ELVIRA TAGIROVA
Card index of environmental games
Ecological games in kindergarten are very important for developing young children’s understanding of the world around them, living and inanimate nature. They can bring considerable joy to children if the teacher takes care of a variety of games on an environmental theme . The specificity of environmental games for preschoolers is that the material conveyed to the child should not only be useful and educational, but also interesting. Therefore, it is best to involve children in active participation in the game to conduct environmental games for kids.
Didactic game “Whose traces”
Target. Development of visual analysis of images of objects in children.
Equipment. Drawings, photographs depicting animal tracks.
Progress of the game
From two to four children can take part in the game. The teacher suggests picking up two cards (animal tracks and the whole animal)
.
Children are given cards with a picture of an animal; they need to find traces of this animal. After completing the task, children can test themselves. To do this, you need to turn the cards back : if the color and shape of the figures on the back side match, then the combination of cards is assembled correctly . The one who correctly collects the largest number of combinations wins.
Didactic game “Find the shadow”
Goal: To teach children to find given silhouettes by overlapping.
Tasks:
-Develop cognitive activity.
-Develop children's visual perception, attention, and thinking.
-Develop visual superimposition techniques.
-Develop attentiveness, observation, memory and perseverance.
Ecological games for preschool children
Ecological games for preschool children
Author: Skripnikova Valentina Mikhailovna. Application: This article will be useful to kindergarten teachers, parents, and additional education teachers. Explanatory note: In the proposed didactic environmental games, the child gains a variety of experience interacting with the outside world; carries out very specific environmental work; learns the rules of behavior in the environment; becomes kind, sensitive, responsive to someone else's misfortune. Man has two worlds: One, which created us, The other, which we have been creating since time immemorial to the best of our ability. N. Zabolotsky. Purposes of use: education of norms and rules of environmentally sound interaction with the outside world, transformation of a significant part of them into the child’s habits; creating a need for the acquisition of environmental knowledge, focusing on their practical application; Objectives: - Formation of children's knowledge about nature. Ecological games in kindergarten are very important for developing young children’s understanding of the world around them, living and inanimate nature. Play is not only entertainment, but also a method by which children get to know the world around them. 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 games, children repeat what they have observed, consolidate their knowledge and acquired skills. While watching the game, we try to provide the children with the necessary items, help them correctly resolve issues that arise, and correct misconceptions. It is very important that the game is not imposed on children, and that they reproduce in it only what they themselves have perceived. Didactic game "Recognize the animal." The presenter reads out a description of the animal. Task: determine who it is, without a hint or with a prompt to choose. Game with the ball “I know...” Goal: To develop the ability to name several objects of the same type. Develop the ability to combine objects based on common features. Game actions: Children stand in a circle, in the center is the leader with the ball. 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. Didactic game “Guess which bird is singing?” Goal: The ability to identify bird voices from sound recordings. Determine which bird sings and how it sings (subtle, sonorous, melodic, quiet, drawn-out, etc.). Cultivate interest and caring attitude towards birds. Game activities: 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.
