card file "Work in a corner of nature" card file (senior, preparatory group)
Card index: Labor in nature. Senior/preparatory group.
Card No. 1.
Watering indoor plants.
Goal: Teach children to care for indoor plants; water from a watering can
water at room temperature; consolidate children's knowledge about different methods of watering indoor plants. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.
Card No. 2.
Loosening the soil of indoor plants.
Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.
Card number 3.
Spraying indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: spray the plants with water at room temperature, use the sprayer correctly. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 4.
Caring for large-leaved plants (wet wiping of leaves).
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: wipe large leaves of plants with a damp cloth, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 5.
Caring for plant leaves (removing dust with brushes and a dry cloth)
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: remove dust from plants with brushes or dry cloths, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development, and improves their appearance. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 6.
Plant cuttings.
Goal: To clarify children’s knowledge of what a plant can be grown from.
Teach children how to properly plant a plant cutting, prepare the soil, care for them and the sequence of work: pour sand into the bottom of the pot, then soil, water, wait until the water is absorbed into the sand, make a hole in the middle (center) of the pot with a stick and plant the cutting until the first leaf, press the ground. Water as needed. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 7.
Replanting indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in replanting plants; teach plant transplantation techniques and sequences
work: choose the right size pot, prepare sand and soil, plant. To consolidate children's knowledge about indoor plants and their differences from each other. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card No. 8
Planting onions on the windowsill.
Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion and the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.
Card number 9.
Sowing flower and vegetable seeds.
Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the soil (for sowing seeds, marking each time with a stick
the distance between them and grooves for small seeds; teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 10.
Planting seedlings and caring for them.
Goal: To form children's ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
SUMMARY OF A LABOR EDUCATION CLASS IN THE NATURE CORNER “CARE OF HOUSE PLANTS.”
SUMMARY OF A CLASS ON LABOR EDUCATION IN A CORNER OF NATURE
"CARE OF HOUSE PLANTS."
Target:
Development of children's labor skills and abilities, education of responsibility and independence in the process of joint work in a corner of nature.
Program content: Bring children to the concept of collective work, to the conclusion about its value, to the realization that work can bring joy and a sense of satisfaction. Teach children to treat plants as living beings, continue to teach practical help and empathy. The ability to properly hold a watering can with water, the skill of carefully wiping strong, leathery leaves, holding the leaf from below with a cloth. Learn to care for indoor plants and maintain curiosity. Strengthen your knowledge of the names of indoor plants.
Materials and equipment: oilcloths for tables, sticks for loosening, rags for wiping off dust, brushes for cleaning fuzzy leaves of indoor plants, spray bottle, watering cans, basins.
Progress of work:
Educator: Guys, today in the group, I found a letter from the Fairy of Flowers (the teacher opens the envelope and reads): “Hello guys! I flew to your group to communicate with my friends with flowers. I liked your group. But I am a little upset about the appearance of my flower friends. They are all dusty, not watered and not well-groomed. Now I flew to visit my other friends. But I know that you are smart and hardworking and will put things in order in this corner of nature, I will definitely visit you again.” Fairy of Flowers.
Educator: Well, guys, let's prove to the Fairy of Flowers that you and I know how to care for indoor plants. But first I want to ask you a riddle:
Purify the air
Create comfort
The windows are green,
They bloom all year round. (Houseplants)
Educator: Tell me, what plants are there in our group? What conditions do plants need to live and grow?
Children's answers: (water, light, heat, earth, air, food).
Educator: How should you care for indoor plants?
Children's answers: (Plants need to be watered, loosen the soil. Large leaves need to be sprayed, wiped so that the plant can breathe. Love flowers and care for them properly.
Children approach indoor plants.
Educator: How do you think you can find out if these plants need care? (Children's answers)
You can touch the soil with your finger; if the soil is wet, it will remain on your finger. This means that this plant should not be watered. And if there is no dust on the leaves, then there is no need to wipe with a cloth.
Educator: Guys, I suggest you work hard. But before that, let's distribute the responsibilities: who will do what (watering, spraying, wiping, loosening, collecting dry leaves, cleaning plants from dust). Review and select those plants that need help, determine what kind of care is needed for each plant, put on aprons, take all the necessary equipment to care for your plant.
