"

Tasks . Learn to draw, revealing the theme of a literary work, conveying the character and mood of the characters.

Arouse interest in illustrating familiar fairy tales using accessible visual and expressive means.

Introduce the techniques of conveying the plot: highlight the main thing, depicting it larger in the foreground; convey both semantic and proportional relationships between objects. Develop compositional skills.

Preliminary work. Reading “The Tale of the Brave Hare...” by D. N. Mamin-Sibiryak and the Russian folk tale “The Hare-Hvas-ta.” Review of books illustrated by I. Ya. Bilibin, Yu. A. Vasnetsov, A. M. Eliseev, V. M. Konashevich, V. V. Lebedev, T. D. Mavrina, E. I. Charushin and others. Preparation of the basis homemade books for illustration by children in drawing classes.

Materials, tools, equipment. Homemade books, art materials for children to choose from - colored pencils, felt-tip pens, gouache paints; brushes, jars of water.

Contents of the lesson. The teacher invites the children to remember the main characters of the fairy tales that they listened to in literature class: what are their names, which of the hares looks like, which has what character. (D. N. Mamin-Sibiryak “The Tale of the Brave Hare - Long Ears, Slanting Eyes, Short Tail” and the Russian folk tale “Bragging Hare”),

Then the teacher reminds the children that they have started making their own books based on familiar fairy tales in order to give them to children in the junior or middle group of kindergarten. Conducts a brief conversation about who and how works on the creation of children's books. He clarifies that first the authors write the texts, and the artists draw the illustrations, then the publishing house prepares the book for printing in the printing house, where there are special printing presses on which you can print many, many identical books, so that all children have beautiful, interesting books.

And you and I will prepare our own picture books. From the pictures you can tell who the hero is in this book and what happens to him. Everything in our books will be real: a cover with a title and pages with pictures. We will design the cover at the very end of the work. Today we will draw two

hares that live in this forest. But let’s draw more than just hares, with long ears and a short tail. We will try to show in the drawings what character and what mood each hare has: who is brave and cheerful, and who is cowardly and sad. This is very difficult, but I think that you will cope with this task, like real illustrators of children's books. Open your little books, write a golden clearing and on it two birds with one stone: on one page a coward, and on the other a brave man, as if they had met and were telling each other something.

Children draw, the teacher helps with verbal descriptions of portraits, advice and indirect questions (the brave hare has a wheel-shaped chest, his head is boldly and proudly raised up, his ears are erect, his paws are raised up or spread to the sides, and the cowardly hare has his back bent, his ears are pressed to his back , and the paws are raised to the chest or lowered down).

After class. Children will continue making homemade books next week.

SPEECH DEVELOPMENT

"Encounters in Nature"

Tasks. Encourage children to speak out about topics from their personal experiences.

Convey the content of the story in your own words.

Choose definitions for the word.

Clarify and consolidate the correct pronunciation of the sounds sh and z.

Materials, tools, equipment. Pictures: squirrel, woodpecker, frog, hare, hedgehog, elk, ball.

Contents of the lesson. The teacher asks the children riddles. As he guesses, he shows clue pictures.

And he deftly jumps through the Christmas trees,

And flies up into the oak trees,

And he hides nuts in the hollow,

Dries mushrooms for the winter.

(Squirrel)1

1 See: Illarionova Yu. G.

Teach children to solve riddles. - M.: Prosveshche-e, 1985. P. 127.

He hollowed out the tree for a long time and destroyed all the insects. He didn’t waste his time, Long-billed Spotted... (woodpecker)1.

The little animal is jumping, Not a mouth, but a trap. Both the mosquito and the fly will fall into the trap.

(Frog)2

Touching the grass with his hooves, a handsome man walks through the forest, walking boldly and easily, with his horns spread wide.

(Moose)3

The teacher asks the children what to call a hare, a squirrel, a woodpecker, a frog, and a moose in one word. (Animals.) Why are they called that? Where do they live? (In the forest, in the park.) Have children ever seen forest animals? Invites children to tell how and when they met them.