Didactic game “What would happen if the forest disappeared...” 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. Game "Tops-Roots". Children sit in a circle. The teacher names vegetables, the children make movements with their hands: if a vegetable grows on the ground, in a garden bed, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down. Didactic game “Where the fish hid.” Goal: to develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary. Material: blue fabric or paper (pond), several types of plants, shell, stick, driftwood. Description: children are shown a small fish (toy) that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes. “How to find a fish?” - asks the teacher. “Now I’ll tell you where she hid.” The teacher tells what the object “the fish hid” looks like. Children guess. Outdoor game “We are autumn leaves.” The children hold twigs with autumn leaves in their hands. We are leaves, we are leaves, we are autumn leaves. We sat on branches, the wind blew and we flew. We flew, we flew. All the leaves are so tired. The breeze stopped blowing and everyone sat in a circle. The wind suddenly blew again and blew the leaves off the branches. All the leaves flew and sat quietly on the ground. Didactic game “Spring, summer, autumn.” Preparing for the game: the teacher prepares three large pictures depicting spring, summer and autumn and small ones on which plants blooming in spring, summer, and autumn are drawn. Didactic task: to clarify children’s knowledge about the flowering time of individual plants (for example: daffodil, tulip - in spring, golden ball, asters - in autumn, etc.); teach children to classify according to a certain criterion, develop their memory and intelligence. Game action: the game can be played in the same way, “how and when does this happen?”, “Guess what grows where” Didactic game “Which plant is gone?” 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. Didactic game “Yes - no”. All questions from the presenter can only be answered with “yes” or “no”. The driver will go out the door, and we will agree on what animal (plant) we will wish for him. He will come and ask us where this animal lives, what it is like, what it eats. We will answer him with only two words. An ecological game from the “Guess who I am?” series. Mom makes a wish for an animal and gives it a description. For example: a wild animal lives in the forest. eats grass. Your baby should ask you questions, but at the same time receive not direct, but leading answers. Ecological game "Garden - vegetable garden." Goal: 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. Game “Describe, we will guess” . Goal: learn to describe an object and find it by description. DESCRIPTION: The teacher or some fairy-tale character shows vegetables “What is this?” Offers to consider and play the game “Describe, we will guess.” The teacher asks one child to ask a riddle - to describe a vegetable, for example, beets, so that the children know what he is talking about. The sequence of description should be recalled: first you need to talk about the shape, its details, then about density, color, taste (you can offer a reference diagram-model). Game: “Where the nesting doll hid.” Goal: To consolidate the names of plants, to cultivate curiosity and resourcefulness. DESCRIPTION: Plants in a group are placed so that they are clearly visible and can be easily approached. One of the children is blindfolded with a scarf. The teacher hides the nesting doll under the plant. The child is freed from the scarf, he finds a nesting doll and says the name of the plant. Thus, we can say that the game is a multifaceted, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and an independent play activity, and a means of comprehensive education of the child. Didactic game “What insect, name it?” Goal: To develop 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 is cuter than all the bugs. Her back is red. And on it are circles, little black dots. (Ladybug) She has 4 wings, The body is thin, like an arrow, And big, big eyes, They call her... (Dragonfly) She drinks the juice of fragrant flowers. Gives us both wax and honey. She is sweet to all people, 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 buzz a lot. (Beetle) We will spread our wings - The pattern on them is beautiful. We are spinning and flying - What space there is all around! (Butterfly) Thus, we can say that the game is a multifaceted, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and an independent play activity, and a means of comprehensive education of the child.
We recommend watching:
Ecological games for children of senior preschool age (5-7 years old) Ecological travel game for children 6-9 years old Ecological quiz scenario for preschoolers of the preparatory group Ecological games for preschoolers
Similar articles:
Conversation “Take care of the forest” for preschool children of the senior preparatory group
Game “Nature Experts” for older preschoolers
Brain - ring for preschoolers 6-7 years old
Progress of the game:
Option 1. The teacher gives the children colored cards depicting various objects. Invites children to look at them. Next, the teacher shows a shadow (black and white)
any
picture . Children must find, among the available cards , the one that matches the desired silhouette and put a shadow on the picture .
Didactic game "Seasons"
for children 3–6 years old
"SEASONS"
Goal: to form children’s understanding of the alternation of seasons and some of their characteristics. Learn to establish cause-and-effect relationships between natural phenomena (season-vegetation-human labor)
. Expand your horizons.
Develop and activate your vocabulary.
Material: four cards depicting the seasons, cards depicting the characteristic features of each season.
The place and significance of various types of games in the system of environmental and pedagogical work with children
The place and significance of various types of games in the system of environmental and pedagogical work with children.
One of the most important practical methods of environmental education for children and its main forms is to consider play.
