Card file of observations during a walk in the preparatory group. Walks in the preparatory group. Card index with goals for December. She is carrying a blade of grass
Observations while walking in preparatory group in the spring - this whole topic, which is already for a long time compulsory in kindergartens. Thematic outings with children to explore the world around them are what are so interesting and useful for children. At any age, not necessarily right before school. This approach helps children develop and also awakens curiosity in children. In addition, it undergoes huge changes that occur with the onset of warm weather. The world is literally blossoming. All this helps children develop. Moreover, spring phenomena can attract a child. There is no coercion or persuasion - the kids themselves will be drawn to gain new knowledge from Mother Nature. Information will be absorbed with the help of visual examples, and this, as is known, has a beneficial effect on development. So what observations can be made during a walk in the preparatory group in the spring? And what plan should general lessons be held on this topic?
Goals and objectives
Of course, each activity should have its own goals. And observation while walking in the spring also has certain goals. So, for example, you should not neglect this kind of activity. After all, for children, even in preparatory groups, it is important that information is received in an interesting, playful form. A illustrative examples, which nature demonstrates in all its glory in spring, is what is needed for successful learning.
During walks, children not only have fun. They are also learning to study the world, analyze what is happening, build logical chains of consequences (spring has come - buds have appeared on the trees). All this is very important for child development. Moreover, walking in the fresh air is also good for health.
Children also learn to discuss what is happening around them. Not just analyze, but also express your opinion. It is very important. leaves vivid impressions that the kids will be able to express and remember much better than some figurative, abstract explanations from teachers.
Weather
So, what observations can be made with children during a walk in the preparatory group in the spring? different ages? To be honest, they are always the same. The main thing is to simply interest the kids, to focus their attention on certain moments that are happening in the world around them.
For example, the first and most obvious is weather changes. The world around us, of course, begins to literally blossom. And the weather becomes warmer, softer, more pleasant. The sun is already warming up, the temperature outside is not so low. If you have done any winter walks with your children, it's time to compare the weather in winter and spring. Let the kids see what happens and describe the changes they were able to make.
Birds
The next feature that will have to be explained, and not just shown, is the arrival of birds. Most likely, in spring or winter, you have already discussed the flights that birds make with the onset of cold weather. Observation on a walk ( junior group this or the other - it doesn’t matter) was supposed to emphasize that there are fewer birds in the cool weather. Some fly away altogether, while others remain.
And in spring, not only the weather experiences some changes. Birds also arrive. Most likely, you won’t be able to see the flight. But new birds in the trees are easy. Show children that with the onset of warm weather, the world around them comes to life. The birds are returning from warm countries home. And now they will live here until the new cold weather. If you manage to see storks, tell the children about them. These birds symbolize spring to some extent. And in general, try to talk about all the migratory birds that you meet on your walk.
Water
Is there a pond near the garden? Then the older group (observation during a walk at this age should be extremely informative, but at the same time fascinating) focuses on changes in water. In winter, the reservoirs were covered with ice. And now, the world is literally waking up. The weather is getting warmer, birds are returning from warm countries, and the water is melting.
Floods and streams appear. In some cases, you need to explain to children that a lot of snow and ice sometimes cause floods. But this doesn't happen that often. And the spring melting of ice is not as dangerous as it seems. Most often it is safe, even beneficial for nature and the environment.
Plants
Of course, an observation walk (the second youngest group or the older one is not so important) must necessarily emphasize the main changes in nature in the spring. We must not forget that plants illustrate the greatest differences between the seasons.
Let the children see how the world around them and its vegetation changes in spring compared to autumn and winter. The grass turns green, flowers begin to bloom somewhere, buds appear on the trees. All this is very important for children. Both as a study of the world around us, and for general development.
Flowers
Don't forget about spring flowers either. Most likely, you will just have to tell us that during this period, when nature and the surrounding world wake up from hibernation, flowers begin to bloom. If possible, show the tulips, and don’t forget to talk about the first harbingers of spring.
About what? Oh snowdrops! Very often, observation on a walk (the preparatory group is already able to fully assimilate such information) involves searching and telling about the first flowers that appear after winter, with the first warm rays of the sun. Finding them, as a rule, is not so difficult. Let the children look at the flowers and remember them. After all, spring is associated precisely with flowers and greenery, with something warm and pleasant. Everything around is literally blooming before our eyes. Explain this to the kids.
Animals and insects
Next you should look at animal world. It would be good if observations during a walk in the preparatory group in the spring would include a clear example of animals awakening from hibernation, as well as their changes. For example, some choose a visit to the zoo as a developmental activity. There you can see that the animals are awakening from hibernation, and also change their winter color to their usual spring color.
All this will most likely have to be talked about in words while the children are walking and exploring the world around them. Also emphasize that all living things are starting to wake up. Even insects. By the way, in particularly warm weather you can see butterflies, ladybugs, as well as various cockroach insects that were absent in winter. All this is extremely interesting for children at any age.
Distinctive features
It will come to an end sooner or later anyway. At such moments you will have to take stock of the information received. By the way, it is advisable to take part in such research activities as often as possible. Children will with great pleasure study the features of each season using a clear example, and even in the fresh air. Practice and observation are always better than mere theory.
Discuss with your children what distinctive features spring has. Exactly the same as it was done in autumn and winter. Let the kids sum up the results of their walks themselves. Compare winter and spring. This will help the children understand the characteristics of the seasons. Very helpful information, which forms an idea of the world around us. And it doesn’t matter in what period the observation-walk was carried out: the 2nd younger group or the older one. The result will be the same - gaining knowledge about changes in nature and the surrounding world with the onset of heat.
ISO
Well, now that you and the children have discussed the main changes in nature, you can and even need to summarize the final lesson. Preferably it should be fine art. It is this form that helps children develop fully. Both interesting and useful.
Observation in the preparatory group (and not only at this age, but also at any other) should be summarized by an art lesson. In any form that children prefer. Most often this is drawing.
Prepare all the equipment that may be useful: paper, pencils, brushes, paints, markers, water. And then invite the children to draw spring. What they saw on a walk, or how they imagine the onset of spring. You can also suggest drawing two pictures - winter and spring. Also very a good option. And then have each child explain how the two seasons are different from each other. It’s interesting, useful, and easy. Help if children have any difficulties with explanations.
In the end, you can make an exhibition of drawings. Let the children show their parents what observation has taught them during a walk in the preparatory group in the spring. After all, for some it is much easier to tell loved ones about the information received. And all children also love to brag about their successes.
Applications
Another option for summing up the information received is to compile applications on a spring theme. Here it is better for the teacher to come up with a specific topic himself. For example, dedicated to nature or weather. Or give the children complete freedom in this matter - let them use colored paper, as well as glue and plasticine with cardboard to depict what they saw during the walk. Or, as in the previous case, they will show exactly how they imagine spring. And they will tell you about the information received.
At the end of the lesson, there is again an exhibition of children's work. You can also hold an open lesson on the theme of spring. Let the children not only show their creations, but also tell their parents about how the day went for a walk, what new things they learned about themselves, how nature changes in the spring.
conclusions
What conclusion can be drawn from all of the above? Spring walks for children in kindergarten are very important. Kids learn much better when they are busy with something interesting, and also see clear examples of everything that is happening. Walking is the best form of exploring the world around us.
At the end of each topic you need to make a generalization. It is desirable that this also be in some form that is interesting for children. The main thing is to try to talk about changes in the world around you so that children are interested in this process. In any case, the observation walk will be etched in the children’s memory for a long time. This will help them develop and form an accurate picture of the world around them. Observations during a walk (the younger group may not be able to fully appreciate the changes taking place in nature, but, undoubtedly, the kids will be interested in everything) is what helps children gain the necessary knowledge about the environment in a form that is interesting to them. Under no circumstances should these activities be neglected.
The main tendency in the cognitive activity of children in the seventh year of life is the desire for generalization. This is explained by the fact that the children’s ability to see significant signs in objects and natural phenomena has increased. Observation becomes more independent.
The teacher’s task is to form generalized elementary concepts in the process of observation, to lead children to understand increasingly complex patterns that exist in nature, and to foster independence.
When organizing observations with children of this age, the teacher selects material that contributes to the systematization and generalization of knowledge, helping to see significant signs in objects and natural phenomena. Based on the identification of these essential, general features, children form elementary concepts: “animals”, “plants”, “living”, “non-living”, “winter”, “summer”, etc. The teacher helps students see the general patterns between the environment habitat and appearance of plants and animals, between the conditions of existence and their needs, way of life.
As well as in senior group, observation begins with setting a cognitive task for children. But now, during the lesson, the teacher more often uses a question-task that requires children to be able to observe and systematically report on the results of observation. For example, while observing aquarium fish, the teacher gives the following task: “Look and tell me how a guppy differs from the fish that lived with us before?” He asks additional questions only in case of difficulties, giving the children the opportunity to independently observe the new fish. More often than in the older group, the teacher uses comparisons based on general (similar) characteristics, which makes it possible to guide children to master basic concepts.
