Seminar on environmental education in the dow. Methodical seminar “Modern approach to ecological education of preschoolers. Song "Wounded Bird"

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1 Workshop for educators "Ecological education - an ecological path in kindergarten» Purpose: to create motivation for teachers of MDOU to work towards the creation of an ecological path on the territory of a preschool institution. Tasks: To analyze the theoretical foundations for creating an ecological trail on the territory and inside the kindergarten; Develop a work plan for teachers in this direction; Development of a map-scheme of an ecological trail on the territory of MDOU. Seminar participants: MDOU teachers, parents. The course of the seminar - workshop: Take care of these waters, these lands. Loving even a small blade of grass, Take care of all the animals inside nature, Kill only the animals inside yourself ... "Creative workshop" Host: Ecological education of the younger generation in last years comes to the fore, due to the deterioration of the environmental situation in general. Preschool age is considered the most favorable in terms of the formation of ecological culture. V preschool the child spends most of his time, which allows him to saturate every moment of his stay in kindergarten with love and respect for nature. To date, the most distinguished active forms inclusion of the child in the process of familiarization with the environment. At the beginning of our event, I suggest that you divide into four teams using images of the four elements (water, fire, earth, air). (Teachers choose leaflets with images and are divided into four teams).

2 Presenter: The first and creative task for each team: it is necessary to choose an element of the developing environment of an ecological orientation and prepare a presentation according to the plan: 1. The name of the element of the developing environment (laboratory, nature corner in the group, etc.). 2. Purpose and objectives (how it will contribute to the development of preschoolers; how it will increase the efficiency of work on environmental education; in the implementation of what programs it can help, etc.). The goal is understood as the final expected result, under the tasks the methods of implementation and achievement of the result. 3. The age of the children for whom it is intended. 4. Where is it located and how is it designed. 5. Design features, materials, equipment (for corners of nature, vegetable gardens, indicate the names of animals, plants). 6. Zoning of the premises (if required). 7. What forms and methods of work with children are expected to be used (for example, experimentation, observation, conducting ecological holidays etc.) Time to complete the task 20 minutes. After that, a presentation of each product of the activity of teachers is presented. Presenter: Summing up the speeches, the “leader” among the elements of the ecological and developing environment was clearly defined. The most important and effective form of work was the ecological trail, both on the territory of MBDOU and within it. Pedagogical snake: Leading: to determine your understanding of the nature of the ecological trail, I offer you a sheet of paper, which I launch like a kite in a circle. Each of you should write an associative word on the sheet with the expression "ecological path", fold the sheet with an accordion and pass it on to the next participant in the seminar.

3 (Teachers write down the words on a piece of paper. As soon as he returns to the presenter, she reads out the words written down by the teachers). Presenter: Now, I would like to tell you the scientific and pedagogical facts about the ecological path in a preschool institution. The first ecological trails were created for visitors to national parks in foreign countries. In recent years, many preschool institutions have created their own ecological trails. Given the short length of the routes, the specifics of the included points (natural and artificial objects), the age of the children, the forms of work with them, the term “ecological path” is most often used in preschool education *. Real ecological paths used for teaching the adult population and schoolchildren, as a rule, are laid in natural landscapes, are characterized by a significant duration and carry a large content load. In preschool institutions, ecological paths perform cognitive, developmental, aesthetic, and health-improving functions. Three main types of ecological paths can be distinguished: a) on the territory of a preschool institution; b) in natural or close to them conditions (suburban forest, park, square, etc.); c) in the kindergarten building. The main criteria for choosing the route and objects of the ecological trail are the inclusion of as many diverse and attention-grabbing objects as possible, their accessibility for preschoolers. As objects (viewpoints) of the ecological path, various types of both wild and cultivated plants (trees, shrubs, herbs) are selected,

4 mosses, mushrooms on living and dead trees, old stumps, anthills, bird nests on trees, micro-landscapes of various natural communities (meadows, forests), flower beds, individual beautifully flowering plants, places of regular accumulation of insects (for example, soldier beetles), small ponds, gardens, individual stones, alpine slide, fountains, springs, etc. The interaction of man with nature (both positive and negative) can be shown on the example of trampled areas, bird feeders, littered reservoirs outside the territory of the kindergarten. In our generally northern country, preschoolers in many regions spend a significant part of their time in kindergarten premises. That is why it is recommended to create ecological paths in the building of a preschool institution. In addition, such paths allow both adults and children to take a fresh look at their immediate surroundings. Such paths include objects of animate and inanimate nature: a corner of nature, an ecological room, a winter garden (networks of various routes for different purposes can be additionally created inside them), a fountain, a pool, a phytobar, sandboxes in the corridors, water and sand centers, a laboratory , individual compositions of indoor plants and dried flowers, corners of nature or individual objects of nature in group rooms, mini-gardens on the windows, greenhouses in the building, art gallery, exhibitions of crafts made from natural materials, museums of nature, mini-museums in groups, folklore rooms, rooms fairy tales, exhibitions waste material and others (the variety of points on such a path depends on the developing environment of the kindergarten). "Constructors". Presenter: Each team receives two general tasks: Develop a scheme for an ecological path on the territory of MBDOU;

5 Develop a scheme of ecological path in the institution. You are given 20 minutes to complete the task, after the time has elapsed, each team will offer the developed schemes to the attention of colleagues. Based on the results of the map-schemes of ecological trails proposed by teachers, as well as the rationale for the need to create a similar form of environmental education in MDOU, a decision was made on the need to create an ecological trail on the territory of MDOU. Stages of creating and designing a path The sequence of actions for creating a path can be as follows: > detailed survey of the territory and selection of the most interesting objects; drawing up a general map of the path with drawing the route and all its objects (in the form of circles with numbers or drawings-symbols; maps for various purposes can be drawn up: to help educators and for children different ages). Maps for children should contain a small amount of information in the form of child-friendly drawings of objects, arrows indicating the route. For kids, you can make bright, large drawings of the objects that are most attractive to them. For example, draw a butterfly, a bright flower, a tree in circles and connect all these drawings with a line along which they go from one object to another; the choice, together with the children, of the “owner” of the path of a fairy-tale character who will give the children tasks and invite them to visit; photographing objects and describing all points according to the scheme, designed in the form of an album (passport); production of plates with drawings, signatures for specific points, environmental signs; drawing up recommendations on the use of path objects for working with children.