Play is the most emotionally intense activity, and a positive emotional background, as already noted, is of great importance for the ecological development of preschool children.
What is the role of games in the system of environmental education for preschool children?
1) First of all, it is necessary to talk about the influence of games on expanding the range of knowledge and ideas about the natural world. While playing, children learn about the natural environment, their knowledge about objects, objects, and natural phenomena noticeably expands and becomes more specific.
2) Further, play activities contribute to the development of the child’s ability to see the aesthetic beauty and uniqueness of the natural environment, and teaches him to admire its originality.
3) Play activities also influence the development in children of humane feelings towards nature and a cognitive attitude towards it.
For the successful implementation of this activity, it is necessary that during environmental activities with children all types of games for preschoolers are used - both with ready-made content and rules, and those requiring creative approaches.
Didactic games occupy a special place and importance in the system of environmental education for preschool children.
.
These are games in which the process of children's learning is carried out indirectly, through various elements of entertaining and at the same time educational material with which children interact. Didactic games are games with ready-made content and rules
. In the process of didactic play, children clarify, specify, consolidate, expand, and systematize their ideas about nature. At the same time, the didactic game influences the development of mental operations of preschool children (analysis, synthesis, comparison, generalization, classification, seriation, etc.), develops memory and attention. It should also be noted that didactic games contribute to the development of children’s personal qualities (the ability to play together, negotiate during the game, etc.).
In the process of environmental education of preschoolers, the following types of didactic games are used:
— subject;
— desktop-printed;
- verbal;
- creative.
Subject games.
These are games using various natural objects (leaves, cones, seeds, pebbles, etc.): Object games are recommended to be used to clarify and concretize children’s knowledge about the qualities and properties of natural objects. Object games teach children to examine and develop the child’s sensory skills. Examples of object games include “Wonderful Bag”, “Tops and Roots”, “Which branch are the kids from”, etc.
Subject games can be used in all age groups, both in collective and individual lessons, complicating the content of the game depending on the age and individual capabilities of the children.
Board-printed games.
These are games such as lotto, dominoes, cut-out pictures (“Botanical Lotto”, “Berries and Fruits”, “Mushrooms”, etc.). These games provide an opportunity to systematize children’s knowledge about plants, animals, and natural phenomena. They have a great influence on the development of logical thinking of preschoolers, developing the ability to quickly and mobilely use existing knowledge in a new situation. It is advisable to use printed board games when working with a small subgroup of children. They are also effective in organizing individual correctional work.
Word games.
These are games that do not require any visual material. Their content consists of oral questions regarding children’s existing ideas about the natural world. An example of word games can be answers to various questions: “Who flies, who runs, and who jumps?”, “When does this happen?”, “Who lives in the water, who flies in the air, who lives on the ground?” etc. Verbal games are carried out with the aim of consolidating, generalizing, and systematizing children’s ideas about the natural world. They are an effective means of developing attention, memory, and intelligence in preschoolers, and they develop children’s speech well. This type of game does not require special conditions; it can be organized both indoors and on a walk.
Didactic games should be used as a systematic component of environmental education classes, starting from the younger age group
.
At this age stage, didactic games are used primarily to consolidate the knowledge acquired by children during observations of seasonal phenomena while walking, as well as organized activities to familiarize themselves with the natural world. Based on the specifics of age, namely the visual and effective nature of thinking, in early preschool age it is more advisable to use board-printed games with environmental content.
Let's list some of them.
"Find out and name"
Target:
teach children to recognize and name animals by their distinctive appearance.
Material:
cards with images of various animals - dog, cat, cow, fox, bear, fish, crow, sparrow.
Game task:
name the animals depicted on the cards.
“What do animals have?”
Target:
consolidate children's basic knowledge about animal body parts.
Material:
cards with images of various animals - dog, cat, cow, fox, bear, fish, crow, sparrow.
Game task
: show and name the body parts of the animal shown on the card.
