Children's games on the theme of ecology. Ecological didactic games for preschoolers. Didactic game "Find the same leaf in the bouquet"

Ecological games. Protection of Nature.

Do not harm, but be friends with nature!
Don't take as much as you want
How much can she give?
Kill nature, kill yourself!

RED BOOK

Preparatory work of the presenter: from textbooks or reference books, images of various animals and plants from the Red Book are copied onto a sheet of paper. It is most useful to select images of those animals and plants that are available in your area. Then this sheet of paper with pictures and names of animals and plants from the Red Book is cut into 20-30 parts and folded into a separate envelope. The number of such pre-prepared envelopes must correspond to the number of players or teams participating in the game.

After the distribution of envelopes, the host gives the command to start the game.

The winner is the one who quickly puts together a picture depicting animals and plants from the Red Book.

The game can be played separately for different classes of animals and plants listed in the Red Book.

WHO MORE REMEMBER THE NAMES OF FLOWERS

Players are shown a poster (or photograph) first with one flower, then two, three or more flowers.

The rules of the game are the same as in a similar game with drawings (photos) of trees and shrubs.

You can first show any well-known flowers (roses, carnations, daisies, cornflowers ...), and then gradually introduce more and more flowers from the Red Book, as well as poisonous and medicinal herbs.

QUESTION ANSWER

The players are divided into two teams. First, one team asks questions to the other (1 0 -1 5 questions): "Is this plant listed in the Red Book?". At the same time, both plants listed in the Red Book and not listed are named. Then the number of correct answers is counted.

Then everything repeats, but the questions are asked by another team.

The order in which the teams will perform is determined by a draw.

After counting the correct answers, the host announces the winning team.

BY RESERVES

The participants of the game are divided into teams of 3-4 players. Each team chooses the most interesting reserve for itself and a few days before the start of the game carefully studies the flora and fauna of the reserve, its landscapes. During the preparation for the game, the necessary notes, drawings, photographs are made from books, and if the reserve is nearby, then videos.

After such preliminary preparation, the teams are assembled for the game. A jury is selected from the members of the teams or invited guests.

At the signal of the host, the teams will start playing in turn. Each team takes turns talking about the reserve, showing photographs (drawings) of animals, plants and the most interesting landscapes. 5-7 minutes are given for the performance of the team.

When choosing the winner, the jury takes into account the knowledge and originality of the material presented, its cognitive value, as well as the enthusiasm and activity of all team members.

RAIN

Players are divided into four teams of the same number: rain, soil, wheat seeds, trees. Each team makes caps for themselves from colored paper: the “Rain” team is blue (or blue), the “Soil” team is light brown, the “Seeds” team is yellow, and the “Trees” team is bright green.

Three teams participate in the first half of the game: "Rain", "Soil", "Seeds". Teams "Soil" and "Seeds" form one mixed group, which takes up a safe position so that it can be run past without risk. The "Rain" team stands apart from this group.

Rules of the game: at the command of the host “Heavy rain begins”, the players of the “Rain” team alternately quickly run past the “Soil” and “Seeds” teams and try to knock them down. Salted players run after the rain. The more it rains on the soil and seeds, the better.

The leader orders: Place teams. "Soil" and "Seeds" are mixed. It starts to rain heavily. The rain ran after each other. More fun, more fun! Salte, salte "Soil" and "Seeds". More, more and it's all on the run. Salted "Soil" and "Seeds" run after the rain. Faster Faster! Stop. The rain is over.

The moderator comments: It has been raining heavily. Soil and seeds were carried away by water. It is necessary to protect the soil and seeds from heavy rain, and then he commands: “Rain”, “Soil”, “Seeds”, stand in your original places. Team "Trees" take a place in front of the soil and seeds, protect them. Get wider, wider, so that heavy rain does not get the soil and seeds. Stand in a checkerboard pattern. Got up? Well done! Game continues. It's raining heavily again! "Rain", "Rain" running through the trees to the soil. "Trees" delay "Rain", flip it. Salted "Rain"
slowly seeps into the "Soil" and "Seeds". So, "Trees", the whole "Rain" pissed off? Wonderful. "Seeds of Wheat", you are wetted by captured "Rain", begin to sprout.

Stand on chairs and slowly stretch, stretch up. They raised their hands, sighed joyfully and merrily moved their arms-branches. "Soil" support chairs with germinating seeds.

The rain stopped, beautiful wheat grew from the seeds,

Thanks to the players, you perfectly showed how trees save soil and seeds from being washed away, how they retain moisture and nourish seeds with water, and how well seeds germinate and give a rich harvest of wheat. Trees are protectors and friends of soil and seeds. They must be protected and planted around fields and vegetable gardens so that they do not allow heavy rain to carry away soil and seeds. Thanks everyone. Game over".

WIND

Players are divided into four teams: rain, soil, trees, tree seeds. The teams "Wind", "Trees" and "Seeds" are the same in number, and the team "Soil" is twice as large.

Teams make caps for themselves from colored paper: “The soil is light brown, “Wind” is blue (blue), “Seeds” is yellow, “Trees” is green.

Two teams participate in the first half of the game: "Wind" and "Soil". The Soil team takes a safe position so that they can run past it without risk. The Wind team stands aside from her.

Tasks of the teams: at the command of the host: “A strong wind begins to blow,” the players of the “Wind” team quickly run past the soil in turn and try to overpower the players of this team. The salted Soil players run after the wind. The more wind blows the soil, the better.

The leader orders: Place teams! "Soil" in the center, "Wind" on the side, "Trees" and "Seeds" in spare places. Started! The wind ran. Salte, salte "Soil". "Wind", "wind", take away, take away "Soil". The wind has stopped. Stop. As you can see, a strong wind almost completely carried away the soil.

The soil must be protected from the wind. "Forest" with "Seeds", stand in front of "Soil". Wider, wider, staggered. "Trees" and "Seeds" mix, like this! The wind blew again. "Wind" ran through the "Trees". "Trees", delay the "Wind", do not let him run so fast. "Wind", slow down, grab the "Seeds" and carry them through the "Trees", away from them. Wonderful! The entire weakened "Wind" leaked through the "Trees" and took the "Seeds" with it. The soil remained untouched. Hooray! She is saved. The seeds are carried away from the trees. "Seeds", sprout, sprout in a new place! Get on chairs and stretch, stretch. "Wind", support chairs and sprouts of new trees.

So a mighty forest has grown in a new place, which will protect the soil in a new place from destruction by wind and water. The wind turned from an enemy of the soil into its friend. And it's all thanks to the trees. The trees protected the soil from destruction by the strong wind, and the strong wind carried the seeds far away and planted new forests there. As the saying goes: "Nature has no bad weather, all weather is grace." Thanks everyone. Game over".

MODELING THE PROTECTION OF RIVERS FROM POLLUTION

For the game you need: plastic boxes (you can use flower or photo trays) with a hole for draining water, a container (jars, buckets) for collecting water, watering cans for children, colored plastic crumbs, plasticine, matches with torn off heads.

The game involves 2 or more teams depending on the number of boxes. Each team has 2-3 players.

The task of the teams is to make protective rollers from plasticine, and protective forest plantations from matches, which would trap as much pollution as possible - colored crumbs on the slopes, preventing them from getting into drain vessels - rivers.

The winner is the team that has achieved a high effect of pollutant retention, with a lower height and the number of plasticine rollers and fewer rows of forest plantations.

Rules of the game: the same slope of the boxes for all teams, the same intensity and place of water flowing out of the watering cans, the same amount of colored plastic crumb poured out, the same game time.

The fulfillment of all these mandatory conditions is monitored by the jury, which, taking into account the results achieved by the teams and their compliance with the rules of the game, announces the winner.

RIVER POLLUTION MODELING

To play the game, you need a specially made relief layout of the terrain, on which there are riverbeds and slopes, plowed up and built up with residential and factory buildings.

In addition, we need a watering can with water and colored small plastic chips that imitate pollution - manure, mineral fertilizers, polluting emissions from cars and factories.

Colored crumbs scatter on fields, roads, factory and residential areas. Contaminated areas are drunk from a watering can that simulates rain. Water flows wash pollution into rivers. The layout clearly shows how polluted streams gather and flow in the riverbeds. Water flows through the holes made in the bottom of the layout into the tank.

SOIL FLOW-OFF (EROSION) MODELING

To play the game, you need a box tilted on a stand (width 1 m, length 1.5 m), filled with light and small plastic chips or washed clean sand. At the top of the box there is a faucet with a hose attached to it.