The teacher strives to ensure that the children’s examination actions are conscious. To this end, survey activities are used to verify impressions obtained during observation. The teacher, with the help of questions, encourages children to understand the method of acquiring knowledge: how did you find out about this? Check it out. Labor activities are widely used to ensure the development of skills and abilities in caring for plants and animals. It’s good if the teacher asks the children riddles, reads poetry, tells interesting stories, since all this helps to expand the knowledge of preschoolers. A special place among pedagogical methods and techniques is occupied by questions of a search nature. They help children understand the relationship between observed natural phenomena. The observation ends with a generalization.
Walk No. 1 “Observing a snowplow”
Goals:
— expand the understanding of the role of machines in performing labor-intensive work, the features of their structure;
- cultivate interest in technology and respect for the work of adults.
Progress of observation
The teacher asks the children a riddle and conducts a conversation.
What a daring janitor
Did you shovel snow on the pavement? (Snowblower.)
U snow blower a large scraper is attached to the front. Furry round brushes rotate in the middle between the front and rear wheels of the truck.
♦ What are they made of? (Made of steel wire.)
♦ What kind of stubble do they have? (Hard, prickly.)
♦ And here’s another car going to clear the snow. What does she have? (Two large screws.)
♦ What do these screws do? (They grab the snow like a meat grinder and carry it under the blades of a fan, which throws the snow far to the side.)
♦ What is the name of this machine? (Snowplow.)
♦ How are all cars similar?
♦ What kind of transport does a snowplow belong to? (To the special one.)
Compare a snowplow to an ambulance.
Labor activity
Clearing the area of snow and building a labyrinth.
Goals:
- teach to act together, to bring things to an end;
- develop work skills.
Outdoor games
“Hunters and animals”, “Don’t get caught”, “Quickly take it, quickly put it down.”
Goals:
- strengthen motor skills;
— develop the emotional sphere, dexterity and courage.
Individual work
“Walk across the bridge.”
Target: practice balance.
Walk No. 2 “Watching the snow”
Target: form ideas about the changes that occur with snow at the end of winter.
Progress of observation
Winter sings and echoes,
The shaggy forest lulls
With the ringing of pine trees.
All around with deep melancholy
Sailing to a distant land
Gray clouds.
S. Yesenin
There is a sign: if crows and jackdaws sit on the tops of trees, there will be snowfall.
Winter is coming, snowdrifts are growing and the snow cover is gradually becoming dense. And here the sun warms up, and the wind does not forget about its work for a minute. Sometimes it flies in from the south and brings a thaw, and when frost hits after the thaw, a hard crust forms on the snow - crust. At such times, it is difficult for many animals to move through the snow and get food. Elk, deer and goats cut their feet with the sharp crust of snow and have difficulty digging out moss and leaves from under the crust. But the bunny has plenty of freedom! He walks on loose snow as if wearing felt boots, almost never falls through, and rushes across the crust as if on parquet. And no one can keep up with him.
♦ Name the winter months.
♦ What is the name of the thin crust of ice that appears on the snow?
♦ How was it formed?
Research activities
Measure snow depth in open and sheltered areas kindergarten. Answer, where is there more snow and why?
Labor activity
Sprinkling water on the ice path.
Target: teach to wear carefully cold water and spread it evenly along the entire path.
Outdoor game
"Two frosts."
Target: practice orientation in space.
Individual work
Target: practice jumping on two legs to a certain place.
Walk No. 3 “Waxwing observation”
Goals:
- consolidate ideas about birds (waxwing);
- cultivate compassion and empathy towards birds.
Progress of observation
The teacher conducts a conversation with the children and offers to answer questions.
♦ What does a waxwing look like? (The waxwing is the size of a starling, its plumage is elegant, pinkish-brown, lighter spots on the chest and abdomen, and darker on the back. The waxwing’s head is decorated with perky silver-pink crests. Bright red stripes are painted on the wings.)
♦ Why did this bird get such a name? (She whistles quietly, as if playing a pipe: sviri-sviri-svir.)
♦ Why are waxwings called northern parrots? (Their plumage is very elegant, bright, colorful.)
♦ What do waxwings eat? (They love ripe rowan berries; they eat midges, mosquitoes, juniper berries, hawthorn, and viburnum.)
♦ By what signs can you tell that waxwings have visited this rowan tree? (There are always a lot of berries in the snow under the mountain ash.)
♦ Why do waxwings throw rowan berries onto the snow? (Returning again to their northern possessions, the birds find berries thrown into the snow and eat them. The berries are very well preserved in the snow.)
♦ Where do waxwings live in summer and spring? (In dense northern forests.)
♦ Where do waxwings fly in the fall? (They migrate to the south, gathering in flocks, that is, they move from one place to another, over a relatively short distance and for a short time, in search of food - mountain ash.)
Invite the children to imitate a flock of waxwings. (How they move, peck rowan berries, how they whistle, etc.)
The waxwings have arrived
They played the pipes,
They whistled: “Sviri-svir!
We'll have a feast in the forest!
Let the leaves fall from the branches,
The autumn rain rustles,
We peck rowan trees -
You won’t find better berries!”
Labor activity
Clearing paths, benches, booms from snow.
Target: cultivate hard work and friendly mutual assistance.
Outdoor games
"The Kite and the Mother Hen."
Goals:
- strengthen the ability to act together;
- develop speed and agility.
"Don't get caught."
Target: practice running in different directions.
Individual work
Development of movements.
Target: develop an eye when throwing snowballs (balls) at a target, achieving active movement of the hand when throwing.
Walk No. 4 “Cloud Watching”
Goals:
— expand ideas about the sky and its influence on the life of our planet;
- develop the perception of the beauty and diversity of the celestial sphere.
Progress of observation
The teacher asks the children a riddle.
They fly without wings
They run without legs
They sail without a sail. (Clouds.)
Every day the sun heats the water in the seas and rivers, tiny droplets of water rise into the air and form clouds. When water droplets in clouds become too heavy, they fall to the ground as rain. Clouds are cirrus and cumulus. Cirrus clouds appear in clear weather, and cumulus clouds appear before rain or snowfall.
The teacher asks the children questions.
♦ What types of clouds are there?
♦ What are they formed from?
♦ What are they like?
Research activities
Find clouds that look like horses.
Compare cirrus and cumulus clouds.
Labor activity
Raking snow under bushes and trees, clearing paths and slides.
Target: learn to work together, get joy from the result.
Outdoor games
"The Hen and the Kite."
Target: continue to teach how to deftly dodge the catcher.
"Snow Hockey"
Target: learn to roll the puck into the goal.
Individual work
Learning tongue twisters.
Prokop has arrived, the dill is boiling,
Prokop has left, the dill is boiling.
How dill boiled under Prokop,
This is how dill boils without Prokop.
Target: develop the correct pronunciation.
Walk No. 5 “Watching a horse”
Goals:
- learn to compare animals according to their characteristics;
- develop observation skills;
- cultivate a love for animals;
- consolidate knowledge about domestic animals.
Progress of observation
The teacher asks the children questions.
♦ Look at the horse, what a beautiful noble animal. What does a horse look like? (Large body, strong slender legs, thick, lush mane and tail.)
♦ What animal is this? (The horse is a faithful servant and companion of man. It is indispensable in agricultural work.)
♦ What do horses eat? (Oats.)
♦ Compare a horse with a cow. What do they have in common? What is the difference?
♦ What benefits do horses and cows bring?
Look at the trotter -
His sides are shiny.
He digs the ground with his hoof,
The “golden flame” curls
From dilated nostrils -
He wants to jump quickly.
Labor activity
Building a snow slide for kids.
Target: to teach to act together, to be able to distribute tasks independently.
Outdoor games
“Catch a Snowball”, “Homeless Hare”.
Goals:
- develop accuracy, attention, eye;
- learn to follow the rules of the game.
Individual work
Development of movements.
Goals:
- practice sliding;
- learn to squat while sliding.
Walk No. 6 “Observing a crow and a magpie”
Target: consolidate the idea of the bird world, know their characteristic features.
Progress of observation
The teacher asks the children questions and conducts a conversation.
♦ Guys, look what a guest we have on the site. (Crow.)
♦ What do you know about her?
♦ What is her character like?
♦ Why don’t people like crows?
♦ What is positive about it?
The crow is called the gray robber. Many do not like crows for their impudence and thieving habits. And yet we do not have a bird smarter, more cunning, more resourceful: it will open a package of milk, and soak a stale cracker in a puddle, and Walnut will split. And if anyone decides to get close to the crow’s nest, beware. Neighbors will gather from all over the area, and together they will drive away the uninvited guest with a loud croak. The raven is the largest of the crow family. Raven and crow are completely different birds. You won't even see them together. Raven is a forest bird. In many fairy tales the raven is called wise. Maybe because this bird lives up to a hundred years.
♦ Do you know crow relatives? (Rook, jackdaw, magpie.)
♦ What kind of magpie?
♦ What are the similarities and differences between a crow and a magpie?
You know the white-sided magpie well. Forest inhabitants respect the magpie. She has a long tail, flies everywhere, hears everything, knows everything. A magpie chirped in the bushes - animals and birds became wary and hid. "Danger, danger!" - the magpie chirps, and everyone understands its language.
Labor activity
Collective work on site.
Target: learn to work together, get joy from the work done and its result.
