Games for children dow on ecology. Game in environmental education of children. Didactic game "Find your house"
on environmental education
for older preschoolers.
Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, and to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring children a lot of joy and promote their comprehensive development. In the process of games, knowledge about the surrounding world is formed, cognitive interests, love for nature, a careful and caring attitude towards it, as well as environmentally appropriate behavior in nature are cultivated. They broaden children's horizons and create favorable conditions for solving sensory education problems. Games contribute to the development of children's powers of observation and curiosity, inquisitiveness, and arouse their interest in natural objects. In didactic games, intellectual skills are developed: planning actions, distributing them over time and between game participants, and evaluating results.
I recommend adding this card index to the program in the direction of “Cognitive Development” (Acquaintance with the Natural World) for 2015-2016 and using it in the daily routine for seniors and preparatory groups for the purpose of environmental education of preschool children.
№1
Topic: “Guess and draw”
Target: Develop fine motor skills and voluntary thinking.
Didactic material:Sticks for drawing on snow or sand (depending on the season)
Methodology:The teacher reads a poetic text, the children draw the answers with sticks on the snow or sand. Whoever lets slip is out of the game.
№2
Topic: “Whose seeds?”
Target: Exercise children in differentiating vegetables, fruits and their seeds. Develop memory, concentration, observation.
Didactic material:cards of vegetables, fruits, fruit trees; plate with different seeds.
Methodology:Children take a set of seeds and place them on the corresponding fruit or vegetable card.
№3
Subject: “Children from which branch?”
Target: Differentiate the distinctive features of trees.
Didactic material:cards with images of rowan, birch, aspen, willow, etc. tree leaves; tree cards.
Methodology:Chairs are placed on the veranda at some distance from each other. Cards with a picture of a tree are placed on them. Children are given cards with pictures of leaves. At the command “one, two, three, run the leaf to the tree,” the children scatter to their places, then the cards are changed.
№4
Subject: “What insect, name it?”
Target: To form the concept of “insect” in children. Recognize and name representatives of insects: fly, butterfly, dragonfly, ladybug, bee, bug, grasshopper...
Didactic material:Cut pictures of insects.
Methodology:Children must quickly assemble a picture and name the insect. If someone finds it difficult, you can use riddles:
She's cuter than all the bugs
Her back is red.
And there are circles on it
Little black dots.
(Ladybug)
She has 4 wings
The body is thin, like an arrow,
And big, big eyes
They call her...
(Dragonfly)
Drinks the juice of fragrant flowers.
Gives us both wax and honey.
She's nice to everyone,
And her name is...
(Bee)
I don't buzz when I sit
I don't buzz when I walk.
If I'm spinning in the air,
I'll have a blast at this point.
(Bug)
We'll spread our wings -
The pattern on them is beautiful.
We're spinning around and around -
What space all around!
(Butterfly)
№5
Subject: “Find the same flower”
Target: Exercise children in finding objects similar to those in the picture. Cultivate attentiveness, concentration, and shape children’s speech.
Didactic material:real indoor flowers, corresponding cards for them.
Methodology:Children are given cards with pictures of indoor flowers; they must find the same one in the group, show it and, if possible, name it.
№6
Topic: “Who sings like?”
Target: Form articulation of speech. Practice correct onomatopoeia for birds. Strengthen children's knowledge about the characteristics of birds.
Didactic material:Audio recording of birds singing. Cards with a picture of a bird
Methodology:An audio recording of birds singing is heard. Children must guess and find a card with a picture of a bird.
№7
Topic: “Guess the spring flower”
Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.
Didactic material:Poems riddles about spring flowers. Subject pictures depicting flowers.
Methodology:The teacher reads the riddles, and the children use the answers to find the corresponding flower and name it.
On a sunny spring day
A golden flower blossomed.
On a high thin leg
He kept dozing by the path.
(Dandelion)
Spring comes with affection and its fairy tale,
Waves a magic wand -
And the first flower will bloom from under the snow
(Snowdrop)
It's May, it's warm and summer is coming. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...
(Tulip)
It blooms in May,
You will find him in the forest shade:
On a stalk, like beads, hardly
Fragrant flowers hang.
(Lily of the valley)
№8
Topic: “What do we take in the basket?”
Target: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest. Learn to distinguish fruits based on where they are grown. To form an idea of the role of people in conservation of nature.
Didactic material: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Methodology:Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
№9
Topic: “Tops - roots”
Target: Teach children to make a whole from parts.
Didactic material:two hoops, pictures of vegetables.
Methodology:
Option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. To the signal “One, two, three – find your match!”
№10
Topic: “Air, earth, water”
Target: Strengthen children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Didactic material: Ball.
Methodology:
Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option 2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
№11
Topic: "Guess what's in the bag?"
Target: Teach children to describe objects perceived by touch and guess them by their characteristic features.
Didactic material:Vegetables and fruits of characteristic shapes and varying densities: onions, beets, tomatoes, plums, apples, pears, etc.
Methodology:You need to play like the game “Wonderful Bag”. Children feel the object in the bag; before taking it out, it is necessary to name its characteristic features.
№12
Topic: “Nature and Man”
Target: To consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Didactic material: Ball.
Methodology:The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
№13
Topic: “Choose what you need”
Target: Strengthen knowledge about nature. Develop thinking and cognitive activity.
Didactic material:Subject pictures.
Methodology:Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
№14
Topic: “Where are the snowflakes?”
Target: Reinforce knowledge about the different states of water. Develop memory and cognitive activity.
Didactic material:cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Methodology:
Option 1. Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are again selected and the choice is explained, etc.
Option 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
At what time of year can water in nature be in a solid state?
(Winter, early spring, late autumn).
№15
Topic: “The birds have arrived”
Target: Clarify your understanding of birds.
Didactic material:Poem about birds.
Methodology:The teacher names only birds, but if he suddenly makes a mistake, then the children should stomp or clap.
For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp -
What is wrong? (flies)
And who are these flies? (insects)
Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping.
Birds arrived: pigeons, martens...
The children are stomping. Game continues.
The birds have arrived:
Tit pigeons,
Jackdaws and swifts,
Lapwings, swifts,
Storks, cuckoos,
Even owls are scops owls,
Swans, starlings.
Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
№16
Topic: “When does this happen?”
Target: Teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Didactic material:For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.
Methodology:The teacher reads the poem, and the children show a picture of the season mentioned in the poem.
Spring.
In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer.
And light and wide
Our quiet river.
Let's run to swim and splash with the fish...
Autumn.
The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields.
A cloud covers the sky, the sun does not shine,
The wind howls in the field,
The rain is drizzling.
Winter.
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies;
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
№17
Topic: “Animals, birds, fish”
Target: Strengthen the ability to classify animals, birds, fish.
Didactic material: Ball.
Methodology:
Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird?
The neighbor accepts the item and quickly answers (the name of any bird).
Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted.
They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).
Option 2: The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
№18
Topic: “Guess what grows where”
Target: To clarify children’s knowledge of the names and places of plant growth; develop attention, intelligence, memory.
Didactic material: Ball.
Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, naming the place where the plant grows: garden, vegetable garden, meadow, field, forest.
№19
Topic: “Fold the animal”
Target: Strengthen children's knowledge about pets. Learn to describe using the most typical features.
Didactic material:pictures depicting different animals (each in duplicate).
Methodology:one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.
№20
Topic: “What is made of what?”
Target: Teach children to identify the material from which an object is made.
Didactic material:wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Methodology: Children take different objects out of the bag and name them, indicating what each object is made of.
№21
Topic: “Guess what”
Target: Develop children’s ability to solve riddles, correlate a verbal image with an image in a picture; clarify children's knowledge about berries.
Didactic material: pictures for each child with images of berries. Book of riddles.
Methodology:On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
№22
Topic: “Edible - inedible”
Target: To consolidate knowledge about edible and inedible mushrooms.
Didactic material:Basket, subject pictures with images of edible and inedible mushrooms.
Methodology:On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in a basket.
№23
Topic: “Find your pebble”
Target: Develop tactile sensations, attention, memory.
Didactic material:Collection of stones.
Methodology: Each child chooses the stone he likes best from the collection (if this game is played outside, he finds it), examines it carefully, remembers the color, and touches the surface. Then all the stones are put in one pile and mixed. The task is to find your stone.
№24
Topic: "Flower Shop"
Target: Strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Didactic material: petals, color pictures.
Methodology:
Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
№25
Topic: "The Fourth Wheel"
Target: Strengthen children's knowledge about insects.
Didactic material: No.
Methodology: The teacher names four words, the children must name the extra word:
Option 1:
1) hare, hedgehog, fox, bumblebee;
2) wagtail, spider, starling, magpie;
3) butterfly, dragonfly, raccoon, bee;
4) grasshopper, ladybug, sparrow, May beetle;
5) bee, dragonfly, raccoon, bee;
6) grasshopper, ladybug, sparrow, mosquito;
7) cockroach, fly, bee, cockchafer;
8) dragonfly, grasshopper, bee, ladybug;
9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.