There are holes at the bottom of the box through which water flows into the tank.

Water flows out of the hose at the top of the box. Then the waters pick up and carry away the crumbs, forming ravines and riverbeds. The stronger the flow of water, the greater the rate of formation of ravines and riverbeds.

FANTASY

Players are invited to make animals, fairy-tale characters or other fantastic creatures from various packaging materials - boxes, cans, bottles or other types of packaging.

When determining the winners, the originality, humor and imagination of the players are taken into account.

SKILLFUL HANDS

Players are invited to invent and make items useful for the household from various packaging materials - boxes, cans, bottles and others.

The game can be organized as homework.

When determining the winners, the skill of the player and the usefulness of the crafted items are taken into account.

KEYWORDS

Players are divided into 2-3 teams. Each team is given a keyword, such as tourist, poacher, or mushroom picker. The first member of the team repeats it. Each next member of the team repeats the keyword given to his team and adds to it any, necessarily noun, somehow related to the first one, for example, a hunter, a gun, a dog, a fire, etc.

The game takes place in 2-3 rounds in each team. After that, each team comes up with their own story for these keywords and tells it. The winner is the one whose story turned out to be more interesting and instructive from an ecological point of view.

MAKE YOUR PARTNER LAUGH

Players are divided into groups of 5-6 people. The task of each player is to make the players of the other groups laugh with some story, fairy tale or fable on an environmental topic, about how, for example, “A tourist made a fire in the evening in the forest, lay down to sleep near it, and since the fire was not lined with turf and earth, then while the tourist was sleeping, the grass near the fire caught fire, then his boots, then the tent, and then the tourist himself - that was fun. Or here is the beginning of another story: “Grandfather threw a net into the sea and thinks: now I will catch a goldfish ...”.

In each group, there should be one player who could not be laughed at. These players gather in one team and start to make each other laugh. The whole class, surrounding them in a tight ring, unanimously helps them in this.

The winner is the one who failed to make laugh.

Perhaps there will be no winner at all in this game, since all the participants in the game will eventually laugh together.

EVENING OF INTERESTING STORIES

Participants are divided into teams of 4-5 people. The teacher sets the task: “After 20 minutes, each team should prepare an exciting and funny story on any environmental topic, lasting no more than 4-5 minutes. The story should not be read, but shown. You give the text of the story itself to the jury for evaluation. Take pencils, pens, paper, scissors and glue to draw and make the props you need. Started!”

The jury consists of a teacher and one representative from each team. The jury evaluates the fascination, environmental friendliness and usefulness of the story told, as well as the correspondence between the text and pantomime.

INSURANCE AGENT

Insurance agents are selected from the players by lot or on a contractual basis at the rate of 1 agent for 5 people. The task of the agent is to persuade other players to insure against environmental misfortune and disaster, citing various arguments for the necessity and great benefits of such insurance. A jury is selected from the players or guests.

The winner is the one who insures more participants in the game. But before announcing the winner, the insured players must talk about it. why they succumbed to the entreaties of the insurance agent and decided to insure against environmental misfortune and disaster. If these arguments seem convincing to the members of the jury and those present, then the insurance is recognized as valid.

Only after such a survey of all insured persons is the winner announced.

TEACHING - LEARN

Participants of the game are invited to conduct a lesson on any environmental topic of their choice for three to five minutes.

“Teachers” take turns teaching lessons, and the rest play the role of students.

The main task of teachers is to reveal the content of the environmental problem concerned in the shortest possible time and arouse maximum interest among students. One of the indicators of such interest is the number of questions asked by the students to the “Teacher”.

The jury, consisting of the presenter and the audience, evaluates the work of the "Teacher" and announces the winner.

JOURNEY

Each team develops its own travel itinerary to places where man has had the greatest impact on nature (mining and gas and oil producing areas, giant plants of the chemical, petrochemical, engineering and pulp and paper industries, the largest hydroelectric power plants, thermal power plants and nuclear power plants and other similar giant structures and new buildings ), or to places that have still retained their ecological cleanliness, but which are in danger of being ruined (Lake Baikal, areas of alleged giant new buildings, and others).

The journey requires serious preparation. The teams preliminarily choose the most interesting area (or object), select the necessary literature in the library and carefully study it.

After such thorough preliminary preparation, the teams draw up a route of their journey, passing through the most ecologically interesting places (objects), which could clearly show how much human impact on nature (on ecosystems) and how much nature (ecosystem) changes under this influence.

In addition to describing the routes, the teams prepare the necessary demonstration posters and layouts.

Once the travel itineraries have been selected and studied and the appropriate demonstration materials have been prepared, the game begins.

To sum up the results of the game, a jury is selected from the members of the teams or invited guests.

At the signal of the leader, the performances of the teams begin. Team members take turns talking about their area (object) and, using individual examples, demonstrate the changes in nature (ecosystem) associated with it, as well as talk about ongoing and proposed conservation measures aimed at protecting the environment.

Teams are given 5-10 minutes to perform. After that, the jury sums up the results and announces the winner. When choosing the winner, the knowledge of the problem raised, the originality of its presentation and the activity of all team members are taken into account.

WHAT IS SMOKE?

Players stand in a circle, facing the center. This game is about attention.

Find out which of the enterprises or devices smoke, polluting the air, and which do not.

One of the players stands in the center of the circle. He takes the ball in his hands and, after asking a question, quickly throws it to one of the players. He must quickly answer "Yes" or "No" and return the ball back to the center of the circle. The central player in the circle asks 3-5 questions, then stands in the circle, and someone from the circle who has not yet left the game takes his place. If the player thinks for more than half a minute, then he is also out of the game, and the ball is passed to another. The game is more interesting, the faster the ball is thrown, without giving much time to think.

The questions asked are all standard ones, like the following: "Does the steamer smoke?" "Does the birch smoke?" "Does the car smoke?" Does the washing machine smoke? etc. The winner is the one who last remains in the circle.

IMAGINE THIS

All players are invited to imagine what will happen if, for example, a factory and a village are built in a forest on the banks of a river.

5 minutes are given for reflection and discussion of the problem.

Then everyone stands in a circle, and leading to the center of the circle, the leader begins: “Imagine that in a picturesque forest on the banks of a small clean river a giant factory and a settlement for workers were built. What will happen? and points to one of the players.

The player, for example, says: "The forest will be cut down." And all the players in a circle must then take turns adding one phrase to this story. For example, the next player adds: “The site will be cleared with a bulldozer in his place,” etc. If one of the players did not have time to come up with a phrase, then he is eliminated from the game. The winner is the one who stays in the circle the longest.

CARS

Players are divided into teams of 2-3 people. The task of the teams is to find the busiest place and time on the road, when the most cars pass. The team that quickly sets up this place wins.

The task can be made more difficult by instructing the teams to calculate how many cars pass on the road per day and how many harmful substances they emit into the air during this time. The amount of harmful substances emitted by cars of different types and brands, the leader informs the teams in advance, using the appropriate reference material for this.

INVENTION

Participants of the game are invited to invent a device, apparatus, machine, device, traditional medicine, dish and other technical means, household items and life support that contribute to the preservation and improvement of the environment and human health.

Each participant in the game chooses the subject of the invention.

Players can unite in creative groups and jointly develop some kind of invention.

The development of the invention is given 10-15 minutes. Then the inventors talk about the main idea of ​​their invention, all the other participants in the game and the audience ask questions.

A jury of experts (invited or chosen from the audience) decides which invention is the most sustainable, efficient, affordable and original and declares it the winner.

GARBAGE SORTING

Players are divided into teams of 2-3 people. The task of each team is to calculate how much and what kind of garbage is thrown out at school in 1 day and develop proposals for its disposal.

The teams are given 1 5 -2 0 minutes for this, as they need to sort out the garbage thrown out not only in the classrooms, but also in the whole school and in the school yard.

After that, the teams report on the results of their studies of garbage and their proposals for its disposal.

The jury evaluates the originality, degree of feasibility and expediency of the activities proposed by the teams and announces the winner.

ECOLOGICAL HOUSE PROJECT

Players are divided into teams of 3-4 people. The task of the teams is to create a project (diagram, drawing) of such a rural house that would require less artificial heating and lighting due to greater use of solar energy, natural materials, natural artificial insulation.

The game takes 10-15 minutes. The winning team is the one that designs a farmhouse that uses less artificial energy for heating and lighting.

