card file "Work in a corner of nature" card file (senior, preparatory group)

card file "Work in a corner of nature" card file (senior, preparatory group)

Card index: Labor in nature. Senior/preparatory group.

Card No. 1.

Watering indoor plants.

Goal: Teach children to care for indoor plants; water from a watering can

water at room temperature; consolidate children's knowledge about different methods of watering indoor plants. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.

Card No. 2.

Loosening the soil of indoor plants.

Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.

Card number 3.

Spraying indoor plants.

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: spray the plants with water at room temperature, use the sprayer correctly. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card number 4.

Caring for large-leaved plants (wet wiping of leaves).

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: wipe large leaves of plants with a damp cloth, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card number 5.

Caring for plant leaves (removing dust with brushes and a dry cloth)

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: remove dust from plants with brushes or dry cloths, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development, and improves their appearance. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card number 6.

Plant cuttings.

Goal: To clarify children’s knowledge of what a plant can be grown from.

Teach children how to properly plant a plant cutting, prepare the soil, care for them and the sequence of work: pour sand into the bottom of the pot, then soil, water, wait until the water is absorbed into the sand, make a hole in the middle (center) of the pot with a stick and plant the cutting until the first leaf, press the ground. Water as needed. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card number 7.

Replanting indoor plants.

Goal: To teach children to provide all possible assistance to the teacher in replanting plants; teach plant transplantation techniques and sequences

work: choose the right size pot, prepare sand and soil, plant. To consolidate children's knowledge about indoor plants and their differences from each other. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card No. 8

Planting onions on the windowsill.

Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion and the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.

Card number 9.

Sowing flower and vegetable seeds.

Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the soil (for sowing seeds, marking each time with a stick

the distance between them and grooves for small seeds; teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Card number 10.

Planting seedlings and caring for them.

Goal: To form children's ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Note for educatorsNature corner in older groups

Properly organized work in a corner of nature is an excellent means of all-round development of children, nurturing many positive character traits. This is a place of interesting observations of plants and animals.

Throughout the year, children must be given the opportunity to sow, plant, and carefully grow various plants. Since self-grown plants are especially dear to them.

In the fall, in a corner of nature, several plants dug up from a flower bed are placed, strawberries, lingonberries, celandine, and celandine brought from the forest. They will grow for a long time, reminding children of exciting walks in the forest and field. You can plant meadow tea and ivy budra in hanging pots. You just need to remember that children take care of the plants in older groups, so you can’t put them or hang them high: it’s difficult for children to water them.

Along with plants from the flower garden and forest in the corner of nature, of course, there should also be ordinary indoor ones, and the older the children, the more they grow on their own.

From the very beginning of the year, you should carefully organize your duties. In the first conversation on this topic, you need to remind where items for caring for plants and animals are stored and how to use them. The order and working hours of the duty officers are determined.

At the beginning of the year, the teacher helps the children, then they become more and more independent, and at the end of the year they quickly, carefully and without reminders clean up the corner of nature, water the plants, and feed the animals. But no matter how independent the children are, their work needs supervision from an adult. Control and assessment by adults help children notice their mistakes in time and correct them.

The assignments for those on duty become more complicated: plant onions, sow oats to feed the birds, look at all the plants and tell what has changed in them, etc.

In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. Such conversations replenish the children's knowledge and help draw conclusions and generalizations. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Observing the children while they are on duty in a corner of nature, the teacher notices how they work. How they approach their responsibilities, what business interests them most.

Most of the observations and work in a corner of nature are carried out in the morning, before breakfast, or after a nap. Having become interested in fish, children spend a long time watching their movements in the aquarium. It’s nice to sit near the illuminated aquarium, listen to the teacher’s story about fish, the seabed, shells, and admire the schools of fish swimming quickly among the greenery. It’s good to then look at pictures depicting different fish.

It's not hard to find something interesting for kids at any time of the year.

In November, for example, the plants moved from the flower beds stop blooming, and the plants that decorated the group room also fade. Fuchsias, geraniums, amaryllis are dormant. It’s not time to plant onions yet: it’s dark - the days are short, cloudy, at this time the onions stretch out, they are pale and fragile. It is best to plant onions in the second half of December. How to diversify children's work? What new to bring to a corner of nature?

It is worth bringing branches of two or three types of coniferous trees or evergreen shrubs. Fresh branches of pine, spruce, fir, cedar smell pleasantly of pine needles, freshness, and forest. Do the guys recognize the pine and the Christmas tree? Let the kids guess from the description, look at the cones and seeds, and then sow them in the wet sand. (Spruce shoots are tender, not all will live long, but still, these are real Christmas trees.)

It is interesting to grow green animal feed from oats. You can grow plants from all kinds of seeds. We ate an orange, and there were “grains” in them - seeds. Put 3-4 orange, lemon, and several apple seeds in the ground. You can use a date seed, but before planting it must be kept in boiling water, since the date seed has a hard shell.

Keeping a nature calendar gives children the opportunity not only to observe the changing seasonal phenomena of nature, the growth and development of living beings. But it also provides an opportunity to get acquainted with wintering birds, to trace the dynamics of changes in autumn-spring bird migrations.

