Ecological games can be used in working with middle and older children preschool age. Ecological games contribute to the acquisition of knowledge about natural objects and phenomena, and develop skills in careful handling of the environment.
Proposed ecology games contain Interesting Facts about the life of plants, including medicinal plants, and animals, questions about nature that promote the development of curiosity. Most environmental games are aimed at consolidating children's knowledge about various types of animals and plants, conditions, their habitat, feeding habits, as well as developing auditory and visual attention, thinking and memory.
Through environmental games, children become familiar with the concept of “food chain” and gain an understanding of food chains in the forest.
Ecology games for preschoolers
Ecological game "GREEN CARDS"
Goal: to train children in matching the simplest food chains of animals in nature.
Material: set of 36 playing cards, each back painted green, and on the front - illustrations of various plants and animals, which are arranged in such a way that in the end there are 18 pairs (the animal is food for it).
Progress of the game: from two to six children take part in the game. Each child is given 6 cards. It is checked in advance whether there are any among them that can be paired. At in the right direction the child's cards are put aside. The number of cards is constantly replenished up to six until they run out. The winner is the one who leaves the game first or who has the fewest cards left.
Ecological game "Zoological Stadium"
Purpose of the game: to consolidate children's knowledge about various types of animals, their nutrition, and their habitats in nature.
Material: tablet on which two running tracks, start, finish and nine moves are depicted in a circle; in the center of the stadium there are six sectors with illustrations of animals: one - a squirrel, two - a bee, 3 - swallows, 4 - a bear, 5 - an ant, 6 - a starling.
Separate cards show illustrations of food for these animals and their shelters (hollow, beehive, den, anthill, birdhouse, etc.). The set also includes a die to determine the move.
Progress of the game: two children participate in the game. Using a die, they alternately determine the sector with the task and make three moves: the first is to name the animal, the second is to determine the food for this animal, the third is to name its refuge in nature. The one who reaches the finish line first wins.
Ecological basket
Aibolit Pharmacy"
Purpose of the game: to continue to form children’s ideas about medicinal plants and their use by humans, to practice recognizing them in illustrations.
Material: flat basket with a red-green cross on one side, a set of illustrations of medicinal plants (St. John's wort, plantain, nettle, rose hips, chamomile, etc.).
Progress of the game: the teacher asks the children riddles about medicinal plants. The child finds an illustration in the basket, names the plant and explains why it is called the “Green Doctor”.
Similar games can be played on such topics as: “Mushrooms”, Edible and inedible mushrooms”, “Berry”, “Meadow flowers”, etc.
Ecological game "Forester"
Goal: to consolidate children’s knowledge about the rules of human behavior in the forest; practice recognizing environmental warning signs.
Material: a set of triangular-shaped warning environmental signs depicting forest objects (anthill, berries, lily of the valley, edible and inedible mushrooms, cobwebs, butterflies, birdhouses, bird's nests, fires, hedgehogs, etc.).
Progress of the game: children take turns playing the role of a forester who selects one of the environmental signs lying upside down on the table and introduces the game participants to the forest objects that this sign represents; tells how to behave in the forest when near these objects.
Ecological game “WALK IN THE FOREST”
Goal: to form the right attitude towards forest inhabitants, expand children’s knowledge about the rules of behavior in the forest, and practice recognizing warning and prohibiting environmental signs.
Material: tablet with a picture of a forest clearing with several paths on which warning signs are placed; a set of prohibitory environmental signs in an envelope (for example, do not pick lilies of the valley; do not trample mushrooms, berries; do not break tree branches; do not destroy anthills; do not make fires; do not catch butterflies; do not shout; do not play loud music; do not destroy bird nests, etc. .; silhouettes of children that can be moved along the paths).
Progress of the game: The game can involve a group of children who go for a walk in the forest. At the first stage, you should lead the children along the path, tell them what is on it, and put up the appropriate environmental signs to help them follow the rules of behavior in the forest.
At the second stage, children independently travel along forest paths where various environmental signs are placed. Players must use them to explain the rules of conduct in the forest. For the correct answer - a chip. The one who collects the maximum number of chips wins.
Ecological game “BIRDS PYRAMID”
Goal: to continue to develop in children knowledge about the simplest food chains of birds in nature, to consolidate knowledge about the conditions necessary for the growth of plants and the life of animals.
Material:
The first option is planar: set of cards different color(blue, yellow, black, red), simulating the conditions necessary for plant growth and animal life; sets of three cards with different illustrations of plants and birds (for example, pine - pine cone - woodpecker).
The second option is three-dimensional: a set of seven cubes, where the first to fourth cubes are of different colors, indicating the conditions necessary for the life of plants and animals; fifth - plants; sixth - bird food; seventh - birds (for example: spruce - fir cone - crossbill; rowan - rowan berries - bullfinch; algae - snail - duck; oak - acorns - jay; grass - grasshopper - stork).
Progress of the game: by analogy with the “Ecological Tower “Forest”. However, when making a pyramid, you need to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically on this horizontal line, one on one, in order to show food chains in nature.
"ECOLOGICAL TOWER "FOREST"
Goal: to introduce children to the concept of “food chain” and give an idea of food chains in the forest.
The first option is planar: a set of cards with illustrations of four each (for example, forest - plant - herbivore - predator);
The second option is three-dimensional: four cubes of different sizes, on each side of which there are illustrations of a forest (forest - mushroom - squirrel - marten; forest - berries - hedgehog - fox; forest - flower - bee - bear; forest - acorns - wild boar - wolf; forest - birch - chafer - hedgehog; forest - pine cone - woodpecker - eagle owl, etc.)
Progress of the game: at the first stage, children play together with the teacher, starting the game with any cube.
Educator: “This is a mushroom, where does it grow?” (In the forest.) “Which animal eats mushrooms in the forest?” (Squirrel.) “Does she have enemies?” (Marten.) Next, the child is asked to create a food chain from the named objects and explain his choice. Show that if you remove one of the components of the food chain (for example, a mushroom), then the entire chain falls apart.
At the second stage, children play independently. They are invited to create their own ecological tower.
At the third stage, competition games are organized: who can quickly build a tower containing, for example, a hedgehog or a wolf.
Game "Sun"
Target: continue to strengthen children's knowledge about animals and their habitats.
Material: a set of task cards and wooden clothespins of different colors.
The task card is a circle divided into 6–8 sectors. In each sector there is a picture (for example: a mole, an octopus, a fish, a whale, a cow, a dog). In the center of the circle is the main symbol that defines the theme of the game (for example: a drop symbolizing water). The symbol helps children understand the task without the help of an adult.
Progress of the game. A drop is depicted in the center of the circle; the child must find animals for which water is a “home”, a habitat (lesson block “Water Sorceress”).
Didactic game "Find what I'll show you"
Topic: Fruits.
Equipment: Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game: The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
Note. In the future, the game can be complicated by adding vegetables and fruits that are similar in shape but different in color. For example: beets, turnips; lemon, potatoes; tomato, apple, etc.
Didactic game "Find what I'll name"
Subject: Fruits.
First option.
Equipment: Place vegetables and fruits on the table so that their size and shape are clearly visible. For the game, it is better to take fruits and vegetables of the same size, but different colors (several apples), different sizes with permanent color.
Progress of the game. The teacher asks one of the children: “Find a little carrot and show it to everyone.” Or: “Find a yellow apple, show it to the children”; “Roll the apple and tell me what shape it is.” The child finds an object, shows it to the other children, and tries to determine the shape. If the child finds it difficult, the teacher can name a bright distinctive feature of this fruit or vegetable. For example: “Show me the yellow turnip.
Second option.
Vegetables and fruits are placed in vases of various shapes: spherical, oval, elongated. In this case, the shape of the vase must correspond to the shape of the object hidden in it. Children are looking for the named object. You cannot look into all the vases.
Third option.
The game is equipped and played in the same way as in the first two versions. Here the problem is solved - to fix the coloring of objects in the memory of preschoolers.
Fruits and vegetables are laid out (hidden) in vases of different colors in accordance with the color of the item.
Didactic game "Guess what you ate"
Subject: Fruits.
Didactic task. Find out the object using one of the analyzers.
Equipment. Choose fruits and vegetables of different tastes. Wash them, peel them, then cut them into small pieces. The same objects are laid out on the table in the room where the children are sitting for comparison and control.
Rules of the game. You can't look at what you put in your mouth. Must chew with eyes closed and then say what it is.
Progress of the game. Having prepared vegetables and fruits (cut into pieces), the teacher brings them into the group room and treats one of the children, after asking him to close his eyes. Then he says: “Chew well, now tell me you ate it.” Find the same one on the table.”
