Project “Animal world of the native land. Project “Wild Animals of the Native Land Project Animals of the Native Land”
Project in kindergarten for older children preschool age"Fauna and Plants" native land».
1) Author of the project- Deryagina Yu.A.
2) Project type– Long-term.
3) Project type- Informative.
4) Project participants– Teachers of MBDOU “Smile, parents, employees national park"Vodlozersky".
5) Form of conduct- direct educational activities, examination of illustrations in encyclopedias and fiction, conversations, thematic consultations for parents on this topic, excursions.
6) Venue – Onega, Arkhangelsk region.
7) Dates – September – May 2017 -2018.
8) Children's age-5-6 years.
9) Project product– exhibition of crafts “Autumn Fantasy”, presentation “Journey through northern forest", creation of the album "Red Book of the Arkhangelsk Region", didactic game "Whose leaf?"
Expected results – Children will expand and deepen their knowledge about animals and flora native land through all types of activities.
Relevance of the topic:
Child- a preschooler learns the laws of nature for the first time. What happens first, what happens next. How are living things interconnected and interdependent? inanimate nature. What time do they arrive migratory birds; when animals give birth to babies; where do insects come from, what plants and trees grow on planet Earth; What are ecosystems? Children gain basic knowledge from observations, experiments, conversations and, of course, during direct educational activities in kindergarten.
Unfortunately, modern children, especially “northern” children, have very limited opportunities communication with nature. Children know the plants and animals of other countries quite well and are much worse than those who live next to them. Based on this, a goal was set.
Target: Expand and deepen children’s knowledge about the flora and fauna of their native land. Foster a caring and friendly attitude towards nature.
Tasks:
- Formation general ideas children about the forest as an ecosystem; formation of ideas about animals and plants as elements of a specific ecosystem; enrichment of vocabulary in children.
- Development in children of curiosity, a desire to learn as much as possible about the nature of their native land; development of attention, memory, thinking, coherent speech.
- Development of a humane, emotionally friendly and caring attitude towards the environment; the formation of the idea that man is part of nature, that he must preserve, protect and protect it.
This methodological development the project may be useful for teachers preschool education, deputy heads for UVR, as well as all those who deal with the problem environmental education preschool children.
Project implementation plan:
GCD:“Forest - ecosystem”, “Animals of the Arkhangelsk region”, “Flora world of our native land”, “Our friends - birds”, “Life of the White Sea”.
Didactic games:
“Who gives the voice?”, “Name the animal according to the description”, “One is many”, “What grows where”, “Collect a plant”, “It is possible or it is not possible.”
Conversations:“Native Prionezhye”, “Take care of nature!”, “Gifts of the northern forest”.
SCD for modeling “Animals of the North”.
GCD for drawing “Birds are our friends.”
GCD for the application “White water lilies - transparent dewdrops”.
Excursion to national park"Vodlozersky"
Participation in the regional photo exhibition “Birds outside my window”
Participation in the international event “March of Parks 2018”.
Preparatory stage.
- Collection of information about the flora and fauna of the native land.
- Collection of information and fiction on this topic.
- Organization of search activities of children and parents to collect information about animals and plants listed in the “Red Book” of the Arkhangelsk region.
- Design of card diagrams for educational games. Making feeders for the “Birds outside my window” photo contest.
Main stage.
-Educational conversations on the topic of the project. Reading stories about nature G. Ya. Snegirev “Who Plants a Forest”, “Stories about Nature”. G. A. Skrebitsky “Forest Voice”, “White Fur Coat”.
-Reading poems. N. Rubtsov “Birches”, “Bear”.
-Excursion to the Vodlozersky National Park to the photo exhibition “Birds outside my window.”
-View the presentation “Journey through the Northern Forest.”
The final stage.
-Collective work on sculpting “Animals of the North”.
-Holding an exhibition of crafts from natural material"Forest Tale".
-Making applications of water lilies using the origami technique.
-Creation of the album “Red Book of the Arkhangelsk Region”.
-Development and production of the panel “Osprey – Bird of the Year” as part of participation in the “March of the Parks” campaign.
Conclusion. Setting a goal for yourself of this project– expand and deepen the knowledge of older children about the flora and fauna of their native land through all types of educational activities, achieved positive results. Children began to take great interest in the nature of their area. We learned about endangered species of flora and fauna in the Arkhangelsk region, and about the rules of behavior in nature.