ECOLOGICAL MUSEUM

Players are divided into teams of 4-5 people. Within 20 minutes, at the command of the Host, they make sketches and models of structures, machines, equipment and equipment surrounding us at home, as well as any other things and objects that harm the environment and therefore they should only be in the museum, as exhibits of the “wild period of technological development”. civilization of the XIX-XX centuries”, which have no place in the future, when a person learns to respect nature and live in harmony with it.

Each exhibit is accompanied by a text describing the harm that it causes to nature and man.

The jury consists of the host and one representative from each team. The winner is the team that made the most interesting exhibits that can take their rightful place in the ecological museum.

PRESS CONFERENCE

Players are divided into two teams: one team is correspondents, the other is environmentalists. Ecologists are located on one side of the room (preferably on stage), and correspondents on the other.

On a signal from the moderator, the correspondents begin to ask environmentalists questions on various global and local environmental issues. Ecologists are responsible.

After 10 minutes, the teams change places and the game continues for another 10 minutes.

The winner is the team that, in their questions and answers, will show the best knowledge of global and local environmental problems.

EXPEDITION

The participants of the game are divided into teams of 3-4 people.

Each team must draw up an ecological scheme (map) of the route of their expedition in their area of ​​study and residence, noting on it:

1. All places of violation of the environmental situation: landfills, deforestation, wild recreation areas, smoking chimneys, accumulation of vehicles (at intersections, in front of traffic lights, in front of barriers, on ferries, etc.), discharge of industrial water and agricultural effluents into water bodies and other foci, places of pollution and damage to the environment.

2. All places and facilities that meet environmental requirements and are aimed at protecting and preserving a healthy environment: parks, squares, gardens, reservoirs (artificial and natural), organized recreation areas, protective forest belts, ditches and ramparts, sedimentation basins, young forest plantations, feeders and houses for birds and forest animals, the most valuable objects of nature (the oldest and mightiest trees, caves, rocks, springs and springs, nesting places for arriving and local birds) and other places and objects that decorate nature and contribute to its conservation.

20-30 minutes are given to complete the ecological scheme (map) and write an explanatory text to it. After that, all materials are transferred to the jury, which analyzes the maps and explanatory texts of the teams, identifies which team most fully displayed the environmental situation in the area and showed great observation, wit and knowledge.

PROJECT

In this game, ecological schemes (maps) compiled by teams in the game "Expedition" can be used.

The participants in the game are the same teams. The task of the teams is, on the basis of the ecological scheme (map), to draw up an environmental scheme (map) of the necessary measures aimed at improving the ecological situation and nature protection in the area of ​​the school and place of residence. An explanatory text must be drawn up for the map, which justifies the need for this or that activity, and also indicates who will carry out this activity and what activities the students themselves can carry out.

Teams are given 20-30 minutes to prepare the project.

After that, the environmental scheme (map), together with the explanatory text, is submitted to the jury, which, after discussing the submitted materials, announces the winning team. When choosing the winner, the complexity of the activities and the reality of their implementation, as well as environmental awareness, ingenuity, resourcefulness and originality of the decisions taken, are taken into account.

ENVIRONMENTAL PROJECT OF THE AREA

Players are divided into teams of 3 - 4 people. At the signal of the leading team, within 15-20 minutes they develop an environmental project for organizing life in their place of residence: a microdistrict, a village, a village, a farm, etc. Drawings and maps are an obligatory part of the project.

The winner is the team that managed to organize a comfortable life for people in their area without much damage to nature and even improved the ecological situation by creating additional green areas and water pools, special places for recreation and garbage collection, building feeders and bird houses and etc.

CITY OF THE FUTURE

The participants of the game are divided into teams of 3-4 people.

Each team is given 10 minutes to make drawings and a story about the city of the future in which they would like to live.

At the signal of the leader, the performance of the teams begins. The order of performance is determined by lot. 3-5 minutes are given for the performance of one team. The presentation must take into account the impact of the proposed project on humans and the environment.

After that, the jury, made up of team members or invited guests, sums up and announces the winner.

When summing up the results of the game, not only the originality of the developed project is evaluated, but also its environmental friendliness.

WORLD CREATION

The participants of the game are divided into teams of 3 - 4 players. Each team must create its own ideal world - how it would like to see it, which of the plants and animals should inhabit it, in what conditions they should live, what is the place of a person in this world, how people treat their smaller brothers and their own kind. You have 15 minutes to prepare the game.

Then each team presents their project of creating the world.

When determining the winner, the jury takes into account the harmony of the created world, its beauty, diversity, the interdependence of plants, animals and people and the dynamism of the connections established between them, as well as the originality and expediency of the proposed ideas.

KVN

All players are divided into teams of 5-7 people. A captain is chosen to lead. The jury consists of representatives of teams not currently participating in the game. The opponent and the order of performance of the teams is determined by lot.

Two teams enter the stage, followed by the next pair, etc., according to the draw.

The four winning teams advance to the semi-finals and the two semi-final winners advance to the final.

Meetings of all teams are held according to the scenario: "Team greeting", "Question-answer", "Environmental song", "Environmental competition of captains", "Homework".

In “Greetings”, the teams play up such topics as “The attitude of comrades, teachers, administration towards ecology”, “Ecology is the hope of mankind”, “Environmentalists are friends of nature”, “Environmentalists are nature orderlies”, etc.

In the second Question-Answer contest, questions are asked on any environmental topics, the task of the respondent is to show a lot of humor and environmental knowledge in their answers.

In the third Ecological Song contest, the teams perform a potpourri of famous songs, borrowing individual phrases of ecological content from them, it is not forbidden to add their own lines and couplets.

In the "Contest of Captains" questions are prepared in advance by the host and members of the jury. Questions are written on pieces of paper, which are rolled up into a tube and lowered into some brightly decorated box. The captains take turns taking out pieces of paper with questions and answering them.

All team members participate in the "Homework" competition.

As homework, topics such as “We are friends of birds”, “We are friends of the forest”, “We are friends of fish”, “We are ecologists”, “Purity of water, air, soil in our area”, etc. d.

When showing homework, teams demonstrate their invented slogans, posters, mottos, badges; show photos, slides and videos about environmental activities carried out during homework - garbage collection, planting trees, arranging tourist recreation areas, protecting forests and animals, gardening the classroom and school, etc.

The duration of each competition, the number of questions asked, as well as the total duration of the entire game are discussed in advance between the students or set by the teacher before the start of the game.

As in any KVN, in the ecological KVN the jury evaluates not only knowledge, but also wit, originality, humor and resourcefulness of the participants in the game.

I present to your attention my development - a desktop-printed didactic game on the environmental education of preschoolers "Visiting the Forest".
The game is designed for older preschoolers (5-7 years old).

Abstract. The first aesthetic educator of the child is nature. By observing, he learns to see, understand and appreciate her beauty. Such "communication" brings not only joy, it contributes to the comprehensive development of the child.

Ample opportunities for cultivating ecological feelings for nature are laid down primarily in didactic games.

In the process of games, knowledge about the world around is formed:

• cognitive interests are brought up;
• love for nature;
• respectful and caring attitude towards her.

Games broaden their horizons, activate cognitive motivation, and contribute to the development of observation and curiosity in children.

Didactic games develop intellectual skills:

• plan actions;
• distribute them over time and among the participants in the game;
• evaluate the results.

Thus, didactic games are the most effective means of contributing to the complete and successful solution of the problems of environmental education for preschoolers.

I bring to your attention my development - a didactic printed board game on environmental education "Visiting the Forest". The game is designed for older preschoolers (5-7 years old).

This game is designed to implement educational areas:

• "Cognitive development";
• "Speech development";
• "Social and communicative development";
• "Artistic and aesthetic development".

Target:

• the formation of ecological ideas about the world of wildlife among preschoolers;
• the formation of an aesthetic attitude towards it.

Tasks:

• to form ideas about the features and diversity of nature in central Russia;
• to teach to distinguish and name the characteristic features of wildlife objects, to establish a connection between the habitat and the way of life;
• to form a sense of responsibility for the preservation of native nature;
• to form the basis of safe behavior in nature;
• develop speech creativity, memory, attention, curiosity, thinking;
• to consolidate the ability to play together, following the rules of the game.

1. Recommended for joint educational activities with children of middle, older, preparatory groups.
2. Can be used in quiz games.
3. Number of players: from 5 to 30.
4. The game can be accompanied by productive activities (drawing / modeling / application of an object of nature).

Equipment and materials for the game:

1) A cube, each face of which has its own color and symbol. The distribution of colors and symbols is shown in Table 1.