Option 2: The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee...bee...cockroach).
Dictionary: anthill, green, flutters, honey, shifty, hardworking, red back, passive, annoying, hive, shaggy, ringing, river, chirping, web, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion” by jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.
№26
Topic: “Arrange the planets correctly”
Target: Reinforce knowledge about the main planets.
Didactic material: Belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.
What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself because it is considered the largest.
What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning.
Each has its own size and color.
For each the path is determined,
But only on Earth is the world inhabited by life.
№27
Topic: “Who eats what?”
Target: To consolidate children's knowledge of what animals eat. Develop cognitive interest.
Didactic material: Pouch.
Methodology:The bag contains: honey, nuts, cheese, millet, apple, carrots, etc.
Children get food for the animals, guess who it is for, who eats what.
№28
Topic: “Useful – Unuseful”
Target: Reinforce the concepts of healthy and unhealthy foods.
Didactic material: Cards with images of products.
Methodology: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.
№29
Target: Strengthen your knowledge of medicinal plants.
Didactic material: Cards with plants.
Methodology:The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).
For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).
№30
Subject: “What kind of animal am I?”
Target: Reinforce knowledge about African animals. Develop your imagination.
Didactic material: No.
Methodology:
Option 1: A group of guys participate in the game, the number of players is not limited. The group has a leader. One of the players moves away a short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what a beast they will be.
Option 2: You need to answer the presenter's questions. So, the beast is guessed, the participant is invited, the game begins.
A participant asks questions to a group of players, for example: is the animal small? maybe crawl? jump? does he have fluffy fur? etc.
The guys, in turn, answer the presenter “yes” or “no.” This continues until the player guesses the animal.
№31
Topic: “Name the plant”
Target: Improve knowledge about indoor plants.
Didactic material:Houseplants.
Methodology:The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
№32
Topic: “Who lives where”
Target: Strengthen knowledge about animals and their habitats.
Didactic material:Cards “Animals”, “Habitats”.
Methodology:The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
№33
Topic: “Flies, swims, runs, jumps”
Target: Strengthen knowledge about living nature objects.
Didactic material:Pictures depicting different animals.
Methodology:
Option 1: The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.
Option 2: Children classify the pictures - flying, running, jumping, swimming.
№34
Topic: “Take care of nature”
Target: To consolidate knowledge about the protection of natural objects.
Didactic material:Cards with objects of living and inanimate nature.
Methodology:On the table or typesetting canvas are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
№35
Topic: “What would happen if they disappeared from the forest...”
Target: To consolidate knowledge about the relationships in nature.
Didactic material:Cards with wildlife objects.
Methodology:The teacher suggests removing insects from the forest:
What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?
It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
№36
Topic: “Droplets go around in circles”
Target: Reinforce knowledge about the water cycle in nature.
Didactic material:Accompanying text for the game.
Methodology:To do this, you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins.
The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do.
Droplets flew to the ground... Let's jump and play. They got bored jumping around alone. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in a large river and travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.
№37
Topic: "I know"
Target: Strengthen knowledge about nature. Develop cognitive interest.
Didactic material: No.
Methodology:Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.
Other classes of natural objects are called similarly.
№38
Topic: “Recognize a bird by its silhouette”
Target: To consolidate knowledge about wintering and migratory birds, to practice the ability to recognize birds by silhouette.
Didactic material:Pictures with silhouettes of birds.
Methodology:Children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.
№39
Topic: “Living - nonliving”
Target: To consolidate knowledge about living and inanimate nature.
Didactic material:You can use pictures “Living and inanimate nature”.
Methodology:The teacher names objects of living and inanimate nature. If it is an object of living nature, the children wave their arms; if it is an object of inanimate nature, they crouch.
№40
Topic: “Which plant is gone?”
Target: Exercise children in naming houseplants.
Didactic material:Houseplants.
Methodology:Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
№41
Topic: “Where does it ripen?”
Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Didactic material:Flannelgraph, branches, fruits, leaves of plants.
Methodology:Two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
№42
Topic: "Guess what's in your hand?"
Target: Exercise children in naming fruits.
Didactic material: Fruit replicas.
Methodology:Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.
№43
Topic: “Fairy tale game “Fruits and Vegetables”
Target: Deepen knowledge about vegetables.
Didactic material:Pictures of vegetables.
Methodology:The teacher says: - One day a tomato decided to gather an army from vegetables. They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.” - What do you think, children, what vegetables responded to his call? Children call using a loud voice necessary sounds: gorrooh, morrkoov, karrtoofel, turnip, cucumber, and they explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato. Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.” - What do you think, children, who responded now? Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. - But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army? The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition. - All the vegetables became warriors, and there were no more sorrows! – the teacher concludes
№44
Topic: “Distribute the fruits by color”
Target: Develop knowledge about vegetables and fruits. Teach children to classify objects.
Didactic material:Game character Winnie the Pooh, dummies of vegetables and fruits.
Methodology:
Option 1 “Distribute the fruits by color.”The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow ones on another, and green ones on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and children kindly and delicately point out the teddy bear’s mistake and name shades of color: light green (cabbage), bright red (tomato), etc.
Option 2 “Distribute the fruits according to shape and taste”The teacher invites the children to arrange the fruits differently, according to their shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits according to taste - put sweet fruits on one dish, savory ones on another. Winnie the Pooh is happy - he loves everything sweet. When the distribution is over, he puts the dish with sweet fruits next to him: “I really love honey and everything sweet!” “Winnie the Pooh, is it really good to take all the delicious things for yourself? - says the teacher. – Children also love sweet fruits and vegetables. Go wash your hands, and I’ll cut the fruits and vegetables and treat everyone.”
№45
Topic: “Medicinal plants”
Target: To develop knowledge about medicinal plants.
Didactic material:Cards “Plant habitat (meadow, field, vegetable garden, swamp, ravine)”, “Medicinal plants”, basket.
Methodology:The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows. And our guest.
Preschool age is an important stage in the development of an individual’s ecological culture. Ecological games not only contribute to gaining knowledge about natural objects and phenomena, but also develop skills in careful and non-destructive handling of the environment.
While playing, children learn to love, learn, cherish and multiply.
The games offered contain Interesting Facts about the life of animals and plants, puzzles and intricate questions about nature and promote the development of curiosity.
Ball game "I know..."
Target: To develop the ability to name several objects of the same type.
Develop the ability to combine objects based on common characteristics.
Game actions:
Children stand in a circle, with the leader with the ball in the center. The presenter throws the ball and names a class of natural objects (birds, trees, flowers, animals, plants, insects, fish). The child who caught the ball says: “I know 5 names of flowers” and lists them (for example, chamomile, cornflower, dandelion, clover, porridge) and returns the ball to the leader. The leader throws the ball to the second child and says: “Birds” and so on.
"Birds, fish, animals"
Target: To train children in the ability to name an object of a certain group of objects.
Game actions:
The presenter throws the ball to the child and says the word “birds.” The child who catches the ball must select a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
"Guess what's in your hand"
Target: Identify vegetables, fruits and berries by touch.
Game actions:
Children stand in a circle with their hands behind their backs. The teacher places models of vegetables, berries and fruits in the children’s hands. Children must guess. The teacher shows, for example, a pear and asks to determine who has the same object (fruit, vegetable, berry).
“Guess which bird is singing?”
Target: The ability to identify bird calls from sound recordings.
Determine which bird sings and how it sings (subtly, sonorously, melodiously, loudly, quietly, drawn out, etc.).
Cultivate interest and caring attitude towards birds.
Game actions:
The teacher offers to listen to a recording of bird voices. We need to determine which bird is singing. How can you determine by its voice which bird sings and how. Invite children to practice pronouncing the sounds of bird songs. The game uses a disc with recordings of bird voices.
"Plants of the forest, garden, vegetable garden"
Target: Expand children's knowledge about plants in the forest, garden and vegetable garden.
Game actions: similar to the game “I know...”
"Garden Garden"
Target: To consolidate children's knowledge of what grows in the garden or vegetable garden.
Develop children's memory and attention.
Game actions:
The teacher brings a basket of vegetables and fruits.
Children, I accidentally mixed up vegetables and fruits. Help me please. During the game, children summarize objects in one word and determine the place where vegetables and fruits grow.
"What it is?"
Target: Exercise children in the ability to guess living or inanimate objects nature.
Describe the characteristics of objects.
Game actions:
The teacher or presenter makes a guess about a living or inanimate nature and begins to list its signs, and the children must guess the given object.
"Intricate Questions"
Target: Develop intelligence and resourcefulness.
Game actions:
The teacher reads a riddle-task:
Four birches grew.
On every birch -
Four large branches,
On every big branch -
Four small branches each
On every little branch -
Four apples each.
How many apples are there in total?
"Flies, swims, runs"
Target: Depict the way an object moves.
Game actions:
The presenter names or shows the children an object of living nature and invites the children to depict the method of movement of this object. For example, when hearing the word “bear,” children begin to imitate walking like a bear; “magpie” children begin to wave their arms and so on.
