We are pleased to welcome you to the website of the municipal budgetary preschool educational institution “Kindergarten of a combined type No. 134”
The municipal budgetary preschool educational institution "Kindergarten of a combined type No. 134" is a non-profit organization created by establishment to provide services in order to ensure the implementation of the powers of the municipal formation "City of Kursk" in the field of education provided for by the legislation of the Russian Federation. Direct educational activities are conducted in Russian.
The institution was registered on the basis of the order of the head of the Administration of the city of Kursk dated August 31, 1995 No. 840-r.
The founder of “MBDOU No. 134” is the Administration of the city of Kursk represented by the Education Committee of the city of Kursk, which carries out management in the field of education in the territory of the municipal formation “city of Kursk”, 305004, Kursk city, Radishcheva street, 103.
Chairman of the Education Committee of the city of Kursk Belkin Sergey Ivanovich. Telephone
Head of the preschool education department Angela Grigorievna Volshchukova. Telephone
Full name – municipal budgetary preschool educational institution “Kindergarten of a combined type No. 134”.
Abbreviated name – “MBDOU No. 134”
Type of municipal institution - budgetary.
Establishment status:
type – preschool educational institution;
type – combined type kindergarten.
Location (legal and actual address): 305048, Russian Federation, Kursk region, Kursk city, K. Vorobyova street, building 9.
Telephone
E-mail address
Internet site address: mdou134.ru
"MBDOU No. 134" operates on a five-day work week with days off: Saturday and Sunday. The duration of work at MBDOU No. 134 (duration of stay of children in groups) is 12 hours a day (from 7 a.m. to 7 p.m.).
The institution does not have representative offices or branches.
It does not provide additional paid educational services.
Head of MBDOU No. 134 - Demekhina Yulia Nikolaevna
1
NO to extremism!
The Path - Social video about our life:
For the sake of the future, say NO to extremism:
No extremism:
On June 22, an information campaign is being held to prevent falsification of Russian history.
Regional specialized exhibition of educational organizations “Spiritual and moral education of children and youth in the Kursk region”
About the launch of a hotline on immunoprophylaxis issues
will organize a hotline on immunoprophylaxis issues from April 12 to April 30, 2022
They will advise citizens on vaccination against measles, rubella, mumps, polio, pneumococcal and Haemophilus influenzae infections, tuberculosis, viral hepatitis B, diphtheria, whooping cough, tetanus and other vaccine-preventable infections, and will also provide explanations on the legal aspects of immunoprophylaxis in the Russian Federation and other topics of interest questions.
Consultations for citizens will be organized on weekdays from 10.00 to 17.00, on Fridays from 10.00 to 16.00, with a break from 13.00 to 14.00 by calling the Rospotrebnadzor Office for the Kursk Region:
— in Kursk;
— in Zheleznogorsk, Zheleznogorsk, Dmitrievsky, Khomutovsky, Fatezhsky districts - (47148) 2-46-49;
— in Lgovsky, Kurchatovsky, Konyshevsky, Rylsky, Glushkovsky, Korenevsky districts - (47140) 2-14-88;
-in Sudzhansky, Bolshesoldatsky, Belovsky, Medvensky, Oboyansky and Pristensky districts - (47143) 2-16-38;
- in Shchigrovsky, Cheremisinovsky, Timsky, Sovetsky, Kastorensky, Gorshechensky and Manturovo districts - (47145) 4-39-65.
The administration of the municipal budgetary preschool educational institution “Combined Kindergarten No. 134” informs about the purchase of the following means of prevention and protection against viral infection (including the new coronavirus infection Covid- 19 ) from budget funds:
— portable bactericidal recirculator – 2 pieces;
— non-contact thermometer – 2 pieces;
— disinfectants – 26 pieces.
Flu, coronavirus, other acute respiratory viral infections - a mask will help!
Influenza, coronavirus infection and other acute respiratory viral infections (ARVI)
Summary of a lesson in kindergarten “Excursion in the winter season along an ecological trail”
Municipal budgetary preschool educational institution
“General developmental kindergarten No. 33 “The Scarlet Flower” of the Elabuga municipal district of the Republic of Tatarstan.” The topic is “Excursions along an ecological trail in winter.” The notes were completed by teacher Nailya Raufovna Kalyamova. Elabuga Excursions along the ecological trail. (in winter.) Classes - excursions Purpose:
Teaching children using the example of specific natural objects, communicating with nature, instilling a caring attitude towards it.
Material:
Drawing of the owner of the trail - a forester,
Preliminary work:
Getting to know the trees, looking at them. Learning poems about these trees. Getting to know the stops:
1st stop - "Poplars" 2nd stop - "Birch" 3rd stop - "Aspen" 4th stop - "Maple" 5th stop - "Chokeberry, or Chokeberry" 6th stop - "Yolochki" 7th stop - "Bird chokeberry"
Stages of creating an ecological trail
Sequencing:1.
Detailed survey of the territory and identification of the most interesting objects.
2
.
Drawing up a diagram of an ecological trail with the route and all its objects. 3.