"Guess it"
Target:
develop in children the ability to recognize and name representatives of the main life forms of plants (trees, herbaceous and indoor plants) according to the distinctive features of their appearance.
Material:
cards with images of trees (birch, spruce), herbaceous plants (aster, marigold), indoor plants (ficus, aspidistra).
Game task:
name the plants shown on the cards.
"Dandelion"
Target:
consolidate children's basic knowledge about the structure of plants.
Material:
cut-out pictures depicting parts of a dandelion (stem, leaf, flower).
Game task:
make dandelions out of cards and name its parts.
"Seasons"
Target:
consolidate children’s basic knowledge about the characteristic features of the seasons.
Material:
a large circle with a rotating arrow, divided into four sectors (each sector has its own color, simulating a specific season of the calendar year - white (winter), green (spring), red (summer) and yellow (autumn)), pictures depicting seasonal changes in inanimate nature.
Game task:
after the arrow stops at random, select pictures that correspond to the time of year indicated by the arrow.
In the middle group, didactic games are used to clarify, consolidate, and elementary systematize the knowledge acquired by children about the natural world, as well as to develop cognitive activity and thought processes and operations of preschoolers.
We present options for didactic games and environmental content for children of middle preschool age.
"Living - nonliving"
Target:
to develop in children the ability to navigate the concept of “living”, to consolidate knowledge about the signs of living organisms.
Material:
pictures depicting living objects (plants and animals) and inanimate nature.
Game task:
select those cards that depict living objects and explain your choice.
"Zoological Lotto"
Target:
consolidate and improve children’s ability to recognize and name representatives of the main classes of animals by distinctive features of appearance.
Material:
game cards depicting different animals, cards depicting representatives of the main classes of animals (fish, birds, insects, animals), cards describing the external distinctive features of different animals.
Game task:
Based on the description of the animal, select a card with its image and place it on the corresponding cell of the game card.
"Help Little Bear"
Target:
consolidate children's knowledge about the needs of animals as living organisms and how to care for them.
Problematic situation.
Little Bear came to visit the guys. He is very sad because he does not know how to take care of the fish and bird that live in his house.
Game task:
help the Little Bear, tell him what needs to be done so that the fish and the bird have a good life with the Little Bear.
"Bring the plant to life"
Target:
consolidate children's knowledge about the structure of plants (stem, leaf, flower).
Material:
cards with pictures of plants. The cards have empty squares in some part of the plant. Small cards showing missing plant parts.
Game task:
“revive” the plant - fill in the empty squares correctly.
In older preschool age, didactic games are used mainly to systematize ideas about the natural world, as well as to develop mental processes such as attention, memory, thinking, imagination, etc. Due to the increasing complexity of the educational load, the games themselves are changing dramatically. Their content, rules, tasks, and game actions become more complex.
We present options for didactic games recommended for use in environmental work with children of senior preschool age.
"Living - nonliving"
Target:
systematize children’s ideas about a living organism, form a generalized idea of “living”.
Material:
cards depicting objects of living nature (the world of plants and animals) and objects of inanimate nature.
Game task:
select those cards that depict objects of living nature, explain your choice.
"Zoological Lotto"
Target:
generalize children's ideas about various classes of animals, improve the ability to classify animals based on identifying essential features.
Material:
playing cards of five colors (blue, green, red, yellow, brown), picture cards depicting representatives of the main classes of animals (animals, birds, insects, fish, amphibians).
Game task:
arrange cards with images of different animals into color cards corresponding to their habitat (blue card - fish, green - birds, brown - amphibians, red - insects, yellow - animals).
"Animals and plants of the native land"
Target:
generalize and systematize children’s ideas about animals and plants of their native land.
Material:
cards depicting plants and animals of different geographical regions and climate zones.
Game task:
select those cards that depict animals from your native land and name them.
"Lay out the cards"
Target:
generalize and systematize children’s ideas about seasonal phenomena in inanimate nature and their impact on the world of plants and animals.
