Card index of didactic games for the development of environmental concepts for the preparatory group. Card index of ecology games for children of the preparatory group Card index of environmental games for the preparatory group according to the Federal State Educational Standard
Ecological games on the development and formation of a correct attitude towards the surrounding nature contain a plot, use roles, rules, or contain only tasks. Actions in such games can be indicated by text, which determines the sequence of the game.
The games proposed by preschool teachers will help preschoolers love their native land and the surrounding animate and inanimate nature. Game exercises and manuals developed by preschool education specialists are easy to make and have one or more implementation options.
Games and aids for environmental development and education
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Electronic didactic games of an environmental nature Electronic didactic game of ecological nature“When does this happen?” Target: clarify children’s ideas about seasonal phenomena and changes in nature. Move: The slides on the left show tree leaves with different colors depending on the time of year, branches, cones, branches with...
Presentation “Environmental education of preschool children through didactic games” Ecological education is one of the main aspects of moral education. After all, nurturing a child’s correct attitude towards nature develops in him those moral norms that will later become the motive for his behavior. Nature attracts children, constantly...
Ecology. Didactic games and environmental aids - Master class on making felt aids “Nature Calendar”
Publication “Master class on making a manual from felt “Calendar...” Hello dear teachers, today I would like to show you a master class on making a nature calendar for kindergarten with your own hands. So, I needed: felt of different colors, raincoat fabric, Velcro, sewing threads, sewing needles, leaves for decoration, eyes...
Image library "MAAM-pictures"
Didactic games in nature for children of senior and preparatory groups Shop “Fruits, Berries” Teacher preparation: selection of models or pictures depicting fruits and berries known to children. Didactic task: children’s ability to accurately describe the appearance - color, shape, taste, location of fruits and berries. Check if they understand correctly and...
Development of vocabulary in children of the first junior group through didactic games and exercises in the process of becoming familiar with nature Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. Words denote objects and phenomena, their signs, qualities and actions with them. Preschool pedagogy considers the development of vocabulary in children as one of...
Didactic games on environmental education for older preschoolers Didactic games on environmental education for older preschoolers. Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, to understand that unreasonable human intervention...
Ecology. Didactic games and environmental aids - Presentation of a didactic game on environmental education “Riddles about summer”
Didactic game for cognitive development. Direction “Environmental education “Riddles about summer” middle preschool age Goal: Generalization and expansion of children’s knowledge on the topic “Summer”. Objectives: - Systematize children's knowledge about the season - summer - Consolidate knowledge about seasonal...
Didactic game on environmental education “The fourth odd one” (theme “Summer”) Didactic game on cognitive development for children of the middle group Direction “Ecological education “The fourth odd one” (theme “summer”) Purpose of the game: - To consolidate the ability to find the fourth extra object and explain why it is redundant Objectives: - to systematize children’s knowledge about...
Find a leaf. Goal: distinguish and name the leaves of familiar trees, remember the names of trees, develop children’s speech; to cultivate their attention and aesthetic feelings. Material: each child has identical bouquets of 3-4 leaves (maple, oak, ash, birch, one bouquet...
Environmental education of preschool children through didactic games Environmental education of preschoolers through didactic games Everyone knows that it is the game that allows you to satisfy children's curiosity, involve the child in the active exploration of the world around him, helps him master the ways of knowing the connections between objects and...
Ecology games used by preschool teachers are aimed at clarifying, consolidating, and expanding knowledge about subjects and natural phenomena, flora and fauna. Leaves, fruits of ornamental trees, vegetables, fruits, etc. are used in such games. They are used in classes to familiarize themselves with the surrounding world, life safety, etc., concretize children’s knowledge about the properties and quality of natural objects.
- Board games of printed origin help to systematize knowledge about plants, inanimate natural phenomena, and animals.
- Verbal games help reinforce the properties and characteristics of objects in the surrounding world.
- Outdoor games help consolidate knowledge about animals, imitate their habits and way of life. Such nature games reflect the phenomena of living and inanimate nature.
- Creative games teach preschool children to reflect the impressions received in the process of becoming familiar with the world around them. Game exercises are aimed at consolidating the acquired knowledge.
Daria Alferova
Card index of didactic games for the development of environmental concepts for the preparatory group
Card index of didactic games for the development of environmental ideas
For preparatory group.
Prepared: Teacher Alferova Daria Alexandrovna
MBDOU "Kindergarten "Solnyshko", Tambov, 2017
"We - ecologists»
Target: consolidate children's knowledge about nature.
Progress of the game: The teacher reminds the children that people who study nature and protect it are called environmentalists, And invites them to play the role of ecologists. The other children will ask them questions. For example:
1. If we protect birds in the forest, who will we help?
2. Why does nature need predators?
3. What is the Red Book and what is it for?
4. Why do people create nature reserves?
5. Tell us how the Christmas tree, squirrel, and lynx are related to each other?
6. How do animals and insects help plants?
"Protection of Nature"
Target: consolidate knowledge about the protection of natural objects.
Equipment: Pictures with images of plants, birds, animals, humans, sun, water, air.
Progress of the game: on a table or typesetting canvas Pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: removes the bird - what will happen to the rest of the animals, to humans, to plants.
"Living Pyramid"
Target: consolidate children's knowledge about ecological pyramid through punch cards.
Equipment: punch cards depicting predatory and herbivorous animals.
Progress of the game: the teacher gives it to the children punch cards with images of predatory animals on the left side and herbivores on the right side. Children must draw an arrow from the predatory animal to the animals they catch.
"Nature and Man"
Target: consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Equipment: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that those around us items either made by human hands or existing in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"
"What is created by nature"? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
"Big Chain"
Target: to clarify children’s knowledge about objects of living and inanimate nature.
Equipment: Pictures with an image of an object of living or inanimate nature.
Progress of the game: in the teacher's hands subject picture with an image of an object of living or inanimate nature. Passing picture, first the teacher, and then each child in the chain names one attribute of a given object, so as not to repeat itself. For example, "squirrel"- an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.
"Air, earth, water"
Target: consolidate children’s knowledge about natural objects, develop auditory attention, thinking, intelligence.
Equipment: ball.
Progress of the game:
Option 1. The teacher throws the ball to the child and names an object of nature, for example, "magpie". The child must answer "air" and throw the ball back. On word "dolphin" the child answers "water", on word "wolf" - "Earth" etc.
Option 2. The teacher calls the word "air" The child who catches the ball must name the bird. On word "Earth"- animal living on earth; on word "water"- inhabitant of rivers, seas, lakes and oceans.
"Who lives where?"
Target: consolidate knowledge about animals and their habitats.
Equipment: Pictures with images of animals and their habitats.
Progress of the game: from the teacher Pictures with images of animals, and for children - with images of the habitats of various animals (hole, den, river, hollow, nest, etc.). The teacher shows picture with an image of an animal. The child must define, where it lives, and if it coincides with its picture, "settle" at home, showing teacher card.
"Benefit-harm"
Target: consolidate knowledge about the relationships in nature.
Progress of the game: First option: "Benefit - harm". (Subject: Live nature)
Children should stand in a circle. The teacher asks question: “What is the use of a bee?”, children must take turns answering the question without repeating the answers of their comrades. Then the task is changing: “What harm does a bee do?”
Second option: “Like it - don’t like it” (Subject: not living nature)
Third option: "Good bad". (Subject: seasons and 4 elements: water, air, earth and fire). The principle is the same.
The teacher asks a question: “What would happen if all the bad qualities of natural objects disappeared, and everything around us became good?” (the wolf became good - he stopped eating hares, hares would so many divorced, that they would gnaw all the bark on the trees, there would be fewer trees and many birds would have nowhere to live).
It turns out that if everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.
At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.
“What do we take in the basket?”
Target: to consolidate knowledge about what kind of crop is harvested in the field, in the garden, in the garden, in the forest, to teach to distinguish fruits according to the place where they are grown.
Equipment: Pictures with images of vegetables, fruits, cereals, melons, mushrooms, berries and baskets.
Progress of the game: in some children - Pictures, depicting various gifts of nature. Other's - pictures in the form of baskets.
"Children are fruits" accompanied by cheerful music, they disperse around the room, using their movements and facial expressions to depict a hulking watermelon, tender strawberries, a mushroom hiding in the grass, etc.
"Children are baskets" must pick up fruits in both hands. Necessary condition: Every child must bear fruit that grows in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
"Mushroom Basket"
Target: consolidate knowledge about edible and inedible mushrooms.
Equipment: basket, Pictures with an image of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are guessing pictures. The teacher makes a riddle about mushrooms, the children find and put picture- guess the edible mushroom in the basket.
Publications on the topic:
Card index of didactic games for children 4–5 years old Preschool educational institution d/s No. 4 village. Unarokovo Prepared by: secondary group teacher Radchuk I.I. Card index of didactic games.
Card index of didactic games and exercises for speech development in different age groups in kindergarten. Card index of didactic games and exercises for speech development in different age groups in kindergarten Didactic games and exercises for.
Card index of didactic games to form preschoolers’ ideas about a healthy lifestyle Didactic game “So that your eyes don’t hurt” Goal: To develop knowledge about the organs of vision. The teacher reads the rules and shows model cards.
Card index of didactic games on the musical development of preschoolers 3–4 years old. Name of the game: 1. Warm-up Purpose: Organize the children before class. Materials and equipment: Without objects Game progress: Children sit on chairs.
Didactic games on ecology for children 6-7 years old.
Target: expand the knowledge of preparatory age children about wild animals of the Far North and wild animals of the taiga and forest.Tasks:
To instill in children a love of nature.
To develop skills, imaginative thinking and logic in children of preschool preparatory age.
Strengthen children's knowledge through punch cards and crossword puzzles.
Activate your vocabulary.
Preliminary work:
Conversations with children about wild animals of the Far North and wild animals of the taiga and forest.
Game “Who loves what?”
Goal: to form children’s understanding of predatory animals and herbivores. Strengthen children's knowledge through punch cards.
Progress of the game: the teacher hands out punched cards to the children depicting models of the feeding habits of animals. Children must use a pencil to draw an arrow from the animal to its food.
Game “Whose body parts?”
Goal: to develop in children the ability to systematize animals according to their tracks. Strengthen children's ability to use punch cards.
Progress of the game: the teacher gives the children punched cards with images of wild animals on the left side, and parts of the body of these animals on the right side. Children must draw an arrow with a pencil from the animal to its body part.
Game "Who loves what?"
Goal: to form children’s understanding of the food of wild animals. Strengthen children's knowledge through punch cards.
Progress of the game: the teacher hands out punched cards to the children with images of wild animals on the left side and food of wild animals on the right side. Children must draw an arrow with a pencil from the animal to its food.
Game "Living Pyramid".
Goal: to consolidate children's knowledge about the ecological pyramid. Strengthen children's knowledge through punch cards.
Progress of the game: the teacher hands out punched cards to the children with images of predatory animals on the left side and herbivores on the right side. Children must draw an arrow from the predatory animal to the animals they catch.
Game "Whose Tail?"
Goal: to develop in children the ability to organize animals by their tails. To strengthen children's ability to use punch cards.
Progress of the game: the teacher gives the children punched cards on the left side of the animals, on the right side their tails. Children must draw an arrow with a pencil from the animal to its tail.
Game “Whose traces?”
Goal: to develop in children the ability to systematize animals according to their tracks. Strengthen children's ability to use punch cards.
Progress of the game: the teacher hands out punched cards to the children with images of wild animals on the left side and their tracks on the right side. Children must use a pencil to draw an arrow from the animal to its track.
Didactic games on ecology for children of preparatory age.
Polar bear.
Profession: predator.
Special features: big white with a leisurely gait.
Clothing: fluffy thick fur protects from the cold.
Menu: berry roots, fish, seals.
Reindeer.
Where he lives: in the Far North in the land of eternal ice.
Profession: herbivore.
Special features: wide hoof, all deer have antlers on their heads.
Clothing: long thick and wavy hair.
Menu: moss, alpine herbs.
Polar Wolf.
Where he lives: in the Far North in the land of eternal ice.
Profession: predator.
Special features: fangs, gray tail.
Clothing: Gray thick fur protects from the cold.
Menu: polar hares, reindeer.
Polar hare.
Where he lives: in the Far North in the land of eternal ice.
Profession: herbivore.
Special features: long ears.
Clothing: white fluffy fur protects from the cold.
Menu: moss.
Arctic fox.
Where he lives: in the Far North in the land of eternal ice.
Profession: predator.
Special features: fluffy tail.
Clothing: White fur protects from the cold.
Menu: polar hares, lemmings.
Elk.
Profession: herbivore.
Special features: a giant from the deer family, huge branched antlers.
Clothes: brown wool.
Menu: lush aspen, birch trees, leaves and roots of aquatic plants in the water.
Noble deer.
Where it lives: in mountainous areas covered with forest.
Profession: herbivore.
Special features: round trunks and branches of their horns.
Clothes: wool is cast in gold.
Menu: young tree shoots.
Tiger.
Where it lives: in taiga forests.
Profession: predator.
Special features: striped color, mustache and tail.
Clothing: thick, long wool.
Menu: wild boar, elk, deer.
Lynx.
Where it lives: in the forests.
Profession: predator.
Special features: tassels on the ears, short tail, wide paws.
Clothes: brightly colored wool.
Menu: hares.
Wolf.
Where it lives: in remote places and forests.
Profession: predator.
Special features: lives in a flock, howls in unison.
Clothes: gray wool.
Menu: moose, deer, wild boar.
Fox.
Where it lives: in remote places and forests.
Profession: predator.
Special features: fluffy red tail.
Clothes: red fur, white chest, black boots.
Menu: mice, hares.
Squirrel.
Where it lives: in coniferous and mixed forests.
Special features: jumping from branch to branch, bushy tail.
Clothing: reddish wool.
Menu: mushrooms, nuts, berries.
Brown bear.
Where he lives: in Siberian forests.
Profession: omnivore.
Special features: in winter it sleeps in a den.
Clothes: brown wool.
Menu: berries, nuts, honey, bird eggs, fish.
Hare.
Where it lives: in remote places and forests.
Profession: herbivore.
Special features: long ears, short tail.
Clothes: white in winter, gray in summer.
Menu: tree bark, grass.
Hedgehog.
Where it lives: in remote places and forests.
Profession: omnivore.
Special features: needles on the body.
Menu: larvae, rodents, plant fruits.
What is harmful and beneficial for nature (water)?
(A game with punched cards.)
Goals: Draw children's attention to man's relationship to natural objects (water). Establish rules of behavior in nature. Cultivate a caring attitude towards water.
Material: Punch cards that depict human actions that harm nature (water) and the use of water for useful purposes.
Game action: Mark with various signs (for example, different colors or shapes) the positive and negative impacts of humans on nature (water).
Target:
־ To consolidate children’s knowledge about the importance of water in human life, animal and plant life.
־ Exercise children in classifying plants, animals, birds.
־ Develop logical thinking, memory and attention.
־ Build perseverance and desire for independence.
Material:
Playing fields 20x25 (5 pieces), divided into squares. In the center of the playing field there is an image, around which there are 8 empty squares. Images: “Who lives in water?”; “Who lives by the water?”; “Who drinks water?”; “What do you pour water on?”; “What grows in water?”
Cards measuring 6x6 cm, depicting animals, insects, people, birds, plants.
Progress of the game:
Option 1. From 1 to 5 children can take part in the game.
The presenter distributes playing fields to the participants of the game - cards measuring 20x25, which depict: “Who lives in the water?”; “Who lives by the water?”; “Who drinks water?”; “What do you pour water on?”; “What grows in water?” Cards, 6x6 cm in size, with images of animals, insects, people, birds, plants are kept by the presenter. The presenter mixes them and, taking them out one at a time, shows them to the children, clarifying the questions: “Who is this? Who needs this card? The player names what is shown on the card and why he chose it.” (For example, “It’s a cat. She’s drinking water.”) If the answer is correct, the presenter gives the card to the player, and he places the picture on his playing field.
The game continues until all participants in the game match the cards to the playing fields. The winner is the one who fills his playing field with cards first.
Option 2. " Confusion". From 1 to 5 children can take part in the game. The presenter offers the players cards with incorrectly filled in fields. Players must correct the error.
Recommendations for using didactic games in the practice of preschool educational institutions: The game can be used when organizing activities with children in educational areas - “Cognition”, “Communication”, “Socialization”.
Program content. Introduce children to the fact that water can be in a solid, liquid, or gaseous state. Learn to build a model of any specific object or even a plot using “little men”.
Give children knowledge about inanimate nature and elements of physics. To develop in children such qualities as inquisitiveness, curiosity, mental activity and imagination.
Material. Cards depicting water in various states of aggregation (solid, liquid and gaseous) - ice, snowflake, juice, milk, steam; cards with images of “human” models characterizing states of aggregation - (demonstration and handout).
Progress of the game.
The game can be played by 3-5 people.
The teacher offers children a set of cards with images of models of men that symbolize the state of water: liquid, solid and gaseous. And also cards with images of various objects: ice, water, snowflakes, steam, a glass of juice, orange, etc. Explains that any object can be depicted schematically, using models.
The teacher invites the children to find all solid objects. Why are these objects hard? What's inside them? Little people live inside every solid object. They hold hands tightly so that nothing gets through.
Then the teacher suggests finding liquid substances that flow: water, compote, etc. Little people also live in liquid. They keep their hands on their waists, but touch each other with their elbows. That is, they hold their hands so that solid objects can pass through the water.
Gaseous substances - smoke, steam, air. Little people live here too. But they seem to fly, constantly in motion.
With the help of little men, teach children the elements of modeling, i.e. teach children to build a model of any specific object or plot: a model of a glass of juice, a model of an orange, a model of steam, etc.
Option 1.
The teacher invites the children to build a model of any specific object or plot with the help of little men: a model of a glass of juice, a model of an orange, a model of steam, etc. Teaches children the elements of modeling.
Option 2.
The teacher offers to match the laid out models with cards with the image of a suitable object.
Recommendations for using the game in the practice of preschool educational institutions: The game can be used when organizing activities with children in the educational areas of “cognition”, “socialization”, “communication”, in experimental activities and individual work with a child. Children can also use the game in independent activities.
Target: Clarify and expand children's understanding of snow. Help children understand why snow changes its properties when temperature changes. To develop thinking and interest in winter phenomena and inanimate nature.
Material: Cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, hail; four cards depicting the four seasons.
Progress of the game:
Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, etc.
While moving in a circle, the following words are spoken:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Complication: There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons. The conclusion is drawn from the answers to the questions:
At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn.)