"Migration of Birds"
Target: Recognize and name wintering and migratory birds.
Reinforce the concept of “wintering” and “migratory”.
Game actions:
Object pictures of birds are laid out on the table. Each participant in the game takes a picture and “turns” into a certain bird. The child says: “I am a crow!”, “I am a sparrow!”, “I am a crane!”, “I am a cuckoo!” and so on. At the leader’s signal: “One, two, three, fly to your place!”, children who have pictures of wintering birds run to conventional image(winter landscape), other children, who have pictures of migratory birds, run to another conventional sign(spring landscape). You can play several times, children must take different pictures.
“Alike - not alike”
Target: To develop in children the ability to abstract, generalize, highlight objects,
Similar in some properties and different in others, compare, compare objects or images.
Game actions:
The game uses a game screen with three “slot windows” into which tapes with symbols properties; ribbons - strips with designations of the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
The options may be different:
1 option: The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second “window”.
At the initial stage of mastering the game of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first “window” is an apple, the second “window” is a circle, the third “window” is a ball.
Option 2: One child installs the first “window”, the second child selects and sets the property that the data has, the third child must select an object that fits the first and second “windows”. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3: used in the final stages of development. You can play with a large group of children. The child asks a “riddle” - he lines up images in the first and third “windows” that have a common property, while the second “window” is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second “window” or make a new “riddle.”
"Who lives where?"
Target: Determine the habitat of the animal, correctly determine the place of the “home” of the object.
Game actions:
The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (hole, hollow, den, river, nest, and so on).
"Seasons"
Target: To form in children concepts about the seasons and the dependence of living nature on seasonal changes occurring in inanimate nature.
Game actions:
The teacher tells the children that the seasons are constantly changing. Children name the seasons and characteristic features sequentially.
The teacher shows pictures depicting the season and pictures of objects that are undergoing various changes, for example, a white hare - winter; a blossoming snowdrop means spring, ripe strawberries mean summer, and so on. Children must explain the contents of the picture.
"Question answer"
Target: Develop the ability to answer questions posed.
Show resourcefulness and intelligence.
Game actions:
The teacher asks questions and the children answer
Questions:
1.Why does a person look back? (because he has no eyes on the back of his head).
2. Why does a cat run? (can't fly).
3.What kind of comb can you use to comb your head? (rooster).
4.How many eggs can you eat on an empty stomach? (one thing: after the first one there will be no more fasting).
5. Why does a goose swim? (from the shore).
6. How will you reach the sky? (with a glance).
7.What does the dog run on? (on the ground).
8.What can you see from eyes closed? (dream).
9.What can’t you bake bread without? (without crust).
10. Why is there a tongue in the mouth? (behind the teeth)
11. Who has a hat without a head, a leg without a boot? (at the mushroom).
"Flowers" (outdoor game)
Target: Name and identify flowers.
To cultivate love and the ability to admire their beauty.
Game actions:
Children remember garden and forest flowers and compare them.
Each participant in the game chooses a flower emblem for themselves. Each child has his own picture. Several children cannot have the same name.
By lot, the chosen flower, for example, cornflower, begins the game.
He names a flower, for example a poppy or a rose. Poppy runs, and the cornflower catches up with him. When the poppy is in danger of being caught, he names some other flower participating in the game. The named flower runs away.
The caught flower changes its name and is included in the game again. The winner is the one who has never been caught.
"Puzzles"
Target: Expand children's knowledge about the animal and plant world.
Promote the ability to think and make inferences.
Cultivate a friendly attitude towards animals and plants.
Game actions:
A teacher or a trained child asks problems - puzzles:
1. Six sparrows are sitting in the garden bed, five more have flown to them. The cat crept up and grabbed one sparrow. How many sparrows are left?
2. A pair of horses ran 40 km. How many kilometers did each horse run?
3. Garden flowers grew in the clearing: daisies, cornflowers, roses, clover, violet. Tanya picked all 1 rose, 2 clovers, 3 daisies. How many flowers does Tanya have in her bouquet? (identify garden and forest flowers, count only forest flowers).
4. There are fruits in the vase: bananas, oranges, apples, tomatoes, cucumbers, lemons. How many fruits are in the vase?
5. Juicy, tasty apples and tangerines, ripe cherries and eggplants grew in the garden bed. How many vegetables grew in the garden?
"Find out from the advertisements"
Target: Continue to introduce the characteristics of animals and birds (appearance, behavior, habitat)
Develop logical thinking.
Game actions:
The teacher invites the children to play. Explains the rules of the game, you need to listen carefully to the announcement and guess who it is about (animal or bird), the announcement says. The one who guessed correctly gets a chip and the result is summed up at the end of the game.
1. Come visit me! I don't have an address. I always carry my house on me.
2. Friends! Anyone who needs needles, contact me.
3. Tired of crawling! I want to take off. Who will lend the wings?
4. Will I help everyone whose alarm clock is broken?
5. Please wake me up in the spring. Better come with honey.
6. I want to build a nest. Lend, give down and feathers.
7. It became very boring for me to howl at the moon alone. Who will keep me company?
8. To the one who finds my tail! Keep it as a keepsake. I'm successfully growing a new one!
9. I’ve been waiting for a friend for 150 years! The character is positive. There is only one drawback - slowness.
10. Everyone, everyone, everyone! Who has a need for horns? Contact me once a year.
11. I teach all sciences! I make birds out of chicks in a short time. Please note that I conduct classes at night.
12. I can help kind but lonely birds find family happiness! Hatch my chicks! I have never experienced maternal feelings and never will. I wish you happiness in your personal life. Cuckoo!
13. I am the most charming and attractive! I'll fool anyone you want to deceive. Considering all this, I urge you to call me by my first name and patronymic. Don't call her Patrikeevna anymore!
“Where does it ripen?”
Target: Exercise the ability to use knowledge about plants, compare the fruit of a tree with its leaves.
Game actions:
Two branches are laid out on the flannelgraph: on one - the fruit and leaves of one plant (apple tree), on the other - the fruits and leaves of the plants. (For example, gooseberry leaves and pear fruits). The presenter asks the question: “Which fruits ripen and which don’t?” Children correct mistakes made in drawing up a drawing.
"The postman brought a letter"
Target: Develop the ability to describe objects and recognize them by description.
Game actions:
The teacher brings a box to the group and says that the postman brought a parcel. The package contains various vegetables and fruits. Children take packages out of the box, look into them and describe what the postman brought them. The rest of the children guess.
"Bird"
Target: Identify trees by their leaves.
Teach children to behave correctly in the game: do not give hints to each other, do not interrupt their peers.
Game actions:
Before starting the game, children remember different trees, compare them by shape and size of leaves.
Before the game, children must choose a phantom for themselves - any small thing, toy. Players sit down and choose a forfeit collector. He sits in the middle of the circle and gives the other players the names of the trees (oak, maple, linden, etc.) and the children take and put on a wreath of leaves. Everyone must remember their name. The forfeit collector says: “A bird flew in and sat on an oak tree.” The oak should answer: “I wasn’t on the oak tree, I flew to the tree.” The tree names another tree and so on. Whoever misses gives away a forfeit. At the end of the game, forfeits are redeemed.
"Snowball"
Target: Expand children’s knowledge about migratory birds.”
Develop attention and observation skills.
Game actions:
The presenter shows a picture that shows migrant.
Children look at the picture and talk about it in turn: the first child - the first sentence, the second child - the previous sentence and his own, the third child - repeats the two previous ones and adds his own. For example: “The rook is a migratory bird.” – “The rook is a migratory bird. It's big and black." – “The rook is a migratory bird. He's big and black. Their habitat is called a rookery,” and so on.
“Who should we treat with what?”
Target: Know what animals and birds eat.
Game actions:
The leader throws the ball to the children and names the object (animal, bird), and the children answer and return the ball to the leader. For example, a sparrow - crumbs and seeds; tit - lard; cow - hay; rabbit - carrot; cat - mouse, milk; squirrel – pine cone, berries and so on.
Game "Good - Bad"
Target: Improve children's knowledge about the phenomena of living and inanimate nature, animals and plants.
Game actions:
The teacher or teacher offers children different situations, and the children make conclusions, for example: “Is a clear sunny day in the fall good or bad?”, “All the wolves have disappeared in the forest - is this good or bad?”, “It rains every day - is this bad or bad?” good?", "Is a snowy winter good or bad?", "All the trees are green - is this good or bad?", "A lot of flowers in our garden - is this bad or good?", "Granny in the village has a cow - is this good or bad?”, “All the birds on earth have disappeared - is that bad or good?” and so on.
“Who is after whom?”
Target: Show children that in nature everything is connected to each other.
Continue to instill in children a caring attitude towards all animals.
Game actions:
The teacher invites the called child to connect with a ribbon all the animals that hunt each other. Other children also help find the correct pictures of animals. You can suggest starting the game with a plant, a frog or a mosquito.
"To each his place"
Target: To develop in children the ability to use schematic images of generalizing concepts.