6 Based on theoretical facts about the meaning and organization of ecological trails in kindergarten, together with teachers develops perspective plan work towards the creation of an ecological path in the MDOU (on the territory and inside the kindergarten). The main activities aimed at creating an ecological trail in MDOU. 1. Senior and preparatory groups We fill in the passport of the future ecological tropic, which includes a map-scheme of the future path. Photographs or drawings of objects are attached on separate sheets (preferably several photographs in different time years) and provides the information necessary for the educator. So, when describing a tree, its biological, ecological characteristics, distribution features, origin of the name, folk names, reflection of its image in folklore (fairy tales, riddles, proverbs), songs, poems are given, its connection with other plants and animals, its role in life are noted. people (health, aesthetic, etc.) and recommendations on the use of the object in the work of environmental education of preschoolers and parent education (experience shows that parents are always interested in information about the use of plants, which can serve as a starting point for environmental conversations; that is why such information is included in the description of viewpoints). Below is a number of examples of such descriptions, compiled by us for some trees of the ecological path. 2. The design of the stops of the future ecological trail is being developed by the senior educator and the creative team. * 3. Caregivers middle group the design of the ecological sphere inside the preschool institution is being developed. 4. Educators of younger groups collect information about the plant fund on the territory of the kindergarten.

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Seminar-business game №3.

for educators

"Ecological observations and experiments in the mini-center"

Responsible methodologist of the MC:

Shershneva N.Yu.

December 2015

Target:

To improve the knowledge of teachers on the organization of research activity of preschoolers in the process children's experimentation. To develop the creative potential of teachers, their competence in the field of ecology; improve the professional skills of teachers and the effectiveness of their procedural activities, establish close

cooperation between teachers of the DMC. To form practical skills for educators in experimental activities at the DMC

Expected Result: The level of pedagogical culture of educators will increase.

Preparation for the seminar - workshop:

Select questions for a business game and video material, draw up a summary.

Prepare manuals for the organization and conduct of the seminar.

For teachers:

Prepare the section "Guidance of the didactic game" in methodological recommendations to the program of education and training in kindergarten, ed. V.V. Gerbova, T.S. Komarova.

To prepare a subject - didactic game of ecological content for children of preschool and senior preschool age;

Come up with a fairy tale of ecological content on the topics:

"Water", "Earth", "Air", "Fire", stage it.

Business game plan:

Introduction."The role of environmental education in preschool education."

Business game.

1 task. Compilation of words related to ecology.

2 Task. Solving the crossword puzzle.

3 Task. Answers on questions.

4 Quest. Name the elements of the subject-developing environment of the mini-center used for the environmental education of preschoolers.

5 Task. The game "In the garden, in the field, in the garden."

6 Task. Identify a statement on an environmental topic that fits the card.

7 Task. Blitz contest "How plants and animals predict the weather."

8 Task. Work in the laboratory.

9 Task. Acting out environmental tales by theme : "Water", "Earth", "Air", "Fire".

Seminar progress:

Introduction. Responsible educator Musabekova O.N.

I know this truth from birth

And I never melt it:

Who doesn't love native nature,

He does not love his homeland!

At the present stage, ecology is increasingly interpreted as a science capable of solving not only biological, but also some social problems; as the worldview of mankind. This aspect, which is extremely important due to the deteriorating state of the environment, is reflected in the concepts of "environmental education and upbringing", "ecology of the soul", "ecology of man" and some others.

We are sure that at present it is impossible not to engage in environmental education and development, in whatever area the teacher specializes.

All spheres of personality development are inextricably linked with raising a child's responsible attitude to the natural world. Therefore, the educator of any meaningful material, whether it be mathematical problems, texts on the development of speech or tasks for artistic creativity should be assessed from the standpoint of their compliance with the requirements of environmental education. At the same time, it is necessary to take into account what kind of consciousness these tasks will form in children, how biologically competent they are, what opportunities they provide for systematizing knowledge about nature.

It is the preschool age that is the basis for the formation of the foundations of the worldview and provides ample opportunities for environmental education. In addition, any program provides for the acquaintance of preschoolers with the environment, the integral parts of which are the natural world and the environment created by man. Any program necessarily raises issues of anthropogenic impact on the natural environment. And this is an obligatory part of ecological educational work aimed at the development environmentally minded person.

Methodist: I ask each seminar participant to come to the magnetic board and put a chip on it: if you consider yourself quite competent in environmental issues - green; if you would like to clarify some questions - yellow; if you experience some difficulties in planning and conducting classes on this topic - red.

Methodist. On the board next to the green chips, we see 4 red chips and 8 yellow ones. I think the topic of today's seminar is chosen correctly.

What is ecology?

Slide 1 "Ecology is the science of the relationship of plant and animal organisms and the communities they form between themselves and the environment."

Exercise 1.

As a small warm-up, we suggest that you, in pairs, choose a set of cards with letters of a certain color, from which you need to make words related to ecology.

OBSERVATION OXYGEN

COMMUNITY TOUR

INSECTS LABORATORY

PLANT MINERALS

Task 2. Now get into groups depending on what color of the letters you used when collecting words.

(2 groups are seated at tables of a certain color).

In order to complete the next task, each team will choose an envelope with the task.

(2 envelopes contain the task: "Solve the crossword puzzle" (see Appendix 1)

2 others - with an inscription on the envelope inside the "Association", inside this envelope - another one in which the name of the person is written)

Methodist. Often people associate themselves and others with different natural phenomena, animals or objects, using the expressions “blooms like a rose”, “works like a horse”, “tired like a dog”, etc. But does self-esteem always correspond to how others perceive us?

Try to pick up associations of ecological content to the person whose name is indicated in the envelope, without naming him.

Teachers compose a story using the proposed plan (see Appendix 2), the rest of the participants try to guess who they are talking about.

Then the crossword puzzle solved by the teachers of the other team is checked.

Methodist. Well, are you a little tired?

We invite you to relax!

Musical pause.

All participants take their seats.

Task 3.

Methodist. Ecological culture is not only emotional perception,

(the ability to see a broken tree branch, a devastated anthill, the desire to help a living being), but also specific actions.

“It's never too late to plant a tree: you may not get the fruits, but the joy of life begins with the opening of the first bud of the planted plant,” M. Prishvin wrote.

