Nadezhda Titkova
Summary of GCD in senior group on the topic "Live and Not Live nature»

Summary of GCD in the senior group on the topic: « Living and inanimate nature» .

Prepared by teacher Titkova N.N.

Target: Improving children's knowledge about living and inanimate nature.

Tasks:

- Remember the concept: "Water cycle in nature»

Practice distinguishing concepts « nature» And "Not nature» .

Practice naming and classifying objects using "alive" And « non-living»

Activate the vocabulary of adjectives and strengthen the ability to coordinate

adjectives with nouns.

Strengthen the ability to arrange pictures and carefully paste them onto a collage.

Practice jumping in place, walking between objects and crawling under arches.

Bring up careful attitude To nature.

Vocabulary work: activation of words – nature, live, inanimate, water, sun, air, adjectives-definitions; a new concept - the water cycle in nature.

Material: Pictures - « Nature is not nature» , “Living is not living”, water, sun; collage with image inanimate; pictures of living nature.

Progress of the lesson:

1. The teacher brings in artificial flowers.

Children, I would like to plant these flowers in our group.

Do you think they will grow if I plant them in the ground?

(not alive, will not give roots, will not grow).

Flowers are made by man. All objects made by human hands are not classified as nature.

Do you know what is nature?

(children's answers).

Nature- this is the world around us, more precisely, that part of it that is not created by human hands. This is the sun, water, air, sky, animals, insects, plants and humans, as part nature.

Slide show “What’s extra?”- Mushroom, carrot, cloud, ball.

Mushroom, carrot, cloud, ball. What's extra? Why is the ball extra?

(all objects refer to nature, and the ball is made by a man).

2. Nature can be living or inanimate. How to treat the living nature?

(plants, animals, insects, flowers, humans).

What breathes, eats, grows, develops - everything is living nature.

What applies to inanimate nature?

(wind, snow, water, air, sun, sand, earth).

Slide “What’s extra?”- Rook, flower, goat, moon.

What's extra? Why is the moon extra?

(Rook, flower and goat are living objects, and the moon is inanimate)

3. - Can planet Earth exist without inanimate nature? Why?

(all living things need water, air, solar heat to grow).

Slide: "Water"

There will be no water on Earth, there will be no life. Water is necessary condition for life. Imagine that you come to the shore of a pond.

"The water cycle".

Many, many droplets play and frolic in the water. The sun is shining brightly and it's hot. And the friend droplets begin to separate one by one and rise into the air. That is, evaporation occurs. High above the ground the air becomes colder. And the droplets come together again. This is how clouds are made. The wind drives them to the ground. The clouds become dark and heavy. It's raining from them. And rain is small droplets of water. Under the ground, small droplets collect into underground streams. Streams flow into reservoirs. The water supply on Earth is constantly replenished. From earth to heaven, from heaven to earth. This process is called the water cycle nature, from the word "circle", that is, the water moves in a circle. (Speaking in chorus)

4 Physical exercise “The droplets are going around in circles”

Let's turn into droplets and play in their circular journey. I am Mother Tuchka, and you are droplet children. It's time for you to hit the road (children move around the hall to the soundtrack of rain). Droplets flew to the ground (light jumping in place). They got bored of flying alone. They gathered together and flowed in small cheerful streams. Streams met and became a big river (walking one after another between objects). Droplets float in big river. (crawling under an arc) The river flowed and flowed and ended up in the ocean. Children form a circle. The little ones remembered that Tuchka’s mother told them to return home. And then the sun just warmed up. The droplets became light and stretched upward. They evaporated under the rays of the sun and returned clean and cheerful to mother Tuchka.

What is the circular journey of a droplet called? (The water cycle)

Educator: Now let’s rest a little.

They fly without wings

They run without legs

They sail without sails. (Clouds)

In rich clothes,

I am blind myself,

Lives without a window

Haven't seen the sun. (Mole)

Parents and children have all their clothes made of coins. (Fish)

Not water, not land:

You can't sail away on a boat,

And you can't walk with your feet. (Swamp)

On a green cord, white bells. (Lilies of the valley)

White peas on a green stem. (Lilies of the valley)

I live under the very roof,

It's scary to even look down.