Outdoor games
“The Kite and the Hen”, “Don’t Get Caught”.
Target: strengthen the ability to run, deftly dodge, and jump.
Individual work
Badminton game.
Target: learn to hold the racket correctly, throw the shuttlecock with the racket to your partner’s side without a net.
Walk No. 7 “Observing seasonal changes”
Goals:
- form ideas about changes in nature;
- be able to distinguish the characteristic signs of the end of winter (the first drop), recognize their signs in poetry;
- consolidate the ability to perceive a poetic description of winter.
Progress of observation
The winds came from the south,
They brought warmth with them,
And the snowdrifts settled at once,
At noon it started leaking from the roof.
February is the last month of winter. In February, the days become longer, sometimes the first timid drops ring, and long crystal icicles hang from the roofs. In February there are thaws, the snow melts, it gets dark, and the snowdrifts settle and become lower.
The teacher asks the children riddles.
Hanging outside the window
Ice bag,
It's full of drops
And it smells like spring. (Icicle.)
She grows upside down
It grows not in summer, but in winter.
But the sun will bake her,
She will cry and die. (Icicle.)
Research activities
Pour snow into containers and place in the shade and sun. At the end of the walk, compare where the snow settled faster. Labor activity: Removing snow from the children's area.
Target: develop work skills and friendships.
Outdoor game
"From snowdrift to snowdrift."
Target: to develop long jump skills.
Individual work
"Who is faster?".
Goals:
- practice running at speed;
— improve standing long jump technique.
Walk No. 8 “Comparative observation of bullfinch and waxwing”
Goals:
- using the example of comparing the bullfinch with the waxwing, study the features of their structure, lifestyle (feeding, movement);
- cultivate cognitive interest in birds.
Progress of observation
The teacher asks the children riddles and organizes a conversation.
Breast brighter than the dawn
Who? (At the bullfinch.)
Northern guests
Rowan berries are pecking at clusters.
So elegant and bright
There are tufts on the heads! (Waxwing.)
♦ What does a bullfinch look like? (The male bullfinch has a bluish-gray back, dazzling white undertail, black tail and wings, and a bright red breast. The female is more modestly colored - her breast is not scarlet, but dark gray.)
♦ What does a waxwing look like? (Its plumage is elegant, pinkish-brown, lighter on the chest and belly and darker on the back. The waxwing’s head is decorated with perky silver-pink crests. And on the wings, as if drawn with a bright red pencil, there are even stripes.)
Invite the children to compare the bullfinch and the waxwing. What do they have in common? (Structure; these are migratory birds, i.e. they move from one place to another over a relatively short distance in search of food, wintering, rest; bright plumage; they are residents of the north; they love rowan berries.)
♦ What is the difference between a bullfinch and a waxwing? (Size: the bullfinch is slightly larger than a sparrow, and the waxwing is the size of a starling, has a crest; the color of the plumage.)
♦ Do we see these birds at the feeders? Why? (These birds can most often be seen on rowan, viburnum, and juniper bushes, as they feed on the berries and seeds of these plants.)
♦ Is it possible to determine who fed on them by looking at the rowan berries scattered on the snow? (When eating rowan berries, waxwings drop most of them onto the snow, so you can find whole berries under the trees, while bullfinches eat only the seeds, throwing out the pulp. Therefore, under the tree on which the bullfinches fed, you can always find rowan berries with the middle eaten out.)
♦ Do you know how bullfinches and waxwings behave? (Bullfinches are slow, clumsy, important, pugnacious, cocky birds. They leisurely fly in small flocks from tree to tree, slowly pecking at rowan berries. Waxwings are cheerful, fast, nimble, hasty, timid; they fly in large flocks onto rowan trees, clinging to them, greedily and hastily pecking at rowan berries, as if competing with each other.) Labor activity
Spreading sand on slippery paths. Goal: to cultivate diligence, the desire to work for the common good.
Ekaterina Guzenko
Observations on a walk for every day for the preparatory group
September, preparatory group
Plant observation mi:
1st week: Inspection of the flower garden on the site. Note which plants bloom well in the flower garden, which ones are already fading, are there any seeds? Learn to determine the degree of seed ripeness. Tell us that the seeds are collected only when they are ripe.
2nd week: Walk around the garden and note what changes have occurred. Pay attention to the cleanliness of the area. Ask who cares about it.
3rd week: Dandelion observation. Examine its flowers and seeds. Talk about why dandelion seeds have this shape. Reinforce knowledge about plant propagation.
4th week: Ask the children if rain is good for plants? Let the children down
to establish a connection between plant growth and the required amount of moisture.
1st week: Sky observation. Tell that the sky is the air that surrounds our earth. People, animals, and plants breathe air. Air can be heard if it is released from hot air balloon and see, if you put a lump of earth into water, bubbles will appear.
2nd week: Introduce children to a thermometer, a device used to measure air temperature. Tell me how it's done. Expand children's understanding of the world around them.
3rd week: Measure the height of the sun using a conventional measure. Remember where the sun was during the last observation. Form elementary search activities.
4th week: Continue monitoring the shortening of day length and the height of the sun. Use a constant reference point as a reference point.
Animal observation:
1st week: Bumblebee watching. Tell that in the fall the entire population of the bumblebee family dies out, only young bumblebees remain, which, after overwintering, will create new nests in the spring. Bumblebees' nests are in the ground.
2nd week: Bird watching. They left their nests in search of food, fly, united in flocks, and feed themselves. Cultivate care for birds. Teach them not to spare food for them, not to drive them out of the garden.
3rd week: Watching butterflies. They catch the last warmth of the sun and will soon lay larvae, which will turn into caterpillars in the spring. Note the beauty and diversity of these insects.
4th week: Watching swifts. They gather in flocks, preparing to fly away. A conversation about why birds fly away for the winter and return to hatch chicks.
Observing people's work:
1st week: Observing the work of adults in the garden. Ask who has dachas, what work is currently being done on them? Foster respect for the work of adults and a desire to help them.
2nd week: Agree on the content of the work for the next days (dig up dahlias, collect seeds, replant asters and marigolds for a corner of nature).
3rd week: Observing people's clothes. In the mornings, put on sweaters or windbreakers. What is this connected with? Establish the relationship between natural phenomena and human activity (it got colder - people put on warm clothes).
4th week: Conversation about professions. What professions can you meet in kindergarten? What are their responsibilities? Do children know Fr. And. the head, the methodologist, other educators?
1st week: Excursion to the school. Consider smartly dressed children. Tell them that today is their holiday. Remind them that in a year the children will also become schoolchildren.
2nd week: Tell the children that they will keep a weather calendar. Say what to pay attention to: sun, precipitation, wind, etc. note the weather for the day. Develop observation skills.
3rd week: Inspect the garden on the site. Teach children to determine which vegetables are already ripe by certain signs (tops wither, vegetables change color) to lead children to the conclusion that most plants have finished growing. Remember what they were like in the summer.
4th week: Admire the beauty of autumn foliage on the trees. Note that birch and linden trees are beginning to turn yellow, and aspens are turning red. Trees begin to change their color from the tops, this is because they are least protected from cold and wind.
October, preparatory group
Observing plants:
1st week: Observation of leaf fall. The wind blew a little and the leaves swirled around the branches and then slowly fell to the ground. Offer to think and explain the reason for the falling leaves. Develop the ability to establish cause-and-effect relationships.
2nd week: Observation of ripened seeds, berries of viburnum, lilac, birch, ash. Explain that these seeds are necessary for winter feeding of birds. Teach children to distinguish and name seeds. Cultivate a love for nature.
3rd week: Observing plants on the site. There are almost no flowers visible, the grass has withered because it has become cold. Teach children to look for and find the causes of observed phenomena themselves.
4th week: Collect ripe fruit seeds (nasturtiums, marigolds, dahlias, petunias). Ask if the children can tell which plant they belong to by the appearance of the seeds.
Observation of inanimate nature:
1st week: Watching the wind. Wind is the movement of air; note that cold winds have begun to blow more often. Find out what other signs of autumn children know. Agree that the brightest signs of autumn will be included in the calendar. Systematize ideas about the sequence of seasonal changes in autumn.
2nd week: Fog observation. These are chilled droplets of water suspended in the air. continue to form ideas about striking natural phenomena.
3rd week: Watching the rain. It rains often. Learn to determine the nature of the rain: prolonged, shallow, drizzling, cold, boring. There is dirt and puddles on the ground. Frost sets in and the puddles become covered with ice. To form an understanding of the connection between the increase in cold and the change of season.
4th week: Observing the sun. It is lower above the horizon, so it began to get dark earlier. Compare the length of the day in summer and autumn.
Animal watching:
1st week: Observing ants. They are not visible, they hid in the depths of the anthill and blocked the entrance to it. They will be warm there.
2nd week: Ask where the insects went. Show. That they hid under the foliage, in the ground. Bring children to understand the dependence of seasonal changes in wildlife on solar heat and light.
3rd week: Horse observation. Consider it appearance: strong, beautiful, becomes attached to a person. In the fall, pets are moved to a warm room, why? Cultivate a love for animals.
4th week: Bird watching. Is it still possible to see migratory birds or have they all gone to warmer climes? To consolidate knowledge about migratory birds and the reasons why they fly away.