The formation of a careful attitude to the environment contributes to the involvement of preschoolers in feasible work. What forms of work can be used to solve problems:

- education of ecological culture;

- formation of skills of interaction with plants and animals?

Answers.

education of ecological culture:maintenance in order of the territory of the mini-center; all possible assistance in cleaning nearby areas (forests, parks, river banks); restoration of books (economical use of natural resources)

formation of skills of interaction with plants and animals:

caring for pets and indoor plants; work in the flower garden and in the garden; planting trees and shrubs.

Task 4 .

Methodist. To form in children the need to communicate with representatives of the animal and plant world, cognitive interest to them, the ability to see and understand the beautiful, the need for self-expression in creative activity, in the mini-center such conditions are created where children could, in conditions of daily free access, replenish their knowledge, realize the need for communication with nature.

Name the elements of the subject-developing environment of the mini-center used for the environmental education of preschoolers.

(Participants alternately name: a corner of nature: models and diagrams; visual material; calendar of nature; file cabinets of work, observations and experiments; laboratory; educational panels; methodical, encyclopedic and fiction; ecological trail; mini-gardens in group rooms and a garden-garden on the territory; ecological collections and mini-museums; winter Garden; plant passports, etc.).

Task 5.

Methodist. And now we invite you to be children again. Let's play a game

"In the garden, in the field, in the garden."

Each participant takes a card, and, depending on which group his plant belongs to, takes a place at his table. Participants whose cards turned out to be empty sit down in their places.

(2 groups of 2 people are formed).

Methodist. The American ecologist Barry Commoner formulated the basic principles of ecology as follows:

EVERYTHING IS RELATED TO EVERYTHING;

EVERYTHING GOES ANYWHERE;

EVERYTHING WORTH IT;

NATURE KNOWS BEST.

Give examples to support these statements.

(Team members complete the task within three to five minutes).

Example:"ALL IS RELATED TO EVERYTHING"

For a long time, wood was rafted along the local rivers Veli and Vaga. The rivers were full-flowing, there were a lot of fish in them.

As a result of the barbarian clearings of the surrounding forests, the rivers have become shallow, the forest is not rafted along them, and there are much fewer fish in them. Deforestation has caused a decline in fish stocks.

(Examples for other statements in Appendix 3).

Task 6.

Methodist.

Consider the table. Determine which approach in assessing the significance of nature for humans refers to the statements on your card. (Answers are discussed)

Ecological approach

Traditional approach

Man is part of nature

The world is for man

The measure of things is the uniqueness of life

(ecocentrism)

Man is the measure of things

(tropocentrism)

Alignment of human needs with environmental requirements

Technological calculation of the benefits of nature, its utilitarian value.

Respect for all forms of life

Man is the master, the king of nature.

Sayings:

Nature (forest) gives us berries, mushrooms, so we must protect it.

Oak forests are of great economic importance, because oak has valuable wood.

Mushrooms are edible, conditionally edible, inedible, poisonous.

It is necessary to help nature, improving it, increasing wealth.

Soil cultivation.

Cultivation of cultivated plants.

Cutting branches, collecting herbarium, catching wild animals for observation in kindergarten.

Nature is a home for living beings, including humans.

The tree is the home various kinds animals.

Trees are of great importance for purifying the air.

Tree mushrooms: their meaning, connection with trees, animals.

People must take into account the laws of nature, act within their framework.

Self-worth of each organism in nature, its place in food chains.

Emphasis on communication with natural objects.

Organization of observations of objects directly in nature.

Task 7.

Methodist. The weather has always interested people. The closer a person was to nature, the more his life depended on rains and droughts, on frosts and thaws.

And although these long-term observations, reflected in signs and riddles, proverbs and sayings, are not all accurate, but can be fully used to familiarize children with nature, folk traditions, to develop them creativity; observations provide an opportunity to experience the joy of discovery, to feel the taste of research work.

Based weather forecasting folk signs fosters respect for traditions, provides a link between generations.

We offer you a small blitz competition "How plants and animals predict the weather."

We remind you of the beginning of signs of future weather in the behavior of plants and animals, and you finish the line.

- The spider strenuously weaves a web - (to dry weather).

- It's getting warm on the road - (before the rain).

- Swifts, swallows fly low - (rain portends).

- Mice come out from under the litter to the snow - (a day before the thaw).

- The dog rolls on the ground, eats little and sleeps a lot - (to a blizzard).

- When bird cherry blooms - (to cold, frost).

- If the grass is dry in the morning - (expect rain in the evening).

- A lot of juice flows from a birch - (by a rainy summer).

- In the morning, the wood lice blossomed and remained open all day - (for good weather).

- Flowers before the rain - (they smell stronger).

Maybe one of you will remind other signs?

Task 8.

Methodist. Now look, please, what number is the chair on which you are sitting.

With the help of a lottery, we will determine the participants for the next task.

(The numbers that any of those present will draw are called. Teachers who sit on chairs with this number come out).

Methodist. Work in the laboratory contributes to the development of preschoolers' interest in research activities, the formation of a natural-scientific worldview. Turning into "scientists", children conduct experiments, experiments, observations.

Your task, having chosen two assistants for yourself:

a) using a photo (or video material), determine the topic on which the experiment is being conducted and formulate the purpose of its conduct;

b) with the help of the equipment and materials prepared for you, conduct an experiment, naming the topic and purpose as well.

Participants draw out a task (a or b), select assistants for themselves and

Perform within 5 minutes.

Task 9.

Methodist. Educator is a creative profession. And what is creativity without fantasy and fiction? The home task was to come up with a fairy tale of ecological content on the topics: "Water", "Earth", "Air", "Fire".

(Participants beat prepared fairy tales).

Methodist. This is the end of our workshop. Evaluate the degree of your participation in its work and put a chip of the corresponding color on the board: red - “I mostly listened and memorized, since I am not competent in environmental issues”; yellow - "Could be more active, but lacked knowledge"; green - "I actively participated, the level of my competence in this area is quite high."

The teachers are doing the task.

Your self-assessment shows that the issues raised at the workshop did not leave any of you indifferent and contributed to increasing your competence in environmental issues.

Annex 1

Crossword

"Nature around us".