Note for educatorsNature corner in older groups
Properly organized work in a corner of nature is an excellent means of all-round development of children, nurturing many positive character traits. This is a place of interesting observations of plants and animals.
Throughout the year, children must be given the opportunity to sow, plant, and carefully grow various plants. Since self-grown plants are especially dear to them.
In the fall, in a corner of nature, several plants dug up from a flower bed are placed, strawberries, lingonberries, celandine, and celandine brought from the forest. They will grow for a long time, reminding children of exciting walks in the forest and field. You can plant meadow tea and ivy budra in hanging pots. You just need to remember that children take care of the plants in older groups, so you can’t put them or hang them high: it’s difficult for children to water them.
Along with plants from the flower garden and forest in the corner of nature, of course, there should also be ordinary indoor ones, and the older the children, the more they grow on their own.
From the very beginning of the year, you should carefully organize your duties. In the first conversation on this topic, you need to remind where items for caring for plants and animals are stored and how to use them. The order and working hours of the duty officers are determined.
At the beginning of the year, the teacher helps the children, then they become more and more independent, and at the end of the year they quickly, carefully and without reminders clean up the corner of nature, water the plants, and feed the animals. But no matter how independent the children are, their work needs supervision from an adult. Control and assessment by adults help children notice their mistakes in time and correct them.
The assignments for those on duty become more complicated: plant onions, sow oats to feed the birds, look at all the plants and tell what has changed in them, etc.
In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. Such conversations replenish the children's knowledge and help draw conclusions and generalizations. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Observing the children while they are on duty in a corner of nature, the teacher notices how they work. How they approach their responsibilities, what business interests them most.
Most of the observations and work in a corner of nature are carried out in the morning, before breakfast, or after a nap. Having become interested in fish, children spend a long time watching their movements in the aquarium. It’s nice to sit near the illuminated aquarium, listen to the teacher’s story about fish, the seabed, shells, and admire the schools of fish swimming quickly among the greenery. It’s good to then look at pictures depicting different fish.
It's not hard to find something interesting for kids at any time of the year.
In November, for example, the plants moved from the flower beds stop blooming, and the plants that decorated the group room also fade. Fuchsias, geraniums, amaryllis are dormant. It’s not time to plant onions yet: it’s dark - the days are short, cloudy, at this time the onions stretch out, they are pale and fragile. It is best to plant onions in the second half of December. How to diversify children's work? What new to bring to a corner of nature?
It is worth bringing branches of two or three types of coniferous trees or evergreen shrubs. Fresh branches of pine, spruce, fir, cedar smell pleasantly of pine needles, freshness, and forest. Do the guys recognize the pine and the Christmas tree? Let the kids guess from the description, look at the cones and seeds, and then sow them in the wet sand. (Spruce shoots are tender, not all will live long, but still, these are real Christmas trees.)
It is interesting to grow green animal feed from oats. You can grow plants from all kinds of seeds. We ate an orange, and there were “grains” in them - seeds. Put 3-4 orange, lemon, and several apple seeds in the ground. You can use a date seed, but before planting it must be kept in boiling water, since the date seed has a hard shell.
Keeping a nature calendar gives children the opportunity not only to observe the changing seasonal phenomena of nature, the growth and development of living beings. But it also provides an opportunity to get acquainted with wintering birds, to trace the dynamics of changes in autumn-spring bird migrations.
What do calendars provide in terms of mental education? Younger preschoolers get their first impressions of the species differences of birds. So, by looking for cards with pictures of birds, of course, with the help of the teacher, children have the opportunity to compare pictures with images obtained during observations. Older children not only consolidate their ideas (children must know the behavioral characteristics of birds - where they feed, who they are afraid of, whether they show aggression.) At the same time, they develop the ability for visual-schematic thinking, abstract thinking, since calendars are filled not with images, but with icons-symbols .
You can grow plants in corners of nature in any conditions, but with animals it is much more difficult. But how important it is that the older group should include fish, birds, and at least one mammal - a guinea pig, a hamster. The fauna in spring and summer should be richer. Frogs, lizards, beetles, snails - all these are extremely interesting objects to observe for children.