Applications to the project.
"Whose leaf"
Literature:
1. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. From birth to school - M.: Mozaika - Synthesis, 2016.
2.Introduction to nature in kindergarten. Senior group. – M.: Mosaic – Synthesis, 2016.
3. Voronkevich O. A. Welcome to ecology! Senior group. Part 2. – St. Petersburg. "Childhood - Press", 2015.
4.. Zebzeeva V. A. Theory and methods of environmental education for children. Educational - Toolkit. – M., 2009.
5. Serebryakova T. A. Environmental education in preschool age - M., 2008.
6. Physical education minutes/ comp. S. A. Levina, S. I. Tukacheva. - V.: Teacher, 2005.
Born in the city of Belogorsk, Crimean region. Finished teacher training college No. 14 Moscow. I am married and have two daughters. Since 2004 I have been working as a teacher at the Municipal Preschool educational institution Child Development Center - kindergarten No. 66 "Yablonka" Shchelkovsky municipal district Moscow region to this day.
Wild animals of our native land
Wild animals of our native land
Project topic:
Ecology
Subject:
Security environment
Municipality:
Shchelkovsky m.r.
Short description project:
STAGES OF ACTIVITY ON THE PROJECT
The project includes three main stages:
FIRST STAGE
For educators
A selection of fiction: Russian folk tales: “Kolobok”, arr. K. Ushinsky; “The Wolf and the Little Goats”, arr. A. N. Tolstoy;
"Teremok", arr. E. Charushina;
“Cat, rooster and fox”, arr. M. Bogolyubskaya;
“The Snow Maiden and the Fox”, arr. M. Bulatova; "The Fox and the Hare", arr. V. Dahl;
“Fear has big eyes”, arr. M. Serova.
Fairy tales. “Pykh”, Belarusian, arr. N. Myalika; “Two Greedy Little Bears”, Hungarian, arr. A. Krasnov and V. Vazhdaev “Visiting the Sun”, Slovak, trans. S. Mogilevskaya and L. Zorina; “Mitten”, Ukrainian, arr. E. Blaginina; "Nanny Fox", Finnish, trans. E. Soini;
"The Rooster and the Fox", Scottish, trans. M. Klyagina-Kondratieva.
Works of poets and writers different countries Poetry. P. Voronko “The Cunning Hedgehog”, trans. from Ukrainian S. Marshak;
Prose. L. Muur “Little Raccoon and the One Who Sits in the Pond”, trans. from English O. Obraztsova; K. Chapek “In the Forest”, trans. from Czech G. Lukina;
Works of poets and writers of Russia
Poetry. A. Block “Bunny”;
Prose. "The Tale of the Brave Hare - Long ears, slanted eyes, short tail"; K. Ushinsky “Fox Patrikeevna”;
T. Aleksandrova “Beasts”, “Burik the Bear”; V. Bianki “Bathing bear cubs”, “Bear-head”; A.N. Tolstoy “Hedgehog”, “Fox”, “Brave Hedgehog”;
E. Charushin “Bear and Cubs” (from the series “Big and Small”); V. Kataev “Hedgehog”;
S. Marshak “Polar Bears”, I. Tokmakova “Bear” K. Chukovsky “Stolen Sun”, “Hedgehogs Laugh”, “Aibolit”, “Turtle”, “Christmas Tree”.
Nursery rhymes, counting rhymes, tongue twisters, riddles.
Physical education lessons: “The bunny galloped through the forest”, “On a smooth path”,
"Hedgehog with Hedgehogs"
“On a dry forest path”, “Little bunnies are cold in winter”, “Come on, try”, “Fun in the forest”, “Wolf”,
"The Wolf and the Hare."
Finger gymnastics:
Finger game"Gray wolf",
Finger game "Animals"
"Finger game with a squirrel"
Finger game "Cabbage".
Didactic games:
Didactic game (verbal) “Who lives where?”
Didactic game “Whose House”
Didactic game " Live nature»,
Didactic game "Who eats what"
Didactic game “Collect a picture”,
Didactic game “Which figure is missing?”
Didactic game “What a bunny”
Didactic game "Weather".
Outdoor games:
Low mobility game " Teddy Bear»,
Outdoor game "At the bear in the forest"
Game - imitation "Who lives in our forest"
The game is an imitation of “Postrushka”,
Outdoor game "Day and Night".