What do calendars provide in terms of mental education? Younger preschoolers get their first impressions of the species differences of birds. So, by looking for cards with pictures of birds, of course, with the help of the teacher, children have the opportunity to compare pictures with images obtained during observations. Older children not only consolidate their ideas (children must know the behavioral characteristics of birds - where they feed, who they are afraid of, whether they show aggression.) At the same time, they develop the ability for visual-schematic thinking, abstract thinking, since calendars are filled not with images, but with icons-symbols .

You can grow plants in corners of nature in any conditions, but with animals it is much more difficult. But how important it is that the older group should include fish, birds, and at least one mammal - a guinea pig, a hamster. The fauna in spring and summer should be richer. Frogs, lizards, beetles, snails - all these are extremely interesting objects to observe for children.

Along with occasional observations of the habits of animals in a corner of nature, it is necessary to organize general observations, more often practice guessing by description, independently describing the appearance of animals and plants with which children are well familiar. These descriptions take the form of riddles and games. Older children love tasks and riddles that they have to think about.

You can invite children to draw plants that are located in a corner of nature, such as they want, but so that everyone later knows what kind of plant it is. A difficult but interesting task. It is necessary to once again carefully examine the plant chosen for drawing, clarify the structure of the stem and leaves, and select colored pencils.

Based on the children’s skills and their increased independence, you can give long-term assignments, offering, for example, to care for plants for a week. Children perform these tasks especially willingly: after all, they are the only ones looking through the plants! Of course, this work does not remain out of sight of the teacher. You need to make sure that the children work together, whether they remember to prepare water for watering the plants in the evening, and whether everything is put back in its place after work.

The teacher’s constant attention to the quality of children’s work and their observations creates a lasting interest in the corner of nature, develops curiosity, and teaches them to treat plants and animals with care and concern.

Work in nature: tasks, content, management methods in different age groups.

The work of children in nature creates favorable conditions for physical development, improves movements, stimulates the action of various organs, and strengthens the nervous system. It is also of great importance for the mental and sensory development of children. This work, like no other, combines mental and volitional efforts. Labor in nature is associated with expanding children’s horizons, obtaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Based on his own experience, the child is clearly convinced of the needs of living organisms.

Systematic team work unites the children, instills in them hard work and responsibility for the assigned work, and brings them joy. Working in nature also contributes to the development of children's observation skills, instills in them an interest in agricultural work and respect for the people who do it. Working in nature helps to cultivate love for it.

There are various forms of organizing work activity. In the practice of kindergartens, the organization of frontal labor processes, carried out in the form of classes (in a corner of nature, in the garden and in the flower garden for digging the earth, loosening, arranging beds, caring for the garden, harvesting), has become widespread. The most acceptable forms for solving educational problems are considered to be the organization of work in the form of various kinds of assignments: individual, group. They involve the child performing a specific task and allow him to acquire certain work skills and abilities, and the teacher monitors the correctness of the work and the child’s attitude towards obtaining the result.

First junior group. The capabilities of children of this age are extremely limited; labor education is carried out mainly in the process of familiarizing children with accessible phenomena occurring in nature. The teacher systematically imparts knowledge to the children and develops the necessary skills in them, setting mental and practical tasks for the children. By explaining and showing the material, methods of action, reveals ways to solve assigned problems, directs children’s activities to achieve results, using demonstrations of actions; The explanation is combined with the perception, actions and speech of the children themselves. The teacher must make the proposed content clear for children, and the requirements presented to them accessible and understandable. Familiarization with the properties of natural materials plays a significant role in introducing children to work.

Second junior group. Children are encouraged to take an interest in the work of growing plants and caring for animals and are taught the basic rules for doing it. Children get to know the inhabitants of this corner of nature throughout the year. Therefore, knowledge about their lives may be more complete and more related to the feasible participation of children in caring for them. Carrying out simple tasks becomes routine. Caring for animals comes down mainly to feeding them, because... This work is accessible to young children in terms of content and physical effort. Teaching children how to care for plants begins with the process of watering, with children mastering the techniques of this work: holding a small watering can correctly, with the nose of the watering can resting on the edge of the pot. The joint activities of children and adults here are already systematic.

Middle group. Children are instilled with a strong interest in natural objects and phenomena and a conscious attitude towards the work of growing plants and caring for animals. The teacher organizes children's observations in nature, guides them, teaches children to compare and group familiar objects according to characteristic features. From the beginning of the year, the teacher systematically involves children in watering plants, loosening the soil, and feeding animals. In the process of such work, the teacher develops the ability to see and understand the timeliness of a particular labor action. He involves 2-3 children to work at will, and then they work one by one. When giving instructions, you need to take into account the characteristics of children: for those whose attention is unstable, give simple tasks. Those who know how to finish a job are given more complex tasks: spoon food to the fish, water the plants. Sometimes children are given individual tasks: one of them is given a plant to care for, a few furrows in the garden.

Senior group. It is necessary to learn to work in all seasons. In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake leaves for burning, take tops into holes, take part in transplanting plants from the ground into a corner of nature, digging ridges and flower beds, planting trees and shrubs; take part in the preparation of feed for animals and birds, vegetables and fruits for the winter at home.

