Lesson on ecology in the younger group winter. Abstract of the lesson in the younger group "zimushka-winter". Breathing exercise

Shaltina Elena Viktorovna G. Menzelinsk. MBDOU No. 9 "Teremok" .

Purpose: To form children's knowledge about snow and its properties.

Tasks:

Educational: - clarify and expand children's knowledge about snow, its properties; - to acquaint with winter phenomena in nature; - give children an idea of ​​why snow changes its properties when the temperature changes; - may change color.

Developing: - development of visual attention and perception; - develop cognitive interests; - sustained attention, observation; - to develop the speech activity of children; - develop the ability to analyze and express their conclusions with a full answer; - develop thinking; - the ability to combine text and movement to music.

Educational: - formation of skills of cooperation, goodwill;

Raising a love for nature; - cause joy from the discoveries obtained from the experiments.

Integration: speech development, reading fiction, socialization, cognition, health, music.

Vocabulary activation: snowflake, snowy, snowy.

Preliminary work: observation of snow, reading fiction on the topic, looking at snowflakes, playing with snow.

Equipment: a tape recorder, ICT, a bucket of snow, two glasses of hot and cold water, paints, a pipette, trays of snow, a presentation, a guest - Lesovichek.

GCD progress:

1. Organizational moment. Sounds like a record "crunching snow and footsteps"

Guys, what is that sound?

This is someone coming to visit us.

I'll take a look now. (going to the door)

Look, Lesovichek came to visit us, and not empty-handed.

2. He brought us an envelope. Let's see what's in it?

Mystery:

Falling from the sky in winter

And circle over the earth

Light fluff

White … (snowflakes)

That's right, well done, guessed the riddle.

3. Today we will take a closer look at snow and its properties.

Lesovichek brought us another bucket, look at the snow in it.

Touch it with your hand, and tell me what kind of snow? (children's answers)

Well done.

4. Tell me, please, what can we make of snow? (children's answers)

We can make anything out of snow. But!? Look, on one tray there is dry, crumbly snow, and on the other tray it is wet. From what kind of snow, is it best for us to sculpt? (children's answers)

Now I will try to make a lump of dry snow. It turns out? (children's answers)

Then we sculpt from wet snow.

Conclusion: it is impossible to sculpt from dry, loose snow, we need wet, wet snow.

5. Now I suggest you look at the snow that I brought in the early morning. What happened to him? What did he melt away from? (children's answers)

Well done. In our group it is warm, hot, and from this warmth the snow melted and turned into water.

Conclusion: snow is affected by high temperature.

6. It's time to take a break.

Fizkultminutka. Music.

• We are snowflakes, we are fluffs
• We are not averse to spin
• We are snowflakes - ballerinas
• We whitewashed the trees
• The roofs were covered with fluff
• The earth was covered with velvet

And saved from the cold.

7. It's time to see what can happen if we put snow in plates with different water temperatures. (snow melts slowly in cold water, melts quickly in hot water).

Conclusion: The hotter the water, the faster the snow melts. There is an effect of high temperature.

8. Look - kA, Lesovichek prepared more plates with snow and paints for us. We will try to paint our snow with you now. (experiment in progress).

Guys, what happened to the snow? (children's answers).

9. View presentation "Winter phenomena in nature" . (snow, snowfall, blizzard, blizzard, snowstorm)

10. Bottom line. Today we learned that snow can be dry and wet. You can sculpt from wet, but not from dry. The snow melts and turns into water. The fastest snow melts in hot water and can be painted in different colors.

Program content:
Educational tasks: to promote the deepening and generalization of children's knowledge about wild animals, birds, trees, fish; expand ideas about the forest and its inhabitants; continue to acquaint with the characteristic features of the season; to introduce the properties of ice and snow; continue to learn to understand and use words denoting the ratio of objects in size: wide - narrow, high - low.
Developmental tasks: to develop in children a cognitive interest in the life of the forest and its inhabitants; develop memory, coherent speech, the ability to analyze, draw conclusions; develop the ability to listen to each other.
Educational tasks: to cultivate children's interest in the life of the forest, the ability to behave in the forest; to cultivate love, respect for nature, to show care and attention to all living things, to form goodwill.