Together with the children, choose the “owner of the 2nd path - a fairy-tale character - a forester.
4
. Photographing objects and describing all points according to the diagram. (see diagram below)
1st stop - “Topolya.”
Goal:
To form ideas about the winter poplar, about how to help it survive the cold winter.
Learn to take care of trees. Excursion progress :
Today we will go on an excursion along the ecological trail and stop at the Topol stop and tell you about everything we see.
Guys, what do trees do in winter? Do you think it’s good or bad for them in winter? How can we help them survive the cold winter? It turns out that the cold season for plants is a dry period. The roots receive very little water. Autumn leaf fall helps them survive. As the trees shed their leaves, they fall into deep sleep. Let's remember what we know about poplar. What kind of tree is this? What kind of giants are these, like tower cranes, looking at everyone from above, trying to reach the clouds? One day in the summer they got naughty, grabbed a cloud, shook it, and white fluff scattered around. And now they stand there, bored, and don’t notice anything. Barely moving its crown, Poplars are quietly dozing. Poplar is a tall tree. People plant it in parks and alleys. Their flowers are collected in earrings. Small seeds - poplar fluff - are equipped with fluffy hairs, thanks to which they are carried by the wind. They protect us from dust and noise. Labor activity: Clearing the path to the tree, insulating the trunk at the roots with snow cover. Outdoor games: “Two frosts”, “We are funny guys”.
And now it's time for us to go to kindergarten.
And we will say goodbye to the poplars. Let's tell a poem about a poplar along the way. Stop 2 – “Beryoza”
Goal:
Expand children's understanding of the image of a birch; cultivate responsiveness and love for the nature of the native land; expand and replenish children's vocabulary.
Excursion progress:
Today we set off along the ecological trail to the “Beryozy” stop. We recognize birch by its white bark. There are no other trees with such bark in Russia. What do you see? What are those lines on the trunk? (the lines are lenticels.) Are the birch branches thick or thin? Russia is the land of white birches. Birch is one of the symbols of Russia, our Motherland. The birch is a very elegant tree, beautiful, everyone loves it very much, they call it the white-trunked Russian beauty. Many poems have been written about the birch.
Reading the poem by S. Yesenin “Birch”.
Covered with snow, Under my window Like silver.
And the birch tree stands in sleepy silence, And the snowflakes burn in golden fire. On the fluffy branches, like a snowy border, brushes blossomed like a white fringe. And the dawn lazily goes around, Sprinkles the branches with new silver. Speech exercise: “What else can you call a birch?” They say about the birch: white-trunked, curly, slender. Birch is not only a beautiful tree, but even in ancient times people noted the many beneficial properties of birch. If you brew tea from swollen birch buds, this decoction is very useful and cures many diseases. A birch broom in a bathhouse banishes illness, gives strength and vigor. Birch sap is also very healthy and tasty. Guessing riddles:
Sticky buds, Green leaves. With white bark. Stands under the mountain.
(birch.) Russian beauty Standing in a clearing In a green blouse, In a white sundress. (birch.) Green, not a meadow, White, not snow, Curly, but without hair. (birch.) Labor activity: Clearing the path to the tree, insulating the trunk at the roots with snow cover. Outdoor games "Wolf and Hares".
And now it’s time for us to say goodbye to the birches.
Along the way, you can sing the song “There was a birch tree in the field.” Stop 3 - “Aspen” Goal:
to expand children’s knowledge about aspen, to be able to distinguish it among the trees.
Excursion progress:
Today we go on an excursion along the ecological trail to the Osina stop.
And we learn a lot of new things about aspen. Aspen is a friend of the white birch. Both trees love bright sunlight, so they grow side by side on forest edges and clearings. The aspen has a dark gray trunk below, and silver-green above. Aspen leaves are special. At the slightest breath of wind they tremble and sway. People say about this: “Aspen trembles even without wind.” The petiole of an aspen leaf is long, flattened at the top, and very thin in the middle, which is why the leaf trembles in the lightest breeze. Riddles:
What kind of tree stands - There is no wind, but the leaf is trembling?
(aspen) In winter, our aspen stands without leaves. Aspen is not afraid of bitter frosts, snowstorms, or icy winds. She dozes in a snowy forest, waiting for warm spring days. The branches became brittle and brittle from the frost. Aspen twigs are bitter, but hares love to gnaw them in winter. After all, in winter the hares are hungry, so they feed on aspen branches. Song:
The aspen tree is chilly, It’s shaking in the wind, It’s getting cold in the sun, It’s freezing in the heat.
Give the aspen a coat and boots, Poor aspen needs to warm up. Labor activity:
Insulate a tree trunk with snow to keep it warm in winter.
Fizminutka:
The wind is blowing in our faces.