Develop independence and the ability to think logically.
Game actions:
The teacher distributes one card to each child (of the same type). Then he distributes one picture to each child in turn. Children, having received a picture, must place it under a schematic representation of the concept to which the image in this picture fits. When all the pictures have been sorted out, the children check the correctness of their actions and the actions of their peers.
Children must independently check whether the task was completed correctly and explain why they did it that way.
“The Falcon and the Fox” (outdoor game)
Target: Expand children's knowledge about wild animals and birds of prey.
Ability to act quickly on a signal from a leader.
Game actions:
The teacher invites the children to play the game “Falcon and Fox”. Shows a picture of a falcon and talks about where this bird lives and how it behaves.
Remember the habits of a fox.
Choose a “falcon” and a fox according to the children’s wishes or use counting rhymes.
The rest of the children are “falcons”. The falcon teaches his falcons to fly. He easily runs in different directions and at the same time makes flying movements with his hands. A flock of falcon chicks runs after the falcon and exactly repeats its movements. At this time, a fox suddenly jumps out of the hole.
The falcons quickly squat down so that the fox does not notice them.
The appearance of the fox is determined by the leader's signal. The fox catches those who did not have time to sit down.
"What happens if …?"
Target: Know what to do in order to protect, preserve and increase nature.
Develop the ability to draw conclusions and inferences.
Game actions:
The teacher sets a situation for discussion with the children, from which the children come to the conclusion that it is necessary to maintain a sense of proportion and protect nature. For example: what will happen if one boy throws a Coke can into the river? How about two? How about three? Are there many boys? What happens if one family brings an armful of snowdrops from the forest on the weekend? Two families? Five? What happens if one driver's car emits a lot of exhaust gases? Three cars? Half the city's drivers? What will happen if one person in the forest turns on the tape recorder at full power? Group of tourists? All vacationers in the forest? (Similarly - about a fire, about a broken branch, about a caught butterfly, about a ruined nest, and so on).
Literature
1. Voronkevich O.A. Welcome to ecology! St. Petersburg “Childhood-Press”, 2003.
2. Gor’kova L. G., Kochergina A. V., Obukhova L. A. Scenarios for classes on environmental education for preschoolers. M.: “Vako”, 2007.
3. Kondratyeva N.N. "We". Children's Environmental Education Program, 2004.
4. Makhaneva M.D. Ecological development of preschool and younger children school age. M.: Arkti, 2004.
Ecological games on the development and formation of a correct attitude towards the surrounding nature contain a plot, use roles, rules, or contain only tasks. Actions in such games can be indicated by text, which determines the sequence of the game.
The games proposed by preschool teachers will help preschoolers love their native land and the surrounding animate and inanimate nature. Game exercises, manuals developed by preschool education specialists, are easy to produce and have one or more implementation options.
Games and aids for environmental development and education
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All sections | Ecology. Didactic games and environmental aids
Using the author's interactive didactic manual"Journey into the Natural World" for the implementation of the educational field "Cognitive Development" Author Malinina Tatyana Aleksandrovna In the Federal State Educational Standard for Preschool Education...
The role of visual aids in environmental education of preschool children In preschool age, imaginative thinking predominates, therefore the formation of various realistic ideas about nature is especially successful if the teacher constantly uses various forms of visualization. Demonstration educational pictures and small handouts...
Ecology. Didactic games and environmental aids - Presentation “Didactic game of environmental content “Good-bad”
Publication “Presentation “Didactic game of environmental content...” The goal of modern preschool education is the formation of personality through one’s own activities, the development of universal educational activities, cognitive activity, creativity of children and their personality through various types of activities. Today the learning process (in class and in...
Image library "MAAM-pictures"
Multifunctional didactic manual By cognitive development“The Journey of Vanechka and Manechka through the Seasons” Modern kindergarten- this is the place where the child receives initial experience of communication skills in interacting with adults and peers. With introduction...
2-4 people play. The cards are shuffled and placed face down on the table. Participants in the game take turns taking one card at a time, turning the card over with the picture facing up and saying what is written on it. If the picture is named correctly, then the player takes the picture for himself...
Given Toolkit consists of four sides that correspond to a certain time of year. Each side is endowed with signs of the season. Goal: formation of younger children preschool age ideas about seasonal changes in nature, about the seasons....
Ecology. Didactic games and environmental aids - Didactic game on ecology “Habitat”
Good day, dear colleagues! I would like to present to you a didactic game on ecology “Habitat”. The game will help children develop their abilities: sensory, attention, fine motor skills, thinking, memory, speech, broaden their horizons, as well as clarify and systematize...
Didactic game-presentation on environmental education “Living-non-living” (senior preschool age) Didactic game for cognitive development direction “Environmental education” “Living-non-living” (senior preschool age) Objectives: To consolidate children’s knowledge about living and inanimate nature and the ability to distinguish between living and inanimate objects; to form a child's idea of...
Preschool children have access to a variety of knowledge about changes in nature, including the length of day and night, weather patterns, air temperature, etc. However, as the practice of preschool education shows, children’s knowledge of the patterns of seasonal changes...
Card index of didactic games on environmental education 1. Didactic game “Whose seeds?” Purpose: - to introduce children to the types of seeds of various plant fruits; - consolidate children’s knowledge about fruits and vegetables; - develop fine motor skills of the fingers; - develop thinking, attention, memory. To create a game we need seeds of various...
Ecology games used by preschool teachers are aimed at clarifying, consolidating, and expanding knowledge about subjects and natural phenomena, flora and fauna. Leaves, fruits of ornamental trees, vegetables, fruits, etc. are used in such games. They are used in classes to familiarize themselves with the surrounding world, life safety, etc., concretize children’s knowledge about the properties and quality of natural objects.
- Board games of printed origin help to systematize knowledge about plants, inanimate natural phenomena, and animals.
- Verbal games help reinforce the properties and characteristics of objects in the surrounding world.
- Outdoor games help consolidate knowledge about animals, imitate their habits and way of life. Such nature games reflect the phenomena of living and inanimate nature.
- Creative games They teach preschool children to reflect the impressions received in the process of becoming familiar with the world around them. Game exercises are aimed at consolidating the acquired knowledge.
Ecological games are one of the most effective methods for developing environmental knowledge among preschoolers. Environmental education is one of the the most important areas in the work of preschool educational institutions. To increase the effectiveness of environmental education, various methods and forms of work are used.
One of the effective methods for developing environmental knowledge in preschoolers is environmental games.
Classification of environmental games:
role-playing;
imitation;
competitive;
didactic;
travel games.
Features of environmental role-playing games
In the process of role-playing environmental games, the child has the opportunity to model the social content of environmental activities. For example, the goal role playing game“City Construction” is the formation in children of the idea that construction is carried out only subject to compliance with environmental standards and regulations.
Features of competitive environmental games
Competitive environmental games such as: KVN, competitions, “Field of Miracles”, Environmental quizzes stimulate the activity of their participants in acquiring and demonstrating environmental knowledge, skills and abilities.
Features of environmental travel games
Travel games are often used in the practical activities of preschool educational institutions.
In ecological travel games, preschoolers, with the help of TSO (technical teaching aids), get to the seabed or the North Pole, etc.
Features of environmental educational games
Didactic games in environmental education occupy one of the main places in working with preschoolers.
The following games will help you learn about the peculiarities of how animals adapt to their environment: “Flies, runs, jumps”, “Who lives where?”;
The game “Who has which house” will help you learn about ecosystems;
games will contribute to the assimilation of knowledge about the growth and development of living organisms: “What comes first, what comes next”, “Birds-fish-animals”, “Living - non-living”;
The game “Choose the Right Road” will tell you about the rules of behavior in nature.
The criteria for selecting and selecting games are:
the program under which work is carried out at the preschool educational institution;
opportunities of a preschool educational institution;
teacher preferences;
level of readiness of children.
The effectiveness of the gaming techniques used depends on the variety and interesting content of the gaming actions.
Game teaching techniques, as well as other pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of games in the classroom.
The teacher, playing with children, teaches them game actions and following the rules of the game. In the game, children simply need to be attentive to the rapidly developing plot. The game requires children to memorize a lot of symbols and quickly decide how to act in unexpected situations, while respecting the rules of the game.
Environmental education of children during play is most effective. While playing, the child performs the entire complex of mental and practical actions, without realizing it as a process of deliberate learning.
In environmental games, it is advisable to use artistically designed visual material and come up with interesting game stories, attract children to jointly solve a single problem, resort to the help of fairy-tale characters and musical accompaniment.
Didactic game "Star Zoo"
Purpose of the game: introducing children to constellations, developing the ability to compose constellations; give ideas about the relationship between man and the world around him, that observation of starry sky forced us to combine the stars into groups (if you trace their contours you can see the silhouettes of birds and animals).
Equipment: a set for each child, including a sheet of paper with glued squares of velvet paper in the shape of a constellation and small stars made of colored paper for making constellations.