Observing people's work:
1st week: Observing the work of a gardener. For the winter, they rake dry leaves to the trees and cover the bushes. Ask why this is being done. What can happen to the garden if the trees freeze.
2nd week: Monitoring the electrical installation machine. Conversation about what types of work it is used for.
3rd week: Fire truck surveillance. Why is it red? Remember the rules fire safety and fire department telephone. To tell about fire alarm in kindergarten.
4th week: Supervising a carpenter at work. Come to his van
Excursions, observing the surroundings:
1st week: Watching the rain. Choose epithets for autumn rain. Conversation about what mood the guys are in when it rains, why?
2nd week: Excursion to the school. Walk around the school grounds, show the stadium. Ask about where children do physical education.
3rd week: Watching autumn foliage. Consider the riot of colors. Please note that on different trees the foliage has different colors.
4th week: Excursion to the bus stop. Establish rules of conduct in public places. Repeat on which side you need to go around the bus, why? Pedestrian monitoring.
November, preparatory group
Observing plants:
1st week: Consider birch and aspen. Learn to draw conclusions about early flowering trees. Aspen, alder, and birch have already prepared their buds for spring. And now they are in winter dormancy. Systematize children's knowledge about the plant world.
2nd week: Observation coniferous trees. Compare spruce and pine. Pine needles are bluish-green, each needle is pointed, sits in bunches of 2-3 needles, surrounded by scales. Spruce needles are dark green and have short needles.
3rd week: Observing the plants in the flowerbed. They all withered, the leaves fell off, and the seeds too. Tell them that in the spring the seeds that fall into the soil will germinate and new flowers will appear.
4th week: Tree watching. They have all dropped their leaves. Tell us that by winter the trees “fall asleep”: sap flow stops, therefore, the leaves dry out and fall off.
Observation of inanimate nature:
1st week: Sky observation. In November it is almost always overcast, gloomy, often raining, and cold. All these are signs of autumn. Lead children to generalize their accumulated ideas.
2nd week: Observing the sun. Notice how long the shadow is at midday in sunny weather. The path of the sun is getting shorter. The days are getting shorter and it gets dark early. Continue to form initial ideas about the movement of the sun.
3rd week: Continue learning to determine air temperature using a thermometer. Draw children's attention to the decrease in temperature. Form elementary search activities. Learn to draw conclusions, develop mental activity.
4th week: Fog observation. Invite the children to enter the fog strip. Let it feel damp. Ask why there is so much water now? The earth is oversaturated with moisture, the weather changes all the time: now it’s snowing, now it’s raining, now the sun is shining. Develop observation skills.
Animal observation:
1st week: Watching nuthatches. They have already flown from the forest to the city. Consider their gray color and black head. Ask them to think about why they are called that. Cultivate a love for birds.
2nd week: Watching tits. They flew out of the forest in search of food. Consider their color. Tell them that they got their name because of their singing: “Xin - Xin.”
3rd week: Watching dogs. Why are dogs called “man’s friends”? ask who has dogs, what are their names? Encourage children to speak out about the habits of their pets.
4th week: Cat watching. Remember the felines. What do cats eat, what are their habits? Ask the children to remember and recite poems about cats.
Observing people's work:
1st week: Public transport surveillance. Remember the rules of behavior on the bus, rules traffic. Strengthen your knowledge of public transport.
2nd week: Observing the work of the teacher and nanny. What other professions are needed in kindergarten? What are the features of each of them?
3rd week: Supervising the work of plumbers. They check the readiness of the pipes for heating season. Invite the children to think about where it comes from in the pipes. hot water and what is it for?
4th week: Observing people's clothes. As winter approaches, both adults and children put on warm clothes. Ask what this is about. Fix the names of winter clothes.
Excursions, observing the surroundings:
1st week: Soil observation. Ask the children what happened to her? She froze. Puddles and mud on the roads are also hard. It's getting colder. Foster a love of nature at any time of the year.
2nd week: Walk to the pond. You can still see a lot of ducks there. They are the last to fly away and one of the first to return in the spring. Remember Mamin-Sibiryak’s story “The Gray Neck”. Cultivate an active love for nature.
3rd week: Note that the puddles are covered with ice, it is thin and appears black. Draw conclusions that November is the last month of autumn, winter will soon come. Introduce the proverb: “In November, winter fights with autumn.” Learn to understand the meaning of proverbs.
4th week: Walk around the territory of the kindergarten. Note the changes that have occurred in the surrounding landscape. How has everything changed compared to summer? Game for developing attention “Find the differences”.
December, preparatory group
Observing plants:
1st week: Tree watching. Remember what happened to them: they sank into peace, and did not die. Tell them that trees have protection from freezing. All summer they lay a special tissue under the skin of the trunk - cork.
2nd week: Tree watching. The cork layer does not allow either air or water to pass through the wood. The older the tree, the thicker the cork layer, so older trees can withstand the cold more easily.
3rd week: Watching the grass. Rake away the snow and see what happened to the grass. It has withered and become dry, but its roots are alive, and in the spring it will again delight us with its greenery.
4th week: Observation of trees and shrubs. Fix the main similarities and differences between shrubs and trees. Invite the children to give several examples of trees and shrubs.
Observation of inanimate nature:
1st week: Observing the sun. Continue to note with the children the path of the sun, its height at noon. Tell the children that in December the sun is a rare guest, the breed is cloudy, because December is the darkest month of the year. Continue to introduce children to some patterns in nature.
2nd week: Snowfall observation. Note that low clouds appear, everything around becomes dark and snow begins to fall: it seems that fluff is falling from the sky in a continuous stream. To form an aesthetic attitude towards nature.
3rd week: Observation of a blizzard (standing in a shelter). Listen to the howling of the wind, watch how the wind carries the snow, sweeping up large snowdrifts, but in December their height is still small. After a snowstorm, offer to measure the height of the snowdrifts. Develop curiosity and interest in nature.
4th week: Introduce children to the protective properties of seneg. Note that gardeners rake it to the roots of trees, into flower beds with perennial flowers. Snow keeps you warm.
Animal observation:
1st week: Observation of birds in the kindergarten area near the feeder. Most of all there are large birds: noisy magpies, crows. All these are crow relatives. Note that in the city they are much bolder and are noisy at the feeding trough.
2nd week: While feeding birds, observe their habits. Ask questions. What birds fly to the feeder? What do birds eat? Which birds like which food? Cultivate observation skills.
3rd week: Tell them that the aquatic plants have died and the river is empty. Some algae begin to rot, and there is less and less air. The fish don't have enough air. Fresh air enters through the hole.
4th week: To form a generalized idea of seasonal changes in nature based on identifying characteristic and significant features.
Observing people's work:
1st week: Monitoring the work of the wipers. They clear the road of snow and chip away the ice. Ask the children why this is being done. What work do janitors do at other times of the year?
2nd week: Helicopter surveillance. There is a helipad not far from the kindergarten, so you can often see helicopters. Ask how helicopters differ from airplanes.
3rd week: Ice observation. Determine its properties (smooth, transparent, cold). Conversation about rules of conduct on ice. Why is thin ice dangerous? Make riddles related to winter.
4th week: Transport surveillance. Ask what agricultural transport do children know? Tell them that in winter the farm prepares equipment for sowing.
Excursions, observing the surroundings:
1st week: Determine the weather with children today. Remember what the weather was like yesterday. Learn to compare, notice changes, learn to plan what they will do on the site depending on the weather.
2nd week: Observing footprints in freshly fallen snow. Guess whose tracks these are. Is it possible to find out in which direction the person was walking? Who is called a tracker? Look at bird tracks near the feeder.
3rd week: A walk in the park after bad weather. Admire the beauty of the park covered in snow. Note how the outlines of trees and shrubs have changed. Read Yesenin's poem "Birch". Cultivate a love for nature.
4th week: While walking to the pond, pay attention that the water is already completely covered with a layer of ice. Children skate on the ice. Tell them that there is little air under the ice and the fish swim on the surface.
January, preparatory group
Observing plants:
1st week: On a walk, dig out a deep snowdrift where grass grew. Show the children small plants with weak, small leaves pressed to the ground. Snow protects against hypothermia.
2nd week: Observing buds on trees. Show how they are tightly closed in winter. They cork and do not allow cold air to pass through. All spaces in the kidney scales are filled with an adhesive substance.
3rd week: Observation of trees under the weight of snow. The branches are tilted down, some are broken. Suggest thinking about how we can help the trees.
4th week: Offer to find dried flowers in the flower garden. The plants are not visible at all; the flowerbed is covered with snow. Reinforce the knowledge that snow protects plants from freezing.
Observation of inanimate nature:
1st week: Offer to observe the path of the sun, the shadow of the pillars at noon. Notice that the days are longer and the weather is colder. Severe frosts began. Say folk proverbs: “The frost is not great, but it doesn’t tell you to stand.”
2nd week: Watching the snow. Ask the children what can be said about the snow, what is it like (fluffy, plump, shaggy? It often changes its color: sometimes blue, sometimes lilac, sometimes yellowish, depending on the lighting.