Preliminary work:
Examination of visual and didactic aids depicting wild animals, trees, birds, examination of the album "Seasons"; conversations about winter, reading poems about winter, riddles about birds, animals; reading fairy tales about animals; didactic games "Wild Animals", "Birds", "Animal World"; work with parents - we made feeders together with the children; We fed the birds on the walk.

Equipment, material:
Path (2 cords = 2 meters), river (white fabric, blue fabric, 5 plastic fish), artificial Christmas tree, birch branch, cotton wool, bear den (white fabric, chairs, toy bear), snowdrift (white cloth), feeders (according to the number of children), food (sunflower seeds, millet), forest laboratory (2 tables, sand-colored cloth, white cloth), ice, snow, trays 7 pieces, napkins from fabrics according to the number of children, tape recorder, red cardboard, phonogram “Howl of the wind”.

Lesson progress:

Educator:
Guys, do you want to go to the winter forest?

Children:
Yes, we do.

Educator:
Tell me, please, what time of year is it?

Children:
Winter.

Educator:
How did you know it was winter?

Children:
It is cold outside, there is a lot of snow, the sun is shining but not warm, the trees are bare, there are no leaves, they are dressed in warm clothes (a fur coat, felt boots, a warm hat, mittens, warm pants), you can go sledding, skiing, skating.

Educator:
Well done boys. To get into the forest, we need to go along the road. The road lies ahead of us. What is its width?

Children:
Wide. (Children walk in pairs along the road)

Educator:
Here we are together on the road. See where this road has taken us?

Children:
To the river.

Educator:
That's right, we went to the river. In winter, the river freezes and is covered with ice. Who is under the ice?

Children:
A fish.

Educator:
Fish do not freeze in winter, they fall asleep. And when spring comes, the ice melts and turns into water, the fish begins to swim again. What do you think, is it cold under the ice?

Children:
Coldly.

Educator:
The whole body of the fish, and the head, and fins, everything is asleep,

Love for nature is brought up from early childhood. People are beginning to realize again that they are part of the world around them, which must be protected. Therefore, environmental education is one of the priority areas of educational and upbringing programs of preschool institutions. The environmental component can be present in all areas of activities implemented in kindergartens, but there are also separate classes devoted to this topic.

Theoretical foundations of environmental education in the younger groups of preschool educational institutions

Children 2-4 years old are distinguished by spontaneity and curiosity, and now they are closer than ever to nature. It is from this age that a positive attitude towards all living things is formed. The main task of environmental education in early preschool age is to give an initial idea of ​​​​the structure of the world and the existing relationships in it, to lay landmarks in the world of animals and plants.

In younger groups, children learn the names of animals, insects, birds, which of them are domestic and which are wild, which plants grow in the forest, in the garden, in the garden, get the first knowledge about natural phenomena, conduct simple experiments with water, snow, sand , work to the best of their ability in a living corner or room of nature, go on excursions along the ecological trail.

Children must learn that birds, animals, insects, plants are alive. They, just like people, experience pain and fear, need water and food. If these are domestic plants and animals, a person is responsible for them. That is, he must take care of them. If it's wild, then it's best left alone. You can observe, study, but not harm. If a child learns this, it means that the efforts of educators and parents in environmental education were not in vain.

Age features of younger preschoolers

Interesting fact! According to the observations of scientists who conducted experiments on teaching deaf-mute speech to monkeys, the development of chimpanzee cubs and children under 3 years old is almost the same. By the age of 3, they have formed the same type of set of skills and abilities. Even the vocabulary is about the same. Only the child uses speech, and the little chimpanzee uses gestures. But then the mental development of the child progresses sharply, and by the age of 5 he already knows a lot.

It should be remembered that children at preschool age do not perceive well only speech information, it must necessarily be supported by visualization. The child should be able to see what they are talking about, and even better - to touch or participate. The best form of learning at this stage of development is play. Children discover the world through play and action.

Children should see what the teacher is talking about, and even better, be able to touch and study

Also, children 3–5 years old cannot concentrate on one thing for a long time, so it is necessary to change the type of activity all the time. This is because a large stream of new information is constantly falling on the brain of a small person, which requires processing and comprehension. Therefore, in order to avoid overload, the brain at a certain moment simply turns off one of its sectors and turns on another. Carefully observe the children - as soon as interest fades in the eyes and the children begin to look around with an absent look, it's time to switch to something else. Whatever you tell them now about the topic you were working on, they still won’t remember anything.