Material:
four cards reflecting the four seasons, model cards reflecting the characteristic features of seasonal phenomena in the world of living and inanimate nature.
Game task:
choose a card that depicts any season and the corresponding models depicting changes specific to it in the natural world.
However, in order for the use of didactic games to be effective, it is necessary to purposefully teach children. The method of teaching children didactic games depends on the age characteristics and capabilities of preschoolers.
In early preschool age
At the first stage, the teacher acts as an active participant in the game. While playing the game with the children, he tells one rule. This rule should be simple. As the game is repeated, an additional rule is communicated. At the second stage, the teacher leads the game from the side. Although not an active participant in the game, he nevertheless directs the game, monitors the children’s compliance with the rules, and helps them. At the third stage, when the game rules and actions are well mastered, children play independently. The teacher only observes the children’s actions from the side.
Starting from middle preschool age
When children have already accumulated basic experience in play activities, the methodology for teaching and guiding children’s didactic games is somewhat different.
Before starting the game, the teacher tells the children its content, while identifying 1 - 2 of the most important rules. The teacher is also actively involved in the children’s play activities and, as the game progresses, once again pronounces the rules, shows game actions, and talks about additional rules. This is the first stage
of teaching a didactic game.
At the second stage,
children are already playing independently. The teacher observes the progress of the game from the outside, corrects the children’s mistakes, and resolves conflict situations. When children lose interest in a game, the teacher can offer the children a new version.
The category of games with rules also includes outdoor games.
.
A sufficient number of outdoor games with natural history content
(“Cat and Mice”, “Sparrows and a Car”, “Crucian Carp and Pike”, “Sun and Rain”, etc.).
These are mainly games that introduce children to the habits of animals or phenomena of inanimate nature
. Children, imitating the habits of animals, imitating their way of life, displaying natural phenomena, deeply assimilate knowledge about the natural world. And the positive emotions that accompany these games stimulate the development of children’s cognitive interests.
Creative games.
Creative games (
construction games using natural materials and role-playing games
) are of great importance in the system of classes with children on environmental topics.
In them, children express their impressions gained from communicating with natural objects during observations and excursions, as well as knowledge gained in environmental classes. A specific feature of these games is that they are organized on the initiative of the children themselves
. The independent nature of creative games of preschoolers helps the teacher to identify the level of environmental knowledge and children’s attitude towards nature, which is of great importance for the further organization of the system of educational work with children on environmental issues.
Construction games with natural materials (sand, water, clay, cones, pebbles, etc.).
They have a positive impact on the process of children learning the specific properties and qualities of natural objects. In the process of these games, children’s sensory experience is enriched, improved, and cognitive abilities are developed. Construction games can also be used to prepare children for practical research activities, since during these games children often learn problem situations related to the physical properties of materials (for example, why dry sand crumbles, but wet sand can be used to make Easter cakes). Provided that a certain developmental environment is created (small and large sandboxes, molds, scoops, etc.), construction games can be successfully used both indoors and on the site.
Role-playing games.
These are games in which children reflect their experience, knowledge acquired in the process of communication and interaction with the natural world.
Of great importance for the optimal influence of this type of games on the effectiveness of environmental education of preschoolers will be the expansion and enrichment of children’s experience through nature excursions, the use of filmstrips, slides, videos and films that reflect not only the natural world itself, but also the work of people in natural conditions. Children's games are especially influenced by adults' stories about their work.
It is necessary to create certain conditions for the development of creative games with natural history content: groups should have special sets of toys - animals, vegetables, fruits, agricultural machines, etc.
In each age group, conditions should be created for playing with natural materials at all times of the year. These are sandy courtyards and tables, rubber figures of people and animals, plywood silhouettes of houses and trees, pine cones, twigs, acorns, burdocks, metal frames used to sculpt snow figures, seals for creating “pictures” in the snow, equipment for making colored ice etc.