Table 1

2) Six groups of cards, 5 pieces each. The distribution of cards by groups, see table 2.

table 2

Rules of the game

1 option

All cards are arranged in color groups in stacks, face down.

Each player takes turns rolling the die. The dropped face indicates the color group from which the player takes the card. You should take the top card from the group shown.

Having chosen a card, the player tries to independently tell everything that he knows about the specified object of nature.

The following questions should be clarified:

• give general information (indicate the features inherent only to this object);
• tell what benefit / harm the object brings to the environment (including animals, birds, humans);
• indicate the probable dangers threatening this object in nature (or what kind of danger it poses and for whom).

All players take turns talking about objects of nature, the player whose information aroused the greatest interest wins (and possibly discussion) at the players.

At the end of the game, children should be led to understand the meaning of the forest. (and all its inhabitants) for the planet and man.

Option 2

Players are divided into any number of teams with the choice of a captain. The game is played in the form of a quiz.

Each player on the team can answer in turn. (and the rest complement his answer); or the team makes a collective decision.

The result of the game is summed up by the teacher, or other observers.

Example

Educator: Guys, today we will take a walk through the Russian forest, here we will meet many of our friends and we will try to tell everything that we know about them. We have yet to meet some of the inhabitants of the forest. Now let's hit the road..

The teacher throws the first die. The dropped face is blue with the image of a tree. The teacher takes the top one from the pile of blue cards (without seeing the image). The card shows a birch, which means the teacher should tell everything that he knows about it.

Educator:

Here are the parts of a birch:

root, trunk, branches, branches, leaves, "earrings" (the story can be accompanied by a sketch of the object).

Bark (birch bark) white, in old trees - dark bark with cracks.

In our country, birches are distributed everywhere - from the middle lane to the Arctic Circle. There are many fairy tales, sayings, songs about this tree in folk art. (“There was a birch in the field ...”, etc. You can tell a short poem “I love the Russian birch ...”).

People have long appreciated the benefits of this tree - it is a building material (logs), wood is used to manufacture: paper, skis, furniture, caskets, etc., and finally - firewood.

Birch tar (resin) used in medicine, cosmetology (soap). Birch bark is used to make dishes, bast shoes (in ancient times). Birch sap - good for health, not only people, but also insects (bees) use it.

"Afraid" birch:

• insect pests that gnaw through the bark (bark beetles);
• fungi that grow in cracks in the bark and destroy the trunk;
• hares in winter are also not averse to eating birch bark.

The most dangerous enemies are fire, man (deforestation). Here's what I know about birch. Maybe I forgot to say something? Add... Now it's your turn to roll the die...

At the end of the game, the importance of the forest for all living things should be noted: The forest preserves the soil from freezing, washing out, drought, prevents the onset of sands. It supplies a person with oxygen, it is no coincidence that they say that the forest is the "lungs of the planet", because it not only produces oxygen, but also absorbs pollution, purifying the air. The future of mankind depends only on our attitude to the forest and its inhabitants.

Notes

50 Didactic games

on environmental education

for older preschoolers.

Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each object of nature, to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring a lot of joy to children and contribute to their all-round development. In the process of games, knowledge about the world around is formed, cognitive interests, love for nature, careful and caring attitude towards it, as well as ecologically expedient behavior in nature are brought up. They broaden the horizons of children, create favorable conditions for solving the problems of sensory education. Games contribute to the development of observation and curiosity in children, inquisitiveness, arouse their interest in objects of nature. In didactic games, intellectual skills are developed: to plan actions, distribute them over time and between the participants in the game, and evaluate the results.

I recommend that this card file be included in the program in the direction of "Cognitive Development" (Introduction to the World of Nature) for 2015-2016 and use it in the daily routine for senior and preparatory groups for the purpose of environmental education of preschoolers.

Theme: "Guess and draw"

Target: Develop fine motor skills and arbitrary thinking.

Didactic material: Sticks for drawing on snow or sand (depending on the season)

Methodology: The teacher reads the poetic text, the children draw the answers with sticks in the snow or sand. Whoever lets slip is out of the game.

Topic: "Whose seeds?"

Target: Exercise children in the differentiation of vegetables, fruits and their seeds. Develop memory, concentration, observation.

Didactic material: cards of vegetables, fruits, fruit trees; plate with different seeds.

Methodology: Children take a set of seeds and put them on the card of the corresponding fruit or vegetable.

Subject: "Kids from which branch?"

Target: Differentiate the distinguishing features of trees.

Didactic material: cards with the image of leaves of a rowan tree, birch, aspen, willow, etc.; tree cards.

Methodology: Chairs are placed on the veranda at some distance from each other. On them are placed cards with the image of a tree. Children are given cards with the image of leaves. At the command “one, two, three, run a leaf to a tree,” the children scatter to their places, then the cards change.

Subject: "What insect, name it?"

Target: To form the concept of "insect" in children. Recognize and name representatives of insects: a fly, a butterfly, a dragonfly, a ladybug, a bee, a bug, a grasshopper ...

Didactic material: Cut pictures of insects.

Methodology: Children must quickly collect a picture, name an insect. If someone finds it difficult, you can use riddles:

She is sweeter than all the bugs

Her back is red.

And circles on it

Black dots.

(Ladybug)

She has 4 wings

The body is thin, like an arrow,

And big, big eyes

They call her...

(Dragonfly)

Drinks the juice of fragrant flowers.

Gives us both wax and honey.

She is sweet to all people,

And her name is...

(Bee)

I don't buzz when I sit

I don't buzz when I walk.

If I spin in the air

I'm going to have a good time here.

(Bug)

We'll spread our wings

Nice pattern on them.

We're spinning around

What space all around!

(Butterfly)

Subject: "Find the same flower"

Target: Exercise children in finding objects similar to the image in the picture. To cultivate attentiveness, concentration, to form the speech of children.

Didactic material: real indoor flowers, corresponding cards to them.

Methodology: Children are given cards with the image of indoor flowers, they must find the same in the group, show and, if possible, name.

Topic: "Who sings?"

Target: Form the articulation of speech. Practice correct onomatopoeia for birds. To consolidate children's knowledge about the characteristics of birds.

Didactic material: Audio recording of birdsong. Bird cards

Methodology: Sound recording of birds singing. Children must guess and find a card with a picture of a bird.

Theme: "Guess the spring flower"

Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.

Didactic material: Riddles about spring flowers. Subject pictures with the image of flowers.

Methodology: The teacher reads the riddles, and the children, according to the answers, find the corresponding flower and name it.

On a spring sunny day

Golden blossomed flower.

On a high thin leg

He dozed all along the path.

(Dandelion)

Spring comes with affection and with its fairy tale,

Wave the magic wand

And the first flower from under the snow will bloom

(Snowdrop)

May, warm and soon summer. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...

(Tulip)

It blooms in May,

You will find him in the shadow of the forest:

On a stalk, like beads, hardly

Fragrant flowers hang.

(Lily of the valley)

Topic: "What do we take in the basket?"

Target: to consolidate in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest. Learn to distinguish fruits according to where they are grown. To form an idea of ​​the role of people in conservation of nature.

Didactic material: Medallions depicting vegetables, fruits, cereals, gourds, mushrooms, berries, as well as baskets.

Methodology: Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits disperse around the room to cheerful music, with movements and facial expressions depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets should pick up fruits in both hands. Prerequisite: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.

Topic: "Tops - roots"

Target: Teach children how to make a whole out of parts.

Didactic material: two hoops, pictures of vegetables.

Methodology:

Option 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In a red hoop, you need to put vegetables that have roots for food, and in a blue hoop, those that use tops.

The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable here. (in the area where the hoops intersect, there should be vegetables that use both tops and roots: onions, parsley, etc.

Option 2. Tops and roots of plants - vegetables are on the table. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs in all directions. To the signal "One, two, three - find your pair!"

Theme: "Air, earth, water"

Target: Strengthen children's knowledge about objects of nature. Develop auditory attention, thinking, ingenuity.

Didactic material: Ball.

Methodology:

Option 1. The teacher throws the ball to the child and calls the object of nature, for example, "magpie". The child must answer "air" and throw the ball back. To the word "dolphin" the child answers "water", to the word "wolf" - "earth", etc.

Option 2. The teacher calls the word "air" the child who caught the ball should name the bird. On the word "earth" - an animal that lives on earth; to the word "water" - an inhabitant of rivers, seas, lakes and oceans.

Topic: "Guess what's in the bag?"

Target: To teach children to describe objects perceived by touch and guess them by their characteristic features.