Music game"Bunny",
Role-playing game:
"Fox".
For parents and children
Make a presentation to parents and children about any wild animal of our region.
PROBLEM QUESTIONS FORMULATED:
How would we live without wild animals?
Why are wild animals needed? What happens if wild animals are kept indoors?
STUDY QUESTIONS FORMULATED:
What animals can be called wild? What is the role of wild animals in people's lives? What can we give to wild animals?
A folder has been designed with images of wild animals of their native land, the purpose of which is to help children remember the appearance of the animals, their names and the names of the cubs.
TECHNOLOGICAL STAGE
Work with children
Working with parents
Consultations: “Wild animals of the native land”, “Ecological education of children”,
REFLECTIVE STAGE
Children and parents project “Wild Animals of the Native Land” A finger card file was created on the topic “Wild Animals of the Native Land” A card file of physical education minutes was created on the topic “Wild Animals of the Native Land” Conducted – Parent meeting in the form of a quiz “This amazing world»
Conclusions:
As a result of the work, preschoolers understand and know:
that wild animals play an important role in nature and in human life.
As a result of our work, we noted:
Development in children of a sustainable interest in representatives of the animal world - animals of their native land.
Active inclusion of parents in pedagogical process MADOU, strengthening interest in cooperation with the kindergarten.
The project “Wild Animals of the Native Land” was aimed at expanding children’s knowledge about the characteristics of wild animals, their role in human life, and at developing in children the skills of grouping natural objects according to the following characteristics: domestic - wild.
This project opened up the amazing world of wild animals. He contributed to thinking about the relationship between people and animals, that is, we are for them or they are for us. Helped answer the questions: What place do wild animals occupy in our lives? What do wild animals bring to our lives? What can we give them? And to many other questions.
This project made it possible to develop the creative thinking of preschoolers, the ability to acquire knowledge from various sources, analyze facts, and express their own judgments.
We can conclude that thanks to the classes, conversations, and play activities, children’s knowledge on this topic was consolidated and improved.
Project stage:
The project has been implemented
Objective of the project:
Forming children's ideas about wild animals of their native land and caring for them
Project objectives:
Enrich your understanding of your native land;
- clarify children’s ideas about wild animals, their appearance what voices they cast, what they eat, what benefits they bring;
- develop a caring and caring attitude towards wild animals of the native land;
- develop speech, thinking, curiosity, imagination, enrich vocabulary;
- develop fine motor skills;
- to cultivate interest and love for oral folk art through fairy tales, proverbs, sayings, and rhymes;
Merge joint activities a child with his parents to study the topic “Wild Animals of the Native Land” and carry out joint work (project);
- cultivate pride in your native land.
Results achieved behind Last year:
Expanded understanding of children about animals of their native land.
Social significance of the project:
One of the main tasks of educating preschoolers facing modern stage The goal of the educator is to instill in children love and respect for the Motherland, their native land, and a sense of pride in their country. Children's idea of the Motherland begins with a picture, a song, the surrounding nature, and animals of their native land. Any animal, even aquarium fish or a little mouse, decorates our life, making it richer and spiritually richer. Scientists prove that as a result of communication with animals, a person becomes not only kinder, but also healthier. A person cannot be human without an attentive, tender and reverent attitude towards animals. Sensitivity and love for animals, for all living things, must be cultivated from childhood, by example. One might wonder whether a person who throws a kitten, puppy, or other Living being, be a true friend, a good parent, a person who truly loves you? A child will grow up loving and responsible only if we learn together to respect animals.
Thus, the need modern theory and practices of environmental education in effective technologies for the formation ecological culture personality and the lack of demand for the potential of design technology in solving this problem, the need for special development of software and methodological support for environmental project activities children determined the choice of the topic of this study: “Wild animals of their native land.”
Activities carried out within the framework of the project:
Directly - educational activity “Whose beads?”
Objectives: to form children’s ideas about wild animals of their native land; introduce the properties and qualities of ice; consolidate the ability to recognize and name colors; encourage the use of adjectives in speech: soft, fluffy, warm, long, short, white, gray, red, small, big, short, long; develop fine motor skills of the hands; cultivate responsiveness and goodwill.