In winter, remove snow from paths, feed wintering birds, care for the inhabitants of a corner of nature, and grow food for them.

Preparatory: children are accustomed to more complex forms of work, cultivate a sense of responsibility for the assigned work, develop interest and love for work, the desire to persistently achieve results in work that are important to others, the willingness to participate in joint work activities on an equal basis with everyone, the ability to come to an agreement, distribute responsibilities. The desire to take on work on one’s own initiative develops, and not just at the suggestion of the teacher, without avoiding unpleasant work. Children 6-7 years old should determine the need to water plants without prompting from an adult. They continue to teach techniques for keeping plants clean: wash off dust with a cloth only from dense, smooth leaves, spray plants with delicate and fleecy leaves. Loosening does not cause any difficulties for the guys.

MAGAZINE Preschooler.RF

Target:

• To consolidate children's knowledge of how to care for indoor plants and the sequence of work.
• Clarify the duties of those on duty in a corner of nature, knowledge of equipment for work.
• Systematize children's knowledge about indoor plants and continue to instill the necessary skills for caring for them.
• Continue to teach how to plan joint work.
• Instill interest, develop curiosity, and the desire to care for the plants and animals of a corner of nature.
• To develop responsibility for the assigned task and the ability to complete it.

Equipment:

Indoor plants from a corner of nature, aprons, rags, sticks for loosening, a basin of water, oilcloth, spray bottle, scissors, watering can.

Previous work:

Observations and care of indoor plants in a corner of nature. Reading poems, riddles. Conversations about plants.

Progress of the lesson:

Children sit in a semicircle so that everyone can clearly see a corner of nature.

Educator:

-Guys, you are now in the older group, and if so, then you, as big ones, are entrusted with independent duty in a corner of nature, two at a time.

A plant is the most natural decoration of a room; they require constant and individual care.

Reading riddles:

Green, with thorns, Looks like a hedgehog, And the flowers are satiny White, yellow, red. (Cactus)

Up the steep wall, A centipede crawls along the cast concrete, Carrying leaves with it. (ivy)

They purify the air, create comfort, turn green on the windows, and bloom all year round. (Geranium)

Educator: So, please tell me, what plants are there in our corner of nature? What are their names? (children call)

Educator: - Well done, you know everything! Tell us how we care for our plants?

Children: water, loosen the soil in pots, cut off dry leaves, spray and wipe them.

Educator: - How can you find out that a plant needs watering (by color - the earth is gray, to the touch - dry).

-Polina, please show us how to water indoor plants correctly. Children, pay attention: the spout of the watering can touches the edge of the pot; you need to pour water carefully so as not to wash out the roots. Well done Polina, thank you.

Educator: - After all the flowers are watered, what needs to be done? (fill watering cans with water so that it can settle and warm up until tomorrow).

Educator: - Correct! Guys, tell us what we use when working in a corner of nature besides watering cans? (aprons, rags, basin, oilcloth, scissors).

Educator: What kind of water do we water our green friends? From the tap? (No! only settled water or rainwater).

Educator: - That's right, you can't water indoor plants with tap water - it's cold and the plants will be uncomfortable. In the washroom there is a basin with water for watering plants.

Educator: - Children, why do we loosen the soil in pots?

Children: so that the water and air needed by the roots passes through the ground more easily.

Educator: - Correct, but how should you loosen the soil? (be careful not to damage the roots, otherwise they will begin to rot and the plant will die). Alena, show us how to do it (closer to the edge of the pot, around the plant).

Educator: - Guys, think and tell me what indoor plants we spray (tradescantia, asparagus, begonia, ivy). Our attendants will spray these plants with a spray bottle. Nastya, show us how to do this. Look, children, you need to spray not only from above, but also from the sides and below. You are right, well done.

Finger gymnastics “Flower” .

A tall flower has grown in a clearing, Hands in a vertical position, palms

Pressed together, round your fingers

On a spring morning I opened the petals. Spread your fingers to the sides.

Beauty and nutrition to all petals Rhythmic movement of fingers

together - apart.

Together they grow roots underground. Place the backs of your palms on

table, spread your fingers.

Educator: And now, we need to split into three subgroups.

• Children at the first table will be treated dry
• Children at the second table in a wet way
• The children at the third table will spray.

Think, take the necessary equipment, and get to work.

Educator: - So, we have finished the work, what do we do next?

Children: We put everything back in its place, wipe the oilcloth, wash and dry the rags.

Educator: - Well done! You all answered the questions correctly and showed good knowledge about our green friends.

And, at the end of our work, listen to the poem that Julia prepared for us:

"My little green flower

He grew up on the window. Each leaf pulls towards the sun, like palms. He grew up and was surprised

What appeared in our group. Although the flower is small, it is remote.”

Educator: Popular wisdom says: “He who grows flowers brings joy to himself and others.”

Reflection “Magic Flower” .

Guys! If you were interested today and you like to take care of plants, then attach red flowers to our plant. And if you were bored - yellow ones. I am very pleased that you liked our lesson.