Project in the senior group “Opening the Red Book of Russia”

Environmental project: “Red Book of Russia”

Project Information Card

Topic: “Animals and plants of the Red Book of Russia.”

Authors and project leaders : Lavrova E.M., (teacher at the Children's Preschool Educational Institution, kindergarten No. 1, Orekhovo-Zuyevo).

Project participants: children of the preparatory school group “Bell” (from 6 to 7 years old), parents, teachers of the group.

Project type: medium duration (7 weeks).

Project type: practice-oriented, group, educational, research, creative.

Integration with educational areas: “Socio-communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.

Problem: insufficient level of children's knowledge about the Red Book and the animals listed in it.

Relevance: in modern conditions, when the scope of educational influence is significantly expanding, the problem of environmental education of preschool children acquires special significance and relevance. It is necessary to instill in children a caring attitude towards animals and a desire to protect them. Hypothesis: The Red Book is necessary as a source of information about environmental problems. Animals and plants cannot do without human help. Will humans be able to prevent the extinction of rare, endangered species of plants and animals? Goal: to draw children's attention to the problem of the disappearance of some animals in Russia. Introduce children to the Red Book. Show where and how animals exist. Give children basic ideas about how a person can help animals. The fact that people, having little knowledge of nature, have killed many animals. To form an ecological culture among preschoolers and encourage them to be active defenders of nature. Teach children to work with additional materials.

Tasks:

• To form children’s primary ideas about the Red Book.
• To form children’s knowledge about rare and endangered species of animals in Russia and about the measures necessary for their conservation based on material accessible to their understanding, to replenish and activate their vocabulary.
• To develop children’s search activity, cognitive-speech activity, coherent speech, and curiosity. Teach children to pass on the knowledge acquired during search activities to their comrades by writing stories about animals and interesting facts from their lives.
• Help children remember the rules of behavior in nature.
• Develop the ability to generalize and draw conclusions.
• Expand children's knowledge about nature reserves and funds to support the survival of rare animal species in our country.
• To cultivate a kind, merciful, responsible, caring attitude towards nature and its inhabitants, a sense of kindness and compassion for all living things.
• Develop children's creative abilities, imagination, aesthetic taste through artistic creativity.
• Involve parents in joint activities with children.

Expected results of the project:

• Improving the quality of the educational process.
• Children have an idea about the “Red Book”.
• Children expanded and enriched their knowledge about the life of animals listed in the Red Book of Russia.
• The children have developed the foundations of environmental education and have a desire to learn even more about the endangered species of plants and animals of our region.
• Children show interest and respect for the environment and have become more careful about the nature of their region.
• Development of critical and creative thinking in children.
• An effective “triple alliance” - teacher-parent-child.
• A sense of ownership and satisfaction from the child’s success.
• Increasing the competence of teachers and enriching teaching experience.

Project implementation forms:

• equipping the subject-spatial environment;
• classes;
• conversations;
• working with parents;
• gaming technologies;
• creative activity;
• project presentation.

Project implementation stages

Stage I. Organizational (preparatory): Study and selection of program and methodological material in the field of work.

Ascertaining diagnostic study on environmental education of preschool children and a survey of parents.

Improving the development environment, creating files of games, experiences and experiments.

Update and addition in the reading corner of educational and artistic literature: these are children's encyclopedias, magazines about wild animals, illustrations, mini-games, puzzles, educational games: “Zoological Lotto”, “Find a Pair”, “Homeland of Animals”, “Animals”, “Good friends”, etc.

Immersion in the problem: showing the presentation “The Main Book of Nature”.

Goal: acquaintance with the Red Book as a state document and its significance.

Coloring pages “Animal from the Red Book of Russia”.

Drawing according to the theme: “My favorite animal.”

Presentation of information in the parent corner on the topics: “Environmental education of preschool children”, “Earth Day”.

Conversations with parents about the need to visit the zoo, nature reserves, etc.

Stage II. Practical “We are explorers”

Conducting discussions on the topics: “Creation of the Red Book”, “Through the pages of the Red Book - rare animals and plants”, “Reserves of Russia”, “Zoo”.

Conducting direct educational activities on the project topic:

- “What is the Red Book for?”

- “What is a reserve?”

— “Journey to Planet Earth”

— Modeling on the themes: “We love nature”, “Animal from the Red Book”.

Game activity:

• Didactic games “Reminder signs”, “Find your animal”.
• Role-playing games: “We are at the zoo”, “Photo hunt in the forest”.
• Game-task “Pick up the beak.”
• Ecological game "Thanksgiving".
• Outdoor games “What kind of animal am I?”, “Sly fox”, “Flies, swims, runs”, “Air, earth, water”.