Progress of the game: Children are given kits to play with. Next, children are asked to make constellations based on squares of velvet paper and guess its name. The winner is the one who completes the task correctly and says the correct name of the constellation.
Didactic game “Disperse animals on the Earth”
Purpose of the game: introduce children to animals living in different climatic zones, give an idea of the peculiarities of animal adaptation to different climatic conditions.
Equipment: globe (world map), animal figures (pictures), images of continents, chips.
Progress of the game: Each child is asked to choose one of the continents and select the animals that live there. After which the children compose a story about the life of animals.
The chip is awarded to the one who correctly distributed the animals on the mainland and composed an interesting and meaningful story.
The child with the most chips wins.
Didactic game “Correct the mistake”
The game is designed in such a way that children can understand and explain how the environment of animals affects their appearance, nutrition and habits.
Equipment: animal figures (pictures), world map, chips.
Progress of the game: The teacher intentionally places toys (pictures) of animals on the world map with errors. The children's task is to find and correct mistakes. For each correct answer, a chip is given. The winner is the child who correctly finds and corrects the most errors.
Didactic game “Who will help the traveler?”
Target: clarify children's knowledge about the features of animal adaptation to environmental conditions.
Equipment: pictures of animals, cube, world map.
Progress of the game: The presenter chooses one animal, for example a bear, and places it in “alien conditions” - in the sea. The habitat is chosen randomly using a die. Children are encouraged to help the animal return home. To save the traveler, you need to find other animals living in the environment where the animal ended up. For example, a dolphin, a whale, a crab will help. The one who finds the most helper animals wins.
Ecological gamescan be used in working with children of middle and senior preschool age. Ecological games contribute to the acquisition of knowledge about natural objects and phenomena, and develop skills in careful handling of the environment.
Proposedecology gamescontain interesting facts about the life of plants, including medicinal plants, and animals, questions about nature that promote the development of curiosity. Most environmental games are aimed at consolidating children's knowledge about various types of animals and plants, conditions, their habitat, feeding habits, as well as developing auditory and visual attention, thinking and memory.
Through environmental games, children become familiar with the concept of “food chain” and gain an understanding of food chains in the forest.
Ecology games for preschoolers
Ecological game "GREEN CARDS"
Target:train children to follow the simplest food chains of animals in nature.
Material:set of 36 playing cards, each colored with reverse side in green, and on the front there are illustrations of various plants and animals, which are arranged in such a way that in the end there are 18 pairs (the animal is food for it).
Progress of the game:From two to six children take part in the game. Each child is given 6 cards. It is checked in advance whether there are any among them that can be paired. If the child moves correctly, the cards are put aside. The number of cards is constantly replenished up to six until they run out. The winner is the one who leaves the game first or who has the fewest cards left.
Ecological game "Zoological Stadium"
Purpose of the game:consolidate children's knowledge about various types of animals, their nutrition, and their habitats in nature.
Material:a tablet on which two running tracks, a start, a finish and nine moves are depicted in a circle; in the center of the stadium there are six sectors with illustrations of animals: one - a squirrel, two - a bee, 3 - swallows, 4 - a bear, 5 - an ant, 6 - a starling.
Separate cards show illustrations of food for these animals and their shelters (hollow, beehive, den, anthill, birdhouse, etc.). The set also includes a die to determine the move.
Progress of the game:Two children participate in the game. Using a die, they alternately determine the sector with the task and make three moves: the first is to name the animal, the second is to determine the food for this animal, the third is to name its shelter in nature. The one who reaches the finish line first wins.
Ecological basket
Aibolit Pharmacy"
Purpose of the game:continue to form children’s ideas about medicinal plants and their use by humans, and practice recognizing them in illustrations.
Material:a flat basket with a red and green cross on one side, a set of illustrations of medicinal plants (St. John's wort, plantain, nettle, rose hips, chamomile, etc.).
Progress of the game:The teacher asks the children riddles about medicinal plants. The child finds an illustration in the basket, names the plant and explains why it is called the “Green Doctor”.
Similar games can be conducted on such topics as: “Mushrooms”, Edible and inedible mushrooms”, “Berries”, “Meadow flowers”, etc.
Ecological game "Forester"
Target:consolidate children's knowledge about the rules of human behavior in the forest; practice recognizing environmental warning signs.
Material:a set of triangular-shaped warning environmental signs depicting forest objects (anthill, berries, lily of the valley, edible and inedible mushrooms, cobwebs, butterflies, birdhouses, bird's nests, fires, hedgehogs, etc.).
Progress of the game:children take turns playing the role of a forester who selects one of the environmental signs lying upside down on the table and introduces the game participants to the forest objects that this sign represents; tells how to behave in the forest when near these objects.
Ecological game “WALK IN THE FOREST”
Target:to form the right attitude towards forest inhabitants, expand children’s knowledge about the rules of behavior in the forest, and practice recognizing warning and prohibiting environmental signs.
Material:a tablet with a picture of a forest clearing with several paths on which warning signs are placed; a set of prohibitory environmental signs in an envelope (for example, do not pick lilies of the valley; do not trample mushrooms, berries; do not break tree branches; do not destroy anthills; do not make fires; do not catch butterflies; do not shout; do not play loud music; do not destroy bird nests, etc. .; silhouettes of children that can be moved along the paths).
Progress of the game:The game can involve a group of children who go for a walk in the forest. At the first stage, you should lead the children along the path, tell them what is on it, and put up the appropriate environmental signs to help them follow the rules of behavior in the forest.
At the second stage, children travel independently forest paths, where various environmental signs are placed. Players must use them to explain the rules of conduct in the forest. For the correct answer - a chip. The winner is the one who gets maximum amount chips.
Ecological game “BIRDS PYRAMID”
Target:continue to develop in children knowledge about the simplest food chains of birds in nature, to consolidate knowledge about the conditions necessary for the growth of plants and the life of animals.
Material:
The first option is planar:a set of cards of different colors (blue, yellow, black, red), simulating the conditions necessary for plant growth and animal life; sets of three cards with different illustrations of plants and birds (for example, pine - pine cone - woodpecker).
Second option- volumetric:a set of seven cubes, where the first through fourth cubes are of different colors, indicating the conditions necessary for the life of plants and animals; fifth - plants; sixth - bird food; seventh - birds (for example: spruce - fir cone - crossbill; rowan - rowan berries - bullfinch; algae - snail - duck; oak - acorns - jay; grass - grasshopper - stork).
Progress of the game:similar to the “Ecological Tower “Forest”. However, when making a pyramid, you need to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically on this horizontal line, one on one, in order to show food chains in nature.
"ECOLOGICAL TOWER "FOREST"
Target:introduce children to the concept of “food chain” and give an idea of food chains in the forest.
First option - planar:a set of cards with illustrations of four each (for example, forest - plant - herbivore - predator);
Second option - volume:four different-sized cubes, on each side of which there are illustrations of a forest (forest - mushroom - squirrel - marten; forest - berries - hedgehog - fox; forest - flower - bee - bear; forest - acorns - wild boar - wolf; forest - birch - chafer - hedgehog; forest - pine cone - woodpecker - eagle owl, etc.)
Progress of the game:At the first stage, children play together with the teacher, starting the game with any cube.
Educator: “This is a mushroom, where does it grow?” (In the forest.) “Which animal eats mushrooms in the forest?” (Squirrel.) “Does she have enemies?” (Marten.) Next, the child is asked to create a food chain from the named objects and explain his choice. Show that if you remove one of the components of the food chain (for example, a mushroom), then the entire chain falls apart.
At the second stage, children play independently. They are invited to create their own ecological tower.
At the third stage, competition games are organized: who can quickly build a tower containing, for example, a hedgehog or a wolf.
Game "Sun"
Target:continue to strengthen children's knowledge about animals and their habitats.
Material:a set of task cards and wooden clothespins of different colors.
The task card is a circle divided into 6–8 sectors. In each sector there is a picture (for example: a mole, an octopus, a fish, a whale, a cow, a dog). In the center of the circle is the main symbol that defines the theme of the game (for example: a drop symbolizing water). The symbol helps children understand the task without the help of an adult.
Progress of the game.A drop is depicted in the center of the circle; the child must find animals for which water is a “home”, a habitat (lesson block “Water Sorceress”).
The content of several pictures in the sectors is related to the theme of the game, the rest of the pictures have nothing to do with it. When completing tasks, the child marks the necessary (that is, related to this topic) sectors, for example, with blue clothespins, and those not related to it with red ones. Thanks to clothespins, the card with the completed task becomes like a sun.
Didactic game "Find what I'll show you"
Subject:Fruits.
Equipment:Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game:The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.”Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
Note. IN further game you can complicate it by adding vegetables and fruits that are similar in shape but different in color. For example: beets, turnips; lemon, potatoes; tomato, apple, etc.
Didactic game "Find what I'll name"
Subject:Fruits.
First option.
Equipment:Place vegetables and fruits on the table so that their size and shape are clearly visible. For the game, it is better to take fruits and vegetables of the same size, but of different colors (several apples), of different sizes with a constant color.