Forms of classes

In the younger group, environmental education can take the form of:

• classes - the leading form of organizing work to familiarize children with the outside world;
• ecological holidays and leisure activities that evoke an emotional response of children to their “natural content”;
• familiarization of children with nature in everyday life (on walks and in the process of playing with natural material).

What happens in ecology classes at different times of the year

The time of the year dictates its requirements and provides certain opportunities for environmental studies. Consider how you can plan classes in the fall, winter and spring. A good guide for children through the months of the year will be Zinka from V. V. Bianchi's fairy tale "The Sinichkin Calendar". You can start the first lesson of the month by reading the relevant chapter.

In autumn, children in the forest collect leaves and other natural materials for crafts.

Table: planning environmental activities in younger groups

Materials and games for ecology classes in the younger group

The teacher should plan classes for kids in such a way that they are, firstly, fun and interesting, secondly, informatively, and thirdly, so that they constantly learn something new, remember and can put it into practice.

During winter walks, children must feed the birds and watch them.

Selection of materials to start classes

Children will be interested in the appearance of a fairy-tale character or a toy in the group, telling about their trouble and asking children for help. For example, the Masha doll comes to the kids and invites them to ride a train to the forest. With songs, poems and riddles, the guys go on a journey.

You can start classes with Russian folk tales, for example, "Turnip", "Ryaba the Hen", "Zayushkina's Hut", "Gingerbread Man", "Teremok", "The Wolf and the Seven Kids". You can simply read these tales, use a puppet theater, show a cartoon or a filmstrip. By the way, filmstrips for children of this age are preferable. Kids perceive a static picture better - it takes some time for them to see it and realize what they see, consider the details.

Stories about nature, plants, animals, seasons can also act as the initial stage of the lesson. Russian children's fiction offers a rich selection. V. Bianchi, V. Suteev, K. D. Ushinsky, L. N. Tolstoy, I. S. Sokolov-Mikitov, S. Ya. Marshak, K. Chukovsky, N. Sladkov, M. Prishvin, E. Charushin and others wrote stories and poems for the little ones as well. Use the works of children's writers, and in this way you will not only introduce children to the world around you, but also instill in them a good literary taste.

If you can't find a filmstrip or cartoon based on a certain work, scan the pages of the book and show them on the screen, you can simply pick up pictures or photographs on the topic of the story. The main thing is that children clearly see what they are reading.

In the first junior group, classes can begin by reading the following Russian folk tales:

• "Turnip". On the basis of this fairy tale, classes can be held on the topic "What grows in the garden." The main character Grandfather comes to the guys and tells what plants he still has in his garden, how they grow, how they are used.
• "Ryaba Hen". Baba comes to visit the children. She says that she has not only a chicken on her farm, but also other animals: a cow, a goat, a horse, a sheep, etc. She shows how they look, explains what they are for. This topic can be continued in a building lesson where children are encouraged to build an animal pen.
• "Kolobok", "Teremok". Based on these tales, classes can be conducted to study wild animals living in the forest.

Fairy tales are suitable for the second younger group:

• "Zayushkina hut". By comparing two huts from this fairy tale, you can get an idea of ​​​​the different materials and the change of seasons. It was cold in winter, so the ice did not melt, but in spring it became warm and it turned into water, the fox was left without a home. But the change of seasons is not a hindrance to the wooden hut of a bunny.
• "The wolf and the seven Young goats". This tale will help in explaining that there are animals of prey and herbivores. The wolf is a predator, and the goat and kids are herbivores. What else are predators, and what are herbivores?

Video: filmstrip "Turnip"

Game and experimental activities

During the game, children can put the simplest experiments. For experimental activities in younger groups, it is proposed to use sand, snow and water. The proposed experiments are suitable for children of both younger groups.

Sand

You can play and experiment with sand both outdoors and indoors.

Children learn that dry sand is loose, and you can sculpt cakes from raw sand

What kids need to know:

• Dry sand is loose. It can be poured from one container to another, but it does not hold its shape. Tell the children how this property of sand is used in practice - show the hourglass.
• Wet sand becomes sticky, and you can make cakes out of it. Tell the children that there are even sand sculpture competitions. Show pictures.
• If a large amount of water is added to the sand, it becomes liquid. It can also be used to build castles.
• Footprints and prints remain on wet sand, and they retain their shape for a long time. Have the children draw a snake on the wet sand, leave handprints and shoeprints, and see how crisp they are.