Reading fiction: B. Zakhoder “What Happened to the River”; fairy tale by V. Bianki “Owl”, E. Charushin “Hare”, “Fox”, “Wolf”, poem by P. Voronko “Lipka”, K. Balmont “For Mushrooms”, Y. Akim “Earth”.

Listening to songs “The Earth is our common home” music by N. B. Karavaeva; “Multi-Colored Planet” music by A. Orlov; “The Red Book” music by O. Gazmanov.

Observations and research activities while walking.

Children and their parents prepare a short report about an animal from the Red Book of Russia as part of the project.

Visiting children with their parents to the petting zoo in Orekhovo-Zuevo.

Participation in the following campaigns: “Bring a book about nature”, “Take care of nature” (studying the rules of behavior in nature in order to preserve its wealth; creating environmental signs).

Artistic and productive activity: creating Red Book animals using non-traditional artistic techniques.

Creation of the Red Book of the Animals of Russia group.

Stage III. Final (project result)

Working with parents.

Project implementation

Stage I. Organizational (preparatory).

Organization of successful work on environmental education of children

is impossible without determining the initial level of environmental ideas in older preschoolers.

The work methodology we developed included the following conditions for its implementation:

– diagnostics were carried out in natural conditions with comparative

homogeneity of the composition of children in groups;

– the research was conducted on material whose content

corresponds to the objectives of the educational process in preschool educational institutions;

– in the group, diagnostic classes were conducted by one teacher.

Parents of older preschoolers were offered the questionnaire “Environmental education of children” to identify the parents’ attitude to the relevance of the topic of ecology, environmental problems, environmental protection, rational use of natural resources, and environmental education of children of older preschool age. As a result, it turned out that the majority of parents know what ecology is and what it does, they love animals, birds, have plants and animals at home, have a positive attitude towards nature, only 10% of the parents in the group introduce their children to the rules of behavior in nature.

The results obtained showed that almost all parents have a low level of environmental knowledge.

23 preschoolers from the “Bells” group took part in the primary sample.

The main goal of this stage of work was to determine the initial level of ecological ideas about the patterns and interrelations of natural phenomena, the unity of living and inanimate nature, the interaction and interdependence of nature, society and man among older preschoolers.

We determined the level of development of environmental concepts in children of senior preschool age using a number of tasks that were carried out individually with each child:

Task 1. “Determination of the characteristic features of representatives of the animal world,” the main goal of which is to determine the level of knowledge of the characteristic features of representatives of the animal world.

Task 2. “Determination of the characteristic features of the plant world,” the purpose of which is to determine the level of knowledge of the characteristic features of the plant world.

Task 3. “Determination of the characteristic features of inanimate nature,” the main goal of which is to determine the level of knowledge of the characteristic features of inanimate nature.

Task 4. “Knowledge of the seasons”, the purpose of which is to determine the level of knowledge of the seasons.

Task 5. “Ecological attitude towards the natural world”, the purpose of which is to determine the level of environmentally correct attitude towards the natural world.

We have identified 3 levels of environmental ideas among preschoolers (see Table 1)

Table 1.

Levels of ecological ideas in older preschoolers

The results of the primary survey showed that almost all older preschoolers have a poor understanding of the patterns and interrelations of natural phenomena, the unity of living and inanimate nature, the interaction and interdependence of nature, society and humans. The work carried out allows us to conclude that environmental education of preschool children is currently incomplete, and environmental activities are a rare phenomenon in the activities of children. The data obtained indicate that it is necessary to change the approach to environmental education of children in preschool educational institutions.

At the preparatory stage, we studied and selected program and methodological material, updated and supplemented the content of the subject-development environment, created a card index of games, experiences and experiments on the topic of ecology.

We diversified the educational and artistic literature corner: children and their parents brought children’s encyclopedias, magazines about wild animals, and illustrations.

We studied and played new mini-games, put together puzzles, played educational games: “Zoological Lotto”, “Find a Pair”, “Homeland of Animals”, “Animals”, “Good Friends”, etc.

We got acquainted with the Red Book through watching the presentation “The Main Book of Nature”, colored the coloring pages “Animal from the Red Book of Russia”, and drew according to the theme: “My favorite animal”.

There was also an information corner for parents on the topic: “Environmental education of preschool children”, “Earth Day”. Conversations were held with parents about the need to visit the zoo.

Stage II. Practical “We are explorers”

Stage III. Final (project result)

• Exhibition of drawings “My favorite animal from the Red Book”.
• Creation of a mini-library “Books about nature”.
• Exhibition of environmental signs and drawings “Let's protect nature together.”
• Photo exhibition of family visits to the petting zoo.
• Viewing the presentation “Our Red Book”.
• Control monitoring of environmental education.
• Preparation and holding of the final complex thematic event with the participation of parents “They need our protection.”

