Ball game “Animals and their young” Human children know all the animals in the world.
Goal: to consolidate the names of baby animals in children’s speech, to consolidate word formation skills, to develop dexterity, attention, and memory.
Progress of the game. When throwing the ball to the child, the adult names an animal, and the child, returning the ball to the speech therapist, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.
Group 1. tiger - lion - elephant - deer - elk - fox -
Group 2. for a bear - a cub for a camel - a cub for a wolf - a cub for a hare - a cub for a rabbit - a cub for a squirrel - a cub for a cow - a calf for a horse, a foal for a pig - a piglet for a sheep - a lamb for a hen - a chick for a dog - a puppy
Group 3. - tiger cub - lion cub - elephant calf - deer calf - fox calf
Ball game "Who talks like that?" Catch the ball and quickly name the language of the animals.
Goal: expanding vocabulary, developing reaction speed.
Progress of the game.
Option 1. An adult or presenter throws the ball to the children one by one, naming the animals. Children, returning the ball, must correctly answer how this or that animal gives a voice: cow tiger snake mosquito dog wolf duck pig moos growls hisses squeaks barks howls quacks grunts.
Option 2. The speech therapist, throwing a ball to the child, asks: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.
Ball toss game “Give me a word”
There is only one answer. Some people know, some don't.
Goal: development of thinking, speed of reaction.
Progress of the game. The speech therapist, throwing the ball to each child in turn, asks: “The crow is croaking, what about the magpie?” The child, returning the ball to the speech therapist, must answer: “The magpie is chirping.” Examples of questions: - An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? — The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? — The bear cub has a mother bear, and the baby squirrel?
6. Ball throwing game “Whose house?” or “Who lives where?” Who is in the den, who is in the hole? Name it quickly!
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.
Progress of the game. Throwing the ball to each child in turn, the speech therapist asks a question, and the child returns the ball to the speech therapist and answers.
Option 1. Speech therapist: Children: Who lives in a hollow? Squirrel. Who lives in the birdhouse? Starlings. Who lives in the nest? Birds: swallows, cuckoo jays, etc. Who lives in the booth? Dog Who lives in the hive? Bees Who lives in a hole? Fox. Who lives in the den? Wolf Who lives in the den? Bear
Option 2. Speech therapist: Where does the bear live? Where does the wolf live? Children: In the den. In the lair.
Option 3. Work on the correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”
Game with a ball “Say kindly” Catch a small ball and caress it with a word.
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Progress of the game. The speech therapist, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, the speech therapist; names the second word (ball). Words can be grouped according to similar endings. Table - table, key - key. A hat is a slipper, a squirrel is a squirrel. A book is a little book, a spoon is a spoon. The head is the head, the picture is the picture. Soap - soap, mirror - mirror. A doll is a doll, a beet is a beet. Braid - braid, water - water. Beetle - beetle, oak - oak. Cherry - cherry, tower - turret. A dress is a dress, an armchair is an armchair. A feather is a feather, glass is a piece of glass. A watch is a watch, panties are panties.
Ball toss game "What happens in nature?" A person easily finds what happens in nature.
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Progress of the game. The speech therapist, throwing the ball to the child, asks a question, and the child, returning the ball to the speech therapist, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” Speech therapist: Children The sun - what is it doing? It shines, it warms Ruchi - what are they doing? Running, murmuring Snow - what is it doing? It’s getting dark, the Birds are melting - what are they doing? They fly in, build nests, sing Kapel’s songs—what’s he doing? The Bear is ringing - what is he doing? He wakes up and leaves the den.
Game "Who can make these movements?" Who and what flies, runs, walks, swims, lies?
Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.
Progress of the game. The speech therapist, throwing the ball to the child, names the verb, and the child, returning the ball to the speech therapist, names the noun that matches the named verb.
Speech therapist: Going - Children Man, animal, train, ship, rain, snow, hail, time, road; Runs (Man, animal, stream, time); Flies (Bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram); Swims (Fish, whale, dolphin, swan, boat, ship, man, cloud).
Game with throwing a ball “Make a sentence. I’ll make the ball jump, I’ll make a sentence.
Goal: development of attention, speed of mental operations.