Directly - educational activity “Who are wild animals” Objectives: to enrich children’s ideas about wild animals of their native land; teach to highlight characteristic features representatives of wild animals; teach to distinguish between wild and domestic animals; develop children's coherent speech; enrich vocabulary; teach correctly, form endings; develop motor activity; to develop interest in living nature and emotional responsiveness.
Directly - educational activity “Travel”
Objectives: to train children in comparing 2 groups of objects using the application method; consolidate the concepts of “low-high-high”; make a whole from parts; consolidate the ability to distinguish the number of objects, using the words “one”, “many”, “few”; enrichment and activation of vocabulary: equally; as much as; develop logical thinking, imagination, the ability to analyze objects and find the missing ones; create an emotionally uplifted, joyful mood in children; develop the ability to listen and hear the teacher, act according to the verbal instructions of an adult; cultivate a love of nature, responsiveness, and a friendly attitude towards each other.
Direct educational activity “Help the kids”
Objectives: to develop the ability to draw using the poking method; strengthen children's ability to paint with a brush different ways; consolidate knowledge about wild animals; activate the vocabulary: hedgehog, hedgehog, hedgehog; develop creative imagination, the desire to draw additional elements (tree, grass, flowers, sun, etc.); cultivate independence and accuracy when working with paints; develop visual perception and fine motor skills.
Directly - educational activities "Hedgehog"
Objectives: teach children to pinch small pieces of plasticine from a piece and roll them into balls with a diameter of 5-7 mm; teach children using a pressing motion index finger smear plasticine on cardboard; place plasticine balls at an equal distance from each other; consolidate children's knowledge about wild animals of their native land; develop children's speech; develop an interest in working with plasticine; develop fine motor skills; cultivate a desire to help those who are in trouble.
Directly - educational activity “Washing at the edge” Objectives: teach children to draw patterns of straight and wavy lines on a long rectangle; show the dependence of the pattern (decor) on the shape and size of the product (“towels”); improve brush painting technique; show options for alternating lines by color and configuration (straight, wavy); develop a sense of color and rhythm; to activate and enrich children’s speech with words and phrases - washing, fussing, dawn, stream, wild animals, forest animals; consolidate children's knowledge about wild animals; develop fine motor skills of the hands; cultivate interest in decorative and applied arts.
Directly - educational activity "Bunny's Coat"
Objectives: to develop the ability to create an expressive image of a hare using the “sand applique” technique (from dry semolina); to form an idea of the hare, to teach how to distinguish it from other wild animals; expand your vocabulary by expanding your knowledge base on the topic “Wild Animals” (hare, long, short, white, hare, hare, cabbage, carrot); cause onomatopoeia against the background of a strong emotional reaction; develop attention and imagination; develop fine motor skills of the hands; develop gross motor skills that promote the child’s health; cultivate goodwill.
Directly - educational activity “Balloon travel”
Objectives: to develop children’s cognitive and research activities through conversation, classification of animals; consolidate children's concepts of wild and domestic animals; strengthen the ability to color correctly with a pencil; develop free communication with adults and children; develop components oral speech children (grammatical structure of speech - animals and their young); develop musical activity in children through the game “Bunny”; strengthen children’s ability to perform movements in accordance with the musical repertoire; cultivate curiosity about the world around us.
Direct educational activity “Presentation of children's projects made together with parents”
Objectives: teach children to answer questions; compose a story about animals using the teacher’s questions; develop the skill of using nouns in speech that denote young domestic animals; continue to teach how to classify animals into “wild” and “domestic”; develop articulation; teach children to give presentations; cultivate love and a sense of pride for your native land.
Consultations with parents: “Wild animals of the native land”, “Ecological education of children”,
"Flora and fauna of the Moscow region."
Children and parents project “Wild Animals of the Native Land” A parent meeting was held in the form of a quiz “This Wonderful World”
This project is that the use various forms and methods of working with children contribute to the expansion and enrichment of children’s knowledge about the diversity of the animal world, the formation of ideas about different professions of people, respectful attitude towards them, and a careful and humane attitude towards nature. Work in this direction not only enriches children’s knowledge, but also develops social and personal qualities, fosters kindness, involvement and empathy for all living and beautiful things that surround us!
Download:
Preview:
Project
"Animals of the Native Land"
Integration: educational –speech, artistic and aesthetic direction
Objective of the project: through integration educational areas: ecology, visual arts to create conditions for children to become familiar with the animals of their native land.