Along with occasional observations of the habits of animals in a corner of nature, it is necessary to organize general observations, more often practice guessing by description, independently describing the appearance of animals and plants with which children are well familiar. These descriptions take the form of riddles and games. Older children love tasks and riddles that they have to think about.
You can invite children to draw plants that are located in a corner of nature, such as they want, but so that everyone later knows what kind of plant it is. A difficult but interesting task. It is necessary to once again carefully examine the plant chosen for drawing, clarify the structure of the stem and leaves, and select colored pencils.
Based on the children’s skills and their increased independence, you can give long-term assignments, offering, for example, to care for plants for a week. Children perform these tasks especially willingly: after all, they are the only ones looking through the plants! Of course, this work does not remain out of sight of the teacher. You need to make sure that the children work together, whether they remember to prepare water for watering the plants in the evening, and whether everything is put back in its place after work.
The teacher’s constant attention to the quality of children’s work and their observations creates a lasting interest in the corner of nature, develops curiosity, and teaches them to treat plants and animals with care and concern.
Program content.To clarify and consolidate children’s knowledge about plant care techniques and the sequence of work. Clarify knowledge about equipment for work and where it is stored. Explain the structure of the duty board. To develop responsibility for the assigned task and the ability to complete it.
Progress of the lesson.
The children are sitting in their places. The teacher, turning to them, says: “Children, today we will talk about how we care for plants, what we do (children list).” Then he asks questions: “How do you know when a plant needs to be watered? (The earth is dry to the touch, light.) What kind of water do we water? (Warm water that has been sitting in watering cans since yesterday.) How should you water correctly? (Invites one of the children to show how to water.) Did Vova water the plant correctly? That's right, he holds the spout of the watering can right above the pot, watering it carefully and accurately. What do we do first, water or wipe the pot, saucer and windowsill? Why do you need to water first? (Then you can spray it on the saucer and window sill, and you will have to wipe it again. The child shows how to wipe the pot.) When all the plants are watered, what else needs to be done? (Pour water into the watering cans and leave them for tomorrow so that the water warms up.) What else is needed to care for plants, besides watering cans? (Rags, bowls, oilcloths.) What should be done with them after the work is finished? (Wipe oilcloths, rinse and dry rags.) Where is everything needed to care for plants stored? (In the table under the aquarium, everything is in its place.)
Since the very form of organizing work turns out to be difficult for children at first (they forget that they are on duty, are distracted, do not finish the job, etc.), the teacher does not initially show them new techniques for caring for plants. They are introduced gradually as the children get used to being on duty. Much attention is paid to organizing duty, especially at first. To develop the habit of being on duty in children, the teacher uses different techniques: reminds some children that they forgot to water the plants or put away their equipment, gives others examples of comrades who are doing their duties well, asks others if they have done everything, and offers to go back and see if this is so, etc. But you cannot focus children only on performing plant care techniques; You should definitely draw their attention to the changes occurring in the plants and encourage those children who have seen more.
In order to give children more time to observe plants while on duty, it is advisable to organize duty in the older group for 2-3 days, but only in the first half of the day, so that the children do not get tired. In the afternoon it is better to use individual orders. Being on duty does not preclude the use of assignments. If there are many plants in a group, not all of them can be served by the person on duty; Some are looked after by children who have received individual assignments—work assignments. These assignments can be sporadic or longer, lasting several days.
From time to time, also in the second half of the day, the teacher gathers those on duty, talks with them about how they perform their duties, what they do and how, what new things they noticed in the plants.
When the children get used to being on duty, the teacher introduces them to new types of plant care: spraying, pruning dry leaves, then loosening the soil; teaches new care techniques. It is better to do this at the end of a lesson on familiarization with indoor plants, and the meaning of each technique should be explained and the children should be provided with the necessary equipment to complete the work. The teacher teaches children how to loosen the soil on plants that have a sufficiently deep root system (so that the children do not damage it).
In the older group, complications are introduced into the types of care already known to children: the teacher draws attention to the fact that in autumn and winter plants hardly grow, many do not bloom, so they need to be watered less often. With the onset of spring, children see that the plants begin to grow, young leaves and buds appear on them. The teacher leads the children to the conclusion that at this time the plants are watered more often. At the end of March - beginning of April, when plant life awakens, they begin to fertilize.
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