Didactic material: Vegetables and fruits of characteristic shape and different density: onion, beetroot, tomato, plum, apple, pear, etc.

Methodology: You need to play according to the type of game "Wonderful bag". Children grope for an object in a bag, before taking it out, it is necessary to name its characteristic features.

Topic: "Nature and Man"

Target: To consolidate and systematize the knowledge of children about what a person has created and what nature gives a person.

Didactic material: Ball.

Methodology: The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by people's hands or exist in nature, and people use them; for example, wood, coal, oil, gas exist in nature, and man creates houses and factories.

"What is man made"? the teacher asks and throws the ball.

"What is created by nature"? the teacher asks and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

Topic: "Choose what you want"

Target: Strengthen knowledge about nature. Develop thinking, cognitive activity.

Didactic material: subject pictures.

Methodology: Pictures are scattered on the table. The teacher names some property or feature, and the children must choose as many items as possible that have this property.

For example: "green" - these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: “wet” - water, dew, cloud, fog, hoarfrost, etc.

Topic: "Where are the snowflakes?"

Target: To consolidate knowledge about the various states of water. Develop memory, cognitive activity.

Didactic material: cards depicting various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Methodology:

Option 1. Children walk in a round dance around the cards laid out in a circle. The cards depict various states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

While moving in a circle, the words are pronounced:

Here comes the summer.

The sun shone brighter.

It got hotter to bake

Where can we find a snowflake?

With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words:

Finally, winter has come:

Cold, blizzard, cold.

Come out for a walk.

Where can we find a snowflake?

The desired pictures are selected again and the choice is explained, etc.

Option 2. There are 4 hoops depicting the four seasons. Children should place their cards in hoops, explaining their choice. Some cards may correspond to several seasons.

The conclusion is drawn from the answers to the questions:

At what time of the year can water in nature be in a solid state?

(Winter, early spring, late autumn).

Theme: "Birds Have Arrived"

Target: Refine your understanding of birds.

Didactic material: A poem about birds.

Methodology: The teacher calls only the birds, but if he suddenly makes a mistake, then the children should stomp or clap.

For example. Birds arrived: pigeons, tits, flies and swifts.

Children stomp -

What is wrong? (flies)

And who are the flies? (insects)

Birds arrived: pigeons, tits, storks, crows, jackdaws, pasta.

Children stomp.

Birds flew in: pigeons, martens ...

Children stomp. Game continues.

The birds have arrived:

pigeon tits,

Jackdaws and swifts,

Lapwings, swifts,

storks, cuckoos,

Even owls are splyushki,

Swans, starlings.

All of you are great.

Bottom line: the teacher, together with the children, specifies migratory and wintering birds.

Topic: When does it happen?

Target: Teach children to recognize the signs of the seasons. With the help of a poetic word, show the beauty of the different seasons, the variety of seasonal phenomena and people's activities.

Didactic material: For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.

Methodology: The teacher reads a poem, and the children show a picture of the season that the poem refers to.

Spring.

In the clearing, by the path, blades of grass make their way.

A stream runs from the hillock, and snow lies under the tree.

Summer.

And light and wide

Our quiet river.

Let's go swimming, splashing with fish ...

Autumn.

Withers and turns yellow, grass in the meadows,

Only the winter turns green in the fields.

A cloud covers the sky, the sun does not shine,

The wind howls in the field

The rain is drizzling.

Winter.

Under blue skies

splendid carpets,

Shining in the sun, the snow lies;

The transparent forest alone turns black,

And the spruce turns green through the frost,

And the river under the ice glitters.

Topic: "Animals, birds, fish"

Target: To consolidate the ability to classify animals, birds, fish.

Didactic material: Ball.

Methodology:

Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird. What kind of bird?

The neighbor accepts the item and quickly answers (the name of any bird).

Then he passes the thing to another child, with the same question. The object is passed around in a circle until the stock of knowledge of the participants in the game is exhausted.

They also play, naming fish, animals. (it is impossible to name the same bird, fish, animal).

Option 2: The teacher throws the ball to the child and says the word "bird". The child who caught the ball must pick up a specific concept, for example, "sparrow", and throw the ball back. The next child should name the bird, but not repeat. Similarly, a game is played with the words "animals" and "fish".

Topic: "Guess what grows where"

Target: Clarify children's knowledge of the names and places where plants grow; develop attention, intelligence, memory.

Didactic material: Ball.

Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, while naming the place where this plant grows: garden, vegetable garden, meadow, field, forest.

Theme: "Fold the animal"

Target: Strengthen children's knowledge about pets. Learn to describe according to the most typical features.

Didactic material: pictures depicting different animals (each in duplicate).

Methodology: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a sample.

Topic: What is made of what?

Target: Teach children to identify the material from which the object is made.

Didactic material: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.

Methodology: Children take out different objects from the bag and name, indicating what each object is made of.

Topic: "Guess - ka"

Target: To develop the ability of children to guess riddles, to correlate the verbal image with the image in the picture; clarify children's knowledge about berries.

Didactic material: pictures for each child with the image of berries. Book of riddles.

Methodology: On the table in front of each child are pictures of the answer. The teacher makes a riddle, the children look for and raise a guessing picture.

Topic: "Edible - inedible"

Target: To consolidate knowledge about edible and inedible mushrooms.

Didactic material: Basket, subject pictures depicting edible and inedible mushrooms.

Methodology: On the table in front of each child are pictures of the answer. The teacher guesses a riddle about mushrooms, the children look for and put a picture-guide of an edible mushroom in a basket

Theme: "Find your stone"

Target: Develop tactile sensations, attention, memory.

Didactic material: Collection of stones.

Methodology: Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.

Theme: "Flower shop"

Target: To consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color, make beautiful bouquets.

Didactic material: petals, color pictures.

Methodology:

Option 1. On the table is a tray with multi-colored petals of various shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and in 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 immediately guesses which flower he is talking about.

Option 3. From flowers, children independently make three bouquets: spring, summer, autumn. You can use poems about flowers.

Theme: "The Fourth Extra"

Target: Strengthen children's knowledge about insects.

Didactic material: No.

Methodology: The teacher calls four words, the children should name the extra word:

Option 1:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.

Option 2: The teacher reads the words, and the children should think which ones are suitable for the ant (bumblebee ... bee ... cockroach).

Dictionary: anthill, green, fluttering, honey, evasive, industrious, red back, belt, annoying, beehive, hairy, ringing, river, chirping, cobweb, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration.

Topic: "Place the planets correctly"

Target: To consolidate knowledge about the main planets.

Didactic material: Belt with sewn-on rays - ribbons of different lengths (9 pieces). Planet hats.

It's so hot on this planet

It's dangerous to be there, my friends.

What is our hottest planet, where is it located? (Mercury, because it is closest to the sun).

And this planet was bound by a terrible cold,

The heat of the sun did not reach her.

What is this planet? (Pluto, because it is farthest from the sun and the smallest of all the planets).

The child in the Pluto hat takes the longest ribbon number 9.

And this planet is dear to all of us.

The planet gave us life ... (all: Earth)

In what orbit does the planet Earth rotate? Where is our planet from the sun? (On the 3rd).

A child in a cap "Earth" takes on ribbon No. 3.

Two planets are close to planet Earth.

My friend, name them soon. (Venus and Mars).

Children in Venus and Mars hats occupy the 2nd and 4th orbits, respectively.

And this planet is proud of itself Because it is considered the largest.

What is this planet? What orbit is it in? (Jupiter, orbit #5).

The child in the Jupiter hat takes place number 5.

The planet is surrounded by rings

And that made her different from everyone else. (Saturn)

Child - "Saturn" occupies orbit number 6.

What are green planets? (Uranus)

A child wearing a matching Neptune hat occupies orbit #8.

All the children took their places and begin to revolve around the "Sun".

The round dance of the planets is spinning.

Each has its own size and color.

For each path is defined,

But only on Earth the world is inhabited by life.

Topic: Who eats what?

Target: To consolidate children's knowledge of what animals eat. Develop curiosity.

Didactic material: Pouch.

Methodology: The bag contains: honey, nuts, cheese, millet, apple, carrot, etc.

Children get food for animals, guess who it is for, who eats what.

Topic: "Useful - not useful"

Target: Reinforce the concepts of useful and harmful products.

Didactic material: Product cards.

Methodology: Put what is useful on one table, what is not useful on the other.

Useful: hercules, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.

Unhealthy: chips, fatty meats, chocolates, cakes, fanta, etc.

Target: To consolidate the knowledge of medicinal plants.

Didactic material: Cards with plants.