After all the children have completed the task, the teacher treats all children to fruits and vegetables.
Note. In the future, you can ask children to name taste sensations. The question should be asked in such a way that, in cases of difficulty, children can choose the appropriate name to determine the taste: “How did it feel in your mouth?” (Sweet, sour, bitter).
Didactic game "What has changed?"
Topic: Houseplants
Didactic task. Find objects by similarity.
Equipment. Identical plants (3 - 4 each) are placed on two tables.
Rules of the game. You can show a recognized plant only upon a signal from the teacher, after listening to its description.
Progress of the game. The teacher shows a plant on one of the tables, describes its characteristic features, and then invites the child to find the same one on another table. (You can ask the children to find similar plants in the group room.)
The game is repeated with each of the plants on the tables.
Didactic game "Find a plant by name"
Topic: Houseplants.
First option.
Didactic task. Find a plant by name word.
Rule. You cannot look where the plant is hidden.
Progress of the game. The teacher names a houseplant in the group room, and the children must find it. First, the teacher gives a task to all the children: “Who can quickly find the plant in our group room that I name?” Then asks some children to complete the task. If it is difficult for children to find the named plant in a large area of the room among many others, the game can be played by analogy with the previous ones, that is, the selected plants can be placed on the table. Then finding a plant in the room will become a more complicated version of the game.
Second option.
You can play a game using a toy that the teacher or one of the children will hide (see the game “Where is the nesting doll hidden?”), but instead of describing the houseplant near which the toy is hidden, you can only give its name.
Didactic game "Find the same"
Topic: Houseplants.
Didactic task. Find objects by similarity.
Rule. It is impossible to watch how the teacher changes places of plants.
Equipment. 3-4 identical plants are placed on two tables in a certain sequence, for example, flowering geranium, ficus, fragrant geranium, asparagus.
Progress of the game. The teacher asks the children to take a good look at how the plants stand and close their eyes. At this time, he swaps the plants on one table. And then he asks the children to rearrange the pots as they stood before, comparing their arrangement with the order of the plants on another table.
After some repetitions, you can play the game with one set of plants (without visual control).
Didactic game "Find the piece of paper that I'll show you"
Topic: Trees.
Didactic task. Find objects by similarity.
Rule. Only those who have in their hands the same stock as the one shown by the teacher can run (“fly”) on command.
Progress of the game. During the walk, the teacher shows the children a sheet and asks them to find the same one. The selected leaves are compared by shape, and how they are similar and how they differ is noted. The teacher leaves each person a leaf from different trees (maple, oak, ash, etc.). Then the teacher picks up, for example, a maple leaf and says: “The wind blew. These leaves flew off. Show me how they flew." The children, holding maple leaves in their hands, spin around and stop at the teacher’s command.
The game is repeated with different leaves.
Didactic game "Find the same leaf in the bouquet"
Topic: Trees.
Didactic task. Find an item by similarity.
Rule. Raise the sheet after the teacher names and shows it.
Equipment. Select identical bouquets of 3 - 4 different leaves. The game is played while walking.
Progress of the game. The teacher distributes bouquets to the children and keeps the same for himself. Then he shows them some leaf, for example a maple one, and suggests: “One, two, three - show me this leaf!” Children raise their hand with a glue sheet.
The game is repeated several times with the remaining leaves of the bouquet.
Didactic game "Such a leaf, fly to me"
Topic: Trees.
Didactic task. Find objects by similarity.
Rule. You can run to the teacher only at a signal and only with the same piece of paper as the teacher’s in your hand.
Equipment. Select leaves of oak, maple, rowan (or other trees common in the area) that differ sharply in shape.
Progress of the game. The teacher picks up, for example, a maple leaf and says: “Whoever has the same leaf - come to me!”
Children look at the leaves received from the teacher; those who have the same ones in their hands run to the teacher. If the child makes a mistake, the teacher gives him his sheet for comparison.
Didactic game "Find the leaf"
Topic: Trees.
Didactic task. Find a part from the whole.
Rule. You can look for a leaf on the ground after the teacher’s words.
Progress of the game. The teacher asks the children to carefully examine the leaves on a low tree. “Now try to find the same ones on earth,” says the teacher. -One, two, three - look! Whoever found it, come to me quickly.” Children with leaves run to the teacher.
Didactic game "Who can find birch, spruce, oak faster"
Topic: Trees.
Didactic task. Find a tree by name.
Rule. You can run to the named tree only with the command “Run!”
Progress of the game. The teacher names a tree that is well known to the children and has bright distinctive features and asks them to find it, for example: “Who can find the birch faster? One, two, three - run to the birch!” Children must find a tree and run up to any birch tree growing in the area where the game is being played.
Didactic game "Find a leaf like on a tree"
Topic: Trees.
Didactic task. Find a part from the whole.
Rule. You only need to look on the ground for the same leaves as on the tree indicated by the teacher.
Progress of the game. The game is played in the fall on the site. The teacher divides the group of children into several subgroups. Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground.
The teacher says: “Let's see which team finds the right leaves faster.” The children begin their search. Then the members of each team, having completed the task, gather near the tree whose leaves they were looking for. The team that gathers near the tree first wins.
Didactic game "Everyone go home!"
Topic: Trees.
Didactic game. Find the whole from its part.
Rule. You can run to your “house” only upon a signal from the teacher.
Equipment. Leaves of 3 - 5 trees (according to the number of children).
Progress of the game. The teacher hands out leaves to the children and says: “Let’s imagine that we went on a hike. Each squad pitched a tent under a tree. You are holding leaves from the tree under which your tents are located. We are walking. But suddenly it started to rain. “Everyone go home!” At this signal, the children run to their tents and stand next to the tree from which the leaf comes.
To check whether the task was completed correctly, the child is asked to compare his leaf with the leaves on the tree to which he ran up.
Note. The game can be played with leaves, fruits and seeds or only with seeds and fruits.
Didactic game "Find a tree by description"
Topic: Trees.
Didactic task. Find an item by description.
Rule. You can look for a tree only after the teacher tells you.
Progress of the game. The teacher describes trees familiar to the children, choosing from them those that have subtle distinctive features (for example, spruce and pine, rowan and acacia).
Children must find what the teacher is talking about.
To make it interesting for the children to search by description, you can hide something near the tree (or on the tree) they are talking about.
Didactic game "Run to the house I'll name"
Topic: Trees.
Didactic task. Find an item by name.
Rule. You cannot stand near the same tree for a long time.
Progress of the game. The game is played according to the “Trap” type. One of the children is appointed as a trap, all the rest run away from him and save themselves near a tree named by the teacher, for example, near a birch tree. Children can run from one birch tree to another. The one who is caught by the trap becomes the driver.
When the game is repeated, the name of the tree (“house”) is changed each time.
Didactic game "Who lives where?"
Topic: Dwellings
Goal: to consolidate children's knowledge about dwellings in nature various types animals (insects, amphibians, birds, animals).
Material: a tablet on which, on one side, various animals are depicted, and on the other, their homes, for example: a den, a hole, a beehive, a birdhouse, a nest. In the envelope on the back of the tablet there are arrows indicating the number of animals. Instead of arrows, you can draw labyrinths of multi-colored lines.
How to play: Two or more children take part in the game. They take turns finding the animal on offer and using an arrow or using a labyrinth to determine its home. If the game actions are performed correctly, the child receives a chip. If the answer is incorrect, the turn goes to the next player. The one who has the most chips at the end of the game wins.
Didactic game "Who eats what?"
Topic: Nutrition.
Goal: to consolidate children’s knowledge about different types of animal nutrition (insects, amphibians, birds, animals) in nature.
Material: a tablet on which different types of food for different animals are placed in a circle. A moving arrow is fixed in its center, and cards with illustrations of the necessary animals are placed in the envelope on the reverse side.
How to play: Two or more children participate in the game. One by one, according to the teacher’s riddle, the children find the corresponding picture of the animal and use the arrow to indicate the type of food it eats. For the correct answer - a chip. The one who has the most chips at the end of the game wins.
Didactic game "Find your house"
Topic: Nutrition.
Progress of the game:
Option 1. Children play alone. The child groups cards with animals into colored fields depending on what they eat. After completing the task, the teacher checks the correctness of the solution and gives the player a penalty chip for each mistake. The one who collects them least wins.
Option 2. Children take one card at a time with a picture of an animal and find a house for it, relying on their own knowledge of food habits different types animals. The one who collects the most chips for completing the task correctly wins.