Progress of the game. The speech therapist throws the ball to one of the children while uttering inconsistent words (for example: “Girl play”). The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back to the speech therapist.
Ball game “Who moves how?” Who flies, who swims, who crawls, and who walks.
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, dexterity.
Progress of the game. The speech therapist, throwing the ball to the child, asks a question; the child, returning the ball to the speech therapist, must answer the question asked. The game is played with throwing the ball in different ways. Speech therapist: Children: Birds, butterflies, flies, dragonflies, mosquitoes, midges fly, Fish, dolphins, whales, walruses, sharks swim, Snakes, caterpillars, worms crawl, Grasshoppers, frogs, toads, fleas, hares jump.
Ball game “What actions do animals perform?” or “What do animals do?” What can animals do - Birds, fish, cats, snakes?
Goal: activation of children’s verbal dictionary, consolidation of knowledge about animals, development of imagination and dexterity.
Progress of the game. The speech therapist, throwing the ball to each child in turn in different ways, names an animal, and the child, returning the ball to the speech therapist, utters a verb that can be attributed to the named animal. Speech therapist: Dog - Children Stands, sits, lies, walks, runs, sleeps, eats, barks, plays, bites, caresses, serves; Cat (Purrs, meows, sneaks, laps, scratches, washes itself, licks itself); Mouse (Rustles, squeaks, gnaws, hides, stores); Duck (flies, swims, dives, quacks); Crow (Flies, walks, croaks, pecks); Snake (Crawls, hisses, wriggles, stings, attacks).
Game "Who is doing what?" We will never forget what people can do.
Goal: consolidating children’s knowledge about the profession, enriching children’s verbal dictionary, developing attention and dexterity.
Progress of the game. When throwing or rolling a ball to a child, the speech therapist names a profession, and the child, returning the ball to the speech therapist, must name a verb denoting what the person in the named profession does. Speech therapist: builder - Children: builds; cook (cooks (cooks); porter (carries); draftsman (draws); worker (works); cleaner (cleans) artist (draws), etc.
Game “Hot - Cold” We will now open our mouths to say the opposite.
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Methodical instructions. The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”), “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small. The grandfather is old, and the young man is young.
Progress of the game. The speech therapist, throwing the ball to the child, pronounces one adjective, and the child, returning the ball to the speech therapist, names another - with the opposite meaning. Speech therapist: Hot - Children: Cold (Good - Bad; Smart - Stupid; Cheerful - Sad; Sharp - Dumb; Smooth - Rough; Light - Heavy; Deep - Shallow; Light - Dark; Kind - Evil; Joyful - Sad; Fast - Slow; Frequent - Rare; Soft - hard; Clear - cloudy; High - low)
Complication. You can invite children to add a noun. For example: A sharp knife. Clear day. Deep lake.
Didactic games on ecology for different age groups
Consultations for educators
Long-term planning of didactic games on ecology for age groups (1st junior, 2nd junior, middle, senior).
Author: Budyleva Tatyana Vasilievna
, teacher, MBDOU "Kindergarten No. 14 in Kirovsk"
Long-term planning of didactic games on ecology in the 1st junior group.
Month
Game name, program tasks
Month
Game name, program tasks
September
D/i “Help Mashenka choose vegetables and fruits” -
teach children to recognize and name vegetables and fruits
D/i “Wonderful bag” -
teach children to identify fruits and vegetables by touch.
D/i “Recognize and name vegetables or fruits” -
learn to recognize vegetables and fruits in kind and in pictures and name them.
D/i Recognize vegetables or fruits by taste” -
exercise children in distinguishing between raw and boiled vegetables and fruits by taste.
D/i “What grows where?”
— to form in children a basic understanding of where vegetables and fruits grow
D/i “Brew compote” —
to expand and clarify children’s knowledge about fruits
October
D/i “Find the sheet I’ll show you” -
teach children to find leaves by showing them.
D/i “Where is which leaf” -
develop the ability to classify, learn to select similar leaves.
D/i “How do trees live?”
— to develop children’s knowledge about seasonal changes occurring in trees.
D/i “Let's disassemble and assemble” -
consolidate the ability to find and name parts of a plant.
D/i “Arrange the leaves by color”
, teach to distinguish leaves by color
D/i “What happens in autumn?”