3rd week: On a frosty day, snow does not form. In front of the children, pour water on it and you can sculpt it. Experimentally show children the gradual transformation of snow and ice into water, and then into steam, followed by its condensation.
4th week: Pay attention to clean, frosty air. Let the children walk in the snow and listen to how it feels under their feet. Please note that this only happens in very cold weather.
Animal observation:
1st week: Invite the children to make a holiday for the birds. Hang “gifts” for the birds on the tree. Ask them to think about what gift they will give each bird. Watch the birds while feeding. Read Yesenin’s poem “Winter Sings, Calls...”.
2nd week: Ask where insects spend the winter. Bring a piece of bark or a stump to the group and place it under a sheet of paper. Watch how insects crawl out in the warmth. Learn to make inferences, conclusions: insects live in the bark of trees; in winter they hibernate.
3rd week: When walking to a pond, pay attention to the fact that there are many holes in the ice on the river. Remember that this is an ice hole. Tell that in severe frosts the fish sink deeper, many fish fall asleep, their body is covered with mucus like a fur coat.
4th week: A conversation about what animals can be found within the city. Tell us that some animals (wolves, tigers, foxes, deer) can go into villages in search of food. Ask, what is the danger of meeting a wild, hungry animal?
Observing people's work:
1st week: Offer to remember what games children play and adults play in winter. What winter sports do the guys know? Let the children think about why these games are associated with winter, and whether they can be played at other times of the year.
2nd week: Monitoring a snowplow. Consider its structure. It uses special blades to shovel snow away from the road. Snow must be transported by truck outside the city. Why?
3rd week: Monitoring the work of snow blowers. They clear snow from the roofs. What can cause excessive accumulation of snow on the roof? What safety precautions must be observed during this work?
4th week: Observing people's clothes. Invite the children to name winter clothes. What should it be sewn and knitted from, and why? Ensure that children correctly name this or that item of clothing.
Excursions, observing the surroundings:
1st week: Observation of the winter landscape. He is very handsome. Pay attention to the large snowdrifts glistening in the sun during the day and by torchlight in the evening. Read Pushkin's poem "Frost and Sun..."
2nd week: Snow observation. Continue to accumulate children's ideas about the properties of snow as the air temperature rises or falls. The plasticity and viscosity of snow depend on its humidity.
3rd week: Examine the patterns on the windows with the children. They are whimsical, brightly colored by the January sun. The frost is getting stronger, it is very cold. January is the root of winter.
4th week: On a sunny, frosty day, consider the lacy plexus of branches in the sky, illuminated by the slanting rays of the sun. Long bluish shadows stretched from the trees in the snow. And, if frost hits during a thaw, the branches will become covered with an ice crust.
February, preparatory group
Observing plants:
1st week: Tree watching. Pay attention to how the tree branches sank under the weight of the snow. Admire how bizarre the bushes drowned in the snowdrifts are. Cultivate a love for nature.
2nd week: Remind that in winter people can help trees, for example, by shaking snow from their branches. Explain that in warm weather the snow becomes heavy and sticky. When frost returns, it freezes to the bark and the branches break due to the weight.
3rd week: Examine the buds on the trees, compare them by shape and location. Explain that the buds contain a supply of nutrients for future leaves. Examine the lateral apical buds of the maple. Learn to find similarities and differences.
4th week: Examine the trees and note their structure. What part of trees and other plants we do not see, but it exists, without it the plant cannot develop (root? How can we take care of trees?
Observation of inanimate nature:
1st week: Watching the wind. Teach children to determine the strength of the wind by looking at the weather vane and other signs (by tree branches). Let me hear the wind whistle and howl. Cultivate an interest in inanimate nature.
2nd week: Observation of blizzards and blizzards. When whirlwinds of snow are transported from place to place and fly along the ground - this is drifting snow. To say that in the old days February was called “lute” - from the word fierce, cold. Ask why? Learn to draw conclusions and inferences.
3rd week: Sky observation. It turns bright blue, very beautiful, if you look at it through the branches. After observation, show the children I. Grabar’s painting “February Blue.” Cultivate love for native nature.
4th week: Observing the sun. Note that Sun rays They are already bringing warmth, spring is beginning to be felt. At the end of February there is a turning point from winter to spring. The thaw gives way to cloudy weather with winds. Develop observation skills.
Animal observation:
1st week: Bird watching. There are more of them. The trees in the forest are covered with ice, all the cracks and holes are closed. Birds cannot get insects from under the icy bark.
2nd week: Watching pigeons and sparrows. At the feeder, the pigeons behave more aggressively and drive the sparrows away from the food. Because of the cold, the birds fluffed up their feathers and sat on the branches, ruffled.
3rd week: Conversation about pets. What kind of domestic animals can be seen in the city, and which ones in the countryside? Why can't some pets be kept in urban environments?
4th week: Watching stray dogs. The conversation is that they are very dangerous, especially in winter, when there is practically nowhere to get food, it is cold. They can attack humans. Suggest thinking about where stray dogs come from.
Observing people's work:
1st week: Go to the kitchen, look at the stoves, barrels for cooking. Why do kindergartens need big stoves and big pots? Talk about how the cooks come at 5 a.m. to prepare breakfast.
2nd week: Watching a garbage truck. He comes to the kindergarten several times a week and takes out the trash. It's always clean near the containers. A conversation about how to maintain cleanliness in the kindergarten territory and what its importance is.
3rd week: Observation of the soldiers. They serve in the army and march in strict formation. Consider their uniform. The conversation is about how boys, when they grow up, will also serve in the army. Repeat the types of troops.
4th week: Transport surveillance. Remember that our city is located on the seashore. Suggest thinking about what kind of transport can be used to get to our city.
Excursions, observing the surroundings:
1st week: Excursion to the skating rink. Take your skates with you and go for a ride. Conversation about ice safety rules. Is it possible to ride in prohibited places, why? Repeat names o winter species sports.
2nd week: Observation of icicles. They hang from the roofs of houses and pose a considerable threat, why? What needs to be done to prevent icicles from threatening human life?
3rd week: Watching the snow. A conversation about precipitation. What types of precipitation do children know (snow, rain, hail? At what time of year does it snow, rain? Teach to see the dependence of precipitation on the time of year and on air temperature.
4th week: Observing frost. Look at the snow-white fluffy branches of the trees, imagine that you are in a fairy-tale forest. Name fairy tales in which events take place in winter.
March, preparatory group
Observing plants:
1st week: Find out that kidney development requires heat. Lead children to generalize their accumulated ideas about plants, to understand the dependence of seasonal changes in wildlife on sunlight and heat.
2nd week: Dig up the snow, last year's leaves and find green grass. She feels warm and cozy under the snow and leaves. They protect plants from freezing.
3rd week: observing the first grass. Ask where you can see it. It grows near heating labor. Reinforce concepts about the dependence of plants on heat and light.
4th week: Observing buds on trees. They swell and will soon bloom; consider the buds of birch, poplar, lilac and other trees in comparison. Clarify their structure, develop observation skills.
Observation of inanimate nature:
1st week: Observing the sun. It is very bright, but we still faintly feel the warmth of its rays, although the day is gradually increasing. Develop observation skills.
2nd week: Observation of icicles. Ask the children why icicles appeared? Place a bucket daily to measure the amount of water dripping from the roof. Every day it becomes more and more. March is popularly called drip.
3rd week: Snow observation. Note how it has changed: it has become loose, dark, spongy, dirty. An ice crust—crust—formed on its surface, and loose snow underneath it. Why did the snow become like this? Expand your understanding of inanimate nature.
4th week: Watching the sunset during an evening walk. Note that the sunset is very beautiful. Ask the children where the sun sets. To cultivate an aesthetic real perception of nature, the ability to see beauty in natural phenomena.
Animal observation:
1st week: Watching horses. You can often see them in the city, taking children for rides. Think about the trip to the stud farm and the living conditions of the horses. Ask what they are fed during the cold season.
2nd week: Invite the children to dig up the ground and find insects in it. They are still frozen, but with the onset of warmth, they will thaw and wake up. Ask what insects the guys know.
3rd week: Bird watching. They chirp happily in the sun, enjoying the warmth. Fix the names of non-migratory birds.
4th week: Insect observation. In some places the ground has already thawed and you can see insect larvae that were laid in the fall; in the spring, young insects emerge from them.
Observing people's work:
1st week: Monitoring a snowplow. Ask how long it will take to remove all the snow by hand. It's good that people came up with such a machine.
2nd week: Tell us that in the villages everyone is preparing for spring sowing (cleaning grain and checking it for germination, setting up seeders, finishing repairs on tractors). Continue to introduce children to the work of adults in transforming nature.
3rd week: Observing the work of a gardener. It started in the garden spring work: trim branches, remove last year's foliage. Continue to familiarize people with work in the garden and cultivate intolerance to damage to plants.
4th week: Say folk signs spring: melts early - does not melt for a long time; early spring costs nothing; late spring will not deceive; the snow soon melts, and the water runs together - towards a wet summer. Learn to understand the meaning of folk signs and proverbs.
Excursions, observing the surroundings:
1st week: Observation of thawed patches. Ask what thawed patches are and where they appear? Lead children to the formation of elementary concepts, show the dependence of all living things on sunlight and heat.
