Card file of work assignments in a corner of nature. Card file of the world around us (junior group)
Card 29"Introduction to Balsam"
Target:
Continue to teach children to describe plants, while distinguishing the differences and similarities between them and the most characteristic features of their appearance. Teach description according to the plan suggested by the teacher. Strengthen children's knowledge of plant names.
Introduce them to a new plant - balsam, give it its common name “light”.
Explain the name of the plant. Maintain and strengthen children's interest in indoor plants and observing them.
Progress of the lesson:
Children sit on chairs.
Educator - Guys, Mishka came to visit us. He says he knows nothing at all about houseplants. Let's tell him a little (children: “come on”). Bear, sit down more comfortably and listen carefully.
Educator - Look and tell me what’s on my table? (children's answers).
— What are these indoor plants called? (children's answers), for example (geranium, ficus). What are their leaves in shape, size, color, surface? Do plants have flowers?
What are they and how many are there? (children's answers).
Educator - Guys, look carefully and tell me what kind of indoor plant I am holding in my hands? That's right, it's a ficus, let's look at it.
Teacher - What size is it? (children’s answer: “big, like a tree”), answering the teacher’s questions, the children establish that the stem of this plant is straight, tall, the leaves are large, oval in shape, dark green.
Educator - What else can you say about the sheet? (offering to touch the leaf)
- What does it feel like? (children's answers: smooth, shiny).
After this, they summarize: what everyone said about the plants, how you can characterize the plant as a whole.
The teacher invites the children to also talk about other plants, compare them with each other in size, shape and color of leaves and other characteristics.
Teacher - Well done, guys! You see, Mishka, how much the guys know.
Mishka - Yes, well done! Thanks to you guys, I learned a lot about plants. How do they differ from each other, what kind of leaves do they have, what color. I used to think that all plants are the same, but it turns out that this is not true at all.
Teacher - Guys, I have a surprise for you. I brought you a new houseplant, would you like to meet it? (the children's answer is, of course, N E T). Are you Mishka?
Educator - Then watch and listen carefully. OK? I am holding in my hands a new plant called “Balsamin”, but people simply call it “Ogonyok”.
Teddy bear laughs at the name "light"
Educator - Yes, Mishka, don’t laugh, this flower is called “Ogonyok”. Do you want to know why? (children's answers). Because it has a lot of small red flowers.
Bear - Well, now it’s clear.
Educator - Guys, look at the flower and tell us about it the same way you talked about other plants. (Children examine the “light” and describe it.)
Educator - Do you like it, “light”? He will remain in our group. What place will we find for it? (children's answers).
That's right, the “light” will grow well where there is a lot of light and sun. Now let’s compare the “light” and another plant – a friendly family. Are they similar? How are they similar? What kind of leaves do they have? (children's answers).
By asking questions, the teacher encourages children to characterize each plant as a whole, and comparing it with others makes it possible to clarify the characteristics characteristic of each plant. At the end of the lesson there is a didactic game.
Educator - Now we will play with you. Want to? (children’s answer:….)
One of the children “drives”, and the other children hide some plant.
The child, turning around, must guess which plant was removed. At the end of the lesson, the teacher evaluates the children’s knowledge, and the children put small plants in their places.
Educator - Well, Mishka, the guys and I told you about indoor plants. Did you like it?
Bear - YES! Thank you very much guys. Now, I can tell my friends a lot about indoor plants.
Corner of nature in junior groups
Nature corner in kindergarten Read more: Nature corner in the senior group
3. Nature corner in younger groups
When selecting inhabitants of a corner of nature in younger groups, they take into account, first of all, the peculiarities of children’s perception of objects (kids highlight bright signs and properties), as well as educational tasks. Kids should learn to recognize and name 2-3 plants and their main parts (leaf, stem, flower).
Children of the second youngest group are involved in caring for the plants: they water them with water prepared by an adult (he also determines the dosage), and wipe the large leathery leaves of the plants with a damp cloth. By observing animals, kids learn to recognize them by their visible external signs: parts of the body, the nature of their movement, the sounds they make, etc.
The teacher teaches children to observe: accept the question-task, focus on the observed object, use simple examination actions, and answer questions posed during the observation.