After this, a game with a ball in a circle is organized:

- Stand in a circle. I will throw you a ball and name the animal, and you will throw the ball to me and name what animal it is: fox - cunning, fluffy, red; bear - clubfooted, ferocious, shaggy. (Words: squirrel, hare, elk, woodpecker, frog, wolf, magpie, crow, jackdaw, mouse, deer, hedgehog.) The ball is passed to each child, the words can be repeated.

The teacher invites the children to listen to E.I. Charushin’s story about a meeting in nature - “The Hedgehog” (see: A book for reading to kids. - M.: Ulysses, 1993. Part 1, p. 55).

Then the teacher asks the children:

—Who did the children find in the forest?

— How did the children manage to pick up the prickly hedgehog?

- What did they manage to do to make the hedgehog show his nose?

Invites children to listen to how this is said in the story. Reads the passage again. He asks the children how the hedgehog managed to escape.

After this, he invites the children to tell this story in pairs: one starts, the other finishes, and listens to everyone.

1 See: Riddles. Book-toy. - M: Vneshtorgizdat, 1990. No. 8.

2 See: Illarionova Yu. G.

Teach children to solve riddles. - M.: Education, 1985. P. 133.

3 See: Ibid. P. 126.

At the end of the lesson, the teacher reads a tongue twister to the children, discusses with them what sound is heard in this tongue twister (g);

what happens if you pronounce the sound
in
a whisper, without a voice
(w)
A large hedgehog needs a mushroom:

The hedgehogs are waiting for a mushroom for dinner.

(I. Lopukhina)1

1Lopukhina I.

Speech therapy. 550 entertaining exercises for speech development. _ M: Aquarium, 1995. P. 97.

NOVEMBER. WEEK 10

Work planning

Direction of pedagogical work. The work started last week will continue. Children will become more familiar with the inhabitants of the forest, gain an initial understanding of the forest as a community of living organisms connected to each other, the diversity of forests and the need to protect them, and the rules of behavior of people in the forest. Children will learn to establish simple cause-and-effect relationships (using the example of making paper from wood), become familiar with the properties of paper and learn about its various uses. They will learn to divide “objects” into two equal parts. Based on the ideas received in different classes, children will convey the characteristic features of objects and natural phenomena in drawing, appliqué, modeling, papier-mâché. Work on the creation and design of homemade books will be completed; special attention will be paid to instilling in children a caring attitude towards books.

*See section "Nature".

Pedagogical support for children's story-based games. Children of this age begin to reflect in play not only real ideas about the world around them, but also those that can be thought out and imagined. In children's games, ideas from different spheres of reality begin to connect. The art of the teacher is to provide support in the development of interesting stories for children, to influence them through the joint creation of improvisations. Its task is to teach children to combine different events. The teacher, with the permission of the children, can become their partner and create a plot together with them, taking into account the children’s interests in certain events, actions and roles (if they are envisaged by the players).

NATURE

"Forest House"

Tasks. To form primary ideas about the forest as a community of living organisms interconnected, about the diversity of forests and the need for their protection, about the rules of behavior while staying in the forest.

Preliminary work. Observations on a walk.

If there is a forest or forest park near the kindergarten, the teacher conducts a “Getting to Know the Forest” excursion with the children.
He asks how the forest differs from the forest. Draws attention to the diversity of plants in the forest: there are trees, shrubs, and herbs (usually even in November in the forest you can find winter-green grasses, evergreen shrubs, for example, lingonberries, and mosses, and lichens, and tinder fungi on stumps, fallen trees). The teacher shows that there are plants of different heights in the forest: which ones are the tallest? Lowest? Invites children to reflect the height of trees by raising their arms up, the height of bushes by extending their arms at chest level, and the small size of grasses and mosses by squatting.
The teacher, together with the children, finds as many places as possible where different animals can live (for example, hollows, cracks in the bark of trees, notches between tree roots, holes in the ground, etc.). Asks the children to be silent and listen to the sounds of the forest. Materials, tools, equipment. Cards with images of different trees (pine, oak, spruce, birch, aspen, maple), dried leaves of these trees, collections of seeds and fruits (acorns, cones, etc.), dry leaves of trees, shrubs, tinder fungi and others natural objects for the game “Parcel from the Forest”, posters, photographs, reproductions of paintings (for example, A. Kuindzhi, I. Levitan) depicting different forests.