2nd week: Tell that in March a hare gives birth to babies, they are called “nastovichki”, from the word “nast”. Ask what children know about the life of little bunnies.
3rd week: Weather observation. The sun is getting warmer and the snow is rapidly melting. To form a generalized idea of the course of spring and changes in inanimate nature under the influence of solar heat.
4th week: Observation of the signs of spring: frequent thaws begin, thawed patches and icicles appear, snow melts, rivers open up, ice drift begins.
April, preparatory group
Observing plants:
1st week: Observation of swollen kidneys. The willow buds have swollen well and can be placed in water. Compare the buds of willow and maple. Suggest thinking about which trees will have leaves first, and why?
2nd week: Dandelion observation. Ask where they can be seen (where it’s warm, the sun is warming it, why? Consider the flower, its color, shape. Find definition words for the word “dandelion.”
3rd week: Observation of coltsfoot. This is a wild plant. Ask if the children know about it beneficial properties, tell. Let them touch the leaves of the plant and ask them to think about why it is called that.
4th week: Tree watching. Have leaves appeared on the trees? Which tree had leaves first? Delicate small leaves resemble a haze or a light transparent dress. Find definition words for the word “leaves”.
Observation of inanimate nature:
1st week: Continue observing the sun. It rises higher and higher. Form initial concepts about the movement of the sun. Systematize ideas about spring changes in nature, depending on the increase in heat.
2nd week: Wind observation. Note that winds blowing from south to north are warm. Offer to play with the wind using pinwheels. Create a joyful emotional mood.
3rd week: Observation of streams. Ask where they came from, listen to the murmur of the water, admire its shine in the sun, launch the boats. Develop the ability to perceive beauty in nature.
4th week: Offer to look at the stones. Most of them have sharp edges. Ask how stones are formed (by breaking down rocks). Show the sea pebbles, ask why they have smooth edges (are they sharpened by sea waves?
Animal observation:
1st week: Bird watching. Remind you that on March 22 there were Magpies - the arrival of birds. Ask if the guys have seen any migratory birds? Tell that the rooks are the first to arrive and collect insect larvae and worms in the fields.
2nd week: Insect observation. Birds have begun their arrival, which means insects have appeared. Ask where they spent the winter. Name famous insects.
3rd week: Observation of stray animals. Consider their appearance (hungry, ragged). Ask where homeless animals come from, who is to blame for this? What can be done to prevent such animals from appearing?
4th week: Observation of bees and bumblebees. Ask why they are needed in nature? They pollinate plants, without pollination there are no fruits. How dangerous are the bites of these insects, and how can you protect yourself from them?
Observing people's work:
1st week: Observing people's clothes. Why did you wear lighter clothes? Develop the ability to analyze and draw conclusions. Name items of winter and demi-season clothing.
2nd week: Monitoring the work of public utilities. They cut down dry or broken branches using an electrical installation machine. Tell them that before cutting down a tree, you need permission from the green farm.
3rd week: Tell them that in the fields they are preparing the land for sowing, sowing barley, oats and millet, and feeding winter grains. Ask what crops are planted in April.
4th week: Remove last year's leaves from the flowerbed and dig up the soil. Please note that the ground is black and wet, this is due to melted snow.
Excursions, observing the surroundings:
1st week: Introduce folk signs. Where there is a river in April, there is a puddle in July. April is a deceptive month. How do children understand these proverbs and signs?
2nd week: Weather observation. Remember what the weather was like in the first weeks of spring and what it is like now.
3rd week: Repeat the spring months and signs of spring. Which of these signs can already be observed, and which are not yet visible?
4th week: View the nature calendar, note the number of sunny days and precipitation. Please note that compared to winter, the number of sunny days has increased.
May, preparatory group
Observing plants:
1st week: Observing flowers in a flower bed. Admire the blooming of tulips, daffodils, primroses, etc. Consider a variety of colors. To say that breeders specifically develop new varieties of flowers.
2nd week: Admire the blooming bird cherry and its white fluffy flowers. Inhale the aroma. Say a sign: the bird cherry tree has bloomed - the cold weather has arrived. Read Yesenin's poem "Bird cherry".
3rd week: Observation of birch flowering. Its leaves are still very small and the flowering earrings decorate it very much. Some earrings are green, others are larger and brownish. Pollen from them is visible under the tree.
4th week: Watching the blooming fruit trees. Try to determine the names of the trees. Ask people to think about why tree trunks are whitewashed.
Observation of inanimate nature:
1st week: Observing the sun. Ask when it warms up the most: in the morning, afternoon or evening? This can be checked by touching metal objects. Which objects heat up faster: dark or light ones?
2nd week: Observe how nature changes before a thunderstorm. The sky is darkening, the clouds are hanging low. Thunder. Read Tyutchev’s poem “Spring Thunderstorm.”
3rd week: Draw the children's attention to how light it has become. In winter, when the children came to kindergarten and went home, it was dark. Note the relationship between the length of daylight and the time of year.
4th week: Observing the wind, note that the breeze is blowing warm and light. Offer to make airplanes and fly them in the wind. Use airplanes to determine the direction of the wind.
Animal observation:
1st week: Tell that in May the water in the reservoirs has already warmed up enough and the sleepiest fish wake up: catfish, crucian carp. Ask where these fish are found. What other river fish do the guys know?
2nd week: To say that with the appearance of the first lush grass, animals began to be taken out to pasture. Cows and horses can enjoy delicious food to their heart's content. What other animals are put out to pasture?
3rd week: Consider the swifts. They fly in flocks high in the sky, catching insects. Ask what bird swifts look like. Are these birds migratory?
4th week: Emphasize on a large number of bees in the garden. Ask what attracts them here? Explain that the number of fruits depends on the number of insects.
Observing people's work:
1st week: In the flowerbed, plant seedlings of flowers and vegetables that the children grew themselves. Offer to monitor and care for the plantings throughout their growth and fruiting.
2nd week: Ask who works in the fields? Name agricultural professions. Foster respect for working people.
3rd week: Admire blooming garden. Ask the children if M. Prishvin correctly called April the spring of water, and May the spring of flowers. Say a proverb: May decorates the forests - summer awaits for a visit.
4th week: Observation of people's clothes: they often wear short-sleeved dresses and T-shirts. Why? Ask to name items of clothing that are worn in the summer.
Excursions, observing the surroundings:
1st week: Even though it’s already May, there are still frosts at this time. Say folk signs and sayings: “Ay-ay, the month of May: both warm and cold!”, “May, May, but don’t take off your fur coat!”, “Cold May is a harvest year!”
2nd week: Tell them that bird cherry is useful. If you place bird cherry branches in a room, harmful insects will fly away. Bird cherry bark is poisonous. Medicine is made from the fruits and leaves.
3rd week: Monitoring air temperature. Continue learning to determine air temperature using a thermometer. Note that at the end of May the air temperature is significantly higher than at the beginning.
4th week: Observation of graduates. They come dressed up, with bouquets of flowers. Say that the children will also go to school in the fall. What interesting things await them there?
Walk No. 1 “Observing seasonal changes”
Goals:
- form ideas about changes in nature at the beginning of winter (the night becomes longer and the day decreases);
- learn to distinguish the characteristic signs of the beginning of winter, recognize them in poems.
Progress of observation
The beauty of winter morning.
The days are unspeakable
Snow - at least give me a loan
To all other snowless winters...
N. Aseev
December has arrived - the first month of winter. The sun rarely peeks through the low gray clouds, which is why people call December “gloomy” - a gloomy, sunless month, the days are short, the nights are long, it gets dark early. At night in December the frost crackles - it builds ice bridges on rivers, ponds and lakes.
♦ What month does December follow?
♦ What has changed at the kindergarten site compared to November?
♦ What has changed in people’s clothing compared to autumn?
♦ What are the protective properties of snow?
♦ Look for signs of winter in our area.
Labor activity
Covering tree roots with snow.
Goal: to cultivate a desire to help living objects.
Outdoor games
Snowball game.
Goal: to consolidate skills in throwing objects.
Jumping on one leg.
Goal: to develop a sense of balance.
Individual work
Development of movements.
Purpose: to teach self-insurance when performing balance movements.
Walk No. 2 “Observation of the vegetable garden”
Goals:
- introduce seasonal changes in the garden in winter period;
- cultivate interest in research activities.
Progress of observation
Father, our garden!
I bow to you with love -
You feed us for a whole year
And cabbage and carrots.
Treat us to zucchini,
Celery and onion.
The teacher asks the children questions.
♦ What has changed in the garden with the arrival of winter? (Everything was covered with snow.)
♦ What is snow for plants? (A blanket to protect you from the cold and wind.)
♦ If there is a lot of snow in the garden, is it good or bad? (Okay, lots of moisture.)
♦ Does the snow lie evenly in different parts of the garden? (No.)
♦ Where is there more snow - near the building or in the center? (At the building.)
♦ Why? (Gusts of wind blow snow from the center to the building.)
Measure the depth of snow with a snow gauge in different parts of the garden.
Determine the condition of the soil in winter.
Labor activity
Construction of snow figures on the site.
- learn to build figures from snow;
- cultivate friendly relations.
Outdoor games
"Owl."