The value of natural material lies in the possibility of its varied use, which helps children discover more and more new properties and qualities of objects. The teacher must help students in the selection and use of natural materials.
Progress of the game.
The game can be played by 4-8 people. The presenter shows one card depicting the characteristic features of each season. The player whose card this characteristic relates to describes and justifies this choice, lays out the card on the colored field .
Didactic game “Guess whose tail?”
(3-7 years)
Didactic tasks: consolidate knowledge on the topics “Wild and Domestic Animals”, create conditions for activating the child’s vocabulary on these topics, consolidate the ability to form possessive adjectives, develop the ability to analyze, consolidate the ability to distinguish and name animals, and develop fine motor skills of the hands.
Material: Animal images cardboard (silhouettes)
and tails glued to clothespins.
Card file of ecology games (senior group)
NATALIA ANTONOVA
Card file of ecology games (senior group)
“WHAT GROWS WHERE?”
Target:
Teach children to understand the processes occurring in nature; show the dependence of all life on earth on the state of the vegetation cover.
Progress of the game.
The teacher names different plants and shrubs, and the children choose only those that grow in the given area. If they grow up, the children clap their hands or jump in one place (you can choose any movement; if not, the children are silent.
Plants: cherry, apple tree, palm tree, rose hip, currant, apricot, raspberry, orange, lemon, pear, pineapple, etc.
2. “WHAT IS EXTRA?”
Target . Strengthen knowledge of the signs of different seasons, the ability to clearly express one’s thoughts; develop auditory attention.
Progress of the game.
The teacher names the season: “Autumn.” Then he lists the signs of different seasons (birds fly south; snowdrops have bloomed; leaves on the trees turn yellow; fluffy white snow is falling). Children name the extra sign and explain their choice.
3."INSECTS"
Target.
Strengthen the ability to classify and name insects.
Progress of the game.
Children stand in a circle, the leader names an insect (fly), and passes the ball to a neighbor, who names another insect (mosquito), etc. Whoever cannot answer leaves the circle. The leader says “A flying insect is a butterfly” and passes the ball to the next answers: “Mosquito”, etc. At the end of the circle, the leader calls “Jumping insect” and the game continues.
4. “THIRD IS OVER.”
Target.
To consolidate knowledge about the diversity of birds.
Progress of the game.
The teacher names the birds randomly; whoever notices the mistake must clap his hands (sparrow, crow, fly, bullfinch, etc.).
5. "FLOWERS".
Target.
Strengthen children's ability to classify and name indoor and garden plants.
Progress of the game.
Children stand in a circle. The child names a houseplant (violet) and passes the ball to a neighbor, who names another plant (begonia), etc. Whoever cannot answer leaves the circle. In the second round, the driver names garden plants, and the game continues
6. “LIVING AND NON-LIVING NATURE”.
Target.
Systematize children's knowledge about living and inanimate nature.
Progress of the game.
“Living” (inanimate) nature,” says the teacher and hands one of the players an object (or throws a ball). Children name objects of nature (the one indicated by the teacher).
7. “WHAT KIND OF BIRD IS THIS?”
Target. Teach children to describe birds by their characteristic features.
Progress of the game.
Children are divided into two groups: one group describes the bird (or asks riddles, and the other must guess what kind of bird it is. Then the groups change places
8. “GUESS WHAT PLANT IT IS.”
Target. Teach children to describe an object and recognize it by description.
Progress of the game.
The teacher invites the player to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.
9. “IT HAPPENS - IT DOESN’T HAPPEN” (with a ball).
Target.
Develop memory, thinking, reaction speed.
Progress of the game.
The teacher says a phrase and throws the ball, and the child must quickly answer: frost in the summer (does not happen); snow in winter (sometimes); frost in summer (does not happen); drops in summer (does not happen).
10. "BIRDS".
Target.
Strengthen the ability to classify and name animals, birds, fish.
Progress of the game.