I could be taller

If only there were roofs there. (Icicle)

It flies and howls, it sits and digs the ground. (Bug)

I always fall in the morning

Not a raindrop, not a star -

And sparkles in the burdocks

On the edges and meadows. (Dew)

Lives in seas and rivers,

But it often flies across the sky.

How will she get bored of flying?

It falls to the ground again. (Water)

He's in his forest chamber

Wears a colorful robe.

He heals trees

He knocks and it’s easier. (Woodpecker)

Zarya-zaryanitsa, red maiden,

I was walking across the field and lost my keys.

I saw the moon but didn’t pick it up,

The sun saw it and picked it up. (Stars)

Jugs and saucers do not sink or break. (Water lilies)

Sir, not a wolf,

Long-eared, but not a hare,

With hooves, but not a horse. (Donkey)

They look very wonderful!

Dad has wavy curls,

And mom walks around with her hair cut,

What is she offended by? (A lion)

She grew up and grew a tail,

She wore a dark dress.

She grew up and became green,

I swapped the tail for oars. (Frog)

I catch bugs all day

I eat bugs, worms,

I’m not leaving for the winter,

I live under the eaves. (Sparrow) 5. The sun, air and water are ours best friends, without them the existence of all life on Earth is impossible.

"Water"- What kind of water? (clean, cold, transparent, warm, etc.)

There is no life on Earth for all living things without the sun.

"Sun"- What sun? (radiant, round, yellow, warm, etc.)

"Air"- What is the ball filled with? (by air)

What kind of air? (cold, clean, transparent, warm, etc.)

Air is necessary for all living things.

How do we care about nature? (we water the flowers, don’t break the branches, feed the birds, etc.)

Children, today in class we learned a lot of interesting things, right?

Children: Yes!

Publications on the topic:

Synopsis “What is living nature?” Abstract of continuous educational activities according to FEEP with children of the preparatory school group

Nature and man-made world: didactic games for children, cards for downloading. educational video for children about living and inanimate nature.

Nature and the man-made world: a didactic game for children

From this article you will learn how to introduce your baby to the world around him, how to explain what living and inanimate nature is, what the man-made world is and how they differ, what educational and educational games will help you.

Today I am pleased to introduce another reader of the “Native Path” site and a participant in the competition. She is not only a mother of many children, but also a student at a pedagogical college and a kindergarten teacher by profession. Marina has prepared a game for readers of “Native Path” to familiarize children with the world around them.

I give the floor to Marina: “My name is Smirnova Marina Anatolyevna. I’ve been on the “Native Path” website for a short time—about a year. I live in the village. Chastoozerye. I have three children, a 4th year student at a pedagogical college. Work in kindergarten teacher I’m interested in beadwork, drawing (both with pencils and paints), plasticineography, modular origami, sewing simple felt toys for activities, making various crafts, etc. I recently started making educational games for children.” And today Marina Anatolyevna shares with us two games and cards for them.

The natural world and the man-made world. Living and inanimate nature

In didactic games, children not only clarify their ideas about the world around them and the need to take care of it, but also develop: coherent speech, cognitive interest, the ability to analyze, compare, generalize, group objects, and children’s attention.

In didactic games, children learn that the objects around them are different.

Some objects are made by man (the man-made world), while other objects are created by nature (the natural world).

The natural world is also very diverse. There is living nature, and there is inanimate nature.

To the natural world include stars and the Moon, forests and mountains, grass and trees, birds and insects. These are those objects that exist outside of man; he did not make them with his own hands or with the help of machines and tools.

• To inanimate nature include snow and sand, a ray of sun and stones, clay and mountains, rivers and seas.
• Towards living nature include plants, fungi, animals and microorganisms.

To the man-made world include our clothes and shoes, houses and vehicles, tools and hats and much more, shops and other buildings around us, stadiums and roads.

How to explain to children how the natural world differs from the man-made world and how living and inanimate nature differ from each other?

It is very well explained to children what nature is and how living and inanimate nature differ in my favorite program for children about the world around us, “Shishkina School. Natural History". Watch this educational and fun program for kids with your children. Play the game with its characters, discuss their answers and mistakes.

What kingdoms does the natural world consist of?