Didactic game "What first, what then?"
Topic: Growth.
Goal: to consolidate children’s knowledge about the main stages of growth and development of living organisms (plants, animals, humans).
Material: a set of cards on which the stages of growth and development of plants or animals (peas, dandelions, strawberries,
frogs, butterflies, etc.), as well as humans (infancy, childhood, adolescence, youth, maturity, old age).
Progress of the game:
Option 1. The child is asked to arrange the cards in order of growth and development of a living creature (for example, cabbage butterfly: egg - caterpillar - pupa - butterfly) and tell what happened first and what came next.
Option 2. The teacher lays out the cards, deliberately making a mistake in their order. Children must correct her and explain the correctness of their decision.
Didactic game "Let's help the plant"
Topic: Growth.
Goal: to consolidate children’s knowledge about the conditions necessary for plant growth (water, light, heat, nutritious soil); exercise in determining the deficiency of certain conditions by the appearance of the plant.
Material: a set of cards depicting one of the indoor plants(for example, balsam) in good and bad condition (withered, yellowed leaves, light soil in a flowerpot, frozen plant, etc.); four color model cards depicting the conditions necessary for plants (yellow - light, red - warmth, blue - water, black - nutritious soil); four cards depicting a healthy plant and modeling the four conditions it needs.
Progress of the game:
Option 1. At the beginning of the game, children are introduced to model cards of the conditions necessary for the growth and development of a plant. Then four cards are examined showing the same plant in good condition, indicating the same models. Children need to explain the reason for the normal state of the plant.
Option 2. Model cards are laid out on the table in front of the child, and on the typesetting canvas the teacher writes a story about the plant, for example: “I grew balsam in a pot on the window and rejoiced at the first spring sun. The sun's rays were heating up more and more, and the water reserves in the soil were becoming less and less. On Monday morning, the children noticed that the balsam leaves had turned yellow and drooped. What to do?" Invite the children to help the plant: select model cards depicting the conditions necessary for the plant. For the correct answer - a chip. The one who collects the most of them wins.
Didactic game "The forest is a home for animals"
Topic: Natural community.
Goal: to consolidate children's knowledge about the forest as a natural community; to form ideas about the ecological tiers (floors) of a mixed forest and the place of animals in them.
Material: planar model depicting four tiers of mixed forest: 1 - herbaceous cover, 2 - shrubs, 3 - deciduous trees, 4 - coniferous trees. On each of the tiers there are special slots for attaching animal figures. The envelope on the back of the tablet contains silhouette figures of various animals: insects, amphibians, reptiles, birds, mammals.
Progress of the game:
Option 1. Children play one at a time, and the rest check the correctness of the task - to place all the animals on “floors” depending on their habitat. The one who makes the fewest mistakes wins.
Option 2. Silhouettes of animals are laid out on the table with the reverse side up. Children take one silhouette at a time, name the animal and determine its place in the forest. In this case, the child must explain the correctness of his own choice. For the correct answer - a chip. If the task is completed incorrectly, then the animal silhouette figurine is placed on the table and the action is repeated by another child.
Didactic game "Ecological pyramid "Birds"
Topic: Birds.
Goal: to develop knowledge about the simplest food chains of birds in nature; consolidate knowledge about the conditions necessary for plant growth and animal life.
Material:
Option 1, planar: a set of cards of different colors (yellow, blue, red, black), displaying the conditions necessary for plant growth and animal life; sets of three cards with different illustrations of plants and birds, for example: pine - pine cone - woodpecker.
Option 2, volumetric: sets of seven cubes, where four cubes are of different colors, based on the conditions necessary for the life of plants and animals; the fifth shows plants; on the sixth - bird food; seventh - birds. For example: rowan - rowan berries - bullfinch; spruce - fir cone - crossbill; oak - acorns - jay; algae - snail - duck; grass - grasshopper - stork.
Game flow: Similar to previous games. However, when making a pyramid, you need to pay attention to the following rules: multi-colored cubes are placed horizontally, and three cubes with illustrations of plants and animals are placed vertically on this horizontal line, one on one, to show food chains in nature.
Didactic game "Walk in the forest"
Topic: Behavior in the forest.
Goal: to form the right attitude towards forest inhabitants; expand children's knowledge about the rules of behavior in the forest; practice recognizing warning and prohibiting environmental signs.
Material: tablet with a picture of a forest clearing with several paths on which warning signs are placed; silhouettes of children that can be moved along paths; a set of prohibitory environmental signs in an envelope (“Do not pick lilies of the valley”; “Do not trample mushrooms, berries”; “Do not break tree branches”; “Do not destroy anthills”; “Do not make fires”; “Do not catch butterflies”; “Do not shout” ; “Don’t play loud music”; “Don’t destroy birds’ nests”, etc.).
Progress of the game:
The game can involve a group of children who go into the “forest” for a walk. At the first stage, you should lead the children along the “path”, tell them what is on it, and put up the appropriate environmental signs to help them follow the rules of behavior in the forest.
At the second stage, children independently travel along “forest paths” where various environmental signs are placed. The guys must use them to explain the rules of behavior in the forest. For the correct answer - a chip. The one who collects the maximum number of chips wins.
Didactic game " Food chains in nature "
Goal: to form children’s ideas about food chains and the place of different animal species in them.
Material:
Option 1: pictures cut into two parts, when compiled, a food chain is formed: the animal and the food it eats, both plant and animal.
Option 2: pictures cut into three parts, the food chain includes a plant, a herbivore or omnivore, a predator.
Progress of the game:
At the first stage The cut pictures are presented in such a way that each has its own specific cut, different from the others. Using it, children find parts of the corresponding picture, put them together correctly, become familiar with the food chain, and determine the place of the animal in it, for example: mushroom - squirrel - marten.
At the second stage cut pictures can have the same cuts. When drawing up such pictures, children show greater independence in determining the place of the animal in the food chain.
Didactic game "Seasons"
Topic: Natural community.
Goal: to form ideas about the patterns of the seasons in accordance with the length of daylight hours; show the relationship between daylight hours and phenomena occurring in nature in different seasons.
Material: four tablets of different colors corresponding to the seasons (white, red, green, yellow), which show models of daylight hours for each season; pockets for illustrations of natural phenomena characteristic of a given season.
Progress of the game:
Children look at the tablets, determine each season in accordance with the color and trajectory of the sun in the sky: in summer - the largest trajectory, in winter - small; autumn and spring - equinox. Having determined the time of year, children should put illustrations of natural phenomena of this season in pockets and talk about them.
Didactic game "Ecological chamomile"
Topic: Natural community.
Goal: to consolidate children’s ideas about characteristic phenomena in living and inanimate nature in different seasons, their relationships and interdependencies.
Material: four circles (centers of a daisy) of different colors (white, green, yellow, red) in accordance with the patterns of the seasons and a set of petals depicting various phenomena in living and inanimate nature at each time of the year, for example: in the spring, boats float in a stream, the lily of the valley has blossomed, birds are making nests, etc.
Progress of the game:
Four children play, each needs to collect chamomile petals of the corresponding season and talk about characteristic phenomena in both inanimate and living nature.
Didactic game "Enchanted Letter"
Topic: Fruits and vegetables.
Goal: to consolidate children’s ideas about the characteristic features of vegetables and fruits, their role in maintaining human health; introduce modeling as a way to form a generalized idea of vegetables and fruits.
Material: five tablets with models of characteristic features of vegetables and fruits (color, shape, size, method of eating, place of growth); a set of subject-schematic drawings for nasty vegetables and fruits.
Progress of the game:
Children examine subject-schematic models that reveal the characteristic features of vegetables and fruits.
Option 1. Using sample models of the characteristic features of vegetables and fruits, children solve riddles and drawings by Dr. Aibolit to help him determine which vegetables and fruits are good for human health.
Option 2. Based on the model samples, one child makes up a riddle describing a certain vegetable or fruit, the rest of the children guess and tell what role they play in maintaining human health.
Didactic game "FLOWER-SEMIFLOWER"
Topic: Natural community
Goal: develop thinking; cultivate positive moral qualities personalities; develop communication skills between children and their relatives; update joint needs; develop a sense of mutual empathy.
Progress of the game:
Each family team receives a seven-flowered flower. The participants in the game conceive seven wishes (parents help write down the wishes of preschoolers): three wishes are conceived by the child for the parents, three by the adult for the child, one wish will be joint.
Parents and children exchange petals and select wish petals that are truly pleasant to them. The team that has the most desired petals, where the expected desires coincide with the real ones, wins.