(we wave our hands towards ourselves.) The tree shook. (Raise your arms up and wave to the sides.) The wind is getting quieter, quieter and quieter. (sit down quietly.) And the tree is getting higher, higher and higher. (pull yourself up, hands up) Outdoor games:
“Homeless Hare”
Guys, tell me, what new have you learned about aspen? By what external signs can you identify aspen? Children's answers. Well done boys! And now it’s time for us to say goodbye to the aspen, and let’s go to the group. Stop 4 – “Maple”
Goal:
to teach children to distinguish a tree from a bush, to teach them to take care of them.
Course of the excursion:
Today we are going on an excursion along the ecological trail to the stops “Maple” and “Chokeberry”.
We When we hear the name “maple”, we imagine a tree with large, beautifully carved leaves. Because of the sharp projections along the edges of the leaves, it is called Norway maple. Physics minute:
Hands raised and waved These are trees in the forest. Hands bent, hands shaken. The wind knocks off the dew. We smoothly place the hands to the side. These are the birds flying towards us. We will also show how they sat down. We will fold our hands - like this.
Stop 5 “ Chokeberry or Chokeberry”
Now we will look at chokeberry.
How is it different from maple? Yes, right. Chokeberry is a shrub. It is short and has many branches. This shrub is widely used for landscaping, as in our garden. The bushes are almost invisible, they are covered with snow and are waiting in the warmth for the onset of spring. But in winter it is very useful to drink a decoction of dried chokeberry fruits, it contains a lot of vitamins. Stop 6 – “Yolochki”. Goal:
Show children that different circumstances and people can damage or help a living spruce.
Course of the excursion:
These Christmas trees were planted in the spring.
They have taken root, but they need to be looked after so that they grow and become tall trees. We will look after them and watch them. Spruce is a coniferous tree. Spruce needles are short and located singly on branches. The cones of the spruce are elongated. Spruce may be a thorny tree, but dangers await it. Strong wind can break the trunk and branches. If there is little snow, the spruce and its roots may freeze in the cold winter. A person can also damage a spruce tree if he decides to cut it down for the New Year holiday. You can help the spruce tree: dig snow to the trunk to keep it warmer, carefully shake the snow off the branches so they don’t break. Labor activity:
Digging snow to tree trunks to keep the Christmas trees warm in winter.
Riddles
: What kind of girl is this: Not a seamstress, not a craftswoman, She doesn’t sew anything herself, But she wears needles all year round.
(spruce) One color in winter and summer. Poem.
Snowfall.
Small trees and big spruces. Some things became silent, some things became quiet. Snow from morning to night, Everyone wants to fall asleep; And the forest is getting quieter, And the snow is getting higher. Christmas tree friends Say to each other: - Too much snow It’s hard for the top of the head 7th stop - “Cheryomukha”. Goal:
to teach how to distinguish bird cherry in winter from other trees.
Course of the excursion:
Bird cherry can be both a bush and a tree.
It is remarkable for its white fragrant flowers, collected in thick clusters. Bird cherry blossoms in April - May. Gives a lot of honey. Black bird cherry fruits are edible. You can make jam and compote from them; bake pies. Poem.
Bird cherry. The fragrant bird cherry blossomed in the spring. And the golden branches That curled around the honeydew Slides along the bark, Under it flows a small Silver stream. The fragrant bird cherry, Hanging, stands. And the golden greenery burns in the sun The stream washes over all the branches like a thunderous wave And insinuatingly under the steep slope Her songs sings.
Outdoor games “Traps”
What new have you learned about trees and shrubs? What is the difference? Now it's time for us to go to the group.
Abstract of GCD on ecology in the senior group on the topic: Virtual excursion to the meadow
Ecology in the senior group. GCD
Abstract of GCD on ecology in the senior group. Virtual excursion to the meadow
Author: Irina Pavlovna Zholobova, teacher at MBDOU No. 22.
Goal: To form children’s ideas about the meadow. Program content: - to activate children’s ideas about the diversity of living organisms in the meadow; - continue to learn how to use a microscope; — teach children to compare different objects viewed under a microscope; - develop curiosity and attention; - develop interest in research, children’s interest in nature; - activate children's vocabulary with the following words and expressions: microscope, lens, eyepiece, stage, cells. Integration of educational areas: Speech development. Social and communicative development. Cognitive and research development. Preliminary work: Conversation about the meadow. Reading poems about the meadow, asking riddles about the plants of the meadow. A conversation about the purpose of a microscope, an examination of the components of a microscope, a conversation about the rules for using a microscope, an examination of onion skin cells and a butterfly wing. Materials and equipment: pictures of insects (mosquito, butterfly, bumblebee, bee), pictures of flowers (chamomile, dandelion, clover, bell), tables with images of insects and flowers visible under a microscope and numbers, corresponding riddles, glass slides with fragments of insects and plants, microscopes, presentation, picture meadow, number axes, pencils.
Move
- Guys, I know you are inquisitive!