Children will learn about this from the program“Shishkina School” on the topic “Kingdoms of Nature”, and together with the animal heroes of the program, they will guess riddles about the inhabitants of these kingdoms

And now that your baby has learned what nature is, how to distinguish the natural world from the man-made world, how to distinguish living and inanimate nature, let's play didactic game and consolidate and clarify children’s ideas about the world around them. And Marina’s games and cards will help us with this.

Didactic game 1. “Living and inanimate nature”

Material for the game

• Pictures depicting objects of living and inanimate nature (planet earth, duckling, forest, butterfly, mushroom, mountains, etc.)
• Red and green cards (for each child)
• Two dolls or other toys.

Progress of the game

Create a play situation with toys. Two toys (dolls) quarreled and cannot separate the pictures. Ask the children: “How can we reconcile our dolls? How can you share these pictures between Katya and Masha?” Children discuss how they can help their toys.

Draw the children's attention to the cards - hints, remember what they mean. The duckling is the world of living nature. And mountains are a world of inanimate nature. The child helps the dolls divide the pictures correctly.

• You can give pictures to dolls, for example, give cards to Masha doll with images of living nature, and give cards to Katya doll with images of inanimate nature.
• Or you can enter conditional icons. The duckling card is green and the mountain card is red. Invite the children to cover the pictures depicting living nature with green squares (like the duckling), and cover the pictures depicting inanimate nature with red cards (like the “mountains” card).
• If the game is played with a group of children, then the adult gives each child a set of pictures and red and green cards for laying them out.

The children’s task is to correctly divide all the pictures into two groups.

Doll Masha and Katya each take their pictures and thank the children for their help, praising them for being very quick-witted and inquisitive.

Download pictures for the game “Living and Nonliving”

Didactic game 2. Nature and the man-made world

In this game, children will learn to distinguish objects of the natural world from objects made by human hands, classify pictures, reason and draw conclusions, and describe objects.

Materials for the game

For the game you will need pictures depicting objects of the natural and man-made world (anthill, mirror, bell flower; electric lamp, etc.).

Progress of the game

A group of children is playing. You can also play in pairs “adult and child”.

Each child receives from an adult a set of pictures depicting various objects of the man-made world. An adult shows a picture of a natural object.

For example, an anthill is the home of ants. Children look among their pictures for objects of the man-made world that look like an anthill. For example, a pair for an anthill can be a modern house, a birdhouse, a stable, or a poultry house, made by human hands. Or perhaps your child will find another pair and be able to prove that it is suitable, because... similar to the original picture in some way.

You need to not only guess and find the right picture, but also prove that this picture matches the picture shown to adults.

Examples of such pairs in cards for the game:

• bell flower ( natural world) - bell (man-made world),
• the sun is a light bulb,
• hedgehog - metal brush - comb with long teeth,
• live butterfly - a butterfly for a festive costume,
• planet Earth - toy ball,
• cobweb - fishing nets,
• swallow with wings - airplane with wings,
• cancer claws - pincers as a human tool,
• snowflake and snowflake - lace napkin,
• A living mouse is a computer mouse.

Abstract open class

By cognitive development

in the pre-school group.

Topic: “Living and inanimate nature.”

Educator:

Litvinenko E.V.

April 2016

Form: TV tour .

Goals : consolidate children’s knowledge about living and inanimate nature and the ability to distinguish between living and inanimate objects; to form in the child an idea of ​​the inextricable connection between living and inanimate nature; consolidate and clarify children’s knowledge acquired over the period school year; develop children’s speech, ability to answer questions, give reasons for their answers; continue to develop knowledge about the norms and rules of behavior in nature (to cultivate a caring attitude towards nature); expand the range of cognitive interests of children, create new ways cognitive activity.

Methods of stimulation and motivation : asking a riddle, generalizing conversation, clarification, explanation, clarification, encouragement, pedagogical assessment.

Methods of organizing the educational and cognitive process: game character, demonstration, TSO, educational demonstration, observation.

Practical methods : method of collective tasks, modeling.

Dictionary – (active) living nature, inanimate nature, purity, kindness, truthfulness, hard work, protection, animal world, vegetable world, herbivores, rodents, predators, taiga, animals of the north, animals of hot countries (passive), develops, reproduces, feeds, changes, breathes.