Didactic game "CONVERSATION WITH THE FOREST"
Goal: develop creative imagination children, enrich speech with definitions; learn to relax.
Progress of the game:
An unusual journey awaits you. We will be transported mentally to the forest. (Children close their eyes, leaning on the backs of chairs, relaxed hands resting on their knees.) Around you in the forest are a variety of flowers, shrubs, trees, and herbs.
Stretch your right hand forward and “touch” the tree trunk: what is it like? Now raise your hand and touch the foliage: what is it like? Put your hands down and run along the blades of grass: what are they? Smell the flowers, take a deep breath and hold this freshness within yourself!
Submit your face to the fresh breeze. Listen to the sounds of the forest - what did you hear?
The children listen silently. Each child tells the teacher in his ear the sound or rustle he presents.
Didactic game "WHAT FRUITS GROW ON WHAT TREE"
Goal: to activate the names of plants and their fruits in children’s speech; practice the practical mastery of prepositional case constructions and agreement of nouns with verbs and adjectives in gender, number, and case.
Task 1. Identify a plant by its fruits and complete the sentence.
Acorns grow on... (oak tree).
Apples grow on... (apple tree).
Cones grow on... (spruce and pine).
Bunches of rowan grow on... (rowan).
Nuts grow on... (hazel tree).
Task 2. Remember the name of plant fruits and complete the sentence.
There are a lot of... (acorns) ripe on the oak tree.
The children picked ripe... (apples) from the apple tree.
The tops of the fir trees bent under the weight of many... (cones).
On the fallen rowan tree there were bright lights burning... (bunches of berries).
Task 3. Draw a line from the plant to its fruits and make a sentence (done with subject pictures).
- acorn cone bunches of berries
- hazel apple oak
- apple nut
Task 4. The same with pictures of plants and their leaves.
Didactic game "GNOMES IN THE FOREST"
Goal: using pantomime to depict characteristic movements in a certain situation, focusing only on the words of the teacher and one’s own ideas.
Progress of the game:
The teacher invites the children to put on gnome caps: “Today we will meet little magical people - gnomes, and we will play with them!”
Dwarfs live in the forest. The trees grow thickly all around, all with thorny branches. The gnomes struggle through the thicket, lifting the branches and pushing them apart with great effort. He appeared in the forest about the light: the trees are growing thinner and further from each other (the gnomes look around, choose their path).
Now the gnomes easily slip between the trees (they are flexible, dexterous): sometimes they will pass sideways, sometimes with their backs... But you have to bend over and crawl under the log. Somewhere you have to tiptoe along a narrow path.
The gnomes came out into the clearing, and there a mouse was sleeping. The gnomes quietly step over it, careful not to step on it. Then they saw a bunny - and let's jump with it! Suddenly a gray wolf jumped out from behind the bushes and howled!
The gnomes rushed to hide under the bushes (under the tables) and sit there quietly!
The wolf went his way, and the gnomes went home: tiptoe along a narrow path; Now you have to bend down and crawl under the deck; where they will pass sideways, where they will stand back. The house is already close: the gnomes are struggling through the thicket, lifting the branches and pushing them apart with great effort.
Oh, tired! We need to rest on our chairs! (Children take their seats.)
Didactic game "FLOWERS - DOESN'T FLOWERS"
Goal: to develop in children auditory attention, endurance.
Rule: raise your hands only if a blooming object (plant, flower) is named.
How to play: Children sit in a semicircle and put their hands on their knees.
Educator: I will name the objects and ask: is it blooming? For example: “Is the apple tree blooming?”, “Is the poppy blooming?” etc.
If this is actually the case, then the children should raise their hands up.
If I name a non-blooming object (Christmas tree, pine tree, house, etc.), then you should not raise your hands.
You need to pay attention, because I will raise my hands both correctly and incorrectly. Whoever makes a mistake will pay a chip.
The teacher starts the game:
"Is the rose blooming?" - and raises his hands.
The children answer: “It’s blooming!” - and they also raise their hands.
“Is the pine tree blooming?” - and raises his hands, and the children should be silent.
ECOLOGISTICY GAMES
“FIND WHAT I SHOW” (junior group)
Goal: Find an item by similarity.
Game action. Search for an object shown and hidden by the teacher.
Rule. You can't look under the napkin.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.”
Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named
Note. In the future, the game can be complicated by adding vegetables and fruits that are similar in shape but different in color. For example:
beets, turnips; lemon, potatoes; tomato, apple, etc.
“GUESS WHAT YOU EATED?” (junior group)
Goal: Find out the object using one of the analyzers.
Game action. Guessing by taste.
Rules. You can't look at what you put in your mouth. You have to chew with your eyes closed, and then say what it is.
Equipment. Choose vegetables and fruits that vary in taste. Wash them, peel them, then cut them into small pieces. The same objects are laid out on the table in the room where the children are sitting for control and comparison.
Progress of the game. Having prepared fruits and vegetables (cut into pieces), the teacher brings them into the group room and treats one of the children, after asking him to close his eyes. Then he says: “Chew well, now tell me,
what he ate. Find the same one on the table.” After all the children have completed the task, the teacher treats all children to fruits and vegetables.
Note. In the future, you can ask children to name taste sensations. The question should be asked in such a way that, in case of difficulty, children can choose a suitable name to determine the taste: “How did it feel in your mouth? (Bitter, sweet, sour.)
“FIND A PLANT BY NAME” (junior group)
Goal: Find a plant by name word.
Game actions. Search for the named plant.
Rule. You cannot look where the plant is hidden.
Progress of the game. The teacher names a houseplant in the group room, and the children must find it. First, the teacher gives a task to all the children: “Who can quickly find the plant in our group room that I name?” Then asks some children to complete the task. If it is difficult for children to find the named plant in a large area of the room among many others, the game can be played by analogy with the previous ones, that is, the selected plants can be placed on the table. Then finding a plant in the room will become a more complicated version of the game.
“NADIA LEAF WHICH I WILL SHOW” (junior group)
Game action. Children running with certain pieces of paper.
Rule. Only those who have in their hands the same piece of paper that the teacher showed can run (“fly”) on command.
Progress of the game. During the walk, the teacher shows the children a leaf and asks them to find the same one. The selected leaves are compared by shape, noting how they are similar and how they differ. The teacher leaves each one a leaf from different trees (maple, oak, ash, etc.) .Then the teacher picks up, for example, a maple leaf and says: “The wind blew. These leaves flew. Show how they flew.” Children in whose hands
maple leaves spin, and at the teacher’s command they stop.
The game is repeated with different leaves.
“WHO WILL FIND BIRCH, SPRUCE, OAK FASTER” (junior group)
Goal: Find a tree by name.
Game action. Run to the named tree (competition “Who can find the tree faster”).
Rule. You can run to the named tree only with the command “Run!”
Progress of the game. The teacher names a tree that is well known to the children and has bright distinctive features and asks them to find it, for example: “Who can find the birch faster? One, two, three - run to the birch!” Children must find a tree
and run up to any birch tree growing in the area where the game is being played.
"WHAT CHANGED?" (junior group)
Goal: Find objects by similarity.
Game action. Search for a similar item
Rule. You can show a recognized plant only upon a signal from the teacher, after listening to its description.
Equipment. Identical plants (3-4 each) are placed on two tables.
Progress of the game. The teacher shows a plant on one of the tables, describes its characteristic features, and then invites the child to find the same one on another table. (You can ask the children to find the same
plants in the group room.) The game is repeated with each of the plants on the tables.
“FIND A LEAF” (JUNIOR GROUP)
Goal: Find a part from the whole.
Game actions. Search for an item.
Rule. You can look for a leaf on the ground after the teacher’s words.
Progress of the game. The teacher asks the children to carefully examine the leaves on a low tree. “Now try to find the same ones on earth,” says the teacher. “One, two, three - look! Whoever found it, come to me quickly.” Children with leaves run to the teacher.
“WHERE IS THE FISH HIDDEN” (junior group)
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.
“MULTI-COLORED FRUITS” (middle and senior group)
Goal: to show children the diversity and color of all living things.
The teacher puts on a flannelgraph an image of various fruits and asks the children questions like:
Which fruit is better (worse) and why, which is thinner (thicker)?
Which is the most beautiful (ugly), which is the darkest (lightest)?
Why is this fruit beneficial (harmful)?
What would happen if all the fruits disappeared?
At the end of the conversation, the teacher concludes that the fruits of plants are varied and colorful, and all of them, even the most inconspicuous in appearance, are very necessary for humans.