— to develop children’s knowledge about autumn changes in nature;
November
D/i “Assemble a whole from parts” -
learn to distinguish the parts of a fish’s body (eyes, fins, tail, mouth).
D/i “Find your home for the fish” -
teach children to select fish based on their external similarity.
D/i “Where is the fish hiding?”
— consolidate children’s knowledge of how an aquarium works.
D/i “Wonderful bag” (vegetables) -
Learn to recognize and name vegetables.
D/i “Let’s disassemble and assemble” -
consolidate the ability to find and name parts of a plant
December
D/i “What happens in winter?” —
teach children, together with the teacher, to choose from the proposed pictures those that depict winter natural objects.
D/i “What should we wear on a winter day?”
— consolidate children’s knowledge about items of winter clothing
D/i “Where is the bear hiding?”
— teach children to distinguish ficus and grass by external signs.
D/i “Name it correctly” -
teach children to recognize and name birds (dove, crow, sparrow)
D/i “Whose baby?”
- learn to name animals and their babies.
January
D/i “Show and name” -
teach children to recognize and name birds (dove, crow, sparrow).
D/i “Who is missing?
- develop observation skills;
teach to name the bird that is hiding D/i “Cut pictures” -
teach children to assemble a whole image from parts.
D/i “In the poultry yard” -
Teach children to recognize and name domestic birds.
(duck, chicken, rooster) D/i “Who cries how” -
to consolidate children’s ideas about the sounds made by animals, as well as their cubs.
February
D/i “Name it correctly” -
teach children to recognize and name wild and domestic animals.
D/i “Whose baby?”
- learn to name animals and their babies.
D/i “Who eats what?”
— clarify children’s ideas about what the animals and birds they know eat.
D/i What happens in winter?
— teach children, together with the teacher, to choose from the proposed pictures those that depict winter objects of nature.
D/i “Let's disassemble and assemble” -
consolidate the ability to find and name parts of a plant.
March
D/i "Kindergarten for animals" -
consolidate ideas about domestic animals and their cubs.
D/i “Who Screams How” -
to consolidate children’s ideas about the sounds made by animals, as well as their cubs.
D/i “Who lives where” -
children’s knowledge about the habitat of wild and domestic animals.
D/i “What we did first, what then” -
To form children’s basic knowledge of caring for indoor plants.
Using diagrams depicting the stages of care. D/i Recognize vegetables or fruits by taste” -
exercise children in distinguishing between raw and boiled vegetables and fruits by taste.
April
D/i “What happens in spring?” —
teach children, together with the teacher, to choose from the proposed pictures those that depict spring natural objects.
D/i “When does this happen?”
- teach children, by reading poetry, to guess what time of year they are talking about.
D/i “Show and name” -
teach children to recognize and name domestic and migratory birds.
D/i “Assemble a whole from parts” -
learn to distinguish the parts of a fish’s body (eyes, fins, tail, mouth).
D/i “Who eats what?”
— clarify children’s ideas about what the animals and birds they know eat.
May
D/i “Collect a picture” -
consolidate ideas about the parts of a tree.
D/i “Where did the butterfly land?”
— Teach children to recognize and name plants (tree, grass, flower, shrub)
D/i “What an animal can do: let’s say and show” —
consolidate children’s knowledge about the habits of animals
D/i “Where are my children” —
Teach to recognize animals and their cubs.
D/i “Name it correctly” -
teach children to recognize and name birds (pigeon, crow, sparrow)
Long-term planning of didactic games on ecology in the 2nd junior group.
Month
Game name, program tasks
Month
Game name, program tasks
September
"Plant a vegetable garden" -
mastering the action of substitution.
“Taste” -
exercise in determining the taste of vegetables and fruits (sweet, sour, salty, bitter)
“Guess the plant by description” -
the ability to take into account the named characteristics of an object;
develop observation skills “Find the leaf that I show you” -
teach children to find leaves by showing them.