Equipment : TSO – tape recorder.

Demo material: 3 rectangles (green, blue, red, indicating natural areas; cards with images of animals and birds (crossbill, tiger, lynx, elk, squirrel, fox, beaver, wild boar, hare, hedgehog, Brown bear, woodpecker, sable, camel, scorpion, snake, lizard, owl, walrus, seal, deer, polar owl, bear, arctic fox, giraffe, lion, rhinoceros, zebra, elephant.); cubes with images (squirrels, Christmas trees, earth, air, sun, water).

Handout: for each child a plate with cards (green-red), a picture-object of nature; a piece of chalk and two glasses, one with water, PVA glue, oilcloth, napkin.

Preliminary work : cycle educational activities By natural areas: “Taiga and forest”, “Desert”, “ Warm countries", "Glacial zone, tundra"; general familiarity with the concepts: “Living nature”, “Inanimate nature”; games and exercises to acquire skills: for the classification of animals, plants, birds, for the ability to distinguish between living and inanimate objects, for the development logical thinking, memory.Reading the poem "Living Primer".

Progress of the lesson:

I . Motivational and incentive:

Let's stand side by side, in a circle,

Let's say: "Hello!" each other.

We are too lazy to say hello:

Hi all!" and “Good afternoon!”;

If everyone smiles -

Good morning will begin.

GOOD MORNING! (addressing guests)

Educator : (Riddle - child)

Look my dear friend,

What's around?

The sky is light blue,

The golden sun is shining,

The wind plays with the leaves,

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests,

Thunder, fog and dew.

Man and season

It's all around... (nature).

Question: What is nature?

Children : Nature is something that exists independently of man (i.e., without the help of man).

Vos-l: What cannot be called nature?

Children: Something made by human hands.

Vos-l: That's right, this is already called a man-made world.(sat down at the tables)

D/game: “Nature can be different.” (work in pairs with cards)

(The teacher names objects of living and inanimate nature.

A living object is a green card, a non-living object is a red card. At the end of the game I call it “airplane”. Is there an airplane in nature? Children express their opinions.)

Vos-l: Man often comes up with things that are similar to nature.

D/game: “What does it look like.” For example: a helicopter looks like a dragonfly, Submarine for a whale, an umbrella for a mushroom, a bridge for a rainbow, a fan for the wind, a carpet for the grass, a shower for the rain, an airplane for a bird, a light bulb for the sun, a musical bell for the bell flower, etc.

Vos-l: Nature exists independently of humans.

Look at your tables, you will see pieces of chalk and cups on them - one empty, the other with water.

Take the chalk and break it. What happened to the chalk? Has he stopped being chalk or not?

That's right, chalk remained chalk, only its pieces became smaller.

Take a glass of water and pour some of the water into another glass. What happened to the water, did it cease to be water?

That's right, the water remained water, only there was less of it in the cups.

Vos-l: -What will happen to a butterfly, beetle, flower, tree, bird, animal if we divide them into parts?

Children : They will die.

Voss: - How do you see the difference between living nature and inanimate nature? (*Wildlife: breathes, grows, eats, moves, develops, reproduces, changes, dies)

II. Vos-l: Continuing the conversationabout nature, I invite you to go to television and visit several television programs, as well as be participants in these programs.

Physical education lesson “We are drivers.”

We're going, we're not going in a car,

We press the pedal.

Switching speeds

We look intently into the distance.

The wipers clear away the drops

Right left. Purity!

The wind ruffles my hair.

We are drivers anywhere!

Program: "Smart Men and Women" . (the intro melody of this program is played).

Voss: - So we ended up on the “Smart Men and Women” program.

- The rules of this program are as follows: you need to answer very quickly and clearly and in complete sentences.

1. How should you behave in the forest?

2. Name deciduous tree with white bark?

3. What does “legs feed the wolf” mean?

4. Where does the snow begin to melt earlier - in the forest or in the city?

5. Is it easier for a hare to run uphill or downhill?

6. Why should you not touch the eggs in the nest?

7. What is more terrible for birds – hunger or cold?

8. Most of the territory of our planetEarth, Is it water or land?

9. Name living and inanimate nature?

Vos-l : - I’m pleased with you, you are real smart and clever.