Be sure to show the children what beautiful figures can be created from sand

Snow

You can also play and experiment with snow:

• On the street, kids learn that snow can be different: loose, like cereal, sticky, covered with infusion, dry. Sculpting a snowman, for example, is possible only from sticky snow, it will not work from dry and loose snow.
• Indoors, you can observe how the properties of snow change. For example, how it turns from loose to sticky, how it gradually melts and becomes water.
• During a snowfall, let the children look at the snowflakes - how beautiful they are. Then, in an art lesson, ask the children to draw them.

Indoors, you can watch how the snow changes its properties.

Water

Children really like water games, which should be used for educational purposes:

• On the street in the spring you can observe different states of water. For example, in early spring the sun warmed up, and water dripped from the roofs, and during the night it froze - and now icicles appeared at this place. The snow melted, and merry streams ran. Here a puddle formed, and during the night it froze and covered with ice. See how fast the streams run, launch a boat on them and watch it.
• Indoors, children, playing with water, pour it from one container to another. They learn that you can freeze water on purpose - in the freezer of the refrigerator.
• Experiments are being made to determine which object floats and which sinks. Have the children try to make boats out of different materials (paper, cork, bark, pieces of wood, plastic). And if you throw a pebble, what happens?

By playing with water, children learn which objects float on it and which sink.

Card file of games for classes in ecology

Children in the learning process must arrange mobile pauses. This is especially true for babies. The main task of the game pause is to allow children to relax, switch their attention and throw out the accumulated energy. Therefore, for example, classic catch-ups can be tied to almost any topic: study predatory animals - play "Wolf and Hares", bird yard - "Kite and Chickens", autumn forest - "Catch a Leaf", etc. There are also games which can be used to secure the material.

"Collect a carrot" (1st and 2nd junior groups)

A hoop is placed on the floor, a carrot is placed in it (it should be less than children). Children become a wide circle. On command, they run after the carrot. Whoever does not get a carrot is out of the game. Then the carrot is again placed in the hoop (again it should be less than the children), and the game continues until one child remains.

Video: classic - “The sea worries once” (1st and 2nd junior groups)

"Hares and the Wolf" (2nd junior group)

In the center of the room, a circle is drawn or indicated (hoop, cord) - a wolf lives here. In the corner, a house for hares is fenced off with a cord. The wolf stands in the center of the circle and "sleeps", the hares jump around. At the command of the teacher “The wolf woke up”, the hares run into the house, and the wolf growls and tries to catch them. Whoever is caught becomes a wolf.

The game "Hares and the Wolf" is suitable for a physical education break in ecology classes

Game exercise "Walk along the path" (1st and 2nd junior groups)

A winding path is laid out on the floor with two cords (for the first junior group, 25 cm wide and 3 m long, and for the second - 20 cm and 5 m, respectively). The task is to walk along the path from beginning to end, you cannot step beyond the borders. The text of the task is thought out depending on the topic of the lesson (we pick flowers or berries at the end of the route, we walk in the forest and do not trample the grass, we try not to drown in a swamp, etc.)

"Find a tree" (2nd junior group)

The game is played outdoors, for example, in a garden plot, in a square, park or forest. Purpose: to consolidate knowledge on the topic "What trees surround us."

The teacher names some tree (birch, maple, aspen, spruce, pine, etc.), gives the children some time to look around and find it, and then gives the command "Run." Whoever runs to the right tree the fastest wins.

"Squirrels and bunnies against the fox" (1st junior group)

The game is also played outdoors. Purpose: to learn to distinguish trees from shrubs.

Children are divided into 2 groups - bunnies and squirrels. It is necessary to mark them somehow, for example, use masks or just red and gray armbands. The teacher is a fox. It is explained that squirrels live in trees, so you need to hide from a fox under a tree, and bunnies do not have a permanent home, but they hide under bushes, so bunnies run to the bushes. The children are walking, and at the command “Caution, the fox is coming!” run to hide in the right place. Who hides incorrectly gets to the fox.