“Loto” -
exercise the ability to combine objects according to the place where they grow
“Add a picture” (landscape) -
learn to assemble a whole image from parts
“Yes and no” (game exercise
) - consolidate knowledge about the parts of a kitten’s body and what sounds it makes
October
“Such a leaf, fly to me”
- practice finding leaves by similarity
“One, two, three - name the tree” (birch, pine, rowan) -
consolidate the names of trees
“Assemble a tree from parts” -
learn to assemble a whole from parts (synthesis)
“Where is the nesting doll hiding” -
consolidate the names of plants, cultivate curiosity.
“Find the one I’ll tell you about” -
to develop the ability to find an animal by its characteristic features.
“Botanical lotto with modeling elements” (vegetables, fruits)
– strengthen the ability to name vegetables and fruits.
“Guess by smell” (vegetables, fruits) -
learn to identify vegetables and fruits by smell.
November
“Guess my riddle” (about forest animals) -
learn to solve riddles based on keywords.
“Who loves what” (pets) -
clarify children’s ideas about what pets eat.
“Guess what’s in your hand” (game control) -
learn to recognize the named object using one of the analyzers.
“When it happens” -
teach using verbal descriptions, find the necessary pictures.
“Guess whose tail” -
consolidate the ability to distinguish and name animals, develop the ability to analyze.
“Find a plant that looks like grass”—follow
verbal instructions to find the desired plant. fix the name of indoor plants.
December
“Does this happen or not?”
- consolidate knowledge about the seasons.
“What time of year” -
learn to guess riddles based on characteristic features.
“Who’s wearing what” (lotto with modeling elements) –
strengthen children’s ability to systematize animals by body covering (feathers, scales, wool).
Develop skills in using models. “Put a picture together” (images of a fox and a hare) -
learn to assemble a whole from parts (synthesis)
“Where is the fish hiding” -
develop the ability to analyze, consolidate the names of plants.
“Teach a bear to wash a plant” -
teach children how to care for plants
“Yes or no” -
consolidate knowledge about the parts of a dog’s body.
January
“Who eats what in winter” (wild animals) -
clarify children's ideas about what wild animals eat in winter.
“Who lives where” (lotto with modeling elements) -
strengthen children’s ability to systematize animals by habitat.
“Put together a picture from 4 parts (birds) -
learn to assemble a whole from parts (synthesis)
“Who is gone (pets) -
develop observation skills, consolidate the names of the house.
animals. “Find what I’m telling you about” (vegetables, fruits) -
learn to find an object using a verbal description.
“What we did first, what then”) (care for indoor plants) -
to form children’s basic knowledge of caring for indoor plants.
“Whose baby” (domestic animals) -
learn to name animals and their babies.
February
“What can a fish do” (words, game) -
consolidate children’s knowledge about the habits of animals
“In the winter dining room”
- consolidate children’s knowledge about wintering birds and their names.
Develop the ability to imitate their habits. “Birds” (game control)
- to train children in the ability to coordinate their words and actions, to activate children’s speech.
“Find out what kind of bird it is by its voice” -
to consolidate children’s ideas about the sounds made by birds.
Reinforces the names of birds. “Guess the plant by description” (indoor plants) -
the ability to take into account the named characteristics of an object;
develop observation skills “Who likes what” (wild animals) -
clarify children’s ideas about what wild animals eat.
“Who crawls?”
flies, jumps” - to consolidate children’s knowledge about the method of movement of animals.
March
“When does this happen” (riddles) -
learn to guess riddles based on characteristic features.
“What’s the weather like today” (story pictures) –
learn to choose the right pictures based on the description.
“Find Mom” (wild animals) -
learn to name animals and their babies.
Select paired pictures. “Know by taste” (vegetables and fruits) -
exercise in determining the taste of vegetables and fruits (sweet, sour, salty, bitter)
“Crows” (word game) -
development of auditory attention, the ability to move in accordance with the spoken words.
April
“Flowers are blooming” (lotto) –
learn to select paired pictures.
“Select and name the flowers that you know” -
consolidate the name of the flowers.
“Birds that fly in spring” -
consolidate children’s knowledge about migratory birds and their names.
“Where the fish hid” -
develop the ability to analyze and consolidate the names of plants.
“Who's wearing what” (lotto with modeling elements) -
strengthen children's ability to systematize animals by body covering (feathers, scales, wool).
Develop skills in using models. “Guess where it grows” -
to form in children a basic idea of where vegetables, fruits, and flowers grow.