And now we are going to another TV show.

The intro for the program “In the Animal World” plays.

Here we are on the program : "In the animal world".

Vos-l: You and I know how diverse the animal and plant world is.

- Please tell me how animals differ from each other? (coat color, size, nutrition, habits, habitat).

- How are plants different? (color, shape, structure (structure), place of growth).

- How can you divide animals according to how they eat? (herbivores, rodents, predators).

D/i: “Who lives where?”

And now guys, we have this task. You need to go to the tables and lay out pictures of animals and birds according to their habitat. (Green circle – taiga and forest, blue circle – glacial zone and tundra,red circle - desert and steppes, warm countries).

(Children must prove the correctness of their actions).

Do you think animals from hot countries, for example, a giraffe, can live in our forests? Or a brown bear in Africa? Why?(Because each animal is accustomed to the climate where it lives and to the vegetation it eats).

(The intro for the program “Travellers Club” plays)

Program: "Travelers' club"

Vos: Now we will be visiting the program “Travelers Club”.

- You will find out who we are going to talk about today by the riddle.

Red, but not a fox. Small, but not a cat.

Jumps, but not a hare. Lives in a hollow, but is not an owl. (Squirrel)

- Find a cube with a picture of a squirrel. Where does the squirrel live? (In the forest, in a hollow).

- On what trees does the squirrel find its home? (Find a cube with a picture of a Christmas tree(pine trees) and place the squirrels under the cube).

- And for these trees to grow, what is necessary for their growth? (Earth, sun, air, water).

- Find the cubes with these images and determine the place in this pyramid.

- We have compiled a pyramid in which it is clear that living nature is interconnected with inanimate nature.

RESULT: So what can we conclude from looking at this pyramid? (Everything in nature is interconnected: people, plants, animals, soil, air and water. Everything is in inextricable unity - living nature cannot do without inanimate nature and vice versa .)

Vos-l: All nature can be divided into two huge world: the world of living nature, the world of inanimate nature.

D/game: “Living and inanimate nature” .

You have pictures on your plates, look at them. The board is divided into two parts.Exercise : place objects of living nature on the left, and objects of inanimate nature on the right.

Vos-l: (You named objects of living and inanimate nature.)

- What kind of objects do you think a person relates to? (showing a picture)

- Prove that man relates to living nature.

Children : A person is born, breathes, moves, grows, eats (feeds), reproduces, dies (I add a picture to objects of living nature)

Vos-l: What does a person need for growth and development?

Children: Warmth - food - water - air - love of loved ones.

Vos-l: Do you think nature can exist without humans? (Maybe)

What about a person without nature? (no, why? Prove it.

Children: Man is part of nature. Without nature, he is doomed to death (nature gives him food, warmth, air, water).

- What will happen if there is no air?

Vos-l: How does a person differ from other natural objects?

Children: A person can think, reason,

Vos-l: Man is a thinking, rational being. He learned a lot from nature. He is smarter than everyone else on Earth, and therefore stronger than everyone else!

Voss: Guys, does nature teach us something? Why? (truthfulness, purity, kindness, justice, patience, work, friendship). Nature teaches a person how he should behave in a given situation.Therefore, you and I must protect and preserve nature!

Application: “Take care of nature” (music “On the road to goodness”)

Vos-l: And at the end of our conversation, I invite you to now plunge into the world of nature. Walk over and sit on the carpet. Let's close our eyes, imagine that we are in the forest and listen to music - nature.

"Autotraining"( D. Lolviy “Lonely Shepherd” - music of nature)

(They opened their eyes. They stood up quietly.)

Vos-l: You good mood? Pass it on to your friends:

The lesson is summarized:

Where have we been today? (On television, as a guest on TV shows: “Smart Men and Women”; “In the Animal World”; “Travelers Club”.)

What did we talk about today?

(About living and inanimate nature, about the fact that everything in nature is interconnected.

The rules of behavior in nature were established. We played games: “Nature can be different”; “What does it look like?”; "Who lives where?"; "Living and inanimate nature."

Thanks everyone for your work.