“VEGETABLES - “THINNY” AND VEGETABLES - “FAT”
(middle and senior group)
Goal: develop Creative skills children and the ability to explain and defend their point of view.
The teacher gives the children the task of remembering what vegetables they know and dividing at will into “skinny” vegetables and “fat” vegetables. Then depict these vegetables in such a way that it becomes clear to everyone that this fruit is thin and that fruit is plump (you can draw in or puff out your cheeks, press your arms to your body or round them). The child must choose the image method himself. The teacher asks the children questions like:
What vegetable are you representing?
Why did you choose this particular vegetable?
Why do you consider this vegetable to be “skinny” (“fat”)?
“MIX AND MATCH” (middle and high group)
Goal: to teach children to notice the smallest details of natural objects, to develop observation skills.
The teacher distributes natural objects of the same name to all children (for example, maple leaves). Children should take a good look at them and then put them in one place, for example, on a table. The teacher mixes the leaves, lays them out one at a time on the table and gives a task: find each of your own leaves.
If the children cannot complete the task the first time and begin to get confused, then you need to give them the leaves again and repeat the task. When the children complete the task, the teacher asks the children questions like:
Why do you think this is your leaf?
How is your sheet different from your friend’s sheet?
In this game you can use natural material(dry twigs, fruit seeds, etc.)
"OWLS AND RAVENS" (middle and senior group)
Goal: to test and consolidate children’s ideas about the world around them.
Children should be divided into two teams: “Owls” and “Crows”. Both of them stand in a line opposite each other at a distance of 3 meters, behind them are their houses, also at a distance of 3 meters. The teacher gives the task:
The Owls love the truth, the Ravens love lies, so if I tell the truth, the Owls must catch the Ravens. "Crows" run away to their homes and vice versa.
Then the teacher pronounces phrases of natural history content:
bears love to eat tigers
birch trees have earrings in spring
elephants can't swim
dolphin is an animal, not a fish
children must realize the correctness or incorrectness of the phrase, based on their knowledge on this topic, and themselves respond with their behavior (run away or catch up) to this phrase. After each time, it is advisable to ask the children why they acted one way or another, and after 2-3 phrases, change the players’ places.
“THE BLIND CHICKEN” (middle and high group)
Goal: to provide an experience of direct communication with nature (carried out in nature).
Children should stand in single file, holding onto the belt of the person in front. The teacher blindfolds them and leads them along a certain route, overcoming an “obstacle course” (stepping over stones, going around trees, passing low under a lowered branch, etc.). The route is outlined by the teacher in advance and it is better if it goes in a circle. Having reached the beginning, the teacher unties the children's eyes and invites them to go through the same route with their eyes open, without holding on to their belts, in order to be able to look and touch what the teacher told them while going through the obstacle course, but which they themselves did not see. Let the children themselves try to guess where they bent down and where they walked around the stone.
“FIND YOUR TREE” (middle and high group)
Goal: to provide the opportunity to explore the environment, to use the experience of direct communication with it (carried out in nature).
The teacher blindfolds one child, spins him around several times and leads him to a tree. The child must explore this tree by feeling it. During the study, the teacher asks guiding questions:
Is it smooth or not?
Does it have leaves?
Do the branches start high from the ground?
Then the teacher takes the child away from the tree, confuses the tracks, unties his eyes and offers to guess “his” tree, using the experience gained while feeling the tree.
In the future, you can offer children games in pairs.
“WINDOWS OF THE EARTH” (middle and senior group)
Goal: to develop imagination, fantasy and the ability to imagine oneself in the place of another (carried out in nature).
Children should lie down on the ground and not move. The teacher lightly throws leaves at them and gives them a task: imagine that you are pieces of earth, your eyes are “windows of the earth.” Questions to consider:
What is visible to the earth through the windows?
How does the earth feel now?
How many different blades of grass grow nearby?
What would the earth be afraid of at this moment?
How could she protect herself?
“WONDERFUL BAG” (middle and senior group)
Goal: develop tactile sensations, imagination and fantasy in children.
This game requires a bag with two holes on the sides into which children can put their hands. A variety of natural materials are placed in this bag depending on the topic of the lesson.
First option: “Describe and guess.”
The child must stick his hands into the holes and guess what is in the bag, after first describing the natural object.
Second option: “Ask and guess.”
The child must stick his hands into the holes and feel the natural object. Children must guess what is in the bag by asking the child who is feeling the questions:
Is it smooth or not?
What shape is it?
How many angles does this object have?
Third option: “Let’s guess together.”
Two children participate in the game: one puts his hand on one side, the other on the other. Children should feel the natural material together and decide together what it is.
“WHAT SHOULD WE TAKE WITH US” (middle and senior group)
Goal: to expand children's understanding of different habitats.
The teacher invites the children to go on a trip (to a meadow, to a forest, to a lake). Children must choose from the proposed cards depicting the objects a person needs for this journey, explaining their choice or giving a verbal answer.
“WHERE IS WHAT GROWING?” (middle and senior group)
Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
“FLOWER STORE” (middle and senior group)
Goal: to consolidate the ability to distinguish colors, name them quickly, and find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Progress of the game: Children come to the store where it is presented big choice colors.
Option 1.
On the table is a tray with colorful petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2.
Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about.
Option 3.
Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
FAIRY TALE GAME “FRUITS AND VEGETABLES”
Visual material: pictures of vegetables.
The teacher says:
One day a tomato decided to gather an army of vegetables. They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.”
What do you think, children, what vegetables responded to his call?
Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrttoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato.
Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.”
What do you think, children, who responded now?
Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato.
But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match.
How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army?
The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition.
All the vegetables became warriors, and there was no more grief! - the teacher concludes
“FIND THE RIGHT WORD” (middle and senior group)
Goal: to develop fantasy, imagination, vocabulary, vocabulary of children.
Option 1: “Choose a definition for a natural object.”
Children must choose words for the teacher’s assignment:
What kind of leaves can there be?
What kind of snow can there be?
Option 2: “Select a natural object for the definition.”
The teacher gives the task:
What could be hot on the river bank (in the forest, at the sea)?
What can be dark in the city (in a park, in a clearing)?
The teacher must ensure that children use only natural objects for selection.
“SIMILAR - NOT SIMILAR” (middle and senior group)
Purpose of the game: to develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images.
Material: game sheet (screen) with three “window-slots” into which tapes with symbols of properties are inserted; ribbon strips indicating the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
Option 1. The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second window. At the initial stage of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball.
Option 2. One child installs the first window, the second selects and sets the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3. Used at the final stages of development. You can play with large group children. The child asks a “riddle” - he lines up images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.
“NATURE IS NOT NATURE” (middle and senior group)
Goal: to highlight the differences in natural and non-natural objects, as well as their connection and interaction, to show children the role of man in the imagination of nature.
A set of cards or postcards depicting natural objects created by human hands is used. Children must choose images of natural objects from the total number of cards, after which the teacher conducts a conversation:
How do natural objects differ from everything that surrounds us?
What does a person use to create non-natural objects?
Do you think objects created by human hands can be called natural?
Using the same principle, you can play “living - nonliving” using a set of cards depicting living and nonliving objects of nature and conversation questions.
"PUMPS" (senior group)
Goal: to develop children's perception of smells.
To play, you need to have 3 opaque bags, each of which contains one saturated with the smell of different perfumes.
The essence of the game is that children are “hares”; they are hunted by a fox, which has its own specific smell (children are given 1 bag to smell - this is the smell of the fox). Hares are frolicking in the clearing, but their nose must sense everything and identify the “smell of a fox” in time in order to run away (children are given a chance to smell all three smells in turn and they must choose the smell of a fox). If the child correctly identified the smell that was offered to him earlier, then the “hare” remains intact, because he was able to sense the approach of danger in time and vice versa. At the end of the game, “hares” are selected - long-lived ones.
"SHADOW" (senior group)
Goal: to expand children’s understanding of the rules of behavior in nature, about the useful activities of people in nature, to develop children’s imitative abilities (carried out in nature).
The essence of the game is that every person has a shadow, but our shadow is special, it exactly repeats the person’s movements only if he does something good. Otherwise, she says: “I won’t, I won’t repeat it,” and even explains why.
The teacher divides the children into pairs, in which the first child is a child, and the second is his shadow: “A child can do whatever he sees fit in nature, i.e., walk, smell flowers, collect dry twigs, etc., and The “shadow” evaluates his actions. At the end of the game, the child with the most obedient shadow is chosen
"REPORT" (senior group)
Goal: to develop children's opinions by expressing their contradictions from communicating with nature in verbal form (carried out after the excursion).