AND

I AM

1. Irreversible historical development of living nature.

2. An invisible living being.

3. Plants to which the earth's atmosphere owes the appearance of free

oxygen.

4. The state of the weather of a known area regarding heat and cold,

dryness, dampness, length of seasons, etc.

5. Six-legged "master of the earth."

6. Change of animal habitats.

7. "Double-living" (amphibians).

8. Forest floors.

Appendix 2

Appearance, character, demeanor of this person are associated

you:

With the elements (fire, air, water, earth);

With a natural phenomenon;

With an animal (beast, bird, insect);

With a plant (tree, shrub, flower);

with a mineral.

Appendix 3

Everything is connected to everything.

An example is given above.

Everything goes somewhere.

The tops of vegetable plants after harvesting, food waste are placed in a compost pit, where they rot, are processed by worms. Humus introduced into the soil increases its fertility and plant productivity.

Everything is worth something.

To achieve something, you need to expend strength, energy, time, material resources. Even in order to collect a handful of berries in the forest, you should work hard.

Nature knows best.

The laws of nature have evolved over thousands of years, and people who violate them cause irreparable harm. Reckless attempts to drain the swamps, plow up the steppes, turn the rivers back lead to violations of the ecological balance, and sometimes to ecological disasters..

Koltashkova Svetlana Yakovlevna,

deputy head

for educational work

MBDOU "Kindergarten No. 2" Thumbelina "

city of Khanty-Mansiysk

Target: develop the creative potential of teachers, their competence in the field of ecology; to improve the professional skills of teachers and the effectiveness of their procedural activities, to establish close cooperation between kindergarten teachers.

Preparation for the seminar - workshop:

Choose questions for a business game, make a summary.
Prepare manuals for the organization and conduct of the seminar.
For teachers:

Prepare the section "Guide to the didactic game" in the Guidelines for the program of education and training in kindergarten, ed. V.V. Gerbova, T.S. Komarova.

To prepare a subject-didactic game of ecological content for children of middle and senior preschool age.

Event progress:

Good afternoon, dear colleagues! Today we are holding a seminar - workshop for teachers on the topic: "Ecological bridge"

Let's get to know each other first so we can get to know each other better. (ball in a circle with a performance)

Nature is the most important means of education and development of preschool children. How many discoveries a child makes by communicating with her! Every living being seen by a child is unique. Diverse and natural materials(sand, clay, water, snow, etc.) that children love to play with. Preschoolers communicate with nature at different times of the year - both when fluffy white snow lies around and when gardens bloom. No one didactic material can not be compared with nature in the diversity and strength of the developmental impact on the child.

The influence of nature on the development of the child's personality is associated with the formation of certain knowledge about its objects and phenomena. Therefore, if we talk about the tasks facing the educator, introducing children to nature, then first among them will be the formation in children of an elementary system of knowledge about nature.

Second the task is to develop labor skills and abilities in children.

Third the task is to develop in children a love for nature.

All of the above tasks facing the educator are closely interconnected - it is necessary to consider and solve them as a whole.

So what is ECOLOGY? (answers of teachers)

Ecology is the science of the relationships between plant and animal organisms and the communities they form between themselves and the environment.

In order to form in children the need to communicate with representatives of the animal and plant world, a cognitive interest in them, the ability to see and understand beauty, the need for self-expression in creative activity, conditions are created in the kindergarten where children can replenish their knowledge in conditions of daily free access, realize the need for communication with nature.

Name the elements of the subject-developing environment of the kindergarten used for the environmental education of preschoolers.

You have cards with task number 1, try to emphasize and prioritize the following principles for creating an ecological room in kindergarten (put the most relevant, in your opinion, provision in the first place):

Presence of as many plant and animal species as possible;
The presence of inanimate objects (soil, stones, shells, etc.);
Providing comfortable conditions for all representatives of wildlife, the habitat and care they need;
Safety (lack of dangerous species of animals, insects);
Providing opportunities for children to take care of plants and animals;
Providing opportunities for children to observe wildlife;
Providing opportunities for children to experiment with objects of inanimate nature;

The weather has always interested people. The closer a person was to nature, the more his life depended on rains and droughts, on frosts and thaws.

And although these long-term observations, reflected in signs and riddles, proverbs and sayings, are not all accurate, they can be fully used to familiarize children with nature, folk traditions, and to develop their creative abilities; observations provide an opportunity to experience the joy of discovery, to feel the taste of research work.

Weather forecasting based on folk signs brings up respect for traditions, provides a link between generations.

We offer you a small blitz competition "How plants and animals predict the weather."

We remind you of the beginning of signs of future weather in the behavior of plants and animals, and you finish the line.

- The spider strenuously weaves a web - (to dry weather).

- It's getting warm on the road - (before the rain).

- Swifts, swallows fly low - (rain portends).

- Mice come out from under the litter to the snow - (a day before the thaw).

- The dog rolls on the ground, eats little and sleeps a lot - (to a blizzard).

- When bird cherry blooms - (to cold, frost).

- If the grass is dry in the morning - (expect rain in the evening).

- A lot of juice flows from a birch - (by a rainy summer).

- In the morning, the wood lice blossomed and remained open all day - (for good weather).

- Flowers before the rain - (they smell stronger).

Maybe one of you will remind other signs?

Try to formulate for children the rules of behavior in the forest:

Appendix No. 2 (teachers perform the task)

And now your attention is invited to guess the crossword on the topic "Happy birthday, earth"

1. Someone slowly inflates a red balloon in the morning, and when he releases it from his hands, everything will become light around. (Sun)

2. I am transparent, I am solid, they walk, they ride on me. I do not drown in water, I do not burn in fire. (ice)

3. walked through the sky at night, dimly illuminated the earth. “I’m bored, I’m bored alone, but my name is ...” (moon)

4. runs through the snow, but there is no trace. (driving snow)

5. floor - cakes over the houses, do not get it with your hands. (month)

6. In the morning, the beads sparkled, they sent all the grass with them, and went to look for them in the afternoon - we are looking - we are looking, we will not find. (dew)

7. He will answer a call with a call, a word with the same word. To laughter - will answer with laughter, it is called ... (echo)

8. clean, sunny, mushroom, warm, sonorous. Mischievous. Pulls grass, rye to the sky. Hard worker - summer ... (rain)