Methodology: The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows (swamp, meadow, ravine).

For example, chamomile (flowers) are harvested in summer, plantain (only leaves without legs are harvested) in spring and early summer, nettle - in spring, when it just grows (2-3 children's stories).

Subject: "What kind of animal am I?"

Target: To consolidate knowledge about the animals of Africa. Develop fantasy.

Didactic material: No.

Methodology holding:

Option 1: The game involves a group of guys, the number of players is not limited. The group has a leader. One of the players retires a short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what kind of beast would they be.

Option 2: You need to answer questions from the leader. So, the beast is guessed, the participant is invited, the game begins.

The participant asks questions to a group of players, for example: is the beast small? can crawl? jump? does he have fluffy fur? etc.

The guys, in turn, answer the leader “yes” or “no.” This continues until the player guesses the beast.

Topic: "Name the plant"

Target: Clarify knowledge about indoor plants.

Didactic material: Houseplants.

Methodology: The teacher offers to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?” etc.)

The teacher draws the attention of the children to the fact that the plants have different stems.

Name plants with straight stems, with curly stems, without a stem. How should you take care of them? How else do plants differ from each other?

What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

Topic: "Who lives where"

Target: To consolidate knowledge about animals and their habitats.

Didactic material: Cards "Animals", "Habitats".

Methodology: The educator has pictures depicting animals, and the children have pictures of the habitats of various animals (burrow, lair, 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” at home by showing the card to the teacher.

Theme: "Flies, swims, runs, jumps"

Target: To consolidate knowledge about objects of wildlife.

Didactic material: Pictures depicting different animals.

Methodology:

Option 1: The teacher shows or names an object of wildlife to the children. Children should depict the way this object moves. For example: at the word “bunny”, children begin to run (or jump) in place; at the word "crucian" - they imitate a swimming fish; at the word "sparrow" - depict the flight of a bird.

Option 2: Children classify pictures - flying, running, jumping, swimming.

Theme: "Take care of nature"

Target: To consolidate knowledge about the protection of natural objects.

Didactic material: Cards with objects of living and inanimate nature.

Methodology: On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to a person, to plants, etc.

Topic: “What would happen if they disappeared from the forest ...”

Target: To consolidate knowledge about the relationship in nature.

Didactic material: Cards with wildlife objects.

Methodology: The teacher suggests removing insects from the forest:

What would happen to the rest of the residents? What if the birds disappeared? What if the berries were gone? What if there were no mushrooms? What if the hares left the forest?

It turns out that it was not by chance that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They cannot do without each other.

Topic: "Droplets walk in a circle"

Target: To consolidate knowledge about the water cycle in nature.

Didactic material: Accompanying text for the game.

Methodology: To do this, you need to turn into small raindrops. (Music resembling rain sounds) the teacher pronounces the magic words and the game begins.

The teacher says that she is Cloud's mother, and the guys are her little children, it's time for them to hit the road. (Music.) Droplets jump, scatter, dance. Mama Cloud shows them what to do.

Droplets flew to the ground ... Let's jump, play. They got bored of jumping alone. They gathered together and flowed in little cheerful streams. (The droplets will make a stream, holding hands.) The streams met and became a big river. (Streams are connected in one chain.) Droplets float in a large river, travel. The river flowed and flowed and fell into the ocean (children reorganize into a round dance and move in a circle). Droplets swam and swam in the ocean, and then they remembered that their mother cloud ordered them to return home. And just then the sun came up. The droplets became light, stretched up (crouched droplets rise and stretch their arms up). They evaporated under the rays of the sun, returned to their mother Cloud. Well done, droplets, they behaved well, they didn’t climb into the collars of passers-by, they didn’t splash. Now stay with your mom, she misses you.

Subject: "I know"

Target: Strengthen knowledge about nature. Develop curiosity.

Didactic material: No.

Methodology: Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.

Similarly, other classes of objects of nature are called.

Topic: "Recognize the bird by its silhouette"

Target: To consolidate knowledge about wintering and migratory birds, to exercise in the ability to recognize birds by silhouette.

Didactic material: Pictures with silhouettes of birds.

Methodology: Children are offered silhouettes of birds. Children guess the birds and name the migratory or wintering bird.

Topic: "Living - non-living"

Target: To consolidate knowledge about animate and inanimate nature.

Didactic material: You can use pictures "Living and inanimate nature."

Methodology: The teacher names objects of animate and inanimate nature. If this is an object of wildlife, the children wave their hands, if it is an object of inanimate nature, they squat.

Topic: "Which plant is gone?"

Target: Exercise children in the name of indoor plants.

Didactic material: Houseplants.

Methodology: Four or five plants are placed on the 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.

Subject: "Where does it ripen?"

Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.

Didactic material: Flannelgraph, branches, fruits, leaves of plants.

Methodology: Two branches are laid out on the flannelograph: 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 the mistakes made in drawing up the drawing.

Topic: "Guess what's in your hand?"

Target: Exercise children in the name of fruits.

Didactic material: Models of fruits.

Methodology: Children stand in a circle with their hands behind their backs. The teacher lays out models of fruit in the hands of the children. Then he shows one of the fruits. Children who have identified the same fruit in themselves, on a signal, run up to the teacher. It is impossible to look at what lies in the hand, the object must be recognized by touch.

Topic: "Fairy tale game" Fruits and vegetables "

Target: Deepen knowledge about vegetables.

Didactic material: Pictures depicting vegetables.

Methodology: The teacher says: - Once a tomato decided to gather an army of vegetables. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to her. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There were a lot of people who wanted it, so I put this condition: first of all, only those vegetables will go to my army, in the name of which the same sounds are heard as in mine poommiidoorr." - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrtoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures of the named vegetables on the stand closer to the tomato. Conducts tomato various workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were sad: the sounds that make up their names do not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Be your way! Come now, those whose name has as many parts as mine. - What do you think, children, who has responded now? Together it turns out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent 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 even more saddened were onions and beets. Why do you think kids? 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 the tomato offer them so that these vegetables would also enter his army? The teacher should lead the children to formulate such conditions themselves: “Let those vegetables come in whose name the stress is 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 children to listen and compare where the stress is in the remaining words - the names of vegetables, compare their sound composition. - All vegetables became warriors, and there were no more sorrows! - concludes the educator

Topic: "Distribute the fruits by color"

Target: Build knowledge about fruits and vegetables. Teach children to classify objects.

Didactic material: Game character Winnie the Pooh, models of vegetables and fruits.

Methodology:

Option 1 Sort fruits by color. The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow on the other, and green on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and the children kindly and delicately point out the mistake of the bear cub, name the shades of color: light green (cabbage), bright red (tomato), etc.

Option 2 "Distribute the fruits according to shape and taste" The teacher offers the children to lay out the fruits differently, in shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits to taste - put sweet fruits on one dish, unsweetened fruits on the other. Winnie the Pooh rejoices - he loves everything sweet. When the distribution is over, he puts a dish with sweet fruits to himself: “I really love honey and everything sweet!” “Winnie the Pooh, is it good to take all the most delicious for yourself? - says the teacher. Children also love sweet fruits and vegetables. Go wash your hands, and I will cut fruits and vegetables and treat everyone.”

Topic: "Medicinal plants"

Target: Build knowledge about medicinal plants.

Didactic material: Cards "Habitat of plants (meadow, field, garden, swamp, ravine)", "Medicinal plants", basket.

Methodology: The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are medicinal plants. I will show you some plant, and you have to tell everything you know about it. Name the place where it grows. And our guest, Kra

Julia Veremyova
Ecological games in preschool

"Tree, grass, flower and bird

They can't always defend themselves.

If they are destroyed

We will be alone on the planet.”

D. Rodovich

Humanity is currently facing ecological disaster. Cause of violation ecological equilibrium was served by the consumer attitude of people to the environment, their environmental illiteracy.

Today ecology- not only the science of the relationship of living organisms with each other and with the environment, it is also a worldview. Therefore, the formation of the foundations is brought to the forefront of education. ecological consciousness of preschoolers, understanding the general laws of development of the material world, and not just a set of information about natural phenomena and objects.

All spheres of personality development are inextricably linked with the education of a responsible attitude to nature, therefore one of the main tasks

education is the formation of modern foundations ecological culture.

Ecological culture is a special kind of culture, which is characterized by the presence of knowledge and skills in ecology, humanistic attitude to all living things and the environment.

Ecological culture is formed and develops throughout a person's life. The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of colors of the sky, water, leaves. Skill "look" And "see", "listen" And "hear" does not develop by itself, is not given from birth in finished form, but is brought up. Learning to live in harmony with nature, with the environment should begin at preschool age.