The teacher uses the “circle” technique to compile reports on various topics (the most beautiful flower, seen on the excursion). The child must come up with a name for his report and briefly talk about the flower. For example: what is it called, what is it like, why did you like it, etc.
You can use the theme: “forest newspaper report” when children compose reports on any topic. Homework assignments are also used:
Write a report about the indoor plants you have at home;
Write a report about your favorite animal;
make a report about the living inhabitants of your apartment.
“WHAT IS IT LIKE” (senior group)
Goal: to develop creative imagination and fantasy in children.
For the game, you need a variety of natural materials, which are distributed to children (it is better to use tree bark).
" What does it look like?"
children should offer options, then sketch the most interesting of them.
“BENEFITS - HARM” (senior group)
Goal: to make children understand that in nature there are neither useful nor harmful, only necessary ones.
The first option: “Benefit - harm.”
(topic: wildlife).
Children should stand in a circle. The teacher asks the question: “What is the use of a bee?” The children must take turns answering the question without repeating the answers of their comrades. Then the task changes: “What harm does a bee do?”
Second option: “Like it - don’t like it.”
(topic: non-wildlife).
Principle of organization see option 1.
Third option: “Good - bad.”
(topic: seasons and 4 elements: water, air, earth and fire). The principle is the same.
The teacher asks the question: “What would happen if all the bad qualities of natural objects disappeared, and everything around us became good?” (the wolf became good - he stopped eating hares, there would be so many hares that they would gnaw all the bark on the trees, there would be fewer trees and many birds would have nowhere to live).
It turns out that if everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.
At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.
“ON THE OVERSEAS” (senior group)
Goal: to show children the presence of contradictions in nature and note that everything in nature is unique.
The organization of the game can be different:
1. The “circle” technique is used
2. Children are divided into two teams, which must be changed after 2-3 tasks.
The teacher gives the children the task of choosing something in nature:
beautiful - ugly
cold - hot
smooth - rough
It is necessary that children name only natural objects and not confuse them with objects created by human hands, i.e., the emphasis is on children’s ability to distinguish natural from non-natural. In the case of a team organization of children, the team that completes the task faster wins the game.
"CHAIN" (senior group)
Goal: develop logical thinking children and the ability to navigate verbal material of natural history content, expand children’s horizons about the interconnections and cause-and-effect relationships in nature, and develop the ability to critically evaluate the surrounding reality.
The teacher chooses the topic of the chain, for example: “SNOWFALL” and conducts a conversation with the children on this topic like:
It is good that there is a lot of snow, but the bad thing is that it is difficult to run if the paths are not cleared;
It’s good that the paths are not cleared, because you can see bird tracks on them, but it’s bad because then you won’t be able to get close to the birds, because it’s difficult to walk through the snow;
It’s good that you don’t get close to the birds, because you can scare them, but it’s bad that the birds are shy;
It’s good that birds are shy, otherwise some playful children might offend them, but the bad thing is that there are such children;
the conclusion is drawn that there is no need to offend anyone, one must be a good master of nature. The teacher needs to direct the child’s thoughts along the right path and use natural history content to create a chain.
“4 SEASONS” (senior group)
Goal: to develop logical thinking and enrich children’s horizons with the concept of seasonal changes in nature.
The teacher names some object of the living world (living or plant) and invites the children to imagine and tell where and in what form this object can be seen in summer, winter, autumn, spring.
For example: MUSHROOMS.
In summer - fresh in the forest, along the edges of the road, in the meadow, as well as canned in jars, dried, if left over from last year or prepared this year.
In autumn it's the same.
In winter - only canned or dried, but they can also be fresh only if they are grown in a specially designated place.
In spring - see winter, but add mushrooms that grow in spring (morels).
“HOW DIFFERENT WE ARE ALL” (senior group)
Goal: to show the diversity of the natural world, its uniqueness, to highlight the good qualities of any natural object.
The teacher gives the task:
Stand on the left those who love the sea more, on the right those who love the river more, and in the middle let those who like both remain.
Then the children are asked questions:
Why do you like the sea?
Why do you love the river?
Why did you stay in the middle?
Task options: winter - summer,
chamomile - bell, rain - snow.
At the end of the game, the teacher must conclude that both are good, you just need to notice this good in nature. As a result of such games, it becomes difficult for children to choose what is best and they remain in the middle. However, this is not the goal of the game.
“REPEAT” (senior group)
Goal: to develop children's observation and creative abilities.
Children stand in a circle. The first child names an animal (bird, insect, depending on the topic proposed by the teacher) and makes a characteristic gesture of this animal. The next child repeats what the first one said and did, names his animal, shows his gesture. The next one repeats what the first two children said, names his animal and makes his own gesture, etc.
Basic rule: animal names and gestures must not be repeated. But you can give each other hints; it even brings the children closer together and makes the game more interesting.
The game involves 5-8 children, then you can increase the number of players
“NOT NATURE TRAIL” (senior group)
Goal: to develop observation and the ability to notice the smallest details in nature (carried out in nature).
The teacher outlines a “path” in nature and hangs and scatters various unsuitable objects on it. According to this teacher’s assignment, children must walk along the “path”, count how many non-natural objects they noticed and say this number in the teacher’s ear. At the end of the game, the most observant one is chosen.
“GUESS WHO I AM” (senior group)
Goal: to develop creative, imitative abilities in children
The teacher selects one child, speaks the name of an animal into his ear and offers to portray it so that the other children can guess who it is, but the driver should not make a sound.
You can use another option, when a group of children portrays a representative of the animal world, and the child driver must guess who.
"PHOTOGRAPHER" (senior group)
Goal: to provide the child with the opportunity to gain experience of direct communication with nature.
The first option: “Am I a good photographer?”
The children split up in pairs. One child is a “photographer”, the other is a “camera”. The “photographer” points the “camera” at some natural object, “takes a picture” (lightly tugs the ears), having previously thought about what he wants to “photograph”. The teacher asks the children questions:
What did the “camera” “photograph”?
What did the “photographer” want to “photograph”?
Is this a natural object or not?
Why did the “photographer” want to “photograph” this?
Why did he like this natural object?
Why did the “camera” “photograph” this same natural object?
When children learn to notice something special, unique, very beautiful in nature, then the “camera” and the “photographer” will “photograph” the same thing.
Second option: “Instant photography”.
The principle of the game is the same, but the “photographer” points the “camera”, whose eyes are closed, then “takes a photo” (the child - the “camera” instantly opens and closes his eyes). This snapshot remains in the child’s memory for a long time. It’s better to photograph something special in nature: a bright insect or unusual flower(you shouldn’t take many pictures in one day).
"MIKROSHOW" (senior group)
Goal: to teach children to “see” nature (notice its smallest details and feel it). The game is played in nature.
The teacher lays out a “path” on the ground (a regular rope is used). Children go on a hike along this trail (crawl next to the rope, repeating its bends) and at the same time perform tasks like:
Count how many yellow blades of grass you met on your way.
Find and remove (if you come across along the way) non-natural objects, etc.
It is advisable if children imagine themselves as some small animal and do not raise their heads high from the ground (grass). If along the way you come across any real small insect, then the teacher gives tasks like:
Imagine yourself in the place of this insect, what do you think it said now, what would it think?
Where is it going now?
This game is a good opportunity to use trick techniques such as empathy and fantasy.
“SOUNDS” (senior group)
Goal: to teach children to “hear” nature (carried out in nature).
The teacher gives the task:
“When you hear any sound, bend your finger, etc. When all five fingers are bent, open your eyes and be silent to give other children the opportunity to “count the sounds.”
The teacher asks the children questions like:
Which sound did you like best?
What sound did nature make, and what sound did man make, what sound was the loudest (quiest)?
Did the wind make any sound?
In the future, you can “listen” to nature with both hands (use 10 fingers).
Didactic games on ecology for 2 junior group.
1. “Where is the bunny hiding!”
Target: describe, name plants based on their characteristic features and in connection with the environment. Write descriptive riddles and guess riddles about plants.
Rules of the game: A plant can be named only after describing any of its characteristics one by one.
Progress of the game:
The game is played in the park, in the forest, in the square. A driver is selected from a group of children, the rest are divided into two subgroups. The driver hides the bunny under some plant (tree, bush) so that the other children do not see where the toy is hidden. Then the driver describes the plant (if it is difficult, the teacher helps). Whichever group guesses faster what plant the bunny is under, goes to look for it. For example, a toy is hidden under an oak tree. The leader asks the 1st subgroup a riddle: “This is a tree, it has a strong, mighty trunk” (Answers from the children of the 1st subgroup), to the 2nd subgroup: “The leaves of this tree turn brown in the fall” (Answers from the children of the 2nd subgroup) . Etc.