Temporary lesson plan on ecology in the younger group

Classes in the first and second junior groups last 15 minutes along with warm-up breaks. If an active game is used, then it is not included in these 15 minutes, that is, the lesson time is extended.

Stages of the lesson:

1. Viewing a filmstrip or cartoon (2–3 min.).
2. Discussion of what was viewed (2–3 min.).
3. Warm-up (1 min.).
4. Exploring the main topic (5 min.).
5. Game break on the topic (5–10 min.).
6. Fixing the material (3–4 min.).

Ecology classes in the first junior group

Ecological classes in the first junior group can be held both indoors and outdoors. At this age, it is better to simply observe the inhabitants of a living corner, close contact is allowed only with very calm animals and under the supervision of a teacher. Children should not be allowed to take animals in their arms, as this is dangerous for both parties. Children can drop pets or squeeze them hard, which can cause injury, and animals can bite or scratch babies.

Children may treat or pet animals, but should not pick them up.

Card file of topics for environmental activities

• "Winter-sorceress";
• "The Forest Raised a Christmas Tree";
• "Apiary - the world of bees";
• "Insects are our friends";
• “Confusion in the Forest”: based on the poem “Confusion” by Korney Chukovsky, i.e. to present the situation to children (for example, hares are jumping through trees, squirrels are hunting wolves, wolves are eating grass, a fox is preparing for hibernation in a den, etc. .) and offer to unravel it;
• "Journey of a droplet": a journey of a droplet from a key and a small stream to the sea;
• "What grows in the garden";
• "Our aquarium": observation of the aquarium in a living corner;
• "Our cheerful rabbit": observation of a rabbit in a living corner;
• "Who sleeps all winter."

Summary of the lesson "Who grazes in the meadow?"

The purpose of the lesson: to find out which animals that give milk live on the farm; what do they eat; what can be made from milk.

Vocabulary replenishment:

• herd,
• herd,
• flock,
• hay,
• koumiss,
• ryazhenka,
• Varenets,
• curdled milk,
• cheese.

Beginning of the lesson: watching the cartoon “Who is grazing in the meadow?”.

Educator: Here we watched a cartoon about animals that graze in the meadow. What are these animals - wild or domestic? (Answers of children). That's right, homemade. Do you know what other domestic animals can graze in the meadow? (Answers of children). Sheep can still graze in the meadow. Do you guys know what a large number of identical animals grazing in the meadow are called? Many cows or goats are a herd, horses are a herd, sheep are a flock. (Pictures are shown). What do these animals eat? (Answers of children). That's right, grass. And for the winter the grass is dried, and hay is obtained. They feed animals in winter.

Now let's play the big-small game. Cow and horse are big. Sheep and goat are small. When a large animal is called, you stand up and raise your hands up, when a small animal is called, you squat and rest your hands on the floor. We started. (Animals are called out of order: a cow, a goat, a horse, a sheep. The pace is accelerating).

Well, let's play and relax. Now let's think about which of these animals gives milk? (Answers of children). In fact, milk is obtained from all these animals. Milk from horses is called koumiss. It is very helpful. Various products are made from milk. What products are made from milk? (Answers of children). Milk is used to make sour cream, kefir, curdled milk, fermented baked milk, varenets, cream, butter, feta cheese, and cheese. All these products are very useful, and people should definitely eat them.

So what did we learn today? (Questions are asked on the topic of the lesson. Children answer them). Well done boys!

Video: cartoon "Who is grazing in the meadow?"

Photo gallery: herd, flock, herd

Cows unite in a herd Many goats - a herd Many sheep - a flock Many horses - a herd

Examples of class notes in the first junior group

Below are some examples of lessons on different topics. On their basis, the teacher can develop plans for their classes.

• Olga Sirotenko "Indoor plants. Ficus". Aimed at enriching children's knowledge about indoor plants.
• Larisa Rybalko "Mom for a kitten". The goal is to give children an idea about domestic animals and their cubs, to form a kind attitude towards animals.
• Mariam Papikyants "Who lives in the little house?" . Teaches children to distinguish by appearance and name pets, what they eat.
• Guzalia Satdarova "Journey to Grandma Malanya". Aimed at the formation of ecological ideas through the development of sensory standards and the development of speech.
• Natalya Anosova "The snowball is spinning" Forms ideas about winter natural phenomena and the properties of snow.