You know how to solve riddles. (slide 1) Mom gave birth to a daughter From a beautiful flower. Nice, little one! The baby was an inch tall. If you've read the fairy tale, you know what the daughter's name was. (Thumbelina) Thumbelina invites you on an excursion to the meadow. (slide 2) - Let's say the magic words: “One, two, three, spin around. Find yourself in the meadow!” A path runs through the meadow, dives to the left, to the right. Everywhere you look there are flowers around, and knee-deep grass. I. Surikov “In the meadow” - Guys, we have come to the meadow. (slide 3) Have you been to a meadow or clearing? What plants grow in the meadow? Who lives there? Thumbelina is very smart and clever, she loves to ask riddles. Why does she have such a name? (answers) That's right, she is very small, her height is only 2.5 cm, and the riddles she prepared are just as small. Therefore, to see them we need a microscope. (Children sit at tables in pairs) Rules! Let's remember the safety rules: 1. Handle the slide carefully, only by the edges. 2. Place it on the microscope stage, 3. Set the desired magnification, 4. Turn on the light (I-lower light, II-upper light) 5. Focus with the screw and examine. - You are ready? Begin! Here's your first riddle: 1. A fashionista in a bright dress - a huntress for a walk. It flutters from flower to flower, When it gets tired, it rests... (butterfly) Examine slide No. 1, what could it be? (slide No. 4) I suggest keeping an observation diary in the form of a table. Consider it. After each riddle, record the results using pictures. 2. Like a nail on a magnet, It rushes at us - It rings without bells, It bites without teeth. (Mosquito) Remove glass No. 1, put glass No. 2. What does it look like? A mosquito's foot... (Slide No. 5) - Don't forget to mark the guessing pictures in the table! 3. Early in the morning she can’t sleep. She really wants to work. So the hard worker brought honey... (bee) Remove glass No. 2, put glass No. 3. Did you find out what it is? Bee head! (Slide No. 6) Thumbelina offers to complete the task and help the bee. During the day, the bee collected 12 buckets of nectar. How many honeycombs will be filled if one honeycomb contains two buckets of nectar? Take and place a number line and a pencil in front of you. Mark on it with a dot how many buckets of nectar the bee collected. One division is one bucket. Who remembers how many buckets are included in one cell? Since we will mark the bucket with an arc? Two at a time... how many did you get? - Well done! Physical exercise And now let's play a game: “In the meadow in the morning” In the meadow in the morning, we started a game: (Children are sitting) You are a daisy, I am a bindweed. Join our circle. (Hold hands and form a circle) One, two, three, four. Spread the circle wider. (Walking in a circle) And now we are streams, Let's run in a race. (Running in a circle) We hurry straight to the lake, (Closing in a circle) The lake will become big. (We make a big circle) All nature has blossomed in a wondrous color. Thank you, mother earth!!! (Children bow) We rested, frolicked and returned to our place. 4. It grows everywhere in the summer - In the field and near the hummocks. It is elegant, purple, It is... (Bell) Remove glass No. 3, put glass No. 4. What does it look like? Bell petal. (slide number 7) 5. The leaf is a trefoil, like a fan. A thin flexible stem, a red cap - a flower. The juice in those flowers is sweet, The bumblebee flies after it on (... clover) Remove glass No. 4, put glass No. 5 What does it look like? Clover petal. (slide No. 8) 6. Yellow eyes with white eyelashes, for the joy of people, bees and birds. They decorate the earth with themselves, Sometimes they tell fortunes on their petals Butterflies love them, insects love These flowers are called... (daisies) Remove glass No. 5, put glass No. 6 Did you know what it is? Chamomile petal. (slide No. 9) - Don’t forget to mark the guessing pictures in the table! 7. A golden lantern burned in the dewy grass. Then it faded, went out and turned into fluff. (dandelion) Replace glass No. 6 with glass No. 7 Did you find out what it is? This is a dandelion seed. (slide number 10) - Guys, all these plants are medicinal. Tell me, what does medicinal mean? Well done! Thumbelina offers to complete the task and help her place flowers in the meadow. Place a picture of a meadow in front of you and listen carefully! Plant a dandelion in the upper right corner. There is a bell in the lower left corner. Plant clover in the lower right corner. In the upper left corner - a chamomile. Place a bumblebee in the center. - How does a bumblebee buzz? Name words with the sound “Zh”. — Do you think bumblebees bite or sting? New information. Bumblebees are very peaceful; they can sting when defending their nest, or if they have been harmed.
Unlike a bee's, the bumblebee's sting is not jagged, it is smooth, so they can sting several times. Advice from Thumbelina! To avoid being a victim of a stinging insect, you need to follow several recommendations: do not wave your arms when you see an insect, do not remove it from yourself if it lands on you, do not climb into its nest. Then he definitely won’t touch you, since he is a non-aggressive insect. Well done today! -Guys, our trip to the meadow is over. In parting with the meadow, I would like to tell you: “Children, take care of the meadow, herbs and flowers. It’s impossible to live in the world without this beauty.” - It's time for us to return to the group. Let's say the magic words: “One, two, three, spin around. Find yourself in your group” “If I pick a flower” If I pick a flower, If you pick a flower, If everyone: both me and you, If we pick flowers, All the meadows will be empty And there will be no beauty! (Tim Sobakin) Presentation on the topic: Virtual excursion to the meadow
We recommend watching:
Abstract of GCD in the senior group on familiarization with the outside world on the topic: Winter Summary of GCD on cognitive development in the senior group on the topic: Fluttering flowers GCD on ecology in the senior group GCD on environmental education of children of senior preschool age
Similar articles:
Abstract of GCD in the senior group on cognition on the topic “Furniture Factory”
Abstract of educational activities for cognition in the senior group of kindergarten on the topic “Russian folk toys”
Summary of a lesson on cognition in the senior group of kindergarten on the topic: Hearing organs
Conversation in the senior group of kindergarten on the topic: What are fabrics for?
Summary of a lesson on cognition in the senior group on the topic: My city Voronezh
Methodology for organizing and preparing environmental excursions
Methodological development “Methodology for organizing and preparing environmental excursions”
Description: Methodological development materials contain recommendations for organizing and conducting environmental and biological excursions. The proposed methods were tested by the author when organizing work in the interest association “Entertaining Biology”. Addressed to primary school and biology teachers, additional education teachers. Author: Danilchenko Oksana Anatolyevna, head of the department for the main activities of the State Educational Institution “Slutsk Ecological and Biological Center for Students” Purpose: to help teachers in organizing environmental excursions. Objectives: - introduce the possibilities of excursions in the educational process;
— consider individual aspects of preparing and conducting the excursion; — show the importance of excursions for the training and education of students. The importance of excursions
The man of the future is a comprehensively developed personality, living in harmony with the world around him and himself, acting within the framework of environmental necessity. An essential point in educating schoolchildren’s ecological culture is a change in their consciousness of the idea of the priority of man over nature and the formation of a new worldview that promotes the perception of nature and man in mutual connection and dependence. How many times has nature shown people that its laws must not only be known, but also respected. Every living creature on Earth has its own purpose. Which? We don't always know this. There is nothing superfluous in nature. Excursions are not only a mandatory form of educational organization, but also allow you to get up close and personal with representatives of the flora and fauna, observe them in a natural setting, and understand that everything in nature is interconnected and much depends on the person who is part of nature. What are the benefits of ecological and biological excursions or walks? This is time devoted to communicating with nature. It is very important that the child, while walking or on the way home (to school), notices what is happening around him. During the excursion, it is necessary to pay attention to the explanation of any fables about animals and plants. Perhaps this will save an animal or plant. On almost any excursion you can clearly demonstrate what a food chain is. In nature, someone is eating all the time. This is the law of life. On an excursion, it is possible to hold children’s attention to this fact and show how interconnected everything is in nature. Excursions allow students to concretize the knowledge acquired in the classroom, as well as expand it. Live communication with nature stimulates the interest of schoolchildren, who must not only watch, but also draw conclusions from what they see. To consolidate the acquired knowledge, it is also necessary to conduct observations in laboratory conditions. Observations in nature provide good preparation and the opportunity to decide on a career choice. Thus, an excursion is a direct communication with nature, which not only allows you to admire the beauty of a meadow, forest, etc., but also get answers to numerous “whys”.
Methodology for conducting excursions
The excursion should be based on 10 “commandments” of the excursion business: - Remember that an excursion is not a walk, but an obligatory part of educational classes.
-Before the excursion, study the place where you will take the children, think over its theme, purpose and draw up a route plan. -Stick to the topic of the excursion, do not be distracted by random observations and answers to questions. Select for conversation only that material that corresponds to the topic and age of the students. -On the excursion, talk only about what can be seen and what can be shown, also use visual aids prepared in advance. -Avoid lengthy explanations, reading long stories, ask 3-4 entertaining questions. -Excursionists should not only be listeners, involve them in active work, in collecting visual aids, let them take notes or sketches. To make a herbarium, use fallen leaves, weeds, gifts of nature, without harming plants and animals - Do not overload the memory of tourists with numerous concepts and names (they will forget them). -Be able to correctly show objects of observation and teach students to view them correctly (objects should be visible to everyone). -Do not tire the tourists with long treks, they will stop listening to you, and discipline in the group will decrease. -Consolidate what you saw and heard on the excursion in the students’ memory by subsequent study of the material (at the last stop, or in the next lesson). Classes prepare students for the excursion; the excursion expands and concretizes their knowledge. The teacher comes up with the structure of the excursion. The structure must contain the following mandatory parts: the task or topic of the excursion, a brief introduction in the form of a story or conversation, independent work of students, their reports, additional information from the teacher, a generalizing conversation. In the group it is advisable to have notebooks, pencils, binoculars, a camera, a compass, a magnifying glass, a small spatula, a meter, twine, a folder for collecting leaves, and several jars. Schoolchildren should prepare comfortable shoes and clothes for themselves. On excursions into nature, you should dress as lightly as possible. When preparing students for an excursion, it is necessary not only to inform the topic of the excursion, issue equipment and warn what to take with them and how to dress, but as A.I. Gerd said, to “get excited” about the upcoming excursion. It is very important from the first trips into nature, during excursions, to accustom children to the “rules of behavior during an excursion.” The topics of excursions can be complex (both botany, zoology and local history), for example, an excursion to a pond, or special, for example, an excursion “Birds in city." Usually, sightseeing tours are conducted, which most often examine a significant number of species, trying to confirm the validity of the main provisions of the excursion topic with the breadth of coverage of the objects being studied. At the same time, the excursion acquires a monographic character, i.e. During the excursion, one model object is studied. Such an excursion forces students to concentrate their attention in a strict, precisely defined direction. In this way, it contributes to the development of observation skills to a greater extent than sightseeing tours. A monographic excursion allows you to discern the general patterns of the functioning of living nature behind individual facts. For example, the object of study on the excursion “Adaptation of the body to living conditions” can be a dandelion. On such excursions, in addition to qualitative features, it is useful to include consideration of the quantitative characteristics of the object being studied. All this gives them an exploratory character. When conducting an excursion in an association of interests, one should take into account not only the age characteristics of the children, but also the level of their knowledge. At the first stage, you should pay more attention to everything beautiful and unusual, i.e. on the emotional-cognitive side. Gradually, from excursion to excursion, observations become more complex. For children of kindergarten age and primary schoolchildren, it is better to use not excursions, but walks into nature. It is good to use walks at the end of the lesson. For example, when going through the topic “Insects”, you can take a walk “Winter Hut of Insects”. Principles for grouping objects according to certain excursion topics There are principles for grouping objects according to certain excursion topics, allowing you to highlight the most important available material. Local principle - material is grouped according to its connection with the environment and according to the location of the object in nature. This is how the topics arise: “Acquaintance with the animal world of the garden,” “Life of fresh water,” etc. An excursion dedicated to one specific species or phenomenon, for example, dandelion, can also be considered local. Seasonal principle – material is grouped by seasons. Many events only happen at certain times of the year. Seasonal excursions are less accessible and require more serious preparation. They require strict adherence to deadlines; for example, in the spring, life awakens so quickly that it is not always possible to have time to observe the beginning of flowering. Biological principle - the material is grouped into fairly narrow biological topics, so the leader is required to have certain training and the ability to analyze what is happening in nature. For example, an outbreak of a pest makes it possible to analyze the relationship between predator and prey (for example, a ladybug-aphid), to evaluate biological and chemical methods of pest control, and to show the strength and weakness of humans in the face of natural phenomena. Systematic principle - the excursion is dedicated to one or several systematic groups, regardless of their habitat (beetles, butterflies, etc.), which can be isolated if there is rich and accessible material (only bark beetles). An example is the “Birds in the City” tour. Such excursions are necessary for children who seek to gain deeper knowledge. Excursions along the ecological trail include 2-3 stops devoted to issues of ecology and nature conservation, carrying out social - useful work on cleaning and burying garbage, feeding birds, etc. (depending on the season of the year). At stops, it’s good to play didactic games, ask riddles and use other types of entertaining material. Excursions to museums have their own characteristics. They are usually conducted by professional tour guides. In this case, the teacher agrees in advance on the excursion topic and the main objectives of the excursion. An excursion to the museum can also be conducted by the leader of the circle, and it is advisable to draw up a plan together with the museum methodologist. An example is the excursion “Diversity of Mammals on the Planet”. Excursions to the museum stand apart and are good to use when it is not possible to see plants and animals in nature (they lead a hidden lifestyle, are extinct, etc.). Sometimes, there is no opportunity to conduct an excursion (bad weather) or observe objects in nature (fish), then it is worthwhile to conduct a virtual excursion. Stages of preparing an excursion Thus, in the process of preparing an excursion, 2 stages can be distinguished: Theoretical preparatory part
This includes: drawing up a detailed outline of the excursion, taking into account the topic, time of year and location of the excursion, preparing individual and group tasks for students, selecting materials for conversations , entertaining material taking into account the topic of the excursion, consideration of individual issues related to the topic of the upcoming excursion, reading literature on the topic of the excursion at home or in class in advance, selecting the necessary teaching materials, equipment, manuals, etc.
Practical organizational part
It includes preliminary acquaintance of the excursion leader with the route, choice of stopping places and observation objects;
preparing a route plan, dividing children into groups to conduct observations, experiments and collect material for a collection, herbarium and other visual aids; determining the beginning and end of the excursion, reminding children of the route, instructing them on clothing and safety, repeating the rules of conduct during the excursion, etc. Organizing excursions Organizing excursions is one of the forms of instilling a responsible attitude towards the environment in children. During the excursion, it is advisable to use interesting unexpected situations and observations on the topic, without encouraging random questions, giving short answers or comments to them. Don't show schoolchildren every plant and every animal you meet. For example: on the excursion “Visiting Cultivated Plants” it is enough to dwell in detail on 10-15 types of cultivated plants, and for the rest simply indicate the field, vegetable or garden crop. When characterizing the biology of a particular species and its adaptability to life in specific environmental conditions, it is necessary to draw students’ attention to the mutual connections of plants, animals and the environment. During excursions, it is worth using artistic images from literature and painting to emphasize the originality and beauty of nature. For example, when giving an excursion “Autumn in the life of plants” (Appendix), with the help of poetry you can show the beauty of autumn and autumn phenomena in nature. In this case, precautions must be taken so as not to disrupt the course of the biological excursion. You should not turn excursions into an activity with questioning children; the excursion should retain its content and specificity. Independent observations An indispensable part of the excursion is independent observations and completion of tasks by the children. The purpose of this is to teach students to see phenomena occurring in the surrounding nature, understand them, and turn to nature itself to resolve emerging issues. Tasks should be accessible to students and provide a combination of reproductive and cognitive creative activities. For example, on an excursion to a pond, children not only have to identify the type of dragonfly flying over a given area of the reservoir, but also try to explain why their life is closely connected with the reservoir. Results of the excursion At the appointed time, students gather to sum up the results of the excursion.
Preliminary ones are taught in nature, and more complete ones are taught in the office or even in the next lesson. For example, when conducting an excursion to a pond, it is better to discuss observations of mollusks and leeches in the next lesson because they require improvement after the excursion. When discussing the excursion, the teacher draws students’ attention to the most interesting observations and objects and summarizes the children’s messages. After the excursion, students process the collected material, draw up reports or reporting tables. Conclusion
Interest in nature, the desire to understand the world of living plants and animals awakens in a person in early childhood.
The child is interested in why the leaf is green, and how animals and plants communicate with each other, and many other “whys.” The older a child gets, the more “why” they have. The excursion answers many questions through direct observation of living objects of nature. It expands and consolidates theoretical knowledge about animals and plants, about the influence of environmental factors - abiotic, biotic and anthropogenic. Excursions develop children's interest and curiosity, observation and attentiveness, and respect for the natural environment. On excursions it is useful to remember Vinson Brown's advice: 1. Don't try to remember everything you see. Recording observations and sketches will provide more reliable information. 2. The best collections are those that can tell a story. It is better to collect drawings, photographs, etc. 3.Ask questions of yourself and others. 4. Follow the 4th principles: patience, attentiveness, precision, cooperation. Every person should feel love for nature, respect for all living things, and foresee the consequences of their behavior in the natural environment. In order to protect nature and its inhabitants, you need to know and love them. A person must know and protect, first of all, the nature that directly surrounds him. And excursions into nature help with this. For example, in the classes of the interest association “Entertaining Biology”, there are excursions whose route passes by landfills, while children see its consequences with their own eyes. Excursions during classes in additional education institutions are important not only for completing the program of association of interests, but it is also a good help for better assimilation of school material in such subjects as “Man and the World”, “Biology”, “Geography”. Excursions teach observation skills, the ability to independently complete tasks, and think. Appendix Excursion: “Autumn in the life of plants.” Goal: study the diversity of plants, methods of seed dispersal.
Objectives: - Acquaintance with autumn phenomena in the life of woody plants. — Familiarity with the rules of behavior in nature. Student age: 7-10 years old Location: park. Equipment: notepad, pencil, camera. Preparing for the excursion: 1. Getting to know the goals and objectives of the excursion. 2. Instruction on the rules of behavior in nature. 3. Acquaintance with plants that may be encountered on an excursion, using illustrations and a herbarium. 4. Divide into groups of 4-6 people. Conducting an excursion.
1. Conversation. Teacher: The sky was already breathing autumn, the sun was shining less often, the day was getting shorter, the mysterious autumn of the forests was revealing itself with a sad noise, the fog was laying on the fields... What poems and songs about autumn do you know? The guys remember poems and songs about autumn. Teacher: - Now let's clarify which factors of inanimate nature have the most powerful impact on plants and animals in the autumn season. Students name: length of day, low temperatures, precipitation, wind, illumination. 2. Quiz “Falling Leaves”. 1.What common signs do deciduous trees and shrubs have to withstand adverse conditions? (Leaves falling). 2.What causes the leaves to fall in autumn? (This feature is associated with the adaptation of plants to retain moisture. Evaporation would occur through the leaves, and plants cannot absorb water from frozen soil. In addition, the leaf surface would not withstand a large mass of snow.) 3. What colors do the leaves turn into in the fall? (Yellow, red, etc.) 4.Which coniferous tree in Belarus sheds its leaves for the winter? (Larch). 5.How do animals prepare for winter? (they hibernate (hedgehog), change fur and color (hare - hare), accumulate fat (bear), make supplies for the winter (Jay)) 2.Tasks for excursionists. 1.Make a list of plants that you will see on the excursion. 2.Collect fruits and leaves (10 pieces each group). 3. Fill out the table indicating the type of plant, the color of the leaves, the presence of fruits, flowers, whether it is a tree, bush or grass. Summing up the excursion 1. Discussion of completed tasks. 2. Impressions of the excursion. 3.How can people help plants and animals in cold weather? Literature. 1. V.V. Travnikova “Biological excursions”, St. Petersburg, 2002, pp. 19-24.