The description riddles continue until one of the subgroups guesses.
2. “Where does it grow?”
Target: teach children to group vegetables and fruits, develop quick reaction to the teacher’s word, endurance, and discipline.
Rules of the game: sort out the vegetables and fruits, and put some in the garden, others in the garden (imitation - pictures of a garden and vegetable garden). The team that quickly puts all the items in their places wins.
Progress of the game:
The children are divided into two teams: vegetable growers and gardeners. Vegetables and fruits (dummies can be used) are laid out on the table. At the teacher’s signal, children sort vegetables and fruits into the ones corresponding to the pictures. The team that finishes the job first wins. Children not participating in the teams check the correctness of the selection.
After this, the winning team is announced. The game continues with other teams.
3. "Our friends"
Target: Expand children's ideas about the lifestyle of animals that live in the house (fish, birds, animals), about caring for them, about their homes, cultivate a caring attitude, interest and love for them.
Material: lotto cards with images of animals: parrots, aquarium fish, hamsters, turtles, etc. Small cards depicting their homes (cage, terrarium, aquarium, box, etc.), food.
Progress of the game:
Lotto cards are distributed to the participants of the game; the presenter has small cards with the image turned down. The presenter takes any card and shows it to the participants. The participant who needs this card raises his hand and explains why this card is needed specifically for his animal.
To make it more difficult, you can add squats that are not related to these animals.
4. "Flower shop"
Target: consolidate children's knowledge about plants (meadows, indoors, gardens), consolidate the ability to find the right flower according to the description. Learn to group plants by type.
Material: you can use cards from the botanical lotto; you can take real indoor plants, but not very large ones.
Progress of the game:
The leader is selected, he is the seller (first the lead teacher, and then the child is selected according to the counting rhyme), the rest of the children are buyers. The buyer must describe the plant in such a way that the seller can immediately guess what plant he is talking about.
5. “The postman brought the parcel”
Target: To form and expand children’s ideas about vegetables, fruits, mushrooms, etc., teach them to describe and recognize objects by description.
Material: objects (dummies). Each is individually packaged in a paper bag. You can use riddles.
Progress of the game:
The parcel is brought to the group. The presenter (teacher) distributes parcels to each child. Children look into them and take turns telling what they received in the mail. Children are asked to describe what is in their bag using a description or a riddle.
6. “Edible – not edible”
Target: to form and consolidate children's knowledge about vegetables and fruits and berries. Develop memory and coordination.
Material: Ball.
Progress of the game:
The presenter names a vegetable, fruit, berry or any object, throws the ball to one of the participants, if the object is one of the given ones, then he catches it.
You can play with the whole group at once using claps (clap if the item is not one of the given ones).
7.“ Wonderful pouch»
Target: To form and consolidate children’s knowledge about various natural objects (animals, vegetables, fruits, etc.). Develop fine motor skills fingers, tactile sensations, speech of children.
Material: Beautifully designed bag various toys, imitating animals, real or dummies of vegetables and fruits.
Progress of the game:
The presenter holds a bag of objects, invites the children to come up one at a time and identify the object by touch without pulling it out, and name the characteristic features. The rest of the children must guess from its description what kind of object it is, which they have not yet seen. After this, the child pulls out an object from the bag and shows it to all the children.
8. “What comes first, what comes next?”
Target: To form and consolidate children’s knowledge about the degree of ripeness of vegetables, fruits, the order of growth of various plants, living creatures (fish, birds, amphibians).
Material: Cards with different order of maturity 3 – 4 – 5 cards for each item (for example: green, small tomato, brown and red), order of growth (seed, sprout, taller sprout, adult plant).
Progress of the game:
Children are given cards with different orders. At the leader’s signal, they must quickly find and line up in order with the required pictures in order.
9.Shop "Seeds"
Target: Develop and consolidate children's knowledge about seeds of different plants. Learn to group plants by type and place of growth.
Material: Sign "Seeds". On the counter, in different boxes with models: tree, flower, vegetable, fruit, in transparent bags, there are different seeds with a picture of this plant.
Progress of the game:
The teacher suggests opening a store selling seeds. The store will have four departments. Sellers are selected for each seed department. As the game progresses, child buyers approach the sellers and name their profession: florist, gardener, vegetable grower, forester. Then they ask to sell the seeds of the plant they described and the method of growing them (one per hole, one per furrow, “pinch”, seedlings).
10. “Everyone go home!”
Target: To form and consolidate children’s knowledge of different plants (trees, bushes), according to the shape of their leaves (fruits, seeds). Reinforce the rules of behavior in the forest and in the park.
Material:
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). The teacher suggests going on a hike. Children are given leaves (fruits, seeds) of different plants (bushes, trees). Children are divided into groups. The teacher suggests imagining that each group has a tent under a tree or bush. Children walk through the forest (park), at the teacher’s signal “It’s raining. Everyone go home!”, the children run to their “tents”. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
11. “Collect mushrooms in a basket”
Target: Develop and consolidate children's knowledge about edible and inedible mushrooms, about the place of their growth; about the rules of collecting in the forest.
Material: Flat baskets, a model representing a forest, a flannelgraph, cards with mushrooms (edible, non-edible).
Progress of the game:
Children are given cards with mushrooms. The children’s task is to name their mushroom, describe it, where it can be found (under a birch tree, in a spruce forest, in a clearing, on a stump, etc.), what it is: edible, put in a “basket”, not edible, leave in the forest (explain Why).
12. “Which branch are the kids from?”
Target: Develop and consolidate children's knowledge about trees, their seeds and leaves. Reinforce the rules of behavior in the forest and in the park.
Material: Dried leaves of various trees (seeds, fruits).
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). Children walk through the forest (park), at the teacher’s signal “All children on the branches!”, Children run to their trees or bushes. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
13. “When does this happen?”
Target: Clarify and consolidate children's knowledge about seasonal changes in nature and animal life in different seasons of the year.
Material: Large lotto cards with a picture of any season. Small cards with models of signs of different seasons.
Progress of the game:
The game is played like a lotto. The presenter has small cards with the image turned down. The presenter shows a card with a model, the players say what it is and when it happens. The child explains why this card is needed specifically for him. The one who closes his card first wins. But the game continues until all participants close their cards.
14. “Guess by the description”
Target: Develop and consolidate knowledge about the appearance of natural objects (animals, plants, fish, insects, etc.). Develop memory and speech.
Material: Cards with various types of animals, fish, birds, insects, according to the number of participants or more.
Progress of the game:
Cards are distributed to children. Their task is to describe the object without showing it so that others can guess who is depicted on their card. You can use riddles.
15. “Let’s harvest the harvest”
Target: Develop and consolidate children's knowledge about vegetables, fruits and berries. Their place of growth (garden, vegetable garden, bed, tree, bush, in the ground, on the ground).
Material: Baskets with models: vegetables, fruits and berries (one basket). Models of vegetables, fruits and berries, or lotto cards with vegetables and fruits.
Progress of the game:
In certain places in the group, pictures of a vegetable garden and a garden are placed, where dummies or cards are located. Children can be divided into two teams: gardeners and gardeners. At the leader’s signal, the teams collect the harvest in their basket with the model. Condition: You can only transfer one item at a time.
16. "Vegetable storage"
Target: Develop and consolidate children's knowledge about external signs x and the characteristics of vegetables and fruits, their external characteristics for storage and preparation, methods of their preparation.
Material: Planar image jars for pickling and compotes, barrels for sourdough, storage boxes, freezer. Sets of small cards with vegetables, fruits and berries.
Progress of the game:
Each child has a set of small cards with vegetables, fruits and berries. Divide the children into teams (depending on the number of children). Each team makes its own “preparations” from its own vegetables, fruits and berries.
Or, from the total number of small cards, teams (salt, ferment, fold for storage) choose which preparations require certain vegetables, fruits and berries.
17. "Zoo"
Target: To form and expand children’s ideas about the nutrition of domestic and wild animals (birds, animals), to cultivate a caring attitude, interest and love for them.
Material: cards of different animals, birds, insects, food, vegetables and fruits.
Progress of the game:
Children are encouraged to feed the animals at the zoo. The game is played like a lotto. The presenter shows cards with food and insects. The player who needs this card raises his hand and explains why this card is needed specifically for his animal or bird.
Didactic game "Take care of nature" for children of the younger group
The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from objective world, begins to understand his place in the circle of close and familiar people, consciously navigate the surrounding objective-natural world, and isolate its values.