Progress of the game.The teacher asks one of the children: “Find a little carrot and show it to everyone.” Or: “Find a yellow apple, show it to the children”; “Roll the apple and tell me what shape it is.” The child finds an object, shows it to the other children, and tries to determine the shape. If the child finds it difficult, the teacher can name a bright distinctive feature of this fruit or vegetable. For example: “Show me the yellow turnip.
Second option.
Vegetables and fruits are placed in vases of various shapes: spherical, oval, elongated. In this case, the shape of the vase must correspond to the shape of the object hidden in it. Children are looking for the named object. You cannot look into all the vases.
Third option.
The game is equipped and played in the same way as in the first two versions. Here the problem is solved - to fix the coloring of objects in the memory of preschoolers.
Fruits and vegetables are laid out (hidden) in vases of different colors in accordance with the color of the item.
Didactic game "Guess what you ate"
Subject:Fruits.
Didactic task.Find out the object using one of the analyzers.
Equipment.Choose fruits and vegetables of different tastes. Wash them, peel them, then cut them into small pieces. The same objects are laid out on the table in the room where the children are sitting for comparison and control.
Rules of the game.You can't look at what you put in your mouth. You have to chew with your eyes closed, and then say what it is.
Progress of the game.Having prepared vegetables and fruits (cut into pieces), the teacher brings them into the group room and treats one of the children, after asking him to close his eyes. Then he says: “Chew well, now tell me you ate it.” Find the same one on the table.”
After all the children have completed the task, the teacher treats all children to fruits and vegetables.
Note.In the future, you can ask children to name taste sensations. The question should be asked in such a way that, in cases of difficulty, children can choose the appropriate name to determine the taste: “How did it feel in your mouth?” (Sweet, sour, bitter).
Didactic game "What has changed?"
Subject:Houseplants
Didactic task.Find objects by similarity.
Equipment.Identical plants (3 - 4 each) are placed on two tables.
Rules of the game.You can show a recognized plant only upon a signal from the teacher, after listening to its description.
Progress of the game.The teacher shows a plant on one of the tables, describes its characteristic features, and then invites the child to find the same one on another table. (You can ask the children to find the same plants in group room.).
The game is repeated with each of the plants on the tables.
Didactic game "Find a plant by name"
Subject:Houseplants.
First option.
Didactic task.Find a plant by name word.
Rule.You cannot look where the plant is hidden.
Progress of the game.The teacher names a houseplant in the group room, and the children must find it. First, the teacher gives a task to all the children: “Who can quickly find the plant in our group room that I name?” Then asks some children to complete the task. If it is difficult for children to find the named plant in a large area of the room among many others, the game can be played by analogy with the previous ones, that is, the selected plants can be placed on the table. Then finding a plant in the room will become a more complicated version of the game.
Second option.
You can play a game using a toy that the teacher or one of the children will hide (see the game “Where is the nesting doll hidden?”), but instead of describing the houseplant near which the toy is hidden, you can only give its name.
Didactic game "Find the same"
Subject:Houseplants.
Didactic task.Find objects by similarity.
Rule.It is impossible to watch how the teacher changes places of plants.
Equipment.3-4 identical plants are placed on two tables in a certain sequence, for example, flowering geranium, ficus, fragrant geranium, asparagus.
Progress of the game.The teacher asks the children to take a good look at how the plants stand and close their eyes. At this time, he swaps the plants on one table. And then he asks the children to rearrange the pots as they stood before, comparing their arrangement with the order of the plants on another table.
After some repetitions, you can play the game with one set of plants (without visual control).
Didactic game "Find the piece of paper that I'll show you"
Subject:Trees.
Didactic task.Find objects by similarity.
Rule.Only those who have in their hands the same stock as the one shown by the teacher can run (“fly”) on command.
Progress of the game.During the walk, the teacher shows the children a sheet and asks them to find the same one. The selected leaves are compared by shape, and how they are similar and how they differ is noted. The teacher leaves each person a leaf from different trees (maple, oak, ash, etc.). Then the teacher picks up, for example, a maple leaf and says: “The wind blew. These leaves flew off. Show me how they flew." The children, holding maple leaves in their hands, spin around and stop at the teacher’s command.
The game is repeated with different leaves.
Didactic game "Find the same leaf in the bouquet"
Subject:Trees.
Didactic task.Find an item by similarity.
Rule.Raise the sheet after the teacher names and shows it.
Equipment.Select identical bouquets of 3 - 4 different leaves. The game is played while walking.
Progress of the game.The teacher distributes bouquets to the children and keeps the same for himself. Then he shows them some leaf, for example a maple one, and suggests: “One, two, three - show me this leaf!” Children raise their hand with a glue sheet.
The game is repeated several times with the remaining leaves of the bouquet.
Didactic game "Such a leaf, fly to me"
Subject:Trees.
Didactic task.Find objects by similarity.
Rule.You can run to the teacher only at a signal and only with the same piece of paper as the teacher’s in your hand.
Equipment.Select leaves of oak, maple, rowan (or other trees common in the area) that differ sharply in shape.
Progress of the game.The teacher picks up, for example, a maple leaf and says: “Whoever has the same leaf - come to me!”
Children look at the leaves received from the teacher; those who have the same ones in their hands run to the teacher. If the child makes a mistake, the teacher gives him his sheet for comparison.
Didactic game "Find the leaf"
Subject:Trees.
Didactic task.Find a part from the whole.
Rule.You can look for a leaf on the ground after the teacher’s words.
Progress of the game.The teacher asks the children to carefully examine the leaves on a low tree. “Now try to find the same ones on earth,” says the teacher. -One, two, three - look! Whoever found it, come to me quickly.” Children with leaves run to the teacher.
Didactic game "Who can find birch, spruce, oak faster"
Subject:Trees.
Didactic task.Find a tree by name.
Rule.You can run to the named tree only with the command “Run!”
Progress of the game.The teacher names a tree that is well known to the children and has bright distinctive features and asks them to find it, for example: “Who can find the birch faster? One, two, three - run to the birch!” Children must find a tree and run up to any birch tree growing in the area where the game is being played.
Didactic game "Find a leaf like on a tree"
Subject:Trees.
Didactic task.Find a part from the whole.
Rule.You only need to look on the ground for the same leaves as on the tree indicated by the teacher.
Progress of the game.The game is played in the fall on the site. The teacher divides the group of children into several subgroups. Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground.
The teacher says: “Let's see which team finds the right leaves faster.” The children begin their search. Then the members of each team, having completed the task, gather near the tree whose leaves they were looking for. The team that gathers near the tree first wins.
Didactic game "Everyone go home!"
Subject:Trees.
Didactic game.Find the whole from its part.
Rule.You can run to your “house” only upon a signal from the teacher.
Equipment.Leaves of 3 - 5 trees (according to the number of children).
Progress of the game.The teacher hands out leaves to the children and says: “Let’s imagine that we went on a hike. Each squad pitched a tent under a tree. You are holding leaves from the tree under which your tents are located. We are walking. But suddenly it started to rain. “Everyone go home!” At this signal, the children run to their tents and stand next to the tree from which the leaf comes.
To check whether the task was completed correctly, the child is asked to compare his leaf with the leaves on the tree to which he ran up.
Note.The game can be played with leaves, fruits and seeds or only with seeds and fruits.
Didactic game "Find a tree by description"
Subject:Trees.
Didactic task.Find an item by description.
Rule.You can look for a tree only after the teacher tells you.
Progress of the game.The teacher describes trees familiar to the children, choosing from them those that have subtle distinctive features (for example, spruce and pine, rowan and acacia).
Children must find what the teacher is talking about.
To make it interesting for the children to search by description, you can hide something near the tree (or on the tree) they are talking about.
Didactic game "Run to the house I'll name"
Subject:Trees.
Didactic task.Find an item by name.
Rule.You cannot stand near the same tree for a long time.
Progress of the game.The game is played according to the “Trap” type. One of the children is appointed as a trap, all the rest run away from him and save themselves near a tree named by the teacher, for example, near a birch tree. Children can run from one birch tree to another. The one who is caught by the trap becomes the driver.
When the game is repeated, the name of the tree (“house”) is changed each time.
Didactic game "Who lives where?"
Subject:Dwellings
Target:consolidate children's knowledge about the natural habitats of various animal species (insects, amphibians, birds, animals).
Material:a tablet on which, on one side, various animals are depicted, and on the other, their homes, for example: a den, a hole, a beehive, a birdhouse, a nest. In the envelope on the back of the tablet there are arrows indicating the number of animals. Instead of arrows, you can draw labyrinths of multi-colored lines.
Progress of the game:Two or more children take part in the game. They take turns finding the animal on offer and using an arrow or using a labyrinth to determine its home. If the game actions are performed correctly, the child receives a chip. If the answer is incorrect, the turn goes to the next player. The one who has the most chips at the end of the game wins.
Didactic game "Who eats what?"
Subject:Nutrition.
Target:consolidate children's knowledge about different types of animal nutrition (insects, amphibians, birds, animals) in nature.