Project objectives:
- educational:
- To form ideas about animals and their importance in human life.
- Correct name external signs animals of our region; compose descriptive stories and sketch them on paper.
- developing:
- To develop creative potential, an active, independent, emotionally responsive personality.
- Develop curiosity, observation, and the ability to correlate an object with its high-quality image.
- educational:
- Foster love for animals and respect for them. Cultivate an interest in children's literature.
Implementation deadlines:November – April:
Project participants:children of senior preschool age, parents, teachers of additional education in ecology and visual arts, speech therapist, group teachers, social institutions cities.
Expected Result:
- An idea about the animals of the Native Land has been formed.
- The ability to depict animals using various visual techniques has been developed.
- Children know the sources of acquiring new knowledge (literature, means mass media, social environment).
- Correctly name the external signs of animals.
- They can write descriptive stories and sketch animals on paper.
Evaluation methods: observations, conversations, analysis of creative products, drawing, modeling.
Materials and equipment:
- Visual, illustrated material (postcards, photographs, presentations).
- Schemes-models “Plant”, “Step-by-stage depiction of plants”, schemes for compiling descriptive stories, mnemonic tables.
- Signposts with plant names.
- Containers for seedlings and storage of medicinal herbs.
- Folders for herbariums.
- Labor equipment (watering cans, buckets, rakes).
- Paints, pencils, albums and other materials for visual arts
Project implementation stages
Stages | Activities of a teacher | Children's activities |
Stage 1 Goal setting | Formulating the problem (goal). Definition of the project product. | Getting into the problem. Getting used to the game situation. |
Stage 2 Development project | Activity planning | Uniting children into work groups. |
Stage 3 Project implementation (practical part) | Practical assistance (if necessary). | Formation of specific knowledge and skills. |
Stage 4 Summing up | Preparing for the presentation. | Preparing the activity product for presentation. |
Project web
No. | Events | Responsible | Deadlines |
Stage 1 Goal setting |
|||
Problem Statement | 1st week of May |
||
Introduction of the game situation | 1st week of May |
||
Stage 2 Project development |
|||
Collection of literature about animals of Ugra: poems, riddles, proverbs, sayings, stories, fairy tales. | “Our Motherland” M. Isakovsky, “Red Book of Ugra”, .... etc. | 2nd week of January |
|
Development and selection of didactic, role-playing games. | |||
Stage 3 Practical part |
|||
Activities with children: | 1st week of February |
||
Individual work with children: | Modeling, drawing. |
||
Club work | Craft from waste material. | 2nd week of February |
|
Excursion to the Khanty Ethnographic Museum. Topic: “Animals of the Native Land” | |||
Design of an album of children's works "Animals of the Native Land" | March |
||
Release of the poster “Animals of Ugra”. | |||
Letter to the Brown Bear. | |||
Organization of the “Young Ecologist” propaganda team with the aim of protecting, caring and humane treatment of animals. | |||
Familiarization with works of fiction with an environmental focus. Reading legends, fairy tales, poems, riddles about animals of the Native Land.. | Group teachers | Throughout the project |
|
Learning poems and riddles about animals with children. | |||
Conducting games: didactic, role-playing, active. | |||
Creation of the book “Animals of the Native Land” | |||
Stage 4 Summing up the project |
|||
Quiz “In the world of animals” | April |
||
Summing up the project implementation – presentation of the project experience to the public. | |||
Performance tracking criteria:
- Formed ideas in children: about the animals of their native land, their significance in human life.
- Ability to generalize your own experience research work in creative activity.
- Children's caring and humane attitude towards nature.
Practical significanceof this project is that the use of various forms and methods of working with children helps to expand and enrich children’s knowledge about the diversity of the animal world, the formation of ideas about different professions of people, respectful attitude towards them, and a careful and humane attitude towards nature. Work in this direction not only enriches children’s knowledge, but also develops social and personal qualities, fosters kindness, involvement and empathy for all living and beautiful things that surround us!
Result achieved.
During the work on the project, the expected results were achieved: withformed an idea of the animal world, taught to depict medicinal plants using different visual techniques; children know the sources of acquiring new knowledge (literature, media, social environment);
They correctly name the external signs of animals, they can write descriptive stories, invent fairy tales, riddles, and poems on the topic of the project.