During this period, the foundations for interaction with nature are laid; with the help of adults, the child begins to recognize it as a common value for all people.
Therefore, I developed a didactic game for children in the younger group, aimed at developing a love for nature and the basic rules of behavior in nature.
Didactic game "Take care of nature" environmental education in the younger group.
Goal: to form a kind attitude towards the natural world, responsiveness to communication with living beings, to consolidate the basic rules of behavior in nature “What not to do in nature.”
Progress of the game: The teacher shows the picture to the children, tells what is depicted on it, and asks the children for their observations. And he explains what you shouldn’t do in nature, and how you should treat the living beings that surround us.
“You can’t pick flowers from a flowerbed. Flowers need to be admired and cared for.”
“You can’t destroy birds’ nests. Touch birds' eggs with your hands."
“You cannot cut down young trees or break tree branches. Thanks to trees, we have clean air."
“You cannot catch butterflies and other insects. They die in captivity."
“You can’t destroy anthills.”
“You can’t light fires in nature. There could be a fire and many animals and plants could die.”
"You can't trample insects."
“You cannot touch wild animals and take them home. In captivity they die. And some of them can be harmful to health.”
Equipment: Place identical sets of vegetables and fruits on two trays. Cover one for the teacher with a napkin.
Progress of the game: The teacher briefly shows one of the objects hidden under the napkin, removes it again, then asks the child: “Find the same one on another tray and remember what it’s called.” The task is completed until all the fruits and vegetables under the napkin are named.
"Guess what's in your hand"
Didactic task: Recognize the named object using one of the analyzers.
Game action: Running to the teacher with an object recognized by touch.
Rule: You cannot look at what is in your hand. You need to find out by touch.
Progress of the game: The child puts his hands behind his back. Then the teacher moves away and shows a vegetable or fruit. If the child has the same one in his hands behind his back, the child should run up to the teacher.
"Tops - roots"
Didactic task: To consolidate knowledge about the gifts of the garden and vegetable garden.
How to play: 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 underground, the hands are lowered down.
"Wonderful bag"
Didactic task: Find out the subject using one of the analyzers.
Game action: Search by touch for a hidden object.
Rules: You cannot look into the bag. First you need to determine what is in your hand, and then show it.
Equipment: For the first games, we select vegetables and fruits that differ sharply in shape, then more similar ones. A small opaque bag.
Progress of the game: The teacher puts vegetables and fruits in a bag and asks to observe what he will do. Then he invites the child: “Find by touch, without looking into the bag, what you want.” Now tell me what you took.” Or you can ask: “find what I say.”
Second option.
Didactic task: Recognize an object by touch using the listed characteristics.
Progress of the game: The teacher lists the signs that can be perceived by touch: shape, its details, surface, plane - and asks: “Find in the bag something that looks like a ball, but with a long tail, hard, not smooth.” According to the description, the child searches for and finds beets. First, vegetables and fruits, which differ sharply in shape, are placed into the bag. When repeating the game, you can select objects that are similar in shape, but differ in other ways.
"Guess what I ate"
Didactic task: Find out the subject using one of the analyzers, stimulate the development of imagination.
Game action: Guessing the taste of vegetables and fruits.
Rules: You can't look at what you put in your mouth. You have to chew with your eyes closed, and then say what it is.
Equipment: Select vegetables and fruits of different tastes. Wash them, peel them, then cut them into small pieces. Place the same items on the table for control and comparison.
Progress of the game: Treat the child to one of the pieces, after asking him to close his eyes. “Chew well, now tell me you ate it.” Find the same object on the table.”
“Find something to tell me about”
Didactic task: Find an object based on the listed characteristics.
Progress of the game: The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color, taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.”
Second option.
Didactic task: Describe and name the characteristics of a plant in response to the teacher’s questions.
Progress of the game: The teacher sits facing the children, with his back to the indoor plants standing on the table. The teacher asks one child to choose and show the children a plant, which he will then have to recognize from the children’s description. The teacher asks them questions about the presence of the stem, shape and color. For example: “What does it look like, a tree or grass? Is the trunk thick and straight? Are the leaves big, like a cucumber? Dark green, shiny? Having recognized the plant, the teacher names and shows it.
“Find something to tell me about 2”
Didactic task: Training in quickly finding the named tree.
Progress of the game: The game is organized as an outdoor game. The teacher explains that the driver can catch those children who are not standing near the named tree. The teacher first names those trees that have bright distinctive features, then those that are similar in appearance. All children must listen carefully to which tree is named and, in accordance with this, run across at the signal “One, two, three - run!”
“Describe it, we’ll guess”
Didactic task: Identify and name the characteristic features of an object in response to questions from an adult.
Progress of the game: The teacher tells the children: “From the vegetables that are on the table, choose one. I will ask what he is like, and you answer. Just don't say its name. I’ll try to guess from your answers.” Then the teacher begins to ask questions in a certain sequence: “What form? Everywhere, like a ball? Are there any holes? What colour?". Children answer questions in detail. After the children talk about the characteristic features of the object, the teacher guesses riddles.
“What’s missing?”
Didactic task: Name plants from memory.
Progress of the game: The teacher asks the children to take a good look at how the plants stand and close their eyes. At this time, he swaps the plants on one table. And then he asks the children to rearrange the pots the way they were before, comparing their arrangement with the order of the plants on another table.
"Let's treat the dolls"
Didactic task: Continue to introduce aids, having a fixed purpose.
Equipment: Two dolls, children's furniture and dishes. “Wonderful bag”, items to choose from (toys and natural objects).
How to play: Place 3-4 small items in a bag. The teacher comes with a doll and asks the children to help the doll prepare a treat for the animals, they will also come to visit. One child, at the doll's request, takes a carrot out of the bag for the bunny, another - an apple for the hedgehog, and a third - a nut for the squirrel. Each time there should be 3-4 items in the bag, so that, in addition to the necessary ones, there are additional ones (for example, a small ball, a plastic ring, etc.). Children who have taken out objects hold them in their hands. The teacher brings toys for the animals. Children take turns treating them, choosing who to give a carrot, nut, or apple. The animals are happy and thank the children.
“Where did Sasha hide?”
Didactic task: Grouping plants according to their structure (trees, shrubs).
Progress of the game: The game is played during excursions to the forest or park. The teacher tells the children: “Now let’s play. You will be squirrels and bunnies, and one of you will be a fox. The squirrels are looking for a plant to hide on.” During the game, the teacher helps the children clarify that hares live and hide in the bushes. They choose a fox driver, give him a hat, a fox mask, and all the other children get hats of hares and squirrels. On the signal: “Danger fox!” squirrels run to the tree, hares run to the bushes.
"In the winter dining room"
Didactic task: To consolidate children's knowledge about wintering birds and their names. Develop the ability to imitate their habits.
Progress of the game: We look at pictures with birds, the teacher offers to name it and show how it screams, how it flies and jumps.
"What kind of bird is this"
Didactic task: To consolidate children’s knowledge of what sounds birds make, to teach them to easily pronounce the sound “R”.
Progress of the game: The teacher, imitating the cry of a bird, asks the children who screams like that. Children, guessing, choose the corresponding picture.
"Birds"
Didactic task: To train children in the ability to coordinate their words and actions, to activate children’s speech.
Progress of the game: The teacher reads a poem and the children show these movements.
Two small birds were flying. How they flew
All the people were watching. As they sat down, all the people were amazed.
"What is it for?"
Didactic task: Mark them appearance, specify the names of body parts; tell us about where they live.
Progress of the game: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
“Which flower was removed?”
Didactic task: Describe an object and recognize it by description.
Progress of the game: Plants stand in their usual places. The teacher invites one of the children to choose one of them and describe it so that all the children know and can say what kind of plant it is. Consistency of description is necessary. 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.
"Guess by the description"
Didactic task: To cultivate in children the ability to take into account the named features of an object and to develop observation skills.
Progress of the game: There are five indoor plants on the table, which show clear signs of difference. After a verbal description of the plant, the child finds it among the others.
"Guess whose tail"
Didactic task: To develop the ability to analyze, consolidate the ability to distinguish and name animals.
Progress of the game: The teacher gives the children drawn animal faces, and then one by one shows the drawn tails. Children must name “their” animal and choose a suitable tail for it.
"Through the Stream"
Didactic task: To develop a sense of balance and attention in children.
Progress of the game: Children are asked to carefully walk along the bridge (geometric fabric figures) to the other side and find themselves on the lawn, where they frolic and pick flowers. At the signal “Home!” returning across the bridge.