Material:a tablet on which different types of food for different animals are placed in a circle. A moving arrow is fixed in its center, and cards with illustrations of the necessary animals are placed in the envelope on the reverse side.
Progress of the game:The game involves two or more children. One by one, according to the teacher’s riddle, the children find the corresponding picture of the animal and use the arrow to indicate the type of food it eats. For the correct answer - a chip. The one who has the most chips at the end of the game wins.
Didactic game "Find your house"
Subject: Nutrition.
Progress of the game:
Option 1. Children play alone. The child groups cards with animals into colored fields depending on what they eat. After completing the task, the teacher checks the correctness of the solution and gives the player a penalty chip for each mistake. The one who collects them least wins.
Option 2. Children take turns taking one card with a picture of an animal and find a house for it, relying on their own knowledge about the feeding habits of different types of animals. The one who collects the most chips for completing the task correctly wins.
Didactic game "What first, what then?"
Subject: Height.
Target: consolidate children's knowledge about the main stages of growth and development of living organisms (plants, animals, humans).
Material:
a set of cards on which the stages of growth and development of plants or animals (peas, dandelions, strawberries,
frogs, butterflies, etc.), as well as humans (infancy, childhood, adolescence, youth, maturity, old age).
Progress of the game:
Option 1. The child is asked to arrange the cards in order of growth and development of a living creature (for example, cabbage butterfly: egg - caterpillar - pupa - butterfly) and tell what happened first and what came next.
Option 2. The teacher lays out the cards, deliberately making a mistake in their order. Children must correct her and explain the correctness of their decision.
Didactic game "Let's help the plant"
Subject: Height.
Target: consolidate children's knowledge about the conditions necessary for plant growth (water, light, heat, nutritious soil); exercise in determining the deficiency of certain conditions by the appearance of the plant.
Material: a set of cards depicting one of the indoor plants (for example, balsam) in good and bad condition (withered, yellowed leaves, light soil in a flowerpot, frozen plant, etc.); four color model cards depicting the conditions necessary for plants (yellow - light, red - warmth, blue - water, black - nutritious soil); four cards depicting a healthy plant and modeling the four conditions it needs.
Progress of the game:
Option 1. At the beginning of the game, children are introduced to model cards of the conditions necessary for the growth and development of a plant. Then four cards are examined showing the same plant in good condition, indicating the same models. Children need to explain the reason for the normal state of the plant.
Option 2. Model cards are laid out on the table in front of the child, and on the typesetting canvas the teacher composes a story about the plant, for example: “The balsam grew in a pot on the window and rejoiced at the first spring sun. The sun's rays were heating up more and more, and the water reserves in the soil were becoming less and less. On Monday morning, the children noticed that the balsam leaves had turned yellow and drooped. What to do?" Invite the children to help the plant: select model cards depicting the conditions necessary for the plant. For the correct answer - a chip. The one who collects the most of them wins.
Didactic game "The forest is a home for animals"
Subject: Natural community.
Target: consolidate children's knowledge about the forest as a natural community; to form ideas about the ecological tiers (floors) of a mixed forest and the place of animals in them.
Material: planar model depicting four tiers of mixed forest: 1 - herbaceous cover, 2 - shrubs, 3 - deciduous trees, 4 - coniferous trees. On each of the tiers there are special slots for attaching animal figures. The envelope on the back of the tablet contains silhouette figures of various animals: insects, amphibians, reptiles, birds, mammals.
Progress of the game:
Option 1. Children play one at a time, and the rest check whether the task is completed correctly - to place all the animals on “floors” depending on their habitat. The one who makes the fewest mistakes wins.
Option 2. Silhouettes of animals are laid out on the table with the reverse side up. Children take one silhouette at a time, name the animal and determine its place in the forest. In this case, the child must explain the correctness of his own choice. For the correct answer - a chip. If the task is completed incorrectly, then the animal silhouette figurine is placed on the table and the action is repeated by another child.
Didactic game "Ecological pyramid "Birds"
Subject: Birds.
Target: to develop knowledge about the simplest food chains of birds in nature; consolidate knowledge about the conditions necessary for plant growth and animal life.
Material:
Option 1, planar: a set of cards of different colors (yellow, blue, red, black), displaying the conditions necessary for plant growth and animal life; sets of three cards with different illustrations of plants and birds, for example: pine - pine cone - woodpecker.
Option 2, volumetric: sets of seven cubes, where four cubes are of different colors, based on the conditions necessary for the life of plants and animals; the fifth shows plants; on the sixth - bird food; seventh - birds. For example: rowan - rowan berries - bullfinch; spruce - fir cone - crossbill; oak - acorns - jay; algae - snail - duck; grass - grasshopper - stork.
Progress of the game:Similar to previous games. However, when making a pyramid, you need to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically on this horizontal line, one on one, to show food chains in nature.
Didactic game "Walk in the forest"
Subject: Behavior in the forest.
Target: to form the right attitude towards forest inhabitants; expand children's knowledge about the rules of behavior in the forest; practice recognizing warning and prohibiting environmental signs.
Material: a tablet with a picture of a forest clearing with several paths on which warning signs are placed; silhouettes of children that can be moved along paths; a set of prohibitory environmental signs in an envelope (“Do not pick lilies of the valley”; “Do not trample mushrooms, berries”; “Do not break tree branches”; “Do not destroy anthills”; “Do not make fires”; “Do not catch butterflies”; “Do not shout” ; “Don’t play loud music”; “Don’t destroy birds’ nests”, etc.).
Progress of the game:
The game can involve a group of children who go into the “forest” for a walk. At the first stage, you should lead the children along the “path”, tell them what is on it, and put up the appropriate environmental signs to help them follow the rules of behavior in the forest.
At the second stage, children independently travel along “forest paths” where various environmental signs are placed. The guys must use them to explain the rules of conduct in the forest. For the correct answer - a chip. The one who collects the maximum number of chips wins.
Didactic game "Food chains in nature "
Target: to form children’s ideas about food chains and the place of different animal species in them.
Material:
Option 1: pictures cut into two parts, when compiled, a food chain is formed: the animal and the food it eats, both plant and animal.
Option 2: pictures cut into three parts, the food chain includes a plant, a herbivore or omnivore, a predator.
Progress of the game:
At the first stage The cut pictures are presented in such a way that each has its own specific cut, different from the others. Using it, children find parts of the corresponding picture, put them together correctly, become familiar with the food chain, and determine the place of the animal in it, for example: mushroom - squirrel - marten.
At the second stage cut pictures can have the same cuts. When drawing up such pictures, children show greater independence in determining the place of the animal in the food chain.
Didactic game "Seasons"
Subject: Natural community.
Target: form ideas about the patterns of the seasons in accordance with the length of daylight hours; show the relationship between daylight hours and phenomena occurring in nature in different seasons.
Material: four tablets of different colors corresponding to the seasons (white, red, green, yellow), which show models of daylight hours for each season; pockets for illustrations of natural phenomena characteristic of a given season.
Progress of the game:
Children look at the tablets, determine each season in accordance with the color and trajectory of the sun in the sky: in summer - the largest trajectory, in winter - small; autumn and spring - equinox. Having determined the time of year, children should put illustrations of natural phenomena of this season in pockets and talk about them.
Didactic game "Ecological chamomile"
Subject: Natural community.
Target: consolidate children's ideas about characteristic phenomena in living and inanimate nature in different seasons, their relationships and interdependence.
Material: four circles (the middle of a daisy) of different colors (white, green, yellow, red) in accordance with the patterns of the seasons and a set of petals depicting various phenomena in living and inanimate nature at each time of the year, for example: in the spring, boats float in a stream, a lily of the valley has bloomed , birds build nests, etc.
Progress of the game:
Four children play, each needs to collect chamomile petals of the corresponding season and talk about characteristic phenomena in both inanimate and living nature.
Didactic game "Enchanted Letter"
Subject: Fruits and vegetables.
Target: consolidate children’s ideas about the characteristic features of vegetables and fruits, their role in maintaining human health; introduce modeling as a way to form a generalized idea of vegetables and fruits.
Material: five tablets with models of characteristic features of vegetables and fruits (color, shape, size, method of consumption, place of growth); a set of subject-schematic drawings for nasty vegetables and fruits.
Progress of the game:
Children examine subject-schematic models that reveal the characteristic features of vegetables and fruits.
Option 1. Using sample models of characteristic features of vegetables and fruits, children solve riddles and drawings by Dr. Aibolit to help him determine which vegetables and fruits are good for human health.
Option 2. Using the model samples, one child composes a riddle describing a particular vegetable or fruit, the rest of the children guess and tell what role they play in maintaining human health.
Didactic game "FLOWER-SEMIFLOWER"
Subject: Natural community
Target: develop thinking; cultivate positive moral qualities of the individual; develop communication skills between children and their relatives; update joint needs; develop a sense of mutual empathy.
Progress of the game:
Each family team receives a seven-flowered flower. The participants in the game conceive seven wishes (parents help write down the wishes of preschoolers): three wishes are conceived by the child for the parents, three by the adult for the child, one wish will be joint.