9. we all love her when she makes noise, murmurs, splashes, and the cat does not love her - he washes himself with his paw. (water)

10. no matter how much you go along it - everything will run ahead. (shadow)

11. Everyone who passes by will come up, get drunk and gain strength again on the road. (spring)

12. all summer I sit on a branch, and in the fall I circle a yellow butterfly (leaf)

13. The field has become black and white, then rain falls, then snow. And it became cooler, ice bound the waters of the rivers. Fading in the field of winter rye, what a month, tell me. (November)

14. when everything is covered with gray snow and the sun says goodbye to us early? (winter)

15. I bring the harvest, I sow the fields again, I send the birds to the south, I undress the trees, but I do not touch the fir trees and pines. I ... (autumn)

16. white, like milk, everything was clouded around. (fog)

17. the ear is golden, the river is silver. Nature blossomed! What time of year? (summer)

18. our chocolate garden is empty, cobwebs fly into the distance. And cranes stretched to the southern edge of the Earth. The doors of schools were flung open, what came to us in a month? (September)

I propose the following task "Poetry and music in nature"

Poems to music…………

Attention! Musical riddle. Listen to the music and say what bird the music is talking about? (Swan)

I suggest you make a swan in the origami way (teachers complete the task)

"Certificate of Publication" Series A No. 0000686 sent on July 9, 2012. receipt 62502649561268

We invite teachers preschool education Tyumen region, YNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally designed notes and scripts educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

WORKSHOP

Ecological education of children in a corner of nature

Purpose: to develop the creative potential of teachers, their competence in the field of ecology; to improve the professional skills of teachers and the effectiveness of their procedural activities, to establish close cooperation between kindergarten teachers. To intensify the mental and search activity of educators.

Tasks:
To identify the existing knowledge of teachers on environmental education in the corner of nature
The ability to use acquired knowledge in nature in different types activities;
To develop cognitive interest among teachers;
Cultivate love for nature, for your native land.

Workshop outline:

Theoretical part
Environmental training for educators
Warm up. Command name representation. Game "Associations"
Blitz - competition "What do we know about ecology"
Multimedia presentation "Ecological education of children in a corner of nature"

Practical part
Principles of creating an ecological corner.
Creative competition.
Erudite Competition.
Results.

Seminar progress:
Good afternoon, dear colleagues! Today I will conduct a workshop for you on the topic: "Environmental education of children in a corner of nature"

Nature is an inexhaustible source of spiritual enrichment for a child. Children are constantly in one form or another in contact with it. Encounters with nature help children develop realistic knowledge about the world around them. humane attitude to living beings.

To introduce a child into the world of nature, to teach him to understand it, to cultivate a careful attitude towards it - the most important task kindergarten.

During the period of preschool childhood, the child has the first ideas about the world around him, the ability to establish the simplest relationships and patterns about the phenomena of life around him, as well as the ability to independently apply the acquired knowledge in accessible practical activities, is formed.

2. It is proposed to take a figure of the color you like and tell how this color is connected with environmental education - “Associations”. Next, the teachers are divided into four teams. In order to make it convenient to refer to the teams, I propose to consult and come up with a name for the team and present it.

3. "What do we know about ecology?". Questions are asked to each team in turn.

1. What is ecology?

The poster "Ecology is the science of the relationship of plant and animal organisms and the communities they form between themselves and the environment" is exhibited.

2. What does the ecological education of preschoolers mean? (This is an acquaintance of children with nature, which is based on an ecological approach, in which pedagogical process based on fundamental ideas and concepts of ecology.)

3. Why, in your opinion, should they be practiced from preschool age? (Because it is in preschool childhood foundations are being laid right attitude to the surrounding world and value orientations in it.)

4. The role of the teacher in the environmental education of preschoolers?

5. What, in your opinion, should work with parents be carried out here?

(Questioning, parent meetings, "Round tables", consultations, exhibitions of children's and joint work, stands, screens, sliding folders, involving parents in joint work with children on the site and in the corner of nature, various joint actions, etc.)

6. Name the elements of the subject-developing environment of the kindergarten used for the environmental education of preschoolers.

(Participants alternately name: a corner of nature: models and diagrams; visual material; calendar of nature; file cabinets of labor, observations and experiments; laboratory; educational panels; methodical, encyclopedic and fiction; ecological trail; mini-gardens in group rooms and garden-garden on the territory; ecological collections and mini-museums; winter garden; plant passports, etc.).

7. What should be in a corner of nature?
(Plants, animals, birds, fish, equipment for caring for the inhabitants of the corner, food for the inhabitants; calendar of nature; children's drawings.)

8. What methods are used for environmental education of children?
(Visual, practical, verbal.)

9. List the visual methods of environmental education of children.
(Observations; looking at pictures; demonstration of models, films, filmstrips, transparencies.)

10. List the practical methods of environmental education for preschoolers.
(Game; elementary experiments; modeling.)

11. List the verbal methods of environmental education of preschoolers.
(Stories of the teacher and children; reading works of art about nature; conversations)

12. What is the main method used in the environmental education of preschoolers. (Observation.)
Multimedia presentation "Ecological education of children in the corner of nature"

Text for slides

Environmental education is carried out in a preschool institution through the entire pedagogical process - in Everyday life and in the classroom. In the implementation of the tasks of environmental education, the natural environment in kindergarten is of great importance. These are corners of nature in all groups, a properly designed and cultivated area, giving the opportunity for constant direct communication with nature; organizing systematic observations of natural phenomena and objects, involving children in regular work
Environmental education is carried out in a preschool institution through the entire pedagogical process - in everyday life and in the classroom. In the implementation of the tasks of environmental education, the natural environment in kindergarten is of great importance. These are corners of nature in all groups, a properly designed and cultivated area, giving the opportunity for constant direct communication with nature; organizing systematic observations of natural phenomena and objects, involving children in regular work
To fulfill its role, a corner of wildlife in kindergarten must meet the following requirements:

* "less is better, but better", i.e. use a small number of objects, but healthy, well-groomed and beautifully fitting into the interior of the room,

* when organizing a corner of nature, it is imperative to find out the issue of children's allergies to certain plants and animals. If such a problem exists, then you should limit yourself to a common corner of nature, or keep animals in a separate room, or exclude allergenic objects from the group corner,

* selected objects must be beautiful, typical, with pronounced features,

* plants and animals must be safe for children, i.e. not poisonous, without thorns, not aggressive, etc.