Parents of older preschoolers were again offered the questionnaire “Environmental Education of Children” to identify parents’ attitudes to the relevance of the topic of ecology, environmental problems, environmental protection, rational use of natural resources, and environmental education of older preschool children at the end of the project. As a result, it turned out that most of the parents know what ecology is and what it does, they love animals, birds, have plants and animals at home, and have a positive attitude towards nature. The percentage of parents who introduce children to the rules of behavior in nature has increased from the initial level (10%) to 45%.

The results obtained showed that almost all parents' level of environmental knowledge increased from low to average level. The results of the final cross-section showed that the children learned what the Red Book is, the children formed an idea about the flora and fauna of their native land, as well as about nature in different natural zones. The children understood why some animals disappear from the earth and who is to blame. The joint activities of parents and children enriched the communication between them and brought joy.

The project “Acquaintance with the Red Book” was a striking example of the interaction of all participants in the educational process: children, parents, teachers. Partnerships have been established with parents. Work experience presented to colleagues.

Working with parents:

The project involves active interaction with parents. This includes preparing material about selected animals, watching video materials and educational programs about animals on children’s channels with children in their leisure time, selecting and reading environmental literature, participating in promotions and project events, joint excursions with children to the petting zoo, and participating in a diagnostic study. The participation of parents in project activities makes it possible to increase the psychological and pedagogical competence of parents in matters of child-parent relations and the culture of interpersonal interaction between children in the group.

Parents of the students expressed a desire to receive consultations on the topic: “What sanctions apply to citizens for disrupting red book plants.”

Parents were unable to choose one most effective method of interaction with teachers during the project. Respondents identified the variability of methods as equally important: memos, consultations, joint creativity competitions, multimedia presentations, a creative living room for parents.

List of used literature:

1. Sample general educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva – M.: Mozaika-synthesis, 2014.

2. SanPin 2.4.1.3049-13 Sanitary and epidemiological requirements for the structure, content, organization of work in preschool organizations dated May 15, 2013. No26

3. Lopatina A, Skrebtsova M. Environmental education of preschool children - M.: Amrita-Rus, 2008

4. Mayer A.A., Davydova O.I., Voronina N.V. 555 ideas for involving parents in the life of a kindergarten - M.: Sphere shopping center, 2012

5. Maslennikova O.M., A.A. Filippenko Environmental projects in kindergarten - Volgograd, 2009

6. Ryzhova N.A. Me and Nature M.: LINKA-PRESS, 1996

7. Serebryakova T.A. Environmental education in preschool age, textbook for university students - M.: Academy, 2008

8. Gorkova L.G., Kochergina A.V., Obukhova L.A. “Scenarios for classes on environmental education for preschoolers”

9. Molodova L.P. "Ecological holidays for children"

10.Runova M.A., Butilova A.V. "Acquaintance with nature through movement"

11. Nikolaeva S.N., Komarova I.A. “Story games in environmental education”

12. V. Tikhonov » Animals of Russia “Red Book”. year 2009

13. Information and pictures taken from the Internet.

14.https://festival.1september.ru

15. https://tvorcheskie-proekty.ru/node/2231

GCD move

Invite children to look at the “Atlas of the World for Little Ones”

.

-Guys, there are many different animals on earth. There are those whom we see every day in the house. Which ones?

-There are those who live in the forests of their native land. Which?

-There are those who live in distant countries. Which?

There are some that can only be seen in a zoo . Which ones?

“But there are some of which there are very few left on Earth. They are called rare animals.

-Why are they called rare? (Rarely found, people were destroyed, died due to climate change, due to environmental pollution, etc.).

Rare animals and plants are protected by law. But people often break this law. People can sometimes be very cruel to animals. Very often people do not spare them and destroy them for their own purposes: fur coats are made from the skins of tigers and cheetahs, shoes and bags, belts and briefcases are made from the skin of crocodiles; elephants are killed to make expensive jewelry from their tusks; Walruses are killed because they have edible meat, and their tusks are used to make beautiful souvenirs . Gradually, there are fewer and fewer animals left. People are also wondering how to stop this madness.

Tree, grass, flower and bird

They don't always know how to defend themselves.

If they are destroyed,

We will be alone on the planet.

-And so in the 1960s, scientists decided to publish the Red Book . (Slide 1)

Why Red ? Because red is the color of impending danger. Attention! Stop, look around, think, man! Think about nature! Are you taking too much advantage of her generosity?