Children stand in a circle. The leader calls the bird (fish, animal, tree, for example, “sparrow” and passes the ball to his neighbor, who calls him “crow,” etc. Whoever cannot answer leaves the circle.
11. “WHO LIVES WHERE.”
Target.
Develop the ability to group plants according to their structure (trees, shrubs).
Progress of the game.
The children will be “squirrels” and “bunnies”, and one child will be a “fox”. “Squirrels” and “bunnies” are running around the clearing. On the signal: “Danger is a fox!” - “squirrels” run to the tree, “hares” - to the bushes. "Fox" catches those who perform the task incorrectly.
12. “DON’T YAWN!” (wintering and migratory birds).
Target. Develop auditory attention and reaction speed.
Progress of the game.
The teacher gives all the children the names of the birds and asks them to watch carefully: as soon as their name is heard, they must stand up and clap their hands; Anyone who misses their name leaves the game.
In the second version of the game, it is recommended to use the names of animals.
13. “FIND OUT WHOSE LEAF IS IT.”
Target. Teach children to recognize and name a plant by leaf, to find it in nature.
Progress of the game.
Collecting leaves that have fallen from trees and bushes. The teacher suggests finding out which tree or shrub the leaf is from and finding evidence (similarity) with unfallen leaves that have a variety of shapes.
14. “FIND A MATE.”
Target. To develop children's thinking and intelligence.
Progress of the game.
The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the guys spin around with leaves in their hands. The teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to the tree whose leaf they are holding in their hands.
15. “NATURE AND MAN” I
Target.
To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.
Progress of the game.
“What is made by man?” - the teacher asks and throws the ball to the child. He answers: “A car.” After several answers from the children, the teacher asks a new question: “What was created by nature?” Children name natural objects.
16. “NATURE AND MAN” II
Target.
To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.
Progress of the game.
The teacher stands in a circle, holding a ball in his hands. He agrees with the children in advance: the teacher names the objects, and the children answer in one word: “Man!” or "Nature!" For example, a teacher throws a ball to a child and says: “Machine!”, The child answers: “Man!” The one who makes a mistake leaves the circle on one end.
17. “KIND WORDS.”
Target.
Cultivate a love for nature and a desire to take care of it.
Progress of the game.
The teacher says: “There are many different kind words, they need to be said to everyone more often. Kind words always help in life, but evil words always harm. Remember kind words when and how they are said. Come up with different kind words that you can use to address... a cat, a flower, a doll. comrade, etc.
18. “GOOD – BAD.”
Target.
To consolidate knowledge about the rules of behavior in nature.
Progress of the game.
The teacher shows the children schematic rules of behavior in nature. Children should talk as much as possible about what is shown in the pictures, what they can and cannot do, and why.
19. “WHAT DO THEY PLANT IN THE GARDEN?”
Target.
Learn to classify objects according to certain characteristics (by place of growth, by method of their use); develop quick thinking, auditory attention, and speech skills.
Progress of the game.
The teacher asks about what is planted in the garden and asks the children to answer “yes” if what he names grows in the garden and “no” if it does not grow in the garden. Whoever makes a mistake will lose.
20. “WHAT WILL HAPPEN IF...”
Target.
Learn to notice the consequences of your actions in relation to nature.
Progress of the game.
The teacher sets a situation for discussion with the children, as a result of which the children come to the conclusion about the need to observe moderation and protect nature. For example: “What will happen if you pick all the flowers? destroy the butterflies?
21. “WHAT GROWS IN THE FOREST?”
Target.
To consolidate knowledge about forest (garden) plants.
Progress of the game.
The teacher selects three children and asks them to name what grows in the forest. The teacher says: “Mushrooms!” Children must name the types of mushrooms one by one. The teacher says to the other children: “Trees!” Children name trees. The child who names the most plants wins.
22. “WHAT FOR WHAT?”
Target.
Learn to name the seasons and corresponding months.
Progress of the game.