The inhabitants of the corner should be unpretentious and accessible in care,

The selection of plants and animals is carried out taking into account age features children.
In the younger groups, when selecting the inhabitants of a corner of nature, they take into account, first of all, the peculiarities of children's perception of objects (kids highlight bright signs and properties), as well as educational tasks. Kids should learn to recognize and name 2-3 plants, their main parts (leaf, stem, flower).
Children of the second younger group are involved in caring for plants: they pour water prepared by an adult (he also determines the dosage), wipe large leathery leaves of plants with a damp cloth. Watching animals, kids learn to recognize them by external bright signs: body parts, movement patterns, sounds made, etc.

The teacher teaches children to observe: to accept a question-task, to focus on the observed object, to use simple exploratory actions, to answer the questions posed during the observation.

In the corner of nature of the younger groups, plants are placed that have clearly defined main parts (stem, leaves) and bloom brightly, profusely and for a long time, such as:

Ordinary (or zonal) geranium,

Fuchsia,

ever blooming begonia,

Balsam ("light"),

Chinese rosan, etc.

Attract the attention of children and plants with variegated leaves,

Aukuba ("golden" or "sausage" tree),

Coleus.
In the second group younger age an aquarium with a fish is placed in a corner of nature. For kids, based on the characteristics of their perception, you need to pick up a brightly colored fish, leading for most of the year active image life, willingly eating food. This is an ordinary goldfish, golden and silver carp. They have a typical shape of freshwater fish, are attractive in color, and are quite mobile.

In the younger groups of the kindergarten, you can keep birds. It is desirable that the bird has a bright plumage, a cheerful disposition, is unpretentious in food, and sings in captivity. For this, a canary is most suitable.

Keeping mammals constantly in the corners of nature of the younger groups is hardly advisable. Mammals, even small ones, require much more attention than other animals (abundant and frequent feeding, daily cleaning of cages, etc.). On the site you can keep a rabbit. A cage with a rabbit, a squirrel or a guinea pig, a hamster is occasionally brought into a group of kids for episodic, short-term observation.
In the middle group, children form the ability to see a variety of properties and qualities of objects and their parts (a variety of shapes, colors, sizes, surface patterns, etc.). Children master more complex methods of comparison, learn to establish differences and similarities of objects, generalize objects according to one or another feature.

The knowledge about plants and animals becomes more complicated. Children more clearly distinguish the features of plants, get acquainted with the conditions necessary for their life. The number of plants that children recognize and name is increasing.

A child of the fifth year of life, getting acquainted with animals, notes the originality of their appearance, structure, movement, method of nutrition; establishes the first connections - the dependence of the nature of movement on the structural features of the limbs.

In the process of caring (together with the teacher) for the inhabitants of the corner, children master simple skills: keep the plant clean, water it properly, wash the drinkers and feeders for animals, and give food. Observing plants and animals, they notice vivid manifestations in the growth and development of plants and animals. They learn to reflect their observations in coherent, accurate speech.

The expansion and complication of program tasks in the middle group requires the replenishment of a corner of nature with new inhabitants. Indoor plants should have different shapes and sizes of leaves, as the guys master new techniques for keeping plants clean: they pour plants with small leaves from a fine-mesh watering can or spray them with spray guns, wipe the leaves with jagged leaves with a wet brush or brush, dry brush - pubescent leaves. At the same time, children learn to establish a care method depending on the nature of the leaves: size, quantity, nature of the surface, their fragility.

In addition to the plants named for the nature corner of the younger groups, aloe or agave (with succulent leaves with jagged edges), rex begonia, asparagus, fragrant geranium (with patterned, pubescent leaves), etc. are placed in the middle group. corner of nature can be up to 6-8 species of plants.
The aquarium contains two types of fish that differ in appearance and habits: sluggish pond crucian carp and nimble, mobile upper flies; varieties of goldfish - veiltail, telescope and at the same time (in another aquarium) fish from local reservoirs. Differences in appearance and habits of these fishes are quite noticeable and can be detected by children during observation. In the corner of nature of the middle group, you can keep the same canaries.

As permanent inhabitants in a corner of nature of the middle group, mammals can also be kept. Children of this age may well master the simple skills of caring for them. So, it is advisable to place a guinea pig and a hamster in a corner that are interesting in their habits. Caring for them is simple, they are friendly, they easily develop reflexes to various signals - time, environment.

10.11. V senior group the formation of skills to observe, compare objects, generalize and classify them according to various criteria continues. The main content of observations is the growth and development of plants and animals, their changes in seasons. Children should know that plants need light, moisture, warmth, soil nutrition for their growth; Different plants need different amounts of light and moisture.

Children continue to get acquainted with plants, with the features of their external structure: not only with a variety of leaves, but also with stems and flowers. The ability to determine the way to care for plants, depending on the nature of the leaves and stems (the way to keep the plant clean) is consolidated.

The content of cognitive tasks about plants includes knowledge about some methods of their vegetative propagation, in particular, stem cuttings. All this requires replenishing the corner of nature with new plants: with a variety of stems (curly, creeping or modifications of erect stems) that have bulbs, corms, etc. These can be 2-3 types of tradescantia, indoor grapes, climbing ivy, ficus, aloe, zygocactus, epiphyllum, cyclamen, primrose, amaryllis, clivia, etc. They have leaves, stems, flowers of various shapes and nature, they have different needs for light and moisture.

12.13. When selecting animals for the nature corner of older children, it is necessary to take into account the main program task - to ensure the formation of initial knowledge about the features of animal adaptation to environmental conditions.

In aquariums, it is good to keep heat-loving viviparous and spawning fish - guppies, swordtails, angelfish, etc. Watching the loach will also be of no less interest to children. This small fish of local reservoirs is a kind of barometer: before the onset of inclement weather, it increases its physical activity.

Of the birds, preference should be given to those that breed offspring in captivity - canaries, budgerigars. The growth and development of chicks, the care of adult birds for their offspring are the most valuable material for observation. At the same time, one should not forget that children have a feeling of especially careful and patronizing attitude towards cubs, and caring for helpless, growing chicks is a source of kind and humane feelings, a careful and caring attitude towards all living things.