- learn to listen carefully to the teacher’s command;
- develop attention, monitor the correct execution of the task.
"Blind Man's Bluff."
Goal: to strengthen the ability to navigate in space.
Individual work
"Hit the target."
Goal: to develop eye and throwing power.
Walk No. 3 “Watching a Sparrow”
Goals:
- continue to consolidate knowledge about the wintering bird - the sparrow;
- to form an idea of the characteristics of bird behavior in winter time;
— learn to keep the bird feeder clean.
Progress of observation
The little sparrow was jumping
In a brown coat
Small in stature, but combative,
It's not easy for him in winter.
He jumps at the porch -
Feed the young man.
V. Miryasova
The teacher conducts a conversation with the children.
♦ Look how many birds flew to our dining room. What are the names of the birds that stay with us for the winter? (Wintering birds.)
♦ How do migratory birds differ from wintering birds? (Wintering birds have undercoats and a very hard beak.)
♦ Which birds do not fly away from us for the winter? (Sparrows, crows, jackdaws, magpies, woodpeckers, crossbills.)
♦ What do sparrows eat in winter? (Crumbs, grains.)
♦ Why do wintering birds need to be fed? (They don’t have enough food, but being full gives the birds warmth.)
♦ Tell us about your observations of the behavior of sparrows in winter. (Having ruffled, they hide their beak under their wing, thus protecting themselves from frost.)
♦ Why do sparrows settle next to humans? (To feed and keep warm near him.)
Yes, sparrows spend the winter next to us. It is difficult for birds in snowy and frosty times. They fly closer to a person, hoping to feed and stay warm near him. People often call sparrows thieves.
These agile birds, without fear, jump near a person’s feet, peck from a dog’s bowl, and pick up crumbs.
♦ Why are sparrows called brave and friendly birds? (Because they always fly in a flock.)
If a sparrow is lucky enough to find abundant food, it begins to chirp loudly and invites its fellows to a feast. And now, look at the feeder and see how many birds have gathered. What kind of food do they eat more readily? Let's check. We will put lard in the first feeder, bread crumbs in the second, and grains in the third.
♦ Before adding food, what should you do? (Clear the area for food from snow.)
♦ Guys, look at which feeder have more sparrows gathered? (Near the third, where the grains are.)
♦ What kind of food do they eat more readily? (Corn.)
Let's agree that you and I will keep the feeder clean and feed the birds every day.
Labor activity
Clearing snow from feeders, feeding birds.
Goal: to cultivate a positive attitude towards work.
Outdoor games
"Hit the target."
Goal: learn to follow the direction of a flying object, correctly calculate and perform movements.
"Counter dashes."
Goal: learn to run and jump without bumping into each other.
Individual work
Throwing snowballs into the distance and at the target.
Goal: to develop coordination of movements.
Walk No. 4 “Watching the snowfall”
Goals:
- to form an idea of the properties of snow;
- consolidate knowledge about the seasonal phenomenon - snowfall;
- develop a sense of beauty.
Progress of observation
The teacher asks the children a riddle.
Not washed, but shiny,
Not toasted, but crunchy. (Snow.)
The calmer the frosty weather, the more beautiful the snowflakes falling on the ground. In a strong wind, their rays and edges break off, and white flowers and stars turn into snow dust. And when the frost is not severe, snowflakes roll into dense white balls, and then we say that cereals are falling from the sky. Falling to the ground, snowflakes stick to each other and, if there is no severe frost, form flakes.
Layer after layer falls on the ground, and each layer is loose at first, because there is a lot of air between the snowflakes.
And the snow crunches because the stars and rays break under the weight of our body.
The teacher asks the children questions.
♦ In what weather do snowflakes form snow dust, grains, flakes?
♦ Why does the snow crunch underfoot?
♦ Why is the snow loose?
Research activities
Catch a flying snowflake on a blank sheet of paper, examine it and determine the properties of snow (snowflake, dust, grain, flakes).
Labor activity
Covering tree roots with snow on your property.
Goal: develop the ability to work together.
Outdoor game
"Snow carousel".
Goal: to learn to act on the teacher’s signal, gradually increasing the pace of running in a round dance.
Individual work
Development of movements.
Goal: learn to throw snowballs into the distance.
Walk No. 5 “Observing the mountain ash”
Goals:
— expand knowledge about rowan;
— continue monitoring the mountain ash in winter.
Progress of observation
The mountain ash got dressed up and went out for a walk.
I started doing a round dance with the kids,
Give each person a bead from their dress.
The children's cheeks became brighter than rowan,
The mountain ash tree has generous gifts for children!
Rowan is suitable for planting in snow shelter belts and is highly cold-resistant. Rowan berries are tart and bitter, but touched by light frost, they become palatable and sweeter.
The teacher asks the children questions.
♦ What do rowan berries taste like in winter?
♦ What birds come to eat berries?
Research activities
Compare berries before and after frost.
Labor activity
Clearing paths from snow.
Purpose: to assist the janitor.
Outdoor game
“Who will reach the flag faster?”
Goal: to practice the skills of crawling under an arc.
Individual work
Development of movements.
— continue to practice the standing long jump technique;
- use visual cues.
Walk No. 6 “Observing the work of a janitor”
Goals:
— continue to monitor the work of the janitor;
- contribute to the enrichment of vocabulary;
— cultivate love and respect for the work of a janitor;
- instill a love of nature, a caring attitude towards the environment.
Progress of observation
The teacher asks the children questions.
♦ What does a janitor do on the territory of a kindergarten in winter?
♦ What tools does he use for work?
♦ How can a janitor help trees withstand cold and frost?
♦ Is the work of a janitor necessary for people and nature?
Labor activity
Construction of a snow slide for dolls.
- learn to work together;
- cultivate hard work.
Outdoor games
“Two Frosts”, “Burners”.
- practice running;
- strengthen the ability to follow the rules of the game.
Individual work
Skiing.
- practice walking on ski tracks;
- develop agility and endurance.
Walk No. 7 “Watching the wind”
Goals:
— expand and deepen knowledge about inanimate nature;
- to develop interest in natural phenomena.
Progress of observation
The wind blew all night
The fir trees were noisy,
The water wrinkled.
The old pines creaked,
The willows bent by the pond,
Howled, blew, howled.
And when dawn came,
It was as if there was no wind,
As if it never happened.
The teacher asks the children questions.
♦ What is the weather today? (Cold, windy, cloudy.)
♦ What is windy snow called? (A strong wind with snow is called a blizzard, a weak wind with snow is called drifting snow.)
♦ Which direction is the wind blowing from today? How did you determine? (Today there is a south wind, determined using a compass.)
♦ How is wind formed? (The sun heats the air unevenly, somewhere warmer, somewhere colder. Warm air rises up, and cold air falls down. This movement of air forms the wind.)
Labor activity
Construction of a slide.
Goal: to cultivate a friendly attitude towards each other.
Outdoor games “Who is the most accurate?”
- practice throwing objects;
- develop the eye.
"Draw a tree."
Goal: to consolidate the ability to draw a variety of trees in the snow.
Individual work
"Find the object."
- strengthen the ability to navigate the kindergarten area;
- find an item by description.
Walk No. 8 “Observation of the bullfinch”
Goals:
— expand ideas about migratory birds;
— develop the ability to analyze, compare, and draw conclusions.
Progress of observation
Paws get cold in the cold
At the pine and spruce.
What a miracle -
The apples are ripe on the birch tree!
I'll come closer to her
And I can’t believe my eyes -
A flock of scarlet bullfinches
Stuck around the tree!
The teacher asks the children riddles and asks them to answer questions.
Breast brighter than the dawn, anyone? (At the bullfinch.)
What kind of bird
Not afraid of frost
Is there snow everywhere? (Bullfinch.)
♦ What color is the bullfinch’s breast? (Bright red.)
♦ What about the female? (Dark gray.)
♦ Where do bullfinches live in summer, spring, and autumn? (In the shade of dense forests.)
♦ When do bullfinches fly to us? (With the onset of the first frost.)
♦ When do bullfinches hatch? (In May.)
♦ What does a bullfinch whistle sound like? (To the sound of a flute - gentle, sad.)
♦ Which birds are not afraid of winter? (Crossbill, bullfinch, tit, sparrow, waxwing.)
♦ What is the difference between a crossbill and a bullfinch? (Plumage: bright cherry - for the crossbill, yellow-green - for the female, the bullfinch has a bright red breast, the female has a dark gray breast. The crossbill feeds on the seeds of spruce and pine cones; bullfinches - on plant seeds, rowan berries, hawthorn, rosehip.)
Research activities
Examine the tracks of birds, compare them with the tracks of a crow.
Answer, what is the difference between birds and animals?
Labor activity
Cleaning the area from snow, protecting tree roots from frost.
Goal: to cultivate hard work.
Outdoor game
“Not sung to birds without heaven.”
Goal: to create knowledge that birds should not be deprived of their free life.
Individual work
“Bring me a bag of food.”
Purpose: to practice balance.
Walk No. 9 “Watching a Blizzard”
Target: give an idea of the movement of snow in windy weather.
Progress of observation
I'm walking in the field
I fly free
I'm spinning, I'm muttering,
I don't want to know anyone.