Autotraining. (D. Lolviy “Lonely Shepherd” - melody of nature)

And at the end of our conversation, I invite you to now plunge into the world of nature. Walk over and sit on the carpet. Let's close our eyes, imagine that we are in the forest and listen to music.

The sun shines brightly,

Light breeze blowing,

I breathe it in pure

Fresh air.

The grasses are swaying,

Smells aroma forest berries and flowers

Birds proudly circle above me.

I feel good and pleased.

I want to live in peace with nature.

I will be a friend and conservationist.

Relax, you feel it

How the positive energy of the forest flows into you.

You have become cheerful, healthy, fatigue has passed.

(They opened their eyes. They stood up.)

Standing in a circle:

Are you in a good mood? Pass it on to your friends:

touch each other with your fists

touch each other's elbows

touch each other with your palms

D/game: “What does it look like?”

airplane - bird

mushroom - umbrella

lamp - sun

parachute - dandelion

helicopter - dragonfly

submarine - whale

bridge - rainbow

musical bell - flower bell

shower - rain

fan - wind

needle - hedgehog needles

carpet - grass

floor - earth (soil), etc.

Subject.“What is living and inanimate nature.”

Tasks. Teach children to distinguish living objects from inanimate objects, as well as natural objects from artificial; expand children’s understanding of living and inanimate nature, show their interconnection; encourage and support children's activity and initiative in cognitive activities; lay the foundations for a careful and caring attitude towards the world around us.

Material. 2 easels with pictures depicting objects of living and inanimate nature; results of an experiment with germination of oat seeds (“little men”); summer sketches of the growth and development of marigolds; “ecological traffic light” from the demonstration material “Ecology Lessons”; a collection of stones, the sequence of human development (from baby to old man), a recording of birdsong.

Literature. Bondarenko T.M. " Environmental activities with children 6-7 years old."

- Guys, we have guests today. Let's say hello and give them a smile. And now all attention is on me. Listen to the poem.

Here is a huge house on Earth

Under the roof is blue.

The sun, rain and thunder live in it,

Forest and sea surf

The cheerful sound of the stream.

You live in that bright house

And all your friends.

Wherever the roads lead

You will always be in it

The nature of our native Earth

This house is called.

Children, today we will talk about nature.

What do you think the word nature means? (Children’s answers and reasoning. In case of difficulty, I explain: we went to nature, what we saw around us, what we heard).

Nature is something that can exist without human help. (Children repeat).

The entire nature of our planet Earth can be divided into two huge worlds: the world of living and the world of inanimate nature. (I point to the corresponding easel).

All plants, animals, fish, birds, insects, inhabitants depths of the sea, mosses, lichens are living nature. They (I place the modules on a magnetic board) move (legs), eat (mouth), breathe (nose), reproduce (egg - chicken), grow (chick - hen).

Inanimate nature is air, light, sun, sky, earth underfoot (soil), sand, clay, stones, snow, rainbow, water.

I take a collection of stones and check them based on living modules: do they move? Are they eating? etc.

Two weeks ago we made two of these little men.

What did we do with this little man? (watered, fed, he was warm).

What did they do with this little man? (nothing, they just put it in the closet).

Children, what does it take for living nature to live? (Light, warmth, water, food, care, care and love of others).

Do you think living things can live without non-living things? (children’s answers and reasoning).

Our rest is a physical education minute, take your seats.

Hands raised and shook -

These are trees in the forest.

Elbows bent, hands shaken -

The wind blows away the dew.

Let's wave our hands smoothly

These are the birds flying towards us,

We'll show you how they sit down.

We will fold our wings back.

Last spring, we planted marigold seedlings both in the flowerbed and in the area near the fence, and in the summer and autumn we watched their growth.

Sasha compiled a sequence of growth and development of marigolds. Look and evaluate whether Sasha completed the task correctly.

Now let’s draw up the sequence of human development. (The child makes a sequence under the sequence of plant development. So that the similarity of the development of a plant and a person is visible: a sprout is a baby, the first leaf is a preschooler, etc.)

What does a baby need to grow up and become an adult? (Light, warmth, air, water, nutrition, love and care of others).

You see, it turns out that a person needs everything that every living thing on Earth needs. If we say: plants are part of living nature, animals are part of living nature, then how can we say about humans?