About it "They say" psychological and pedagogical research of the last decades by A. V. Zaporozhets, N. N. Poddyakova, I. D. Zvulva, L. S. Ignatieva, P. T. Samorukova, N. N. Kondratieva, S. N. Nikolaeva. So, S. N. Nikolaev in his program "Young ecologist» , has developed a perspective-thematic planning for children 2-7 years old, which includes classes in environmental education, excursions, walks ecological path, reading fiction, informative conversations, environmental actions, holidays, different types of games. All these works are widely used in the process of education and upbringing. ecological culture in children.

2. Psychological and pedagogical foundations for the organization of gaming activities.

But we want to focus on gaming activities. After all, it is the game that allows you to satisfy children's curiosity, involve the child in the active development of the world around, helps him master the ways of knowing the connections between objects and phenomena.

The game has a developing effect on a small child and its use as a means of ecological The upbringing of children is important in a number of ways. reasons:

Develops cognitive abilities and speech of the child;

Contributes to the formation of personality, the preservation of health;

Gives joy to the child in partnerships;

Allows you to develop a variety of positive qualities in a child;

Friendly relationships between children are brought up, a sense of camaraderie, mutual assistance develops, a culture of behavior and communication is brought up.

In pedagogical practice, there are a number of different types of natural history games. But a special role is given to the didactic game. Its special significance lies in the fact that the didactic game contributes to the formation of such a quality of the mind as its flexibility and mobility, capable of developing attention, imagination, forms the will of the child, contributes to the development of the most important mental neoplasms. child: mastering the motives of significant social activity, the formation of elements of arbitrary behavior, which are important components in the formation of the foundations ecological culture of preschoolers.

Types of didactic games used in senior group:

- games with objects;

verbal games;

desktop printed games.

In games with objects, toys, pictures and real objects (household items, tools, objects of nature) are used. (vegetables, fruits, cones, leaves, seeds).Games with subjects make it possible to solve various educational tasks: expand and clarify the knowledge of children, develop mental operations (analysis, synthesis, comparison, distinction, generalization, classification, improve speech (the ability to name objects, actions with them, their qualities, purpose; describe objects, compose and guess riddles, pronounce sounds correctly speech, to bring up the arbitrariness of behavior, memory, attention.

Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) allow to consolidate children's knowledge about the natural sphere surrounding them, form thought processes (analysis, synthesis, classification).The teacher organizes such games while walking, in direct contact with nature: trees, shrubs, flowers, leaves, seeds.

desktop printed games varied in content, teaching tasks, design. They help to clarify and expand children's understanding of the world around them, systematize knowledge, and develop thought processes. desktop printed games varied in types: paired pictures, loto, dominoes, labyrinths, split pictures, cubes, puzzles.

verbal games are carried out with the aim of consolidating knowledge about the functions and actions of certain objects, generalizing and systematizing knowledge. These games develop attention, intelligence, speed of reaction, coherent speech.

All these types of didactic games are used both in the classroom and in the daily life of preschoolers (on a walk, when organizing independent activities of children, during individual work).

3. Experience in the application of didactic games in practice

"Choose what you want"

Target: to consolidate knowledge about nature. Develop thinking, cognitive activity.

materials: subject pictures.

move games: subject pictures are scattered on the table. The teacher names some property or feature, and the children must choose as many items as possible that have this property.

For example: "green"- these can be pictures of a leaf, cucumber, grasshopper cabbage. Or: "wet"- water, dew, cloud, fog, frost, etc.

"Protect nature"

Target: to consolidate knowledge about the protection of natural objects.

move games: on a table or a typesetting canvas, pictures depicting plants, birds, animals, a person, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth . For example: removes a bird - what will happen to the rest of the animals, with a person, with plants, etc.

"Magic screens"

Target: development in children of the ability to arrange objects by property, understand the conventions of designations, analyze, compare objects.

Material: "Screen" with three "slotted windows", into which ribbons with property legends are inserted. Ribbons - stripes depicting objects with varying degrees of manifestation of properties (for example, an apple is large, medium and small,

move games: the teacher or one of the children inserts an image of the object in the first "window". Offers to pick up "family"- to build an ordered series.

For example: large circle, then medium, small; dark spot - light, very light, etc.

At the beginning of development games content is constructed specially: a property is selected, pictures with a vivid manifestation of this property are selected. In the future, you can use images with several properties. For example, in the first "window" red apple, in the second and third "windows"- different in shape, color, size apples. Children discuss how to build a row, which property to choose.

"Who lives where"

Target: to consolidate knowledge about animals and their habitats.

move games: the teacher has pictures of animals, and the children have pictures of the habitats of various animals (burrow, lair, 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" at home, showing the card to the teacher.

"Similar - not similar"

Target: to develop in children the ability to abstract, generalize, highlight objects that are similar in some properties and different in others, compare, compare objects or images.

Material: game sheet (screen) with three "slotted windows", into which ribbons with property symbols are inserted; ribbon strips with the designation of the properties of objects. In the first and third "window" strips with the image of objects are inserted, in the second - a strip with the designation of properties.

Option 1. The child is invited to install "screen" so that the first and third windows contain items that have the property specified in the second window. At the initial stage of development games the property is set by an adult, then the children can independently set the attribute 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 sets the first window, the second one selects and sets the property that this object has, the third one must select an object that matches the first and second windows. For each correct choice, children receive a token. After the first round, the children change places.

Option 3. Used in the final stages of development. You can play with a large group of children. The child thinks "mystery"- builds in the first and third windows images that have a common property, while the second window is hidden. The rest of the children guess how the objects depicted are similar. A child who correctly named a common property gets the right to open a second window or make a new riddle.

"Ambulance"

Target: to develop and maintain in children the desire to care for indoor plants, to form the skills of proper care for green friends, to introduce them to work environmental content.

move games: educator, shows children plants that need comprehensive care, speaks: “Guys, look, our flowers have become sad. Maybe they got sick? ”.then invites them to play the role of a doctor, “diagnose” (i.e. determine what care the flower needs) and assign a “treatment” to the plant (tell about how to properly, for example, wash the leaves (with a damp cloth, spraying them with water) or how to loosen after watering the soil, etc. e).

Result. Who will put it right "diagnosis" and appoint "treatment" plant, proceeds to its implementation.

ball game "Air, Earth, Water"

Target: to consolidate children's knowledge about objects of nature. Develop auditory attention, thinking, ingenuity.

materials: ball.

move games: Option number 1. The teacher throws the ball to the child and calls the object of nature, for example, "magpie". The child must answer "air" and throw the ball back. On word "dolphin" the child is responsible "water", on word "wolf" - "Earth" etc.

Option number 2. The teacher says the word "air" the child who caught the ball must name the bird. On word "Earth"- an animal that lives on earth; on word "water"- inhabitant of rivers, seas, lakes and oceans.

"Beasts, Birds, Fishes"

Target: to consolidate the skill, classify animals, birds, fish.

materials: ball.

move games: The children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, speaking: “Here is a bird. What kind of bird?

Neighbor accepts item and responds quickly (name of any bird).

Then he passes the thing to another child, with the same question. The subject is passed in a circle until the stock of knowledge of the participants games will not be exhausted.

They also play, naming fish, animals. (it is impossible to name the same bird, fish, beast).

"The Fourth Extra"

Target: to consolidate children's knowledge of insects.

move games: the teacher calls four words, the children must name the extra word:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, cockchafer;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, Maybug;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly;

10) dragonfly, moth, bumblebee, sparrow.

"Word Game"

The teacher reads the words, and the children should think which ones are suitable for the ant (bumblebee, bee, cockroach).

Dictionary: anthill, green, flitting, honey, dodgy, industrious, red back, belt, annoying, beehive, hairy, ringing, river, chirp, cobweb, apartment, aphids, pest, "flying flower", honeycombs, buzzes, needles, "jumping champion", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, frightening coloration.

"Not really"

move games: All questions of the presenter can be answered only with words "Yes" or "No". The driver will go out the door, and we will agree which animal (plant) we will tell him. He will come and ask us where this animal lives, what it is, what it eats. We will only answer "Yes" or "No".

Lotto "What, where does it grow?"

Target: to consolidate the ability of children to classify plants according to their place of growth; develop mindfulness.

game task: fill the playing field.

materials: playing fields - meadow, forest, pond, swamp. Cards depicting plants growing in these ecosystems.

move games: Children choose playing fields. The host shuffles the cards and, taking out one at a time, names the plant. Playing children take those cards that correspond to their playing field. That one wins who will fill the playing field faster.