We have summarized and enriched the experience of children in the field of environmental education through the use of scientific methods and techniques. It was created by parents together with their children eBook“THE RED BOOK” While working on the project, the children enriched their vocabulary. During the experimental activities, children developed imagination, thinking, and formed basic skills research activities. We learned how to work with certain types of natural materials.
Conclusion
In our opinion, the project is the most productive form of working with children. It is based on the technique of immersion in a topic, but even one topic does not limit the possibility of planning different types of activities, it is only a convoy that allows you to combine all types of children's activities, make them interesting and as useful as possible. The most important advantage of our project is the formation in a child of a competent approach to the ability to independently use information opportunities to obtain knowledge. The project “Animals of the Native Land” helped bring parents, teachers and children closer together, uniting them around one common goal. And gaming and cognitive motivation helped to intensify their communication. The project acted as a condition for the formation of cooperation in different types activities. This helps in mastering more complex communication skills, while children develop empathy and social sensitivity; all this will further help children psychologically competently build their interactions with partners in the future.
Literature
- S.N. Nikolaeva, I.A. Komarova Story games in environmental education of preschool children - M.: Publishing house GNOM and D, 2009
- Young ecologist. S.N. Nikolaev. A series to help educators and teachers. Publishing house "Mosaic - Synthesis" 2002.
- Methods of environmental education in kindergarten. S.N. Nikolaeva. Moscow "Enlightenment" 2001.
- Methodological manual for the “Green Path” program Moscow “Enlightenment” 2001.
- Green path. A.A. Pleshakov Moscow “Enlightenment” 2002
- We teach children to observe and tell. N.V. Elkina, O.V. Marinicheva. A popular guide for parents and teachers. Yaroslavl. "Development Academy" 1997.
- Gaming environmental activities with kids. L. P. Molodova Minsk “Asar” 2001
- Ecological activities with children 6-7 years old T.M. Bondarenko Voronezh. Shopping center "Teacher" 2002.
- Classes for senior preschool children on the topic “Blossoming spring. Herbs." O.A. Skorlupova Moscow 2006
- Walks in kindergarten. I.V. Kravchenko, T.L. Dolgova. Sphere shopping center Moscow 2009
- Lesson notes on developing natural science concepts in preschoolers in different age groups. Saint Petersburg. Childhood-Press 2009.
MBDOU No. 76 “Droplet” Second junior group Educator: Rud Natalya Gennadievna
Topic of the week: “Wild animals of our native land”
Objective of the project:
-enrich the idea of the native land;
- expand children’s knowledge about the animal world of their native land;
- develop a caring and caring attitude towards wild animals;
- cultivate pride in your native land.
Surgut
Relevance of the project.
One of the main tasks of educating preschoolers facing the teacher at the present stage is to instill in children love and respect for the Motherland, native land, and a sense of pride in their country. Children's idea of the Motherland begins with a picture, a song, the surrounding nature, and animals of their native land. Any animal, even an aquarium fish or a small mouse, decorates our lives, making it richer and spiritually richer. Scientists prove that as a result of communication with animals, a person becomes not only kinder, but also healthier. A person cannot be human without an attentive, tender and reverent attitude towards animals. Sensitivity and love for animals, for all living things, must be cultivated from childhood, by example. One might wonder whether a person who throws a kitten, puppy or other living creature into the street can be a true friend, a good parent, a sincere lover
you as a person? A child will grow up loving and responsible only if we learn together to respect animals.
Thus, the need of modern theory and practice of environmental education for effective technologies for the formation of an individual’s environmental culture and the lack of demand for the potential of design technology in solving this problem, the need for special development of software and methodological support for environmental design activities of children determined the choice of the topic of this study: “Wild animals of their native land »
Solving this problem is the goal of our research:
-enrich ideas about the native land;
- expand children’s knowledge about the animal world of their native land;
-to form a careful and caring attitude towards wild animals of the native land;
-instill pride in your native land.
The object of the study is the process of formation of environmental culture in children of primary preschool age.
The subject of the study is the pedagogical conditions for the implementation of a project to develop knowledge in children of primary preschool age in the field of socialization.
Research hypothesis: the implementation of the project technology in the process of developing an ecological culture among younger preschoolers will be successful if the following conditions are met:
- creation and enrichment of the subject ecological and developmental environment;
- cooperation and co-creation of children, teachers, parents, social partners
Project type
Long-term, group, informational and creative.