I run along the snow,
I'm sweeping up snowdrifts. (Blizzard.)
♦ What do you think a blizzard is? (Moving snow under the influence of strong winds from one place to another.)
♦ Look carefully, what happens to the snow? (Snow moves in the direction of the wind.)
♦ Why do snowdrifts appear during a snowstorm? (Snow moves from one place to another and lingers where there is an obstacle, so snowdrifts form.)
♦ Do you think a snowstorm is good or bad? (The roots of trees are exposed - they can freeze, snow is blown away from fields and beds, impassable snowdrifts appear, you can’t go for a walk.)
Who is this, howling, flying without wings
And without a broom he covers his tracks?
Makes snowdrifts from snow dough,
Moving them from place to place. (Blizzard.)
Research activities
The day after the snowstorm, cover the soil in the beds and the roots of the trees with snow, since a strong wind changed everything: it moved the snowdrifts to another place; where it was unnecessary, he exposed the ground.
Labor activity
Making pinwheels for observing the wind.
Goal: to develop the ability to work together and creatively.
Outdoor games "Blizzard".
Goal: perform movements according to the content of the game.
"From bump to bump."
Goal: practice jumping forward.
Individual work Development of movements.
Goal: improve jumping technique (in all forms).
Walk No. 10 “Observation “Bird tracks in the snow””
Target: strengthen the ability to recognize bird tracks in the snow.
Progress of observation
The teacher asks the children a riddle and asks them to answer questions.
Who walked along the path
And left your mark here?
This is a small bird
And her name is... (titmouse).
Invite the children to look at the footprints in the snow near the feeder.
♦ Whose animal or bird tracks do you think these are?
♦ What is a trace? (A print left in the snow.)
♦ Why do bird tracks remain in the snow? (Under the foot
and, from the weight of the bird’s body, the rays of cold snowflakes break.)
Give the children cards with painted bird tracks. Offer to determine which birds the tracks in the picture belong to and find similar ones in the snow.
♦ What do you think can be learned about a bird from its track? (Size of the bird; how it moved, in what direction; did it make stops.)
Research activities
Suggest compacting small area snow and sketch with a stick the traces of birds you see.
Labor activity
Collecting snow to build a snow town.
- develop the ability to work in a team;
- plan work.
Outdoor games
“Find by trace”, “Trace by trace”.
Goal: practice jumping with forward movement, achieving naturalness, ease and accuracy of the movement.
Individual work
Practicing jumping on two legs moving forward at a distance of 2 - 3 m.
Goal: improve coordination of movements.
Walk No. 11 “Observation of passenger transport”
Target: consolidate knowledge about cars, be able to distinguish them by purpose.
Progress of observation
The teacher asks the children questions.
♦ Name the cars you see on the roadway.
♦ What groups can all transport be divided into? (Car, truck, public, special.)
♦ Why are certain groups of cars called differently?
♦ How do cars affect the environment? (Polluted with exhaust gases, gasoline stains on the asphalt.)
♦ How is transport useful? (They will quickly deliver people to any part of the city.)
♦ Why is transport harmful? (They honk in the morning, disturb sleep, and emit exhaust gases.)
♦ Which cars make more noise and pollute the atmosphere more? (Freight.)
♦ What kind of cars are there in our city? Why?
Labor activity
Collective work at the site to clean up the area.
- strengthen the ability to concentrate attention on certain objects;
- learn to combine strength and speed.
Outdoor games
“Twisting Path”, “Traffic Light”.
Goal: learn to act on a signal, jump over obstacles, and land on both feet at once.
Individual work
Long jump.
- practice long jumps;
- learn to push off with both feet.
Walk No. 12 “Observing a crow and a magpie”
Target: learn to compare a magpie and a crow, find distinctive features (appearance, voice, habits).
Progress of observation
The teacher asks the children riddles.
The gray bird soared
She spread her black wings,
She croaked loudly,
Only the chicken left:
Under the wing of the corydalis
Hid the chickens!
From whom, guys?
Are the chickens hiding? (From the crow.)
She's long-tailed
Black from the back.
White belly up to the shoulders,
Rattling instead of speech.
At least he sees someone - instantly
Raises a chatter - a scream! (Magpie.)
People believe that if a crow's song does not resemble a croak, but resembles the purring of a kitten, this foretells the imminent arrival of spring. If a crow roosts for the night at the tips of the branches, it means the night will be warm; if the birds cling to the trunk, expect frost.
Crows and magpies spend the winter with us. The magpie builds a large, strong nest, which is covered on the sides and top with branches that form a high roof and give the structure a spherical shape. The roof serves reliable protection from birds of prey and frost. To build a nest, the magpie uses the most unexpected materials: shiny objects, rags, wire, etc. The magpie is chattering and chirping. Thanks to the magpie, the inhabitants of the forest learn in advance about the approach of a predator or person and can take care of their safety.
Research activities
Look for traces of birds in the kindergarten area.
Labor activity
Preparing beds for sowing seeds.
Goal: to instill the ability to work together.
Outdoor games
“Penguins with a ball”, “Don’t step on it!”
Goal: to make jumping on two legs more difficult by moving forward with an object clamped with your legs.
Individual work
Development of movements.
Goal: to strengthen the ability to throw the ball at a target.
Walk No. 13 “Watching snowflakes”
Goals:
- pay attention to the fact that snowflakes come in different shapes;
- teach comparison, develop cognitive activity.
Progress of observation
What kind of stars are through?
On the scarf and sleeve,
All through, cut-out
Will you take it - water in your hand?
The star spun
There's a little in the air
Sat down and melted
On my palm.
E. Blaginina
The teacher gives the children tasks and asks them to answer questions.
♦ Observe the snow, what is it like?
♦ Look at your mittens, what kind of snowflakes are there?
♦ Pay attention to the beautiful cut-out snowflakes and their different patterns.
♦ Why are snowflakes cut out? Why do they melt on the palm of your hand?
♦ Find two identical snowflakes. (No two are the same.)
Research activities
Observe where the snow melts faster - on your mitten or hand. Why? What is formed from snow?
Labor activity
Construction of a labyrinth.
- teach to finish the job;
- develop the ability to act together.
Outdoor games
"Two Frosts", "Wolf in the Moat".
Goal: to develop attention and the ability to act on a signal from the teacher.
Individual work
“Walk carefully.”
Goal: to learn to walk like a “snake” between objects without knocking them over.
Walk No. 14 “Observing a snowplow”
Goals:
— expand the understanding of the role of machines in performing labor-intensive work, the features of their structure;
- cultivate interest in technology and respect for the work of adults.
Progress of observation
The teacher asks the children a riddle and conducts a conversation.
What a daring janitor
Did you shovel snow on the pavement? (Snowblower.)
A snow blower has a large scraper attached to the front. Furry round brushes rotate in the middle between the front and rear wheels of the truck.
♦ What are they made of? (Made of steel wire.)
♦ What kind of stubble do they have? (Hard, prickly.)
♦ And here’s another car going to clear the snow. What does she have? (Two large screws.)
♦ What do these screws do? (They grab the snow like a meat grinder and carry it under the blades of a fan, which throws the snow far to the side.)
♦ What is the name of this machine? (Snowplow.)
♦ How are all cars similar?
♦ What kind of transport does a snowplow belong to? (To the special one.)
Research activities
Compare a snowplow to an ambulance.
Labor activity
Clearing the area of snow and building a labyrinth.
- teach to act together, to bring things to an end;
- develop work skills.
Outdoor games
“Hunters and animals”, “Don’t get caught”, “Quickly take it, quickly put it down.”
- strengthen motor skills;
— develop the emotional sphere, dexterity and courage.
Individual work
“Walk across the bridge.”
Goal: practice balance.
Walk No. 15 “Watching the snow”
Target: form ideas about the changes that occur with snow at the end of winter.
Progress of observation
Winter sings and echoes,
The shaggy forest lulls
With the ringing of pine trees.
All around with deep melancholy
Sailing to a distant land
Gray clouds.
S. Yesenin
There is a sign: if crows and jackdaws sit on the tops of trees, there will be snowfall.
Winter is coming, snowdrifts are growing and the snow cover is gradually becoming dense. And here the sun warms up, and the wind does not forget about its work for a minute. Sometimes it flies in from the south and brings a thaw, and when frost hits after the thaw, a hard crust forms on the snow - crust. At such times, it is difficult for many animals to move through the snow and get food. Elk, deer and goats cut their feet with the sharp crust of snow and have difficulty digging out moss and leaves from under the crust. But the bunny has plenty of freedom! He walks on loose snow as if wearing felt boots, almost never falls through, and rushes across the crust as if on parquet. And no one can keep up with him.
The teacher asks the children questions.
♦ Name the winter months.
♦ What is the name of the thin crust of ice that appears on the snow?
♦ How was it formed?
Research activities
Measure the depth of snow in open and sheltered areas of the kindergarten. Answer, where is there more snow and why?
Labor activity
Sprinkling water on the ice path.
Goal: to teach how to carefully carry cold water and pour it evenly along the entire path.
Outdoor game
"Two frosts."
Purpose: to practice orientation in space.
Goal: practice jumping on two legs to a certain place.