Ecology classes in the second junior group

At environmental classes in the second junior group, almost the same topics are dealt with as in the first, but more extensively. That is, if last year you passed the main domestic animals familiar in your area (for example, a cow, goat, horse, pig), then in this year you can tell what kind of domestic animals are bred by people in other parts (for example, donkey, camel, reindeer). You can also add some new facts about the habits and lifestyle of animals already known to children, including wild ones. The same applies to other topics - we are gradually expanding them. And we will continue to do this in subsequent years, adding new ones. Let's not forget visibility. All didactic aids should be realistic and give a complete picture of the material being studied.

Visual aids must be realistic

Topic file

• "Wonderful Water" (why it is impossible to live without water);
• "Disorder in the forest" (about the rules of behavior in the forest);
• "Merry garden";
• "Poultry yard";
• "Hello, tree!";
• “What do rabbits eat” (learning to feed a rabbit in a living corner);
• "Why do we need plants";
• "Animals and their cubs" (as pets and their offspring are called);
• "Migratory birds";
• "How the forest prepares for winter";
• "Stocks for the winter" (how different animals make stocks for the winter).

Table: summary of the lesson "Wild animals: hedgehog"

Video: Marshak "Quiet Tale"

Photo gallery: what we know about hedgehogs

The hedgehog is covered with needles that protect it from predators The hedgehog's needles are hollow and filled with air If the hedgehog curls up, it is completely protected It is impossible to reach the hedgehog rolled up in a ball Small hedgehogs have soft white needles Gradually the needles of the hedgehogs become hard On a walk, the hedgehog walks in front, and children follow her Mother hedgehog can carry her own children The main food of hedgehogs is insects Hedgehogs are surprisingly good swimmers For winter, hedgehogs prepare nests from fallen leaves Hedgehogs can be fed to live on your site

Examples of class notes in the second junior group

• Olga Smirnova "Visiting Lesovichka" . Targeted walk along the ecological path, aimed at expanding children's ideas about seasonal changes in nature.
• Elena Potapova "How the animals in the forest prepare for winter". The lesson is aimed at developing the ability to establish the simplest connections between seasonal changes in nature and the behavior of animals.
• Larisa Akhmetova "Live, spring!" . Lays the foundations for environmental activities of preschoolers.
• Dina Suinalieva Journey to the Spring Forest. Strengthens children's knowledge about spring changes in living and inanimate nature.
• Lyudmila Ryzhkova "Aibolit and plants". Cultivates a careful, caring attitude towards plants and the desire to care for them.

The topic “Aibolit and plants” can be useful as an introductory lesson to the project activity “Growing onions”.

Project activities in younger groups

From a very early age, children should be encouraged to observe and explore. Project activities are the best fit for this. It should only be borne in mind that not too long projects are suitable for younger preschoolers, because it is important for them to see the result as quickly as possible. Although everything is relative here - if in older groups a two-week project is considered short-term, then for kids it is quite a long time. In the second younger group, you can implement a long-term project "Keeping a weather diary".

In the first junior group of the preschool educational institution, you can implement the project "Growing Onions"

Table: Grow onions project for the first junior group

Project for the second junior group

If you didn't grow onions last year, you can do so this year. If the children already have experience growing onions, you can complicate the task and grow watercress. Only for its cultivation, not a container and land are needed, but cotton wool and low containers, for example, food trays. And so proceed according to the plan proposed above.

To grow watercress, you need not soil, but moist cotton wool

Topics for project activities in the first junior group

• "Why do we need beans";
• "What is leaf fall";
• "We feed the birds";
• "Watching the fish";
• "What are earthworms for";
• "What color is autumn?"

Topics for project activities in the second junior group

• "Who lives in a mink";
• "Growing beans";
• "We feed the birds";
• How does an aquarium work?
• "Amazing Butterflies";
• "Amazing Snow"

There are a lot of forms for conducting environmental classes. If you use all of them, then the efforts of preschool teachers will not be in vain - the children will get to know nature, learn a lot of interesting and useful things, and they will never be bored in kindergarten classes. As a result of properly organized environmental education, preschoolers will develop a careful and caring attitude towards nature.

Target: to consolidate ideas about the characteristic signs of winter, about the state of animate and inanimate nature, to expand the horizons of children, to stimulate cognitive interest.