May
“Find a tree by description” -
the ability to take into account the named characteristics of an object;
develop observation skills “Who lives where” (with elements of modeling) -
strengthen children’s ability to systematize animals by habitat.
“Assemble a flower from parts” -
teach how to assemble a whole from parts (synthesis).
Fix the names of the parts of the plant. “Who moves, how” (with modeling elements) -
consolidate children’s ability to systematize animals according to their method of movement.
(legs, wings, fins). “Whose shadow is this?” -
reinforce the names of animals, teach to identify an animal by its silhouette.
“Find the mistake” (story pictures) -
develop attention, learn to find mistakes in the depiction of the seasons.
Long-term planning of didactic games on ecology in the middle group.
Month
Game name, program tasks
Month
Game name, program tasks
September
“What grows where” -
to form in children a basic idea of where vegetables, fruits, and flowers grow.
“Tops and roots” -
to consolidate the knowledge that vegetables have edible roots - roots and fruits - tops, some have edible tops and roots.
“Find the flower I show you” -
teach children to find flowers by showing them.
“The fourth odd one” (vegetables) –
teach to notice mistakes, develop observation skills.
“What is planted in the garden” -
teach to classify objects according to certain characteristics (according to the place where they grow)
“Test by taste” -
exercise in determining the taste of vegetables and fruits (sweet, sour, salty, bitter)
“In the poultry yard” -
Teach children to recognize and name poultry. (duck, chicken, rooster, turkey, drake)
October
“One, two, three - name the tree” (birch, oak, maple, spruce, rowan) -
fix the name of the trees.
“Run to the tree” -
to consolidate knowledge about the trees that grow on the site;
learn to quickly navigate them and find the right tree. “Who lives in the forest” -
consolidate knowledge about animals living in the forest
“Who knows, let him continue) -
teach how to select words for a general word (insects are...)
“Find the leaf I’ll show you” -
learn to find a leaf by showing it.
“Who lives in the house”
- consolidate children’s knowledge about animals and the ability to pronounce sounds correctly.
November
“Who is wearing what?” (lotto with modeling elements) -
strengthen children’s ability to systematize animals by body covering (feathers, scales, wool).
Develop skills in using models. “Who lives with the owner, what does the owner give” -
to consolidate knowledge about domestic animals and the benefits they bring.
“Which branch are children from” -
to consolidate knowledge about the names of trees and fruits,
“Guess riddles about animals” -
to learn to guess riddles based on key words.
“Put the picture together” (seasons) -
teach how to assemble a whole from parts (synthesis).
To consolidate knowledge about the seasons “Why is a hare white in winter) (logical exercise) -
to form an idea of the adaptability of animals to difficult wintering.
“Describe, I’ll guess” (vegetables, fruits)
- develop the ability to describe objects and recognize them by description.
December
"Hunter and Shepherd" -
Exercise children in grouping wild and domestic animals.
“When it happens (parts of the day) -
consolidate children’s knowledge about the parts of the day;
exercise them in matching a picture with a part of the day; morning afternoon Evening Night. “Who lives in the house (word game) -
consolidate children’s knowledge about animals, the ability to pronounce sounds correctly.
“In the plant store”
consolidates children’s knowledge about animals and the ability to pronounce sounds correctly.
“Who lives with us in winter” (wintering birds) -
consolidate children’s knowledge about the wintering birds of our region and their names.
Develop the ability to imitate their habits. “What time of year” -
teach children to correlate the description of nature in poetry or prose with a certain time of year;
“Guess what you ate” -
determine by taste and name the eaten vegetable or fruit.
January
“Cut pictures” (pets)
– consolidate knowledge about the structure of domestic animals.
“Who lives where” (insects) -
consolidate knowledge about insects (butterfly, ant, bee, worm) and their habitat.
“Who will be who” -
learn to determine who will be who based on the initial stage of development.
“It happens or it doesn’t happen” -
Develop logical thinking, the ability to notice inconsistency in judgments.
“Zoological Lotto” -
exercise the ability to combine objects according to their habitat.
“Wonderful bag” (vegetables and fruits) –
learn to identify vegetables and fruits by touch.
“Everyone goes home” -
teach by the appearance of the house, identify the animal living in it.