For the child to grow up a good man he needs help, care, love and attention from parents, friends, neighbors, teachers. Each of you, in turn, is obliged to treat the people around you with respect and understanding.

Game “Living and Inanimate Nature”: children stand near the chairs, the teacher names objects or natural phenomena. If they relate to living nature, then the children raise their hands and wave them left and right at the top, and if what is named refers to inanimate nature, then they stand still, and if something else is named, they sit quietly. At the end of the game I call the car (I act on the children’s reaction).

Yes, children, thanks to his intelligence and his powers of observation, man has created a lot of things with his own hands, with his own labor, but they are all similar to nature.

I show: a car is a beetle, a helicopter is a dragonfly, an airplane is a bird, rain is a shower, the floor is soil, the wind is a fan.

I call it: There is a fluffy carpet in the apartment, and in nature (grass), man created a submarine (whale).

Why do you think a car, helicopter, carpet, submarine is not nature? (They were created by man, and nature is something that can exist without the help of man).

Do you think nature can exist without humans? (Yes)

Of course, nature existed on our planet Earth a long time ago, when dinosaurs did not yet live on it.

Can a person live without nature? (No, he needs water, food, clothing, shelter, medicine).

Man has long used nature for his own purposes, and knows that it must be preserved and protected by all people living on Earth.

What did you do in winter for this? (They covered the roots of trees and bushes with snow and fed the birds).

Nature will always thank man for his care. On the last day of winter, on an excursion, we heard the cheerful singing of sparrows. Remember “What the sparrows sing about on the last day of winter. We survived! We survived! We are alive! We are alive! (I’m adding a picture of an “ecological traffic light”)

A red traffic light screams trouble at us. Which picture will it go with?

Yellow - think! Do not rush!

Green - how good it is that there are such caring children!

If you save money

You can buy a lot.

Home, clothes and factory

Airplane and ship.

A recording of birds singing is turned on.)

But you can't buy dew

Birds singing in the forest,

And don’t hide it in your wallet

Spring and poplar.

Tree, flower and bird

They don't always know how to defend themselves

If they are destroyed,

We will be alone on the planet.

Result: the most diligent today..., the most active..., the most inquisitive..., the most attentive...

You guys have received a gift. (I show the book, packed, with an inscription).

“For the guys who don’t pick flowers in vain, don’t crush grass, don’t break branches of trees and bushes, don’t harm birds, insects and animals.” This gift was sent to you by our old friend Tsar Berendey.

Anna Skokova
"Living and inanimate nature." Summary of a lesson on ecology in the senior group of kindergarten

Summary of a lesson on ecology in the senior group of kindergarten

Educator: Skokova A.P., Kaliningrad.

Subject: Living and inanimate nature.

Target: Introduce the concept « nature» , « Live nature» , « inanimate nature» .

Tasks:

1. Teach children to correctly answer the teacher’s questions based on subject pictures, develop speech through artistic word and when comparing fish.

2. Teach to distinguish and select objects from nature, bring to the concept « nature» . Nature is everything that surrounds us, but is not made by human hands.

3. Introduce the concept « Live nature» , « inanimate nature» . Everything that eats, grows, breathes is considered living nature. If there is no ability to grow, eat and breathe, inanimate nature.

4. Summarize children’s knowledge about living things and inanimate object. Identify with children the main differences: live fish live in water, swim independently and eat food; toy fish- non-living. They stand on a shelf, in a closet, and cannot swim on their own.

5. Foster cognitive interest in the behavior of fish and love for nature.

Material to occupation: Story picture « nature» , subject pictures with nature and without nature for every child; pictures - man, dog, bird, fish, tree, flower, hedgehog, sun, clouds, soil, stones, water; an aquarium with fish, toy fish, colored paper hearts, colored pencils.

Progress of the lesson:

1. The teacher reads an excerpt from a poem by F. Tyutchev to the children.

The sun is shining, the waters are sparkling.

There is a smile on everything, life in everything.

The trees tremble joyfully

Bathing in the blue sky.

The trees sing, the waters splash,

The air is filled with love.

And peace, blooming world nature,

Intoxicated with the abundance of life.