Tasks:

• Develop communication skills, dialogue speech.
• Do not harm nature, form the basis for the safety of your own life.
• To evoke positive emotions in children using the word of art, music, folklore.

Pedagogical technologies used during GCD

• Technologies of personality-oriented interaction of a teacher with children:

Pedagogical support, provision by the teacher of prompt assistance in solving problem situations;

Self-expression by the child of his inherent qualities and abilities;

• Health-saving technologies:

Change of postures;

Finger gymnastics.

• Problem-play technology:

Problem questions as a means of inducing, stimulating, activating the child's mental activity

- Didactic game "Beasts".

Material and equipment: : illustrations of winter landscapes, reference schemes for signs of winter, models for generalizing external signs, conditions for the existence of a hare, didactic game "Animals", snowflakes, a hoop (sheathed with tinsel), snowballs, a tape recorder, musical compositions.

Lesson progress:

1. Organizing time.

The teacher introduces the Snow Maiden doll into the group (establishment of emotional contact).

Hello golden sun!

Hello blue sky

Hello, free breeze,

Hello white snow!

Hello, kids: girls and boys,

Hello, I'll tell you and tell you a riddle!

The cold has come.

The water turned to ice.

Long-eared hare gray

Turned into a white bunny.

The bear stopped roaring:

The bear went into hibernation in the forest.

Who's to say, who knows when it happens?

D: (children's answers) (

That's right, winter. Here I am, the Snow Maiden, I came to visit you. And I brought snow with me.

2. Psychological training "Zimushka - winter".

Now I will share with you particles of snow (distributing snowflakes).

Let's stand in a circle and turn into snowflakes. And we will spin around, as if we are light, fluffy, weightless (the audio recording “Silver Snowflakes” sounds).

Guys, have you heard what a beautiful, magical, wonderful melody sounded now, but how else can you say about it? What is she?

D: (children's answers).
The teacher adds: light, winter, joyful, fluffy, snowy.

Guys, take your seats. What joys does winter bring to you? What do you like to do in winter?

D: (children's answers).

And now I invite you to the winter forest. And this magic cloud will help us to be there. Let's all get up on our cloud and go to the winter forest, and this magic wand will help us move to the forest clearing. Let's fly! (the teacher waves a magic wand, music sounds).

Here we are in a forest clearing.

3. Conversation "Signs of winter in inanimate and living nature."

Take your seats. Guys, tell me what happens in winter in nature? What changed? I have these magical pictures that will help you (reference pictures appear on the easel).

Does it snow in winter? What do we see in this picture? What happens in nature? (snowing).

The rivers are covered with ice. What happened to the river in this picture?

The sun is shining, but it does not warm. How much sunshine do we have in winter? The sun is shining, but the snow is not melting, why?

Trees without leaves. There are fewer birds (for correct answers, the teacher gives snowflakes).

What good fellows you are! You know so much about winter. Now put the snowflakes in the magic box and see what happens to them. One, two, three - look, our snowflakes have turned into snowballs (the teacher quietly changes the boxes).

4. Game exercise - the game "Snowballs".

Let's play with you in the snow in our clearing. I have such a winter, snowy hoop, you will need to hit the hoop with a snowball. And I'll see how dexterous and well-aimed you are, only the guys don't have to push, we'll be careful not to hit each other with a snowball
(to the music, children throw snowballs into a hoop, the music ends, the snowballs are collected in a box).

5. Drawing up a model diagram "Signs and living conditions of a hare."

Let's take our seats. Guess the riddle, who is hiding under the tree?

In summer, a gray fur coat, and in winter, white

He wears a timid jumper ....... (bunny).

(The teacher shows a toy - a hare).

And now let's tell you about the bunny, and the pictures will help us.

Where does the bunny live? And Matvey will choose the right picture and show the guys.

What does a bunny look like?

What does it eat?

How does it adapt to winter? (Children answer questions and lay out pictures on an easel).

6. Didactic game "Beasts".

Now we are going to play a game. What forest animals do you know?

D: (children's answers).

Pick up only the animals of the forest (you must select the animals of the forest and take them to the clearing).

Checking the completed task, finding an extra animal that does not live in the forest. Consolidation of the concepts of "wild animals", "pets".

7. The result of the lesson.

It's time for us to go back, get up on the cloud and go to kindergarten.