The teacher names the season and gives the chip to the child, who must name the first month of this season and give the chip to another child, who names the next month, etc. Then the teacher names the month, and the children name the season
23. “FEED THE ANIMAL.”
Target.
Learn to divide words into parts, pronounce each part of the word separately.
Progress of the game.
Children are divided into two teams. The first team names the animal, and the second lists what it eats, trying to highlight two-syllable words, and then three-syllable ones.
24. “RIGGLE, WE WILL GUESS.”
Target. Systematize children's knowledge about garden plants.
Progress of the game. The driver describes any plant in the following order: shape, color, use. Children should recognize the plant from the description.
25. “GUESS THE INSECT.”
Target. Strengthen children's knowledge about insects.
Progress of the game. The teacher thinks of a word, but says only the first syllable. For example: the beginning of the word ko... Children select words (mosquito). Whoever guessed first gets a chip. The child with the most chips wins.
26. “AIR, EARTH, WATER”
Goal: to consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Game progress: 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.
Option2. 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 earth; to the word “water” - the inhabitant of rivers, seas, lakes and oceans.
27. “GUESS WHAT’S IN THE BAG?”
Goal: to teach children to describe objects perceived by touch and guess them by their characteristic features.
Materials: vegetables and fruits of characteristic shapes and varying densities: onions, beets, tomatoes, plums, apples, pears, etc.
Progress of the game: you know the game “Wonderful Bag”, today we will play differently. Whoever I offer to take an object out of the bag will not immediately pull it out, but after feeling it, he will first name its characteristic features.
28. “CHOOSE THE RIGHT ONE”
Goal: consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game : 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.
29. “GUESS WHERE THE DROP IS”
Goal: consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
How to play: 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).
30. “WHAT IS MADE OF WHAT?”
Goal: to teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
31. “THE EDITABLE IS NOT EDIBLE”
Goal: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: 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.
32. “USEFUL - NOT USEFUL”
Goal: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: 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, Fanta, etc.
33. “FLYING, SWIMMING, RUNNING”
GOAL: to consolidate knowledge about living nature objects.
Progress of the game : 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.
34. “WHAT IS THIS?”
Goal: to consolidate knowledge about living and inanimate nature. Develop thinking.
Progress of the game: the teacher thinks of an object of living or inanimate nature and begins to list its characteristics. If the children guessed it, the next object is guessed; if not, then the list of signs increases. For example: “Egg” - oval, white, fragile, hard on top, often liquid inside, nutritious, can be found in a peasant’s yard, in the forest, even in the city, chicks hatch from it.
35. “DROPS ARE WALKING AROUND A CIRCLE”
Goal: to consolidate knowledge about the water cycle in nature.
Progress of the game : the teacher invites the children to play an interesting and magical game. But 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.
36. WHEN DOES THIS HAPPEN?”
Target.
Clarify and deepen children's knowledge about the seasons.
Progress of the game.
The teacher names the time of year and gives the chip to the child. The child names what happens at this time of year and passes the chip to the next player. He adds a new definition and passes the chip, etc.
37. “WHAT TIME OF YEAR?”
Target.
Learn to perceive poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main signs of the seasons.
Progress of the game.
Writers and poets in poems glorify the beauty of nature at different times of the year. The teacher reads a poem, and the children must highlight the signs of the season.
38. “THIRD OVER” (plants)
Target. To consolidate knowledge about the diversity of plants.
Progress of the game.
The teacher tells the children: “You already know that plants can be cultivated and wild. Now I will name the plants mixed: wild and cultivated. Anyone who hears a mistake must clap their hands. For example: birch, poplar, apple, plum, oak, etc.
39. “GUESS WHAT PLANT IT IS.”
Target.
Learn to describe an object and recognize it by description; develop the ability to choose the most striking feature of a plant.
Progress of the game.
The teacher asks the child to name one of the most characteristic features of the plant; the rest of the children must guess the plant itself. For example, a white trunk (birch); red cap with white dots (fly agaric), etc.