It is good to place a turtle (any kind) in the corner of the nature of the older group. Usually this animal falls into a short hibernation in winter. If the turtle lives in a corner for several years, then there may not be hibernation, then during this period the turtle becomes lethargic, reluctant to take food. (Only older preschoolers can understand the reason for this condition and create appropriate conditions for the life of an animal.)

Diverse and selection of mammals. In addition to the guinea pig and the hamster, there may be a squirrel. The squirrel, to a greater extent than other mammals in the corners of nature, changes its lifestyle according to the seasons. In autumn, the squirrel often hides leftover food in its pantry, in winter it is less mobile, in addition, it molts twice a year. These changes are related to the living conditions of animals in nature, which older preschoolers should be aware of.

14-18. In every corner of nature, the kindergarten should have its own weather calendar. Acquaintance with the phenomena of nature begins in the younger preschool age. Maintaining weather calendars is of great importance for the environmental education of children. For a child who is just beginning to understand the world changes in nature are of great interest. One of the most available ways to understand the surrounding reality - to observe it.
The corner of duty officers in the corner of nature can be separate or common for all types of duty.
To care for plants, inventory is required: watering cans. brushes, rags, sticks for loosening the earth. It is located in the corner for duty officers, where the aprons that are worn during work are stored. All working tools should have their place, lie on the shelf in a certain order.
The presence of a mini-laboratory is the basis for the child’s specific play activities, children turn into scientists, conduct experiments, observations, experiments such as: what kind of water is, water is a solvent, is it possible to glue paper with water, sinks - does not sink, sand country, tricks with magnets, why ships don't sink, why objects move

22. In the younger group there should be a corner for playing with sand: sand, molds, cups, plates.

23. PELARGONIA

Homeland - South Africa.

In nature, there are about 280 species.

The flowers are collected in umbrella inflorescences.

Pelargonium is photophilous and needs direct sunlight.

Watering is moderate, very small in winter.

Transplantation - annually in March, while cutting the shoots so that 3-4 buds remain on each.
In the older group, there may be a plant care scheme.
Making a corner of nature with your own hands is a painstaking work that requires certain knowledge, diligence, and most importantly a great desire to instill in the children good feelings, responsiveness, attentiveness and a sensitive attitude towards all living things.

5. Do you have cards with a task?
Presence of as many plant and animal species as possible;
The presence of inanimate objects (soil, stones, shells, etc.);
Providing comfortable conditions for all representatives of wildlife, the habitat and care they need;
Safety (lack of dangerous species of animals, insects);
Providing opportunities for children to take care of plants and animals;
Providing opportunities for children to observe wildlife;
Providing opportunities for children to experiment with objects of inanimate nature;

(teachers do the task)

6. "Creative"

Educator is a creative profession. And what is creativity without fantasy and fiction. The next task is creative. Each team needs to come up with a fragment of a lesson for a teacher-defectologist, a teacher-psychologist, music and physical education, related to environmental education. (Work in groups)
"Erudiment Competition"

7.1. Name children's writers who wrote about nature.

V. Bianchi, M. Prishvin, E. Seton-Thompson, K. Chukovsky, S. Marshak, S. Mikhalkov, A. Barto, N. Sladkov, L. Tolstoy, K. Paustovsky, G. Snegirev, A. S. Pushkin and others.

7.2 "Riddles - illustrations." Reproductions of paintings by famous artists help to perceive the beauty of nature. In this task you will be able to show your knowledge. (Educators are offered reproductions of paintings by famous artists who painted landscapes. It is necessary to determine the author and title of the work)

I. I. Shishkin "Rye";

I. I. Levitan "Golden Autumn";

A. K. Savrasov "The Rooks Have Arrived";

I. I. Shishkin "Morning in a pine forest";

I. K. Aivazovsky "The Ninth Wave";

N. K. Roerich “Kanchenzona. Himalayas".

8. Summing up.

On this, our seminar - workshop came to an end, I hope that it was interesting and useful for you. You refreshed everything about environmental education. And in the end, I propose to conduct a test "What should be a corner of nature in a group." I wish you success in your work on ecology. Thank you again.

Pedagogical workshop

"From the ecology of nature to the ecology of the soul"

Content:

Blitz training:

Exercise-greeting "Alliteration of the name"

Communication of the rules of work.

Exercise-association "Ecological tree"

Psychological exercise "Nature = man"

Relaxation game "Little secrets of nature" ("It's interesting to know")

Comic game "Endings of snag" or "Tell me a word"

Reflection.

Event progress:

The issue of environmental education has always been and remains relevant today. Teach children with early age to love, protect and protect nature is the main task of the teacher. And in order to instill this knowledge and, most importantly, to interest the child, the teacher himself needs to know a lot and be able to present everything correctly. And therefore, today, in our pedagogical workshop, I want to touch on the topic of environmental education: play, reflect on this issue and present you my author's work.

And to achieve the best results, I suggest following three main rules:be active, listen carefully and respect the opinions of others. Do you agree?

First, let's get to know each other better. But our acquaintance will be unusual. Each of you must come up with an adjective for your name that begins with the same letter as his name.

Let's start with ourselves: "My name is charming Oksana, and you?"

Participants introduce themselves.

It's very nice to meet you. I think that this game, for team building, you can also apply in your practice.

2) So, we are opening our pedagogical workshop "From the ecology of nature to the ecology of the soul."

Ecological tree exercise

With the onset of spring, when nature around comes to life, we understand much more how important the ecology of nature is, how important it is to convey to children, our future generation, that the ecology of nature and man are interconnected.

Today I want to invite you to help bloomour ecological tree. Each of you has stickers-flowers and stickers-rays on the tables. On flowers, you need to write associations to the word "ecology", voice it and attach it to a tree.(nature purity animals air earth forest human plants water planet life security home environment)

But without the sun, its sunbeams, the tree will wither. Therefore, those who have ray stickers will write forms of work with children on environmental education on them.. ( Classes, excursions. KVN, quizzes, contests, problem situations, exhibitions, expositions, holidays, didactic games, observation, search and research work, ecological trail, practical activities in nature; environmental stories)

Working with an ecological tree.

Preschoolers can replace association words with pictures, from which children choose the necessary ones.

Our ecological tree has blossomed. And with the help of these sun rays, various forms of work that we will direct, the ecology of our planet will remain blooming for more than one year.