Participants
Educators junior group, instructor physical culture, ecologist, parents.
Target group
Children 3-4 years old, parents of children.
The methodological basis for the development of the project was
1. The program “From birth to school” edited by Veraksa N.E.
2. Ryzhova N.V. “Our home is nature”;
3. Goncharova E.V. "Ecology for kids."
Project implementation stages:
Preparatory stage:
Selection of literature;
Writing calendar and thematic planning;
Selection of methods and techniques for project implementation.
Selection of literature:
Plan-program “From birth to school”
Calendar and thematic planning for the program “From birth to school”, taking into account FGT
Didactic games in kindergarten
Role-playing games for preschool children (Author N.V. Krasnoshchekova)
Game communication lessons for children (Author S.A. Khromova)
Lesson notes for the second junior group. Program “From birth to school” (edited by Veraksa N.E.)
Writing calendar and thematic planning:
The basic principle of drawing up calendar-thematic planning is the child’s “living” of the content of preschool education in all types of children’s activities;
The idea of the project (theme) is dominant in direct educational activities and during routine moments;
The main activity is gaming.
Selection of methods and techniques:
Surprise moment
Problem situation
Conversation
Discussion
Observation
A game
Main stage (implementation):
Routing GCD
Reading fiction “Reading and dramatization of Russian folk tale"Teremok"
Integration of educational areas: cognition, socialization, communication.
Expected results:
Children's awareness that we live in a unique, rich region.
Respect for all living things, care for them, the ability to foresee the consequences of one’s behavior in natural environment.
enriching children's knowledge about the animal world of their native land and love for their homeland.
Project on the topic: “Diversity of the native land” Completed by: Tikhonov A.S. Checked by: Permyakova L.I.
An ordinary hedgehog. Common hedgehog animal small sizes. The length of its body is 2030 cm, the tail is about 3 cm, the body weight is g. The ears are relatively small (usually less than 3.5 cm). The muzzle is elongated. The animal’s nose is sharp and constantly moist. Hedgehogs have 20 small sharp teeth on the upper jaw, and 16 on the lower jaw. The head is relatively large, wedge-shaped, with a slightly elongated facial section. The paws have 5 toes with sharp claws. The hind limbs are longer than the front limbs. The spines of the common hedgehog short, no more than 3 cm. On the head, the needles are divided into 2 parts by a “parting”. The surface of the needles is smooth, their color consists of alternating brownish and light zones. On the back, sides and head, the needles reach a length of 2 cm. Inside they are hollow, filled with air. The needles grow at the same rate as the hair. Between the needles there are thin, long, very sparse hairs. The head and belly are covered with coarse and usually dark-colored hair. Adult hedgehogs usually have 56 thousand spines, while younger individuals have about 3 thousand.
Nutrition. The common hedgehog is an omnivore. Its diet is based on adult insects, caterpillars, slugs, and sometimes earthworms. Under natural conditions, it rarely attacks vertebrates; most often, the hedgehog's victims are torpid reptiles and amphibians. From plants it can eat berries and fruits. Studies of the diet of the common hedgehog show that sometimes in captivity it can eat a viper. This is also possible in wild conditions due to the low susceptibility of hedgehogs to snake venom. Poisons such as arsenic, sublimate, opium and even hydrocyanic acid also have little effect on hedgehogs. Mice, which sometimes include not so much real mice as less nimble voles, are caught in nature by hedgehogs quite rarely and in small quantities. Among the insects eaten by hedgehogs, some harmful ones were noted (for example, May beetles, hairy ground beetles, nun caterpillars, gypsy moths). Usually, hedgehogs feast on the eggs or chicks of any small birds nesting on the ground.
Reproduction After hibernation hedgehogs start mating season. Fights often occur between males over females. Males bite each other’s legs and muzzle, push each other, and use their quills in battle. During a fight, hedgehogs snort and snort loudly. After the battle, the winner circles around the female for hours. During mating, the male is behind the female. As a rule, a female brings only one brood per year. There are usually 38 (most often 4) cubs in a litter. Hedgehogs are born naked, blind, with bright pink skin, their body weight is only 12 grams. A few hours after birth, hedgehogs begin to develop white and dark soft quills.