Parents and children exchange petals and select wish petals that are truly pleasant to them. The team that has the most desired petals, where the expected desires coincide with the real ones, wins.
Didactic game "CONVERSATION WITH THE FOREST"
Target: develop children's creative imagination, enrich speech with definitions; learn to relax.
Progress of the game:
An unusual journey awaits you. We will be transported mentally to the forest. (Children close their eyes, leaning on the backs of chairs, relaxed hands resting on their knees.) Around you in the forest are a variety of flowers, shrubs, trees, and herbs.
Stretch your right hand forward and “touch” the tree trunk: what is it like? Now raise your hand and touch the foliage: what is it like? Put your hands down and run along the blades of grass: what are they? Smell the flowers, take a deep breath and hold this freshness within yourself!
Submit your face to the fresh breeze. Listen to the sounds of the forest - what did you hear?
The children listen silently. Each child tells the teacher in his ear the sound or rustle he presents.
Didactic game "WHAT FRUITS GROW ON WHAT TREE"
Target: activate the names of plants and their fruits in children’s speech; practice the practical mastery of prepositional case constructions and agreement of nouns with verbs and adjectives in gender, number, and case.
Exercise 1. Identify a plant by its fruits and complete the sentence.
Acorns grow on... (oak tree).
Apples grow on... (apple tree).
Cones grow on... (spruce and pine).
Bunches of rowan grow on... (rowan).
Nuts grow on... (hazel tree).
Task 2. Remember the name of the plant fruit and complete the sentence.
There are a lot of... (acorns) ripe on the oak tree.
The children picked ripe... (apples) from the apple tree.
The tops of the fir trees bent under the weight of many... (cones).
On the fallen rowan tree there were bright lights burning... (bunches of berries).
Task 3. Draw a line from the plant to its fruits and make a sentence (done with subject pictures).
acorn cone bunches of berries
hazel apple oak
apple nut
Task 4. The same with pictures of plants and their leaves.
Didactic game "GNOMES IN THE FOREST"
Target: Using pantomime, depict characteristic movements in a certain situation, focusing only on the words of the teacher and their own ideas.
Progress of the game:
The teacher invites the children to put on gnome caps: “Today we will meet little magical people - gnomes, and we will play with them!”
Dwarfs live in the forest. The trees grow thickly all around, all with thorny branches. The gnomes struggle through the thicket, lifting the branches and pushing them apart with great effort. He appeared in the forest about the light: the trees are growing thinner and further from each other (the gnomes look around, choose their path).
Now the gnomes easily slip between the trees (they are flexible, dexterous): sometimes they will pass sideways, sometimes with their backs... But you have to bend over and crawl under the log. Somewhere you have to tiptoe along a narrow path.
The gnomes came out into the clearing, and there a mouse was sleeping. The gnomes quietly step over it, careful not to step on it. Then they saw a bunny - and let's jump with it! Suddenly a gray wolf jumped out from behind the bushes and howled!
The gnomes rushed to hide under the bushes (under the tables) and sit there quietly!
The wolf went his way, and the gnomes went home: tiptoe along a narrow path; Now you have to bend down and crawl under the deck; where they will pass sideways, where they will stand back. The house is already close: the gnomes are struggling through the thicket, lifting the branches and pushing them apart with great effort.
Oh, tired! We need to rest on our chairs! (Children take their seats.)
Didactic game "FLOWERS - DOESN'T FLOWERS"
Target: develop auditory attention and endurance in children.
Rule: Raise your hands only if a blooming object (plant, flower) is named.
Progress of the game:Children sit in a semicircle and place their hands on their knees.
Educator: I will name the objects and ask: is it blooming? For example: “Is the apple tree blooming?”, “Is the poppy blooming?” etc.
If this is actually the case, then the children should raise their hands up.
If I name a non-blooming object (Christmas tree, pine tree, house, etc.), then you should not raise your hands.
You need to pay attention, because I will raise my hands both correctly and incorrectly. Whoever makes a mistake will pay a chip.
The teacher starts the game:
"Is the rose blooming?" - and raises his hands.
The children answer: “It’s blooming!” - and they also raise their hands.
“Is the pine tree blooming?” - and raises his hands, and the children should be silent.
Didactic games on ecology
1. “Birds, fish, animals”Goal: To train children in the ability to name an object of a certain group of objects.
Game actions:
The presenter throws the ball to the child and says the word “birds.” The child who catches the ball must select a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
2. “Guess what’s in your hand”
Purpose: To distinguish vegetables, fruits and berries by touch.
Game actions:
Children stand in a circle with their hands behind their backs. The teacher places models of vegetables, berries and fruits in the children’s hands. Children must guess. The teacher shows, for example, a pear and asks to determine who has the same object (fruit, vegetable, berry).
3. “Flies, swims, runs”
Purpose: Depict the method of movement of an object.
Game actions:
The presenter names or shows the children an object of living nature and invites the children to depict the method of movement of this object. For example, when hearing the word “bear,” children begin to imitate walking like a bear; “magpie” children begin to wave their arms and so on.
4. Game “Good - bad”
Goal: To improve children's knowledge about the phenomena of living and inanimate nature, animals and plants.
Game actions:
The teacher or teacher offers children different situations, and the children make conclusions, for example: “Is a clear sunny day in the fall good or bad?”, “All the wolves have disappeared in the forest - is this good or bad?”, “It rains every day - is this bad or bad?” good?", "Is a snowy winter good or bad?", "All the trees are green - is this good or bad?", "A lot of flowers in our garden - is this bad or good?", "Granny in the village has a cow - is this good or bad?”, “All the birds on earth have disappeared - is that bad or good?” and so on.
5. “Who is after whom?”
Goal: Show children that in nature everything is connected.
Continue to instill in children a caring attitude towards all animals.
Game actions:
The teacher invites the called child to connect with a ribbon all the animals that hunt each other. Other children also help find the correct pictures of animals. You can suggest starting the game with a plant, a frog or a mosquito.
6. “What’s extra”
This game is usually used to develop thinking, but it can also be used to develop visual and auditory memory, depending on how the material is presented - visually or auditorily.
Goal: development of visual and auditory memory and thinking, activation of children's vocabulary.
Equipment: cards with a set of 4 words (pictures): three words - one generalizing concept, one word - another generalizing concept.
Progress of the game:
The child is asked to listen (watch) and remember a number of words (pictures). The presentation time for each picture is 1 second. After presentation, the pictures are covered or removed. Then he is asked to repeat these words (name the pictures). Next, the child is asked the question: “What word (picture) do you think is superfluous? Why?". Then the child is asked to remember and list the remaining three words (pictures). After this, the child is once again asked to list the entire series of words (pictures) in the order in which they were presented.
The complexity of the game occurs due to an increase in the number of memorized words or pictures, as well as through a more subtle differentiation of general concepts (for example, tableware - tableware, kitchen, tea).
Sample list equipment for the game
Domestic – wild birds
Chicken, goose, turkey ram
Duck, rooster, peacock horse
Chicken, duckling, gosling pig
Birds are animals
Ostrich, penguin, stork dolphin
Dolphin, walrus, octopus penguin
7. "The fourth wheel"
Target:. develop in children a cognitive interest in the life of feathered friends, teach them to understand the figurative meaning of riddles.
1. hare, hedgehog, fox, bumblebee;
2. wagtail, spider, starling, magpie;
3. butterfly, dragonfly, raccoon, bee;
4. grasshopper, ladybug, sparrow, chafer;
5. bee, dragonfly, raccoon, bee;
6. grasshopper, ladybug, sparrow, mosquito;
7. cockroach, fly, bee, cockchafer;
8. dragonfly, grasshopper, bee, ladybug;
9. frog, mosquito, beetle, butterfly;
10. dragonfly, moth, bumblebee, sparrow.
8. “Put the bird (animal, object) out of geometric shapes»
Goal: continue to teach children to post images of animals, objects, natural phenomena, etc. d., using geometric shapes; develop creative imagination, evoke a desire to fantasize.
Equipment: cards, a set of geometric shapes.
The teacher offers to play a game during which children come up with their own objects and images, using previously acquired knowledge and skills.
9. Find by description
Goal: to consolidate the idea of the features appearance plants, teach children to independently describe the plant.
Game task: find a plant based on the listed characteristics.
Material: cards with pictures of plants.
Progress of the game: The presenter names the characteristic features of a particular plant without naming it. Children look for his image among the cards. The winner is the one who quickly and correctly finds or names the answer.
10. Lotto “What grows where?”
Goal: to strengthen children’s ability to classify plants according to their place of growth; develop mindfulness.
Game task: fill the playing field.
Materials: playing fields - meadow, forest, pond, swamp. Cards depicting plants growing in these ecosystems.
Progress of the game: Children choose playing fields. The presenter shuffles the cards and, taking out one at a time, names the plant. Children playing take away the cards that match their playing field. The one who fills the playing field faster wins.
