Project work on the world around the life of the forest. The project “Forest in human life. to teach how to apply knowledge in new conditions when creating a creative product - a book about the life of the forest

The purpose of the project: To cultivate a caring attitude and love for native land; desire to take part in the conservation and protection of nature

To form students' ideas about the forest as a natural community:

The idea of ​​the project "Forest is not only trees, but plants and animals living in it. Take care of the forest - our wealth!"

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Project passport

around the world

"Forest Life"

2012

Equipment: interactive whiteboard, projector, posters depicting forests (coniferous, deciduous), crossword poster, reminders for students, student and teacher presentations

" The forest is wealth and beauty, take care of your forests!"- proverb

Used teacher presentation

Project progress

slide 1

"The house is open on all sides,
It is covered with a carved roof,
Come into the green house
You will see miracles in it." (Forest)

Today we will talk about the forest.

slide 2

Hello forest. Dense forest,

Full of fairy tales and wonders!

What are you making noise about?

On a dark stormy night?

What are you whispering at dawn,

Covered in dew and silver?

Slide 3-5

Forests are different. Many songs, poems are composed about the beautiful birch, and the forest where birches grow is called birch or (birch forest).

What is the name of the forest where spruces grow? (spruce forest) Pines? (Pine forest.) Oaks? (Oakwood.).

Both birch and oak forests are otherwise called ... deciduous.

What do you think: what is a mixed forest? (A forest where different tree species grow nearby - pines, birches, aspens, spruces, cedars, etc.

(The mixed forest project is presented by Emil Bikbaev)

So what are forests?

Deciduous coniferous mixed

And the forest dominated by coniferous trees (spruce, cedar, pine) is called taiga.

A forest is not only a lot of trees. These are animals, birds, insects.

The project was prepared by Kuzyaeva Ramziya (report on insects)

slide 6

And now we solve riddles and learn about animals:

cunning cheat,

red head,

Fluffy tail - beauty!

And her name is ... ... ... (fox)

White in winter and gray in summer.

(Hare)

He, like a Christmas tree, is covered in needles,

Catches deftly scary snakes.

And although he is very sharp,

Don't you dare insult him.

He lives in the forest, but

And brave gardens……..(hedgehog).

The owner of the forest

Waking up in the spring

And in winter under a blizzard howl

Sleeping in a snow hut. ( Bear)

Grey, scary and toothy

Made a stir.

All the animals ran away.

Scared those animals...

(Wolf )

Washes his food in the river,

To make her cleaner

Only then will it be put into the mouth.

And that cleaner - ...(raccoon)

Rope creeps on the ground

Here is the tongue, open mouth,

Bite everyone, I'm ready

All because I...(snake )

He has a back in stripes,

The tail is light as a feather.

All stocks, as in a chest,

Hiding in the hollow ... ( chipmunk)

In rich clothes
Yes, I'm blind

Lives without a window
Didn't see the sun.(mole)

Guessing a crossword puzzle (project prepared by Abaidullin Timur)

Slide 7-8 - Russia ranks first in the world in terms of the number of forests. This is a huge wealth of our country and our people cherish and protect this wealth. The worst thing for our forests is fires. Forest fires destroy vast areas of forests. All forest fires are caused by some external cause, but most often due to the fault of man.

Students distribute handouts.
Causes of fires:
- thrown burning match, cigarette butt;
- the hunter fired, the wad began to smolder and caught fire;
- people made a fire in places with dry grass;
- spring fallen grass;
- economic work in the forest;
- a piece of glass focused the sun's rays like a lens and ignited dry grass;
- from the short circuit of the high-voltage line;
- from a flash of lightning.

Reminders

Everyone should know how to behave if they are in a fire zone.
1. If the fire is just starting, it can be knocked down with green branches or covered with earth.
2. If the fire is strong, you must leave the dangerous place as soon as possible and report the fire. It is necessary to leave the fire towards the wind along the roads, along the banks of a river or stream.
3. In case of strong smoke, the mouth and nose should be covered with a wet bandage-towel, clothes.
4. A safe place can be a field, the banks of a river or a lake.
5. Children are not allowed to extinguish the fire.

How to make a fire.
1. Children should not make a fire alone, without adults.
2. There should be no objects near the fire that can catch fire.
3. You can not build a fire under the trees.
4. Before kindling a fire, fuel must be prepared.
5. A bonfire must be built on an old fire pit.
6. If it is not there, then with a shovel it is necessary to remove the sod and make a fire in the resulting hole.
7. You can not kindle a fire with a lighter.
8. Be sure to watch the burning fire!
9. When leaving, it is necessary to extinguish the fire: fill it with water or cover it with sand, and put the removed turf in place.

Memo - how to behave in the forest.
1. Children go to the forest only accompanied by adults.
2. Only adults make a fire, they also cook dinner.
3. Children play only in the clearing, it is dangerous to play near the fire.
4. Do not break branches in the forest, do not pick flowers, herbs,
5. Do not destroy bird nests, do not take chicks from the nest,
6. Be careful on the banks of the stream and near the lake.
7. Clean up after yourself garbage: burn paper at the stake, and put cans and bottles in trash boxes.
8. Fill the fire with water or fill it with sand.
9. Remember! After you, other people will rest in this place. Keep the beauty of our forest!

List of used literature

1. Ivchenkova G.G., Potapova I.V. "The World Around, Grade 2" Astrel Publishing House LLC. 2011

2. Elkina N.V. Tarabarina T.I. 1000 riddles. A popular guide for parents and educators. - Yaroslavl: Academy of Development,

4. Varley K., Miles L. