World of plants notes for the middle group. Passport for indoor flowers in kindergarten. Our new green friend
Lesson notes for the middle group “The World of Plants”
Prepared by the teacher of MBDOU "Lyambirsky kindergarten No. 3 of combined type" Shagarova N.N.
Software tasks:
Strengthen the labor skill of caring for indoor plants (wipe the wide leaves with a damp cloth).
To promote the development of analytical thinking and the ability to draw simple conclusions.
▪ continue to develop children’s interest in flora;
▪ bring children to understand that plants are living; organisms that require certain care;
▪ teach children to find a plant based on the listed characteristics;
▪ consolidate knowledge about the basic needs of plants;
▪ cultivate a love for plants, a desire to care for and care for them.
Integration educational areas: “Cognition”, “Communication”, “Socialization”, “Reading” fiction", "Physical culture".
Materials and equipment:
✓ indoor plants cyclamen, violet, etc.;
✓ pictures depicting the stages of growth and development of cyclamen;
✓ cards-schemes depicting objects and actions necessary for the growth and development of indoor plants;
✓ pictures depicting indoor plants of the group and dandelion.
Preliminary work:
➣ monitoring the growth and development of plants in a group;
➣ examination and comparison of stems and leaves of different plants;
➣ caring for indoor plants in a corner of nature (watering, loosening, wiping leaves);
❖ “Guess the plant from the description”
❖ “Find a plant by name”
❖ “What’s missing?”
❖ “Find the same plant”
❖ “What do plants need to grow?”
Progress of the lesson:
Guys, please listen to the riddle:
White snowball,
The sun is shining
Trees grow
The birds are singing
What is this riddle about?
About nature
And everything that surrounds us, what is it?
Nature
What kind of nature is there?
Nature can be living or inanimate
Please look at these pictures, what is this? (tree, cat, flower, fish, bird, person, sun, cloud, stones, water. Work on a computer and flannelgraph).
Bottom line: Everything that breathes, eats, grows is living nature.
And what does not breathe and does not grow is inanimate nature.
Today we will talk about wildlife.
Knock on the door: A magpie flies in and chirps:
Tra-ta-ta-ta-ta-ta-ta - 3 times
Soroka, what happened? What are you chattering about? What news did you bring us?
Guess the riddle:
No arms, no legs, moves around
Breathes but doesn't speak
It eats, but has no mouth.
What is it?
This is a plant.
How does a plant move, since it has neither arms nor legs? (grows, turns towards the light)
How does a plant breathe? (through leaves, roots)
How does he drink and eat? Just like us? (roots)
That's right, guys, it is the roots that feed the plant.
Where is food for the plant stored? (in the ground, soil)
Plants eat very differently from you and me, and they cannot store their food in refrigerators. Plants' nutrition is contained in the soil in which they grow. If you pull a plant out of the ground and leave it like that, it will die.
Plants move, breathe, eat. This means that we can say about them that they are living beings just like you and me.
Guys, a magpie flew into the forest, probably inviting us
Imagine, guys, imagine that we are in the forest. Trees, bushes, berries, and mushrooms grow in the forest.
Let's try to find out what benefits they bring to humans and all living things that surround us. I want to open it for you little secret, prepare your ears and we will find out what the plants are whispering to us...
Look, here are the leaves (maple, birch, oak) Game with leaves.
Trees give us the oxygen we breathe. Which clean air in the forest, let's breathe.
Trees and shrubs in the forest can feed both people and animals, they give: wild apples, berries - raspberries, lingonberries, etc. Pines have cones, oaks have acorns, squirrels and woodpeckers feed on them.
And here is the clearing. What grows on it?
Mushrooms and berries grow on it.
_ Physical education minute:
Petals to the sun
Flowers rose.
Reached for the sun
They smiled at the sun.
Petals to the sun
The flowers are turned.
Unfurled into buds
They'll drown in the sun
She flew into a field and a vegetable garden nearby.
Tell me, what grows in the field?
Herbs, berries, flowers.
What about in the garden?
Vegetables.
Right. Let's try to guess what herbs and plants we have in the boxes ( Breathing exercises, research activities: smell dill, parsley, fireweed, lemon balm, mint, garlic). That's how many different plants we have growing.
Oh, and the magpie flew somewhere again. Where?
To our group
What time of year is it now? What trees are on the site? Is there grass? (Children's answers)
Children, it's winter now. It's cold outside. It's snowing. The trees and bushes are bare, but there is no grass. It’s warm in our group and there are a lot of indoor plants that remind us of summer. - Have you seen the same plants outside in winter? (No).
Mystery:
“You meet them everywhere,
And in the flowerbed and in the pot,
Both in the park and in the garden
And even on the pond.
Will cheer you up
Greens... (plants).
That's right, guys. Such plants live only indoors, in kindergarten or at home, which is why they are called houseplants.
Pay attention to the familiar indoor plants. - What is the name of this plant? what shape are the leaves? What color are the leaves? Does a violet have a stem? (no) The violet leaves immediately from the root (show).
Indoor plants need to be looked after.
Children, now you will help me water and wipe the leaves of our indoor plants (children approach the previously prepared indoor plants).
What is this? - watering cans. How do we water indoor plants? Take them and carefully pour water around the edge of the pot. Plant leaves also breathe, so they should be wiped with a damp cloth. The child shows - put on an apron, wring out a rag, take wet wipe V right hand, and in left hand Place the leaf and gently wipe it with a napkin.
Children, I will introduce you to another type of caring for plants - loosening. You need to loosen the soil: deeper at the edges, and closer to the root with the end of a stick (the teacher loosens the soil). So we watered, washed the leaves, loosened the soil around the indoor plants.
1. Skillful hands- don't know boredom
2. “You can’t even pull a fish out of a pond without effort.”
3. “When you finish the job, go for a walk!
“Oh, how beautiful and well-groomed the plants have become. Now I’m sure that they will have a very good time with you.”
Children, did you enjoy caring for indoor plants? What new have you learned? How did we work?
"The tits are jumping
Under my window.
The birds rejoice -
It's nice for them
Look at this
Nice window
Where in winter there is summer,
Where there are a lot of flowers."
OUR NEW GREEN FRIEND
(with FEMP elements)
GOAL: To introduce children to a new plant - Impatiens. Give its everyday names (Ogonyok, Vanka wet). Teach children to describe a plant, while noting it characteristic features. Learn to look at a plant in a certain sequence, work with sensory standards and graphic models. Develop speech. Strengthen counting and knowledge of geometric shapes. Develop an interest and caring attitude towards indoor plants.
MATERIAL: Photo of a new indoor plant and a note, indoor plants outside the group. Sensory standards of surface (smooth, velvety), shapes (oval, circle, triangle), edges of the sheet (flat, not smooth), color standards (pink, red)
PROCEDURE: Before class, the teacher quietly places an envelope with a photo of a new plant and a note under a pot with any flower. Offers to visit one of his green friends. Names a plant familiar to the children, the children find it. Under it is an envelope - a letter from Thumbelina, in which she says that she is giving new flower(pictured, title). Offers to find a flower outside the group (in the foyer, locker room, where, in addition to of this flower there are others).
The teacher and the children go to look for a new green friend. Along the way they meet other plants (2-3), the children stop near them and compare them with the photograph. Find the right flower, rejoice, greet and invite him to the group to get acquainted.
P.: This plant is called Balsam. He is also called Vanka wet because he loves to drink water. And because the flower has such beautiful bright flowers, it is sometimes called Ogonyok. Show me where the Balsam flowers are? How big are they? Choose from among the colored pencils those that resemble balsam flowers in color. So what color are the flowers of Impatiens: red or pink? (If the children call the flowers red, the teacher clarifies their color and introduces the name of the shades into the children’s active dictionary: pink, hot pink. To do this, the children compare the color of the red pencil with the color of the Balsam flower.) P.: In what does our new flower grow? (in a pot, in the ground) What is in the flower in the pot, in the ground? (there are roots in the ground
The teacher shows a cutting of Balsam with roots.
P.: Ogonyok has roots in the ground, like all other plants: ficus, geranium, birch. Roots hold plants in the ground, and they also use their roots to drink water from the soil. You and I also drink water. What? What does Balsam drink water with? (we drink water with our mouths, and Balsam drinks water with his roots)
P.: That’s right, what shape is the stem of Balsam? (direct) Show on the card. What else can you say about the stem? What color is it? (green stem) What is on the stem? (there are twigs, leaves, flowers on the stem) Find and count the twigs (counting) How many leaves does the Balsam have? (A lot) What about flowers? (few) What color are the leaves of the flower? (green leaves) What shape are they? Choose from the geometric shapes (models) the one that best suits the balsam leaf. (Children choose an oval) Balsam’s leaves really look like an oval (repeat the name of the geometric figure with the children) What size are the leaves? Large or small, large or small? Compare what is bigger: your palms or balsam leaves?
The children compare and find out that the Balsam leaf is small, smaller than a palm.
P.: Carefully stroke the leaves of the flower with your fingers. What is the surface of the leaves: smooth or rough? Select the desired cloth or sheet of paper that has the same surface.
Children choose and explain their choice. (The rags or paper are smooth, like the leaf of a flower; your fingers glide over it easily and do not catch on anything.)
The teacher summarizes the children’s knowledge about the Balsam leaf: “It is green, smooth, oval.” Children repeat the description using the model.
P: Where will our new green friend live?
Children, together with the teacher, determine the location of Balsam in a corner of nature. They clarify how they will care for him.
DRAWING A NEW HOUSEPLANT FROM LIFE
GOAL: To introduce children to a new indoor plant (chlorophytum, clivia). Mark characteristic features flower. Learn to draw from life, to convey in a drawing the characteristic features of a plant (structure, direction of stems, leaves, shape of a flower pot). Strengthen drawing skills with a brush and paints, learn to place an image on a sheet of paper. Cultivate an interest in indoor plants.
MATERIAL: Thumbelina, houseplant, camera substitute toys, paints, paper, sample.
PROGRESS: Thumbelina brings the children a new indoor plant - chlorophytum. The children look at him. The teacher suggests finding similar plants in a corner of nature (Zeferantes, clivia). Children, together with the teacher, describe the plant, highlighting its characteristic features (no stem, long narrow leaves, many of them). Compare the leaves of chlorophytum and zepheranthes (or clivia). The teacher talks about the benefits of this plant for humans – it purifies the air.
The teacher offers to photograph the plant and take photographs of the flower. Simulates taking a photograph and shows his sample drawing. Children compare the drawing sample and the plant itself. Pays attention to the shape of the pot and its location on the leaf.
What follows is a demonstration with commentary on the sequence and methods of drawing the plant.
The teacher invites the children to take a photograph of the plant (using substitute toys) and draw a photo. (Children stand up and photograph the plant from a comfortable position)
After drawing, the most accurate photographs are selected and the best photographer is noted.
The teacher suggests placing the plant in a corner of nature and explains with the children how they will care for it.
COMPARISON OF HOUSE PLANTS
(with FEMP elements)
GOAL: Continue to teach children to describe plants, while noting the differences and similarities between them, and the most characteristic features of their appearance. Learn to compare plants, draw conclusions based on comparison (compare by size, leaf shape, size). To develop the ability to distinguish geometric shapes (circle, square, triangle, oval). Develop speech, learn to write descriptive stories based on a model map.
MATERIAL: Houseplants(balsam and geranium), graphic models reflecting the characteristic features of the appearance of a flower, for compiling a story about a houseplant, model cards (like a lotto card) with images of plants, strips of colored paper
PROCEDURE: There are two plants on the table - balsam and geranium.
P: What is on my table? (houseplants). What are they called? What do you like about balsam and geranium? (they bloom very beautifully). What does each of these plants have? (stem, leaves...). How many stems does balsam have? At geraniums? Do the math. (Geranium has one stem, and balsam has four). Place on the left as many strips of paper as there are balsam stems, and on the right as many geranium stems. Which plant has more stems and by how many? How can this be determined?
(Children take one strip on the left and right and count how many are left on the right. They can place the strips one under the other). A picture-model of the structure of a plant stem is displayed.
P.: What color are the stems of geranium and balsam? (Balsam has a light green stem, while geranium has a dark stem underneath and green above.) What's on the stem? (The stem contains leaves, flowers, buds, and twigs.) Compare the shape of the leaves of geranium and balsam. Circle them with your fingers. (Balsam has oval leaves with a sharp end, and geranium has round leaves.) The balsam leaf looks like a cucumber (egg) - it is oval, the geranium leaf looks like a circle (umbrella). A model is selected and the card is filled in with leaf shape models.
How to determine what surface the leaves have? (You need to carefully stroke the leaves with your finger.)
Children stroke the leaves and determine what surface the leaves of geranium and balsam have. The teacher suggests looking at a geranium leaf through a magnifying glass.
P.: The geranium leaf is covered with small hairs, so it is rough and fluffy. Select the appropriate model picture. (Geranium has a rough leaf, while balsam has a smooth leaf.)
Look closely at the edges of the geranium and balsam leaves. Touch them carefully, trace them with your finger. Does your finger slip or catch? (The finger catches, the edges of the plant leaves are uneven.)
What is the difference between the edges of balsam and geranium leaves?
The teacher, together with the children, clarifies the shape of the edge of the leaf of geranium (wavy) and balsam (teeth). The corresponding picture model is selected.
P.: Smell the plants and determine which flower leaves have a smell. Children carefully touch the leaves, sniff, determine that geranium leaves have a smell (model). P.: Compare the flowers of geranium and balsam. Count the number of petals of geranium and balsam flowers. Carefully stroke them, feel the velvety and tenderness of the petals. Geranium has five petals, balsam also has five petals per flower. How are the flowers of these plants different? They are different in color: geraniums are red, balsam are pink, bright pink. They are different in shape. In geraniums they look like small flowers forming one big flower- “ball”, “pompom”, balsam flowers grow separately. The picture-model is displayed in the description card.
A physical education session is held.
The teacher summarizes the children’s knowledge by composing a descriptive story about plants based on the completed model card, once again reminding them what each symbol means.
Then the description cards are left in a corner of nature. IN free time The teacher, individually with the children, composes a descriptive story about familiar plants, based on model cards.
LET'S HELP GREEN FRIENDS
GOAL: Continue to develop an attentive and caring attitude towards indoor plants, consolidate knowledge about the structure of a plant, the functional significance of its parts. To form the concept that a plant is a living organism (it drinks, grows, eats). Demonstrate replanting a plant with the feasible participation of children.
MATERIAL: Indoor plants, new soil, a basin for old soil, pots, watering can, other equipment for replanting.
PROCEDURE: The teacher prepares a message from green friends in advance and quietly places it next to one of them.
P: Look at our green friends. (Names indoor plants.) It seemed to me that our plants were a little sad, they wanted to ask us for something. Let's come closer to them, take a closer look and listen. Children approach the plants and near one of them they find a message that says that the plants have become hungry, and some are cramped in their pot. The plants are asking for help: to feed them and replant them. And if no one helps them, then they will begin to get sick, fade - and then there will be no beautiful leaves and flowers.
The teacher obtains consent from the children to help the plants and asks how they understood their complaint that they were hungry. (Children's statements)
P: What can you feed the plants? Where did they store their food before? After all, they didn’t ask to feed them, so they kept their food somewhere and slowly took it?
All our plants live in their own potted houses. But the pots are not empty. What's in them? (Children's answers) Our green friends must eat (like children), and they need food in order to grow.
Everything our green friends need is contained in the soil. It is from the earth that plants take their food.
The teacher asks whether the flower pots were filled with anything before; reminds that plants were always given water and were given water. And, now the moment has come (precisely in the spring) when the plants need to be fed. And for this you need to change ... (soil) in the pots.
The teacher informs that everything necessary for replanting and feeding plants is ready: he suggests looking at the soil, pots, and equipment for work. In the process of examining each object, children say what kind of object it is, what its external characteristics and details of what it is needed for.
Next, the teacher begins to transplant one of the plants. The teacher comments on all military actions, asks questions, and offers to provide all possible assistance.
P.: First, the plant must be carefully removed from the pot with old soil. What does it mean - carefully? Look: I carefully pull the plant by the main stem, but for some reason the plant does not come out easily. Something is holding him.
The teacher carefully pulls out the plant along with a lump of earth and carefully shakes it off old land into a basin, and the roots of the plant begin to become exposed.
P.: This is what holds the plant so firmly in the ground and prevents it from falling; with the help of the roots, the plant takes its food from the ground. That is why the roots of a plant are located in a source of nutrition and moisture - the plant’s food is in the ground, and the roots are in the ground. Where further from the roots do they go? nutrients? (in the stem, leaves, flowers).
Next, children compare the old and new soil (by color, smell, friability, etc.). They note that it is different.
Then the teacher asks the child to fill the pot with fresh soil. Having filled the pot by about one third, the teacher lowers the plant into the pot, the children help sprinkle the roots with soil, lightly water the soil, then pour in more soil, completely covering the roots, and water again.
Everyone admires the work done. The teacher thanks the children, says that without their help the plants could have died, and draws attention to the fact that today they helped only one plant. Next time we will need to help others.
DIDACTICAL GAMES FOR ABOUT HOUSEPLANTS.
"KNOW THE PLANT"
Didactic task. Find a plant by name
Game actions. A competition to see who can find the plant the fastest.
Rules. Having found a plant, you need to explain how you recognized it.
Progress of the game. Plants (several species of the same family) stand on their own permanent places. The teacher tells all the children: “I will name a houseplant, and you must find it, show it and tell me by what characteristic you identified it. Whoever does it faster will get a chip.
“WHAT HAS CHANGED?”
Didactic task. Remember the location, find changes in their location.
Game actions. Searches for changes in plant arrangement.
Rule. You cannot watch what the teacher cleans up.
Equipment. 4-5 plants.
Progress of the game. Houseplants are placed on the table in one row. The teacher asks you to look at and remember the location of the plants and close your eyes. At this time, the teacher changes places of the plants. “Now open your eyes and tell me what has changed, what plants have been rearranged? Show me where they stood before?
“FIND A PLANT BY DESCRIPTION”
Didactic task. Find a plant by description.
Game actions. Search for a plant by description of its distinctive features.
Rule.You can name a plant only after describing it.
Equipment. 5 – 6 plants, of which several names are of the same family, but different types(fragrant and zonal pelargonium)
Progress of the game. 1. The teacher arranges the plants so that the children can clearly see the characteristics of each plant. Then describes general signs plants of the same name (say, Tradescantia), and then names the distinctive characteristics of each plant. Children listen carefully to the story, then show the hidden plant.
2. The teacher invites one of the children to choose and describe a houseplant. The teacher reminds the sequence of description: first you need to say whether there is a trunk and branches. Then remember what they are like (upright, curling, hanging, thin, thick), describe the leaves, their shape, surface (smooth, rough, shaggy), color (dark green, light, variegated, with stripes, etc.). )
"FLOWER STORE"
Didactic task. Describe, find and name objects based on their characteristic features.
Rule. Name the department and describe the plant, without saying what it is called.
Progress of the game. Houseplants are placed on the table so that children can clearly see each one. This is the Flower Shop. Buyers do not name the plant, but only describe it. The seller must recognize and name it, and then issue the purchase.
"WHERE FLOWERS GROW"
Didactic task. Group plants by place of growth, describe, compare their appearance.
Equipment. Fresh flowers of different growths or pictures with their images.
Progress of the game. Children look at all the proposed plants and determine what species they belong to. Compare by appearance, describe, group.
"FIND THE SAME"
Didactic task. Find objects by similarity.
Game actions. Search for a similar item.
Rule. You can show a recognized plant only upon a signal from the teacher, after listening to its description.
Equipment. Identical plants placed on two tables or photographs depicting plants.
Progress of the game. The teacher shows a plant on one of the tables (photo), describes its characteristic features, and then invites the child to find the same plant in the group.
“WHERE MATRYOSHKA HID”
Didactic task. Find an item using the listed characteristics.
Game action. Finding a hidden toy.
Rule. You can't peek.
Equipment. 4 – 5 plants are placed on the table.
Progress of the game. The children are shown a matryoshka doll that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the toy behind one of the plants. Then the children open their eyes. “How to find a nesting doll? – now, I’ll tell you where the nesting doll hid. The teacher tells what the plant looks like (like a tree, grass), describes its stem, leaves, flowers. Children guess where the nesting doll is hiding.
“WHAT’S MISSING?”
Didactic task. Name the plant from memory (without visual control)
Game action. Guess which plant is gone.
Rule. Don't peek.
Equipment. There are 2 - 3 well-known plants on the table.
Progress of the game. The teacher invites the children to look at what plants are on the table and then close their eyes. At this time, the teacher removes one plant: “Which plant is gone?”
“FIND SOMETHING TO TELL ABOUT”
Didactic task. Find a plant according to the adult’s description.
Game actions. Guessing plants by riddle-description.
Rule. First you need to find the plant that they will tell you about, and then name it.
Progress of the game. 1. The teacher describes one of the plants in the group. Children must find it by description, and if it is familiar to them, then name it.
When describing, generally accepted terms should be used: leaf shape, flower color, etc.
2. The teacher invites one child to describe some plant standing on the table. The rest must recognize the plant from the story, show it and name it.
GCD "Indoor plants" ( middle group)
Target : Summarize children's knowledge about indoor plants.
1. Consolidating basic ideas about indoor plants: a plant has a stem and leaves; leaves are green; the plant is planted in a pot with soil; consolidate knowledge of the names of indoor plants; be able to distinguish indoor plants from garden ones.
2. Consolidating the ability to care for indoor plants: watering, loosening the soil in a pot, wiping the leaves; do everything as necessary; Show the children the algorithm for planting a houseplant.
3. Foster a caring attitude and love for nature; desire to care for plants.
Dictionary : indoor plant, garden flowers, ficus, violet, cactus, chlorophytum, geranium, lemon, pike tail (sansevieria, fern, amaryllis, watering can, ripper.
Preliminary work: conversations about indoor plants; caring for indoor plants: watering, loosening the soil in a pot, wiping the leaves; planting a houseplant.
Integration of educational areas: “Cognition”, "Physical development", "Communication" .
Methods and techniques:
1. Gaming.
2. Visual.
3. Verbal.
Equipment :
Doll.
Indoor plants: ficus, violet, cactus, chlorophytum, geranium, lemon, pike tail (sansevieria, fern, amarylis.
Tools for caring for indoor plants (cards with a picture of a watering can, sponges for wiping, sticks for loosening, sprayer, bottles of fertilizer).
The shoot is geranium.
Pot, soil, watering can with water.
Didactic game“Show and name the parts of a plant”(cards depicting plant parts).
Didactic game"Indoor and garden plants"(cards with images of indoor plants and garden flowers, a picture of a flower pot and flower bed).
Progress of the lesson
1. Game surprise moment
The doll Tanya comes to visit the children.
Educator : Guys, the Tanya doll does not know what indoor plants are and how to care for them. Let's help her and teach her everything we know about indoor plants?
(children's answers).
Educator : First, let's teach the Tanya doll to solve riddles. Listen:
No arms, no legs, but moves,
Breathes but doesn't speak
It eats, but has no mouth.(Plant)
Purify the air
Create comfort
The windows are green,
They bloom all year round.(Flowers)
Educator : Well done! Guys, you already know that every plant has its own name. What names of indoor plants do you know?(Children name the plants and show them.)
2. Didactic game
Educator : Guys, what plants do you know besides indoor plants?(garden) Can you tell them apart? On the table you see cards with pictures of indoor plants and garden flowers. They need to be distributed So : place indoor plants next to the flower pot, garden flowers - next to the flower bed.
3. Conversation about indoor plants
Educator : Children, look how many indoor plants there are in our group. What do you think these plants are for?(To make it beautiful.)What else are houseplants for?(Plants clean the air.)It’s right that it should be beautiful – a person decorates his home with indoor plants. But they not only delight us with their beauty, but also cleanse the air of dust and dirt. Many indoor plants smell good.
Guys, what should you do to ensure that your indoor plant is always beautiful and doesn’t wilt?(care for a houseplant)Let's tell you how we care for plants.
4. Physical exercise "On the window in pots":
On the window in pots
Flowers rose.
Reached for the sun
Smiled at the sun
Leaves to the sun
The flowers are turned,
The buds are unfurled.
They will drown in the sun.
The guys squat down facing in a circle. Slowly they get up. They stretch on their toes, raising their arms up. Turn left and right, hands on the belt. Place your palms together above your head. Open your palms - buds.
5. Game "What would happen if..."
What would happen if the plant was placed in a dark place?
What would happen if they forgot to water the plant?
What would happen if you take care of the plant: water it, wash it, loosen the soil, feed it?
(Children's answers).
6. Planting a plant
Educator : Let's plant geraniums. What does it take to plant a plant?(flower pot, land, water for irrigation).
Children participate in planting the plant.
Educator : Take a flower pot. What should we put in the pot first?(We pour soil into a flower pot and make a hole for the flower.)After we've poured the soil, what's next?(We plant the flower in the ground and sprinkle it.)We planted the plant, is there anything else that needs to be done? (Immediately after planting, the plant needs to be watered so that it grows better).
7. Psycho-gymnastics“I am a plant!”
Educator:
Well done guys. And now you and I will have a little rest. Lie down on the carpet. Imagine that you are small indoor plants. You were planted in warm, soft earth. You are still small sprouts, very weak, fragile, defenseless. But here's someone's kind hands they water you, loosen the ground so that your roots can breathe, and wash you. You begin to grow, the stem becomes stronger, you reach for the light. It’s so good for you to live on the windowsill next to other beautiful flowers...
You and I will continue to take care of our green friends, so that they live well in our group, so that they do not get sick. And so that you don’t get sick and feel good, the Tanya doll has prepared a surprise for you - vitamins!
Doll Tanya thanks the children for teaching her a lot.
Houseplants
Tasks: Expand children's knowledge about indoor plants,reinforce the idea that plants are living beings. Introduce children to a new indoor plant - begonia, noting its characteristic features.
Strengthen the ability to recognize familiar plants, name their parts (root, stem, leaf, flower), using models.
Replenish and activate children's vocabulary based on deepening knowledge. Expand vocabulary: begonia, dry and wet soil, moisture.
Cultivate interest in research activities: teach to think and draw conclusions. Encourage the desire to care for indoor plants, treat them with love and tenderness.^ Material and equipment:
for children: 2 basins with wet and dry soil, wet wipes.
for the teacher : slides, calm music; model diagrams: stem, root, leaf, flower; cards with the image of an eye and a hand; a watering can with water^ Methodical techniques :
game- use of surprise moments.
visual - use of indoor plants, cards, slide shows.
verbal - teacher’s questions, children’s answers, instructions, generalization.^ Progress of the lesson: I invite children to class, I watch their posture.(slide1 )
Music is playing and the slide “A flower is blooming” is on the screen(slide video 2 )
I'm making a riddle about indoor plants:
“They clean the air and create comfort.
The windows are turning green
^ And they bloom in winter.”
What is it?
(children's answers: indoor plants)
Why are these plants called indoor plants?
(Because they grow in rooms, in living areas)
What are indoor plants for?
(They purify the air, create beauty around us)
Houseplants are our friends. Guys, why are they called friends? (They help us)
Right.
There's a knock on the door. They deliver the parcel.
- Guys, they sent us a package, let's see what's in it.
First I take out the note and read it:
“Hello, my name is Vesna! To your group “Romashka” I give this beautiful flower. It's called begonia. Take care of him and look after him, and he will bring you a lot of joy.”
I take the begonia out of the box.
Look what a beautiful flower spring has given us. Remember, this indoor plant is called begonia.
I ask 2-3 children to repeat the name of this plant.
Let's look at begonia. This plant has a stem (withlied3 ), leaves(slide4 ), root(slide 5 ), flower(slide 6) .
(accompanied by showing the image on the flower) Begonia has round, dark green leaves, flower yellow like a box. Begonia loves high air humidity, but does not tolerate spraying, because when moisture gets on the leaves, brown spots. This plant cannot be watered too much because it may rot. This plant loves bright light, but with mandatory protection from sun rays In order for this flower to grow well, it needs to be rotated periodically on the windows. In spring and In summer, watering should be plentiful, but not too much, because... Begonia does not like stagnant water, but it does not tolerate drying out of the soil. Like all indoor plants, begonia is watered only with settled water. So we met a new indoor plant.
What do you remember about begonia? (children’s answers)
Guys, tell me, where are the indoor plants in our group? (children’s answers: in a corner of nature)
Let's introduce begonia to our indoor plants in a corner of nature.
I put the begonia in a corner of nature.
In the meantime, our flowers greet each other, I invite you tophysical exercise “Flowers”.
After the physical activity, I invite the children to go to a corner of nature.
Name familiar plants in a corner of nature.
Children call.
What does each plant have?
While the children name (root, stem, leaves), I show images of plant parts on cards.
How do you think houseplants differ from each other? (the shape of their leaves, some have flowers, others don’t)
I see that one flower is sad. What could happen to this flower? (children’s assumptions)
The flower asks us for help. But how do you know if a plant needs to be watered? (you need to touch the soil).
Children are invited to tables where there are basins with dry and wet soil.
How can you find out where the soil in a basin is dry and where it is wet?
Show cards - models with the image of an eye (look) and with the image of a hand (touch).
Let's first look (show the image of an eye) and think about which basin the soil is dry in. (Children speak out)
Tell me, which soil is dry? (lumpy, gray)
What kind of wet ground is it? (black)
Guys, now let’s check by touch (I show a picture of a hand) what kind of soil is in each basin.
I challenge 2-3 children to determine which soil is dry (hard) and which is wet (soft)
Now let's see what kind of soil is in the pot? (dry)
How to help this flower? (you need to water it)
I water the plant and display a card with a picture of a jug of water. (A melody plays)
Look, our flower has come to life.
I invite you to sit on the chairs.
Plants are living beings. Conditions are needed for their growth and development.
Look, we have chosen a card with a picture of a watering can... And let's look at the screen and select cards that show what a houseplant needs)
appears on the screenslide 7.
Children name cards with the image of: the sun (light, warmth); a pot of earth (good earth); room (warmth), windows (air), hearts (love, care).
That's right, sun, warmth, good soil, air, watering and our care are necessary for the growth of indoor plants.
Well done, guys, we worked well in class.-
What interesting things did you learn in this lesson?
What new houseplant have you discovered?
At the end of the lesson, I conclude: “Houseplants are living beings, so we must take care of them, protect them, care for them and treat them with care.