February
“Whose children” (domestic and wild animals) -
learn to name animals and their babies.
“Guess riddles about vegetables” -
learn to solve riddles based on keywords.
“Find by name” (birds) -
consolidate knowledge about birds, develop auditory perception.
“Where the nesting doll hid” -
consolidate the names of plants, cultivate curiosity.
“When it happens” -
clarify and deepen knowledge about the seasons.
“Who lives with the owner, what does the owner give” -
to consolidate knowledge about domestic animals and the benefits they bring.
March
"Help the kids" -
learn to name animals and their babies.
Select paired pictures. “Flower shop” (indoor plants)
- learn to describe the plant you need to buy.
“Edible or inedible”
- consolidate knowledge about edible and inedible plants.
“Recognize by voice” -
learn to identify a bird by the characteristic sounds of its voice.
“Whose Tail” is
to develop the ability to analyze, consolidate the ability to name and distinguish between animals.
“Who is gone” -
develop observation skills, consolidate the names of the house. animals.
April
“Where is the nesting doll hiding” -
consolidate the names of plants, cultivate curiosity.
“What benefits does it bring” (domestic animals) -
consolidate knowledge about domestic animals and the benefits they bring.
“Guess riddles about birds” -
learn to solve riddles based on keywords.
“Describe, we will guess” -
teach children to classify plants according to their characteristics.
“Find a tree by description” -
teach how to find trees by the described characteristic features.
“And then what” -
consolidate children’s knowledge about the parts of the day; about children's activities at different times of the day.
May
"Shop "Flowers"" (garden plants) -
learn to describe the flower you need to buy.
“The fourth odd one” (wild animals) -
teach to notice mistakes, develop observation skills.
“Paired pictures” (fish) –
to cultivate observation skills;
the ability to find similarities and differences in objects depicted in pictures. “Select and name the flowers that you know”
- consolidate the ability to distinguish and name flowers.
“Hunter and Shepherd” -
exercise children in grouping wild and domestic animals.
“Find the same flower in a bouquet” -
teach how to find a leaf by showing it. Fix the names of the colors.
Long-term planning of didactic games on ecology in the senior group.
Month
Game name, program tasks
Month
Game name, program tasks
September
"Gather the Harvest" -
teach children different ways to distinguish the gifts of fields and gardens.
Foster respect and interest in agricultural work. “Help resettle the insects”
- consolidate children’s knowledge about insects.
“Ripe - not ripe”
- teach how to determine the ripeness of vegetables and fruits by external signs.
“Assemble a picture”
(leaves) - practice composing a whole picture from individual parts.
Through the content of the pictures it will consolidate knowledge about trees. “Tops and Roots”
- will reinforce the knowledge that vegetables have edible roots - roots and fruits - tops, that some fruits have both tops and roots edible.
“Guess the taste”
- exercise in determining the taste of vegetables and fruits (sweet, sour, salty, bitter)
“What kind of autumn work”
(story pictures) -
-
teach children to choose from the proposed pictures those that depict people’s work in the autumn period.
October
"What kind of bird"
- classify birds by habitat (forest, pond, open space.
“Who lives where”
-
“What first, what then?”
(life circle of the queen ant) - will consolidate the stages of the life cycle of the queen ant.
“Compote of garden berries”
- consolidate children's knowledge about garden berries to teach them to distinguish garden berries.
"For mushrooms, for berries"
- to develop knowledge about mushrooms and berries; to teach children to distinguish between edible and inedible mushrooms, wild berries.
"Select the animals that live underground"
- introduce children to the inhabitants of the underground world
"How to make tomato juice"
(sequence) - to develop knowledge about the process of preparing tomato juice.
"Guess the name of the flower"
- learn to guess riddles; consolidate knowledge about garden flowers.
November
"Forest - multi-storey building"
(dispersal of animals) - - consolidate children's knowledge about the forest as a natural community;
to form ideas about the ecological niches (floors) of a mixed forest and the place of animals in them. “How the forest helps people”
- consolidate children’s knowledge about how the forest helps people.
“Zoological Domino”
- consolidate children’s knowledge about animals of the middle zone.
“Guess the riddle”
(about plants) - teach by characteristic features, guess plants.