"Young Naturalist"

Educational puzzle set (48 pcs.)

Target: the development of attention, memory, creative and logical thinking, the formation of knowledge about the life of animals and plants, about the amazing transformations of animals and plants at different stages of development and life.

Lotto "Seasons"

Target: introducing children to the concepts "year", "Seasons" and their sequence; seasonal natural phenomena, about the life of animals and birds at different times of the year; rules of behavior in nature; generalization and classification skills.

"About Plants"

Target: teach children to classify plants into groups (vegetables, fruits, trees, flowers, berries); think logically and express their thoughts; develop attention and memory.

Material: playing field, 35 cards, cube, chips.

"Plant Life"

(frames and inserts)

Target: the formation of elementary knowledge about the environment in children; to acquaint children with the forms of the earth's surface (mountains, plains); natural areas (forest, steppe, desert). Develop cognitive interest, curiosity, the ability to resolve issues of a problematic nature.

Material: a set of photo illustrations and cards depicting the forms of the earth's surface, natural areas, natural phenomena.

4. The effectiveness of the experience

It is a shame to know little about nature, but it is simply impossible not to know. environmental literacy, respect for nature have become the key to human survival on our planet. Preschool age was the first stage in the development ecological culture of man. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude to the environment, forms the basis of moral environmental positions.

Our experience shows that at the senior preschool age, children effortlessly master the complex environmental knowledge, if knowledge is presented in an accessible, exciting form in the game and if the child's interest in natural phenomena is taken into account.

The results of pedagogical activity on ecological preschool education believe:

our students have learned:

Understand your role in the world around you.

Be aware of the consequences of your actions in your relationship with nature.

They have an understanding of the laws of nature.

know environmental features of the native land.

They know a lot of different games, they can organize them on their own.

Children acquired the skills of careful and attentive attitude to the objects of flora and fauna, including the skills to care for them.

Children have formed an arbitrary regulation of behavior through the development of the ability to follow the rules games.

Friendship relations have strengthened between the children, the children have learned to work together, they have become more benevolent.

II. Thus, the results of the work show that the use of the game method in ecological upbringing of preschool children contributes to more effective assimilation by children environmental knowledge, skills, abilities.

“Let everything be beautiful in a person.

And thoughts, and deeds, and soul!

In harmony with nature and with yourself

In the world for babies to live,

Educate in children, take care,

store soul ecology!»

III. Literature

1. "Activities and relationships of preschoolers"/ Ed. T. A. Repina. - M., 1987.

2. Dolto F. "On the Child's Side". - St. Petersburg, 1997.

3. Matejczyk Z. "Parents and children". - M., 1992.

4. Nepomnyashchaya N.I. "The formation of the personality of a child 6 - 7 years old". - M., 1992.

5. Pernu L. Ya. "I am raising a child". - St. Petersburg, 1992.

6. "Development of personality and activities of a preschooler"/ Ed. A. V. Zaporozhets, D. B. Elkonin. - M., 1965.

7. "Development of the Child's Personality"/ Ed. A. M. Fonareva. - M., 1987.

8. Subbotsky E.V. "Child opens the world". - M., 1991.

9. Trusova T. M. Education of love for nature // Primary school. - No. 8. - 1986.

10. Usova A.P. "Teaching in Kindergarten"/ Ed. A. V. Zaporozhets. - M., 1990.

11. Flake-Hobson K., Robinson B. E., Skin P. “Peace to the incoming. The development of the child and his relationships with others. - M., 1992.

12. Fromm A. "ABC for parents". - L., 1991.

13. Elkonin D. B. “Child psychology. (Child development from birth to seven years)". - M., 1980.

14. Erickson E. "Childhood and Society". - St. Petersburg, 1996.

15. Nikolaeva S. N. "Method ecological education of preschoolers".

16. Samorukova P. G. "Methods of introducing children to nature in kindergarten".

17. Bondarenko A.K. "Didactic kindergarten games» . - M., 1991.

18. Mukhina V. S. "Six-Year-Old at School". - M., Education, 1986.

Mankind, carried away by scientific and technological progress, has forgotten that each of its achievements hurts nature. Pollution of the environment, the destruction of birds, plants, animals entails dangerous consequences for humans. Unfortunately, people do not think about the results of their activities. The proposed version of the ecological lesson - a role-playing game with children - will help to focus their attention on the urgent problems of nature. The lesson is held in the form of a trial of a person. Of course, advance preparation is required. It is necessary to choose an accuser, a defense counsel, an accused, witnesses from both sides, a judge and jurors.

"Does a person have the right to life?"

Goals: show children the impact of progress and civilization on the natural environment and learn how people can reduce the damage they cause to nature.

Members: students in grades 8-11. From among them are appointed: a judge (he may be an adult), the accused, the prosecutor, the defense counsel, witnesses, jurors. Each participant prepares his role, selects facts for prosecution or defense.

Responsibilities of the participants: judge - leads the trial, gives the floor in turn to the defense and the prosecution.

The accused is a collective image of a man who destroys nature. He can not only make excuses and listen to accusations, but also make suggestions to eliminate the causes of the accusation.

The accuser - nature, prepares in advance and presents the facts of harm to nature by man. Depending on the facts presented by the accuser, the defender prepares witnesses for the prosecution.

The defender - it can be just a person, it can be a collective image - civilization, progress, etc. He prepares witnesses for protection, depending on the facts that nature presents. Of course, the prosecution and defense witnesses must be prepared in advance.

Witnesses for the prosecution - report to the court concrete facts of harm to nature.

Witnesses for the defense - deny or justify the accusations.

Jurors - make a decision at the end of the process, without fail arguing it.

Process Options

Prosecutor. Nature says that a person has no right to life, as he poisoned the rivers with sewage, for example, from paper mills, pollutes the air

car exhaust, smoke from burning fuel oil, kills animals because of fur, etc.

Prosecution witnesses speak.

Fish talk about how they die.

Plants, birds about the inability to breathe air contaminated with toxic substances.

Animals talk about being killed for their fur.

Witnesses for the defense are justified.

For example:

Writer, newspaper journalist talk about the impossibility of living without paper;

CHP Director - on the need for heat for people;

Car owner - about the need for transport as a means of transportation for a person;

Hunter - about the need for warm clothes in winter.

After the testimony of the witnesses, the floor is given

to a person. He can simply agree and admit guilt, he can confirm the need for the actions being taken, but he can say what he is already doing and what he is ready to do to protect nature. Immediately in the courtroom, he can, for example:

To make the hunter the director of the fur farm and not to kill wild animals in the forest, but to breed them for their own needs;

The director of the CHPP will be offered to switch to another energy - the sun, wind, etc.;

To the car owner to transfer the car to gas. Etc.

Nature accepts or does not accept proposals, justifying its refusal. May ask the accused why this was not done earlier, etc.

The jury then renders a verdict. The judge can agree with him or not, be sure to indicate the reason for his decision.

Of course, this lesson will be effective in case of serious preparation for it, with a sufficient amount of environmental knowledge among the participants in the “trial”. Statements by witnesses for the prosecution may be supplemented with video material.

Game "What do we know about waste?"

Goals:

♦ find out what students know about waste;

♦ teach them how to properly handle waste;

♦ show the harm that waste does to the environment;

♦ introduce students to the types of waste and how to dispose of it.

The course of the quiz game

Divide the children into 3 teams. During the quiz game, teams can earn points, according to which the winner is determined. Tasks can be given separately to each team, or to all teams at the same time, in this case, the team that answers the fastest wins.

Exercise 1.

Each team talks about what kind of waste there is. One - in everyday life, the second - in light industry, the third - in heavy industry. The team that names the most waste in their industry wins.

Task 2.

All teams are called the material that the waste consists of, for example, paper, iron, plastic, etc. They need to answer which of them decomposes the longest in nature.

Task 3.

In addition to chemical harm, waste causes physical harm. Teams should name as many examples of such harm as possible. (For example, glass may cause cuts, etc.)

Task 4.

Teams must say that of the proposed options for waste management brings the least harm: incineration, burial in ravines, disposal at landfills.

Task 5.

Teams come up with ways to reduce waste across industries. For example, according to the same principle as in the first task.

Task 6.

Teams must answer in turn what a person should do so that the earth is not covered with landfills. The team with the most examples wins.

At the end of each task, the facilitator comments on the answers of the students, names the correct ones, and awards points.