Activities 1 task: 1. Examination of demonstration material: paintings and posters from the series “Indoor Plants” 2. Observation of plants in a kindergarten 3. Reading fiction: E. Blaginina “Ogonyok”, A. Latulina “ Indoor flowers", B. Zakhoder "Aloe", M. Marusin "Ficus". 4. Productive activity: “Coloring”, “Making a favorite flower”, “Flowers of our group” (paper design) 5. Conduct targeted walks to other groups d/s 6.Games: “Collect a flower”, “What has changed”, “Find the same one”, “Guess the plant by description”, “Where the nesting doll hid”, “Find the plant by name”, “Whatever happened ”, “Describe, I’ll guess”, “Flower store”, “Helpers” 7. Conversation - reasoning 8. Card index of riddles about indoor plants 9. View slide presentations: “Indoor plants in kindergarten”, “Flowers”
Activities 2 task: 1. Equipping the ecological zone in the group with new plants 2. Drawing up the manual “Plants of our group” 3. Compiling and memorizing together with the children a story about the group’s favorite plant 4. Involving parents in the care and cultivation of plants in the group 5. Placement on GBOU website for information on this issue 6. Design of movement folders
Activities 3 task 1. Making a d/i “Collect a flower”, “What has changed”, “Find the same”, “Find a plant by name”, “Whatever happened”, “Flower shop”, “Helpers” 2. Making a manual “Working with indoor plants” 3. Making a card index “Indoor plants” 4. Making a photo album “Plants of our group”
Reading fiction Riddles, poems, Independently composing stories about plants Labor: helping an adult with watering, loosening, spraying, wiping, etc.; plant care instructions Artistic creativity Modeling geraniums, drawing a cactus, coloring ready-made flower silhouettes Health conversation about medicinal plants, d/i “How is this flower useful?”; Psycho-gymnastics: “I am a plant” Physical education P/n “One, two, three run to the begonia” Physical minute “Flower” Training: “Charge of vivacity” Integration of educational areas during the implementation of the project (forms of organization) Cognition Lesson: “Indoor plants -our friends” D/s, conversations, experiments Communication D/s “Guess by description”, “Describe, I’ll guess”, “Flower shop”; learning new words: stem, Aloe, Begonia, Geranium, Violet, Cactus.; writing a story about your favorite flower; situational conversations Socialization D/i: “Collect a flower”, “What has changed”, “Find the same one”, “Guess the plant from the description”, “Where the nesting doll hid”, “Find the plant by name”, “Whatever happened”, “ Describe it, I’ll guess”, “Flower shop”, “Helpers” Safety Conversation: “Poisonous indoor plants”, “Rules for caring for plants”
Poems about indoor plants Chinese rose They call it the Flower of love and passion. Look at its beauty, Forget about all the misfortunes. The frosty day crunches outside the window. There is a flower-light on the window. The petals are blooming crimson, as if the lights were really lit. I water it, take care of it, I can’t give it to anyone! He is very bright, very good, very similar to his mother’s fairy tale! E. Blaginina They say - aloe, aloe - I wonder what it is? What kind of aloe is it - scarlet, blue? Good or evil? Small or big? Good or bad? One of my dad’s co-workers was literally saved by aloe. And my mother's best friend Aloe didn't help. And then I saw aloe on Aunt Zoe’s dresser. On Aunt Zoya's chest of drawers there was an aloe growing in a pot: Green, small, but prickly and crooked. B. Zakhoder
Riddles about indoor plants So that the sun through the glass does not heat into our window, I will hang a curtain In a white frill, Not crocheted, Alive and green. (Tradescantia) A leaf with a hump-groove, It has thorns, but does not know how to wound, But it heals us at any hour. (Aloe) The ballerina came out: A blouse like a rowan. Lilac skirt, cornflower blue ribbon. The legs are like chiseled ones, the shoes are gilded. (Fuchsia) Vanek stands wet There is a red light in his curls. (Balsam) Pike tail Rooted into the ground. (Sansevieria) The bush is window and balcony, The leaf is fluffy and fragrant, It is fringed and edged, And the flowers on the window are like a hat on fire. (Geranium)
What new things have you learned about indoor plants? (questions to children) 1. “I learned something new kalanchoe plant“If someone cuts their finger, then the juice can heal the wound faster” - Katya S. 2. “I found out that spathiphyllum does not like direct sunlight, it grows better in the shade” - Vika G. 3. “I found out that aloe is officinalis plant, it can be used to treat a runny nose” - Denis F. 4. “I learned how to properly water violets - in a tray” - Vlad I.
Results of the project activities: 1. The level of formation of the knowledge system about indoor plants among children of the middle group has increased through the implementation of the project “Indoor plants are our friends.” 2. A complex of didactic and word games about plants. 3. The nature corner in the group has been replenished with new indoor plants. 4. Notes have been developed for educational activities, excursions to other groups, and viewing of illustrated presentations about flowers. 5. The GCD “Houseplants are our friends” is shown 6. The level has increased ecological culture children % of parents were active on this issue.
Literature 1. Kameneva L.A. How to introduce preschoolers to nature. 2. Markovskaya M. M. A corner of nature in kindergarten: Book. For the teacher of children. garden 3.Damasheva T. Indoor plants - companions of our lives // Preschool education. – Organization of activities of a corner of nature. Middle group / Comp. P.G. Fedoseeva. dlya-detskoj-komnaty/