Today, we visited the winter forest, remembered what happens in winter, talked about the hare and helped the forest dwellers.

And it's time for the Snow Maiden to leave. In parting, she gives us snowflakes. So that you do not forget the winter and remember its signs.

Abstract of a lesson on cognitive development in the 2nd junior group "Gifts of Winter".

Falling from the sky in winter
And circle over the earth
light fluff,
White .... (snowflakes).
Many snowflakes fell to the ground and it was covered with a snow blanket.
Look at the picture, how beautiful it is in winter. Fluffy snow covered the ground, houses, trees. Immediately it became light and festive. The snow shines especially beautifully in the sun, which, although it shines in winter, does not warm much.

Snowflakes everywhere winter scatters,
Gives everyone a silver outfit.
It's like a fairy tale comes alive.
And the snowflakes are spinning and flying.

Educator: What snow games do you like to play?
Children: Sledding, making snowballs, making a snowman, building a slide.
Educator: And when can you ski, sled, skate, build a slide?
Children: In winter.
Educator: Why can't you go sledding in summer?
Children: No snow, it's warm outside.
Educator: Do you know poems about snow? Read please.

Snow, snow is spinning
White all street!
We gathered in a circle
Rolled up like snow.
A. Barto

Snowing.
Quietly, quietly it snows
White snow, shaggy;
We'll clear the snow and ice
In the yard with a shovel.
M. Poznanskaya

Everywhere snow.
Everywhere snow, in the snow at home
Winter brought him.
Hurry to us
She brought us snowmen.
From dawn to dawn
Glory to the winter bullfinches.
A. Brodsky

I didn't notice.
Little snowflake
Fell on the city
And I didn't notice
Getting off the sled.
Where did she go in white viewing ...
But it became in the world as if brighter!

Snowflake.
Mom carries a sled, and I sit on the sled.
And I look with pleasure at the white snowflakes.
Suddenly a fluffy snowflake falls on the nose
This winter gift is sent to me by Santa Claus.
I take off my mitten and want to take a snowflake.
It is no longer on the nose ... It is a pity that it has melted again.

Educator: When a snowflake melts, what does it become?
Children: In a drop of water.
Educator: Let's look further gifts of winter.
Listen to the riddle:
I come with gifts
I shine bright lights.
smart, funny,
I'm in charge for the New Year! (Christmas tree)
(the teacher shows a branch of the Christmas tree)

Our tree.
Our tree is big
Our tree is high.
Above dad, above mom -
Reaches the ceiling.
How shiny her dress is
How the lanterns burn
Our Christmas tree
Congratulations to all the guys.
Let's dance merrily
Let's sing songs
For the tree to want
Come visit us again!
3. Petrova

Educator: Do you guys like the New Year holiday? For what?
Children: Santa Claus comes with the Snow Maiden, they give gifts.
Educator: Let's look into the box again and see what other gift winter has prepared. (model - red hand) What is it?
Children: Red palm.
Educator: Why do you think she blushed?
Children: Frozen.
Educator: She froze because winter gave us frost. Look at the picture. This is Verochka. What is she wearing?
Children: Fur coat, hat, scarf, felt boots, mittens.
Educator: Why is she dressed like that?
Children: She's cold.
Educator: Winter gave us frost and therefore this girl, you guys and all the people put on warm clothes. Verochka is not afraid of frost, but are you afraid? And I'll check now.

Game "Winter Dance".

We will also warm the legs,
We'll sink faster:
Top, top, top, top!
(Standing in a circle, the children stomp alternately with one or the other foot.)

We put on gloves
We are not afraid of blizzards:
Jump, jump, jump, jump!
(Children jump on two legs.)

We made friends with frost
Like snowflakes, swirled:
Yes Yes Yes Yes!
(Children spin and “scatter” in different directions.)

Educator: What fun they played! Winter gave us frost, and we put on warm, beautiful clothes and were not at all afraid of it.
Let's say "thank you" to Zimushka-winter for her wonderful gifts.
And in parting we will sing a song about winter.

Zimushka-winter.
Already you, winter-winter.
Already you, winter-winter.
The winter was snowy
The winter was snowy
All roads covered.
The winter was snowy
All roads covered
All roads covered
All roads, all paths
Do not pass, do not pass.

Let's take a look at our box again.