We recommend watching:
A poem on an environmental theme for elementary school students Integration of humanitarian and environmental education and education A fairy tale on an environmental theme for schoolchildren 11-14 years old Synopsis of an ecology lesson for children with disabilities, grades 8-9
Similar articles:
Role-playing game on ecology for 6th grade
Extracurricular activities on ecology at school for grades 5 - 11
Extracurricular event on ecology, grades 7-8. Ecology and war
Extracurricular activity, 8-9 grades. Environmental protection
Class hour on ecology “The Earth is our common home”, grade 10
Consultation for educators
An excursion is one of the types of activities to introduce children to nature. During the excursion, the child can observe natural phenomena, seasonal changes in a natural setting, see how people transform nature in accordance with the requirements of life and how nature serves them.
The importance of ecological excursions:
1. Children have the opportunity to see plants and animals in their habitat.
2. The excursion forms in children primary worldview ideas about the relationships that exist in nature.
3. Excursions to the forest, field, park, river bank provide an opportunity to collect a variety of material for subsequent observations and work in a group, in a corner of nature.
4. Excursions develop observation skills and interest in nature.
5. The beauty of nature evokes deep experiences in children, various positive impressions, and contributes to the development of aesthetic feelings.
6. Excursions help to instill in children love and respect for their native nature, love for the Motherland.
According to the content, excursions can be divided into two types:
1. Natural history - to the park, to the forest, to the river, to the meadow, to the zoo, to the botanical garden.
2. Excursions to agricultural sites: to the field, to the poultry farm, to the garden, to the vegetable garden - to familiarize yourself with the work of adults.
Organization of excursions.
Conducted in middle, senior and preparatory groups. The purpose and program content for the excursion are determined.
1. Natural history excursions are carried out in a certain system. It is advisable to organize them on the same objects at different times of the year, in order to show children the seasonal changes that occur in nature.
2. Agricultural excursions are conducted to familiarize children with certain types of adult labor.
When planning an excursion, the teacher accurately defines the topic and purpose, specifies the program content, outlines the object of the excursion, and outlines the route. When determining the location of the excursion, it is necessary to take into account the physical capabilities of the children, the season, the characteristics of the road, and the weather. The teacher outlines in advance the sequence of observations, the content and scope of the knowledge that children should receive, establishes where they can independently conduct observations and relax. To make the excursion interesting, the teacher selects poems, riddles, proverbs, and games in advance.
Preparing children.
A few days before the excursion, the teacher holds a short conversation with the children in order to arouse their interest in the upcoming lesson. Children should know where they will go, what they will see, why, what they need to collect. The teacher pays attention to the children’s clothing; it should take into account the weather and season.
Conducting excursions.
1. Nature excursion. It includes: an introductory conversation, collective observation, individual independent children’s observations and collection of natural material, children’s games with the collected material, and the outcome of the excursion.
Having brought the children to the excursion site, the teacher conducts a short conversation, recalling the purpose of the lesson, allows the children to look around, then the children begin to observe the intended objects and natural phenomena.
The main part is collective observation. Here the main program tasks of the lesson are solved. Children, together with the teacher, notice and realize the characteristic signs of objects and phenomena. The teacher supplements the observations with his own story and explanations. The teacher pays attention to questions and tasks that force children to examine the subject, compare, find differences and similarities, and establish connections between natural phenomena. It is useful to use works of children's fiction, poems, and riddles.
Then the children are given time to make independent observations and collect natural history material. When collecting natural material, its quantity should be strictly limited in order to solve the problem of instilling a caring attitude towards nature. When children work independently, the teacher can show how to dig up a plant, cut a branch correctly, etc. However, you cannot do all the work for your children. The collected material is sorted and put into bags, some of it is used for games and exercises.
In games, children consolidate knowledge about the characteristic features of objects, express their qualities in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Branch, branch, where is your baby?”, “One, two, three - run to the tree!” etc.
2. Agricultural excursion. It makes it possible to clearly show how humans influence nature, how they grow plants and animals. Here children get acquainted with basic labor operations. The tour begins with a preliminary conversation. Its task is to arouse interest in upcoming observations. The basis of the excursion itself is to examine objects of labor (plants, animals) and observe the process of adult labor. The teacher pays attention to the ways of using mechanisms and machines. It’s good when, during the excursion, children help adults (feed animals, collect vegetables, etc.). Children participate in a conversation with an adult, listen to a story about work. When preparing for an agricultural excursion, the teacher himself gets acquainted with the objects of observation, obtains permission to conduct the excursion, agrees on the time of the visit, on the participation of children in work, and determines the content of the conversation between children and workers.
Working with children in a group after the excursion.
After returning from the excursion, the collected material is placed in a corner of nature. After 2-3 days, the teacher conducts a lesson using handouts, drawing, modeling, didactic games with natural materials, reads fiction, listens to children’s stories about where they have been and what they have done. In conclusion, a generalizing conversation is held, during which the teacher asks questions to the children in such a way as to reconstruct the entire course of events.