What do you guys think this poem is about?

That's right, about our nature. We will talk about it today.

2. Guess the riddles, and find the answers in this picture (the teacher shows a large picture with the image nature).

a) Lives in seas and rivers,

But it often flies across the sky.

And how bored she will be of flying.

It falls to the ground again in drops. (water)

b) They beat me, they beat me,

They turn, they cut-

And I endure everything

And I cry with all good things. (earth, soil)

c) Blue scarf,

Red bun.

Rolling on a scarf

And he smiles at people. (heaven and earth)

d) Blue sheet

Covers all the light. (sky)

d) Shines, sparkles,

Warms everyone up. (Sun)

f) No arms, no legs,

And he opens the gate. (wind)

Well done boys! You guessed all the riddles correctly!

3. - Guys, what else do you see in this picture?

(Children call objects alive and inanimate nature)

Now look at this drawing again and think about how you can call everything that is depicted in one word?

(The teacher leads the children to the conclusion that the picture shows nature)

What do you think is nature?

Children: There are no houses and cars, factories, benches, etc. in the picture.

What do you guys think, why didn’t the artist depict them? Did he do this on purpose or did he just forget to draw it?

Children: Specially, because this picture shows only nature.

And who makes cars, houses, benches, toys, bicycles?

Children: Human.

So, guys, everything that is made by human hands, we cannot name nature. What is it called? nature? Nature is everything that surrounds us, but is not made by human hands. Right!

4. The teacher offers the children a game « Nature or not?»

Guys, you have pictures and envelopes on your tables. Take the pictures and look at them carefully. Think about what they show nature or not?

Now put the pictures with nature in an envelope, and leave the rest on plates.

(Children distribute pictures)

Now I suggest you check how you did.

Generalization.

5. Physical exercise "Bug".

IN a beetle flew into our group, (they shake a finger)

Buzzed and sang: "W-w-w-w",

So he flew to the right, (indicate direction with hand and follow with their gaze)

Everyone looked to the right.

So he flew to the left,

Everyone looked to the left.

A beetle wants to sit on your nose, (right hand movement towards the nose from the side)

We won't let him sit down. (direction of movement down and squatting)

Our beetle has landed.

Buzzed and spun (make rotational movements like a top and stand up)

W-w-w-w-w-w-w-w-w-w.

Beetle, here is the right palm, (they stretch out their hands one by one and look at them)

Sit for a while.

Beetle, here is the left palm,

Sit for a while.

The beetle flew up

And he sat down on the ceiling. (raise their hands up and look at them)

We stood up on our toes, (rise on tiptoes and stretch out)

But we didn't get the beetle,

Let's clap together (clapping overhead)

Clap - clap - clap,

So that he could fly away. (imitate the flight of a beetle and sit on chairs)

W-w-w-w-w-w-w-w-w.

6. Next task game « Living and inanimate nature» . Children stand in a circle.

The teacher gives everyone one picture. Then the children take turns placing the pictures on the board. With live nature placed on the top strip, with inanimate - to the bottom.

Let's look at the top bar again. Here we find ourselves Pictures: a person, a dog, a bird, a fish, a tree, a flower, a hedgehog - they all eat, grow, breathe, so they are classified as living nature.

And the sun, clouds, stones, soil, water are classified as inanimate nature, because they do not have the ability to grow, eat, or breathe. Well done guys, you completed the task.

7. – Guys, look carefully. Do we have group of wildlife objects.

Experimental activity. The children go to the aquarium. The teacher invites the children to compare a live fish with a toy one.

Let's compare the fish. What are they? (One live, another toy)

Where do live fish live? (in water) What about toys? (in the closet, on the shelf)

What can live fish do? (swim, eat food, wag its tail, etc.)

Can toy ones? (no, they lie at the bottom of the basin)

Let's take them in our hands. Why can't live fish be removed? (they will die, you can feed them, watch them, and what kind of fish can you pick up?

8. Game "Good bad". TRIZ.

(Words: water, sun, rain, wind. The teacher is interested in what benefits and what harm each of these phenomena can cause. For example: What is good about water? What harm can water do?

9. Nature in children's drawings. The teacher offers to draw nature. Children

draw and give drawings to guests.