Contents of the lesson. The teacher asks the children to remember the names of the trees shown on the cards. What other trees do they know? Offers to play the game "What's what." Children are given the task of picking leaves and fruits from one tree. The game can be played using dried leaves and fruits (seeds) of trees, as well as cards with their images.

There are many trees growing in the forest. If it has the most oak trees, then the forest is oak. If there are many birches, then (children continue) - birch, and if there are many different trees, then - mixed, etc. Trees with ordinary leaves are called deciduous (show cards with images of such plants: birch, aspen, oak, linden, maple) . Forests made from these species are called deciduous in the same way. Trees that have special leaves - needles (spruce, pine, larch, fir) are called conifers, as are forests in which there are many such Trees. Some plants, animals and mushrooms live in an oak forest, others live in a pine forest, and others live in a spruce forest. For example, boletus and porcini mushrooms often grow in pine forests, and milk mushrooms - in spruce forests. Children look at posters, photographs, reproductions of paintings depicting different forests.

The teacher brings to the group a parcel from forest inhabitants (the parcel contains cones, sticks, tinder fungi, lichens, dry autumn leaves, pieces of tree bark, a cone eaten by a squirrel, an acorn, dry rowan berries, etc.). Children carefully study the contents of the message

ki, identify all the items and suggest which animal could send this or that item (squirrel * woodpecker - pine cone, beetle - bark, etc.)' You can add to the contents of the parcel an item that is not related to the forest, for example, a plastic bottle, doll, plasticine. The children are given the task of finding an object that cannot be sent from the forest, and explaining why.

Since the forest has its own inhabitants, it can be called home. Like other houses, it has floors. At the lowest level, grasses, mosses, mushrooms grow, ants, snakes, beetles crawl,

Birds jump, animals run. There are a lot of bushes on the second floor. Some birds build nests in their thickets, spiders weave webs, and beetles crawl along the branches.

And finally, on the very top floor there are trees. And it has its own inhabitants: animals, birds, beetles. The topmost branches of the trees are the roof of the forest house. They protect forest inhabitants from heat, heavy rain and wind. Under the ground, “in the basement,” moles, earthworms, beetle larvae live, and plant roots grow. Each resident also has his own apartment: the squirrel and woodpecker have a hollow, the bear has a den, the fox, mole, and badger have a hole. And they don’t like to change their apartments.

The teacher discusses with the children the rules of behavior in the forest. The forest is a house in which all the inhabitants depend on each other. Why do we go to the forest? (Relax, observe, breathe fresh air, admire nature, pick mushrooms, berries.) This means that we are guests in the forest, and guests must follow the rules. These rules can be displayed in a series of environmental signs. At the same time, the rules of conduct should not be limited only to prohibitions (you cannot tear, you cannot catch!), and signs should not only be prohibitive. Children should have an alternative: what cannot be done, and what can and should be done. There are two types of environmental signs: in red circles (prohibiting) and in green circles (permitting). For example:

— no need to make noise, take a tape recorder with you; you can listen to the silence of the forest, the singing of birds, the rustling of leaves;

- no need to pick flowers; you can smell them, examine them through a magnifying glass, sketch them, photograph them, observe what insects fly to them;

- you can’t destroy anthills, you can watch the ants at work;

- You cannot make a fire on the grass, you can - in a place specially designated for this.

The teacher invites the children to play the game “What is good and what is bad.” Children are divided into two teams. The first participants name everything that is “good” for the forest, the second - everything that is “bad” for the forest. The groups can then swap tasks.

In conclusion, the teacher concludes: the forest is a home for plants, animals, and mushrooms. Forests are different: spruce, pine, oak. They are inhabited by various plants, animals, and fungi. Forest residents have their own “apartments” on different floors. In the forest, everyone is connected to each other. When people come to relax in the forest, they must behave like guests and follow the rules so as not to disturb life in the forest house.

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