In the corner of nature of the younger groups, plants are placed that have clearly defined main parts (stem, leaves) and bloom brightly, abundantly and for a long time. These are ordinary (or zonal) geranium, fuchsia, ever-flowering begonia, impatience (“light”), azalea, Chinese rose, etc.
Children's attention is also attracted by plants with variegated leaves - aucuba ("golden" or "sausage" tree), coleus. Aucuba and Chinese rose (small in size), in addition, have fairly large and strong leaves, on which children of the second youngest group can be taught the first simple techniques for keeping plants clean. These same techniques can be taught to children in the process of caring for young aralias and ficuses.
Of these species, 3-4 plants are brought in for observation throughout the year. Some of them should be in duplicate so that children can learn to find identical plants.
In the second group of younger children, an aquarium with fish is placed in a corner of nature. For kids, based on the characteristics of their perception, you need to choose a brightly colored fish that leads an active lifestyle for most of the year and willingly eats food. This is an ordinary goldfish, golden and silver crucian carp. They have the typical shape of freshwater fish, are attractive in color, and are quite mobile.
In the younger groups of kindergarten you can keep birds. It is desirable that the bird has bright plumage, a cheerful disposition, is unpretentious to food, and sings in captivity. A canary is most suitable for this.
It is hardly advisable to keep mammals constantly in the corners of nature of younger groups. Mammals, even small ones, require much more attention than other animals (ample and frequent feeding, daily cleaning of cages, etc.). You can keep a rabbit on the site. A cage with a rabbit, squirrel or guinea pig, or hamster is occasionally brought into the group of children for occasional, short-term observation.
4. Corner of nature in the middle group
In the middle group, children develop the ability to see the variety of properties and qualities of objects and their parts (variety of shapes, colors, sizes, surface characteristics, etc.). Children master more complex comparison techniques, learn to establish differences and similarities between objects, and generalize objects according to certain characteristics. Knowledge about plants and animals becomes more complex. Children more clearly distinguish the characteristics of plants and become familiar with the conditions necessary for their life. The number of plants that children recognize and name is increasing.
A child of the fifth year of life, getting acquainted with animals, notes the uniqueness of their appearance, structure, movement, and method of feeding; establishes the first connections - the dependence of the nature of movement on the structural features of the limbs.
In the process of caring (together with the teacher) for the inhabitants of the corner, children master simple skills: keeping the plant clean, watering it correctly, washing drinking bowls and feeders for animals, giving food. Observing plants and animals, one notices striking manifestations in the growth and development of plants and animals. They learn to reflect their observations in coherent, precise speech.
The expansion and complication of program tasks in the middle group requires the replenishment of a corner of nature with new inhabitants. Indoor plants should have different shapes and sizes of leaves, as the children master new techniques for keeping plants clean: they pour over plants with small leaves from a fine-mesh watering can or spray with spray bottles, wipe with a damp brush or brush leaves that have jagged edges, and with a dry brush wipe downy leaves. At the same time, children learn to establish a method of care depending on the nature of the leaves: size, quantity, nature of the surface, their fragility.
In addition to the plants named for the corner of nature of the younger groups, aloe or agave (with succulent leaves with jagged edges), rex begonia, asparagus, fragrant geranium (with patterned, pubescent leaves), etc. are placed in the middle group. There can be up to 6-8 plant species in a corner of nature.
The aquarium contains two species of fish that differ in appearance and habits: slow-moving pond crucian carp and nimble, mobile topfins; varieties of golden fish - veiltail, telescope and at the same time (in another aquarium) fish from local reservoirs. The differences in the appearance and habits of the named fish are quite noticeable and can be detected by children during observation. In the corner of nature of the middle group you can keep the same canaries.
Mammals can also be kept as permanent residents in a corner of nature in the middle group. Children of this age are quite capable of mastering simple caring skills. So, it is advisable to place a guinea pig and a hamster in a corner that are interesting in their habits. Caring for them is easy, they are friendly, they easily develop reflexes to various signals - time, environment.
Nature corner in kindergarten Read more: Nature corner in the senior group
Information about the work “Nature Corner in Kindergarten”
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