“What autumn brought us”
- to form knowledge about autumn changes in nature, about the gifts of nature that occur only in autumn.
“What water can do”
- consolidate the properties of water
“Guess the weather”
- consolidate knowledge about weather conditions, develop visual and schematic thinking.
December
"Vegetable store"
— consolidate knowledge about storing vegetables.
“Find and feed wintering birds”
- teach to distinguish between wintering birds and select food for birds.
“Food chains”
- consolidate children’s knowledge about the connections and dependencies between phenomena and objects of nature.
“Fishermen”
- consolidate knowledge about the inhabitants of water bodies.
“Nature and Man” - “Guess which tree the seeds come from”
- teach by the type of seed, identify the tree.
“Birds, fish, animals” “Seasons”
- test children’s ability to consistently name the seasons.
January
"Where, whose tail"
— Teach children to identify an animal by the shape of its tail.
“Find identical snowflakes”
- teach, select a pair based on characteristic features.
“Edible - inedible”
- remind that vegetable crops are grown for food, that some have the above-ground part - the tops - for food, while others have the underground - the roots.
“Box of sensations”
- teach to identify natural and non-natural objects by touch.
“Who winters, how”
- to consolidate children’s knowledge about the wintering of domestic and wild animals.
“Guess what kind of plant” (indoor plants
) - teach children by description, guess a houseplant.
“What first, what then” (stages of frog development)
- consolidate knowledge about the process of formation of a frog.
“It happens or not” (seasonal phenomena)
- Develop logical thinking, the ability to notice inconsistency in judgments.
February
“You can’t do this, you know, and I know...”
- consolidate the rules of behavior in nature.
“From grain to bun” (the process of growing a bun)
- to consolidate children’s knowledge about the process of growing bread.
“Who eats what”
- teach children to classify animals according to the way they feed (herbivores, predators, omnivores)
“Place the animal in its zone” (animals of hot and northern countries
) - teach to classify animals according to their habitat.
“Plants and Animals of the Red Book” - consolidate children’s knowledge about animals and plants that are on the verge of extinction. “What’s what”
- develop the ability to classify.
Learn to distinguish between natural and man-made objects. “Juice”
- consolidate knowledge that you can make delicious juice from fruits;
learn to identify fruits by touch; form adjectives from nouns. “Call me”
- clarify knowledge about the characteristic features of the appearance and habits of animals.
March
"Who flies, jumps, swims"
- develop auditory attention, distinguish and name animals by their method of movement.
“Who will be who”
- develop mental abilities;
consolidate knowledge about animals and their young. “The fourth odd one”
- teach to distinguish between months of the year.
“Tell me which one”
- teach, by certain characteristics, to recognize objects, name taste qualities, color.
“Where does it grow” (lotto)
-
to form in children a basic idea of where vegetables, fruits, and flowers grow.
“Riddles about insects”
- teach by characteristic features, guess insects.
“Winnie the Pooh goes for the honey”
- clarify preschoolers’ ideas about honey and honey-bearing plants; cultivate a caring attitude towards flowering plants.
April
"How a plant grows"
— consolidate the stages of plant growth and development.
“Guess by description” (migratory birds)
-
“The postman brought a parcel”
-
“Domestic and wild animals” (lotto)
- consolidate the ability to systematize animals by habitat.
“Flower Shop”
- teach children to describe the plant they need.
“What first, what then” (butterfly development
) - consolidate knowledge about the process of butterfly formation.
“Mushrooms”
- give children an idea of the rules for collecting mushrooms;
talk about their diversity, that among the mushrooms there are not only edible ones, but also very poisonous ones. “Make a guess, and we will guess”
-
May
"Bird feeders"
- cultivate a sense of kindness in children;
teach children to take care of birds, watch them “Guess which tree”
- teach children to identify trees by their characteristic features and be able to describe them.
“Collect a bouquet”
- teach children to distinguish between garden, wild and forest flowers.
“Guess the tree by its leaf and fruit”
- teach by the type of seed, identify the tree.
“The fourth odd one” (pets)
– teach to notice mistakes, develop observation skills.
“Flying seeds”
- teach to classify seeds into stone fruits and flying ones.
“Living - not living”
- teach to classify objects of living and inanimate nature.