3 ) Exercise "Nature = man"

How can you make your child understand this? To do this, I want to invite you to compare yourself with any natural object and answer the questions: “If you became this object, what gender, age, would you be? You can name his name, character or hobbies.

I suggest that each table choose one natural object and voice it.

- If a person takes home, how will you feel?

- If they close it in a cage, will you like it or not?

- What will you experience if your branch is broken?

- If you are thrown ashore, and people throw you back into the water, will you be grateful to them?

- How will you treat people if they feed you?

Cards with images of natural objects are on the tables.

- Thus, comparing himself with someone or something, having entered the image, the child understands that nature, like a person, lives, grows, breathes, gets sick, experiences emotions, that nature is a person.

Nature, like every person, also has its own little secrets that we do not know. I invite you to answer the questions and reveal some of them.And for each correct answer, I want to give you a little spring gift.So I look forward to your active participation.

1. Which snow melts faster, dirty or clean, and why? (Dirty, because the sun burns more to the dark.)

2. Why birch leaves are sticky? (Resinous substances protect leaves from frost.)

3. Why can not fly agaric be destroyed?(The red fly agaric serves as medicine for moose.)

4. Why do birds have a tail?(With the help of the tail, the bird controls the flight, like a steering wheel.)

5. Why is June called the month of silence?(Birds sit on nests, incubate chicks.)

6. Which insect has ears on its feet?(At the grasshopper.)

7. What is the cleanest animal?(cat.)
8. Which bird has the longest tongue?(At the woodpecker)

9. Who are called leaf fallers? (Hares born in autumn)

10. What does a toad eat in winter?(does not eat anything, she sleeps)

11. What is the thinnest thread in nature?(Web)

12. What grass do cats like?(Valerian)

13. Forest rooster. (Capercaillie)

14. Grass from 99 diseases.(St. John's wort)

15. What kind of hunting is allowed in the forest at any time of the year?(Photo hunting)

16. Why is the Red Book called red and not green?(Red color -

danger signal)

17. Why does a squirrel need a long and fluffy tail?(For "flights". During jumps, it serves as a kind of parachute-wing. In addition, the tail is a rudder that helps to change the direction of flight if necessary.)

18. Whose tongue is longer than the body?(for a chameleon)

I hope that today for you, at least a little, some little secrets of nature have been revealed. You actively participated in this task, but let's present these flowers to the rest of our participants to create a spring mood.

5 ) And now I want to invite you to relax a little and play a comic the game "Ending-snakes" or in another way to call "Add a word."

I read a poem, and you quickly answer:

1. Any girl knows that a carrot ....... (blue, orange).

2. Everything is dressed in white snow, which means that it is coming .... (summer Winter).

3. At night, each window weakly illuminates ... .. (sun, moon).

4. Maple leaves flew around, it became by autumn .... (green, naked).

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

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

7. On a pine tree, like a drum, he pounded in the forest .... (ram, woodpecker).

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

9. As soon as the light of the day went out, zaahala in the dark .... (rooster, owl).

10. Down from the palm tree, onto the palm tree again, deftly jumping .... (cow, monkey).

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

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

This game is aimed at the development of children, first of all, attention and, of course, a little relaxing. And we continue.

6) In our activities, each of us, for more effective assimilation of the material, tries to apply interesting, interactive, innovative forms of work. Today I want to give you minethe author's presentation of the game-simulator on environmental education "Sorceress-Water".

I made this presentation to consolidate the material about water in the senior group. So let's start. And I also expect active participation from you.

Presentation

Title page"Sorceress-Water"

Today a droplet flew to visit us. She loves to travel and has traveled all over the world. Do you know the name of our planet?

During the trip, the droplet saw that there are a lot of things on Earth ... and guess what:Lives in seas and rivers

But often it flies through the sky.

And she gets bored of flying

Falls to the ground again. (Water)

Do you know where water lives on our planet? Let's tell, and a drop will show us(air, water, soil, ground)

We all know that water is the main source of life on Earth. Let's think about what might happen if the water disappears.

And our drop, of course, will tell us.

Drought

Reservoirs will disappear

Fires will become more frequent

Plants will wither, there will be no harvest

Animals will be left without water

The fish will die

Let's think about whether a person needs water and why?

Drink

Bathe

Wash

cook eat

Wash the dishes

Take away

- Look and tell me, did our droplet show everything correctly?

9. And who else, besides a person, needs water?

Animals, plants, fish, birds, insects.

We all understand that without water it is very bad, but what do you think, can water harm and how?

And a drop is in a hurry to help.

Downpour, flood, you can drown in water, hail, snowfall, icicles, fog.

You know that water is a real magician. She can transform, change her state. What states of water do you know?(liquid, solid, gaseous)

Our funny droplet wants to play with you. Look carefully at the pictures and tell me where the droplet hid?

Well done, let's play some more, be careful.

And one last time. One, two, three, look for a drop!

Look, it's raining on our lawn. Do you know why the water does not run out? (there is a water cycle in nature)

Today I want to invite you to voice the fairy tale that a drop has prepared for us.

(I want to note that the guys in the previous lessons listened to this fairy tale performed by the teacher)

One little cheerful drop lived with her sisters in a small forest lake. They lived together and happily.

Once the sun warmed up and the moisture from the surface of the lake began to evaporate and rise up. The droplet broke away from its sisters and rushed up. She turned into water vapor and was high in the sky.

There the droplet met other similar droplets. They formed a cloud. The sun baked and baked, and the droplets kept coming and coming. The cloud grew considerably and darkened. It became a cloud.

It's very cold up there in the sky. And droplets to keep warm began to cling to each other. They again turned from water vapor into water, became heavy and fell to the ground in the form of rain.

Our droplet fell into a small stream, which picked it up and carried it merrily murmuring to the forest lake, into which it flowed.

And at the end of the presentation, I just want to say:

Save water!

Do not wash, do not drink without water!

The leaf will not bloom without water!

Can't live without water

Bird, beast and man

And so always

Everyone needs water everywhere!

- Summing up, I want to say that without visual material, work with children will not be as effective.

7) This concludes our teaching workshop.

And in work I want to wish you -
Ideas, enthusiasm and fire.

I hope you have learned something new for yourself. And how interesting and informative it was for you today, I propose to evaluate with the help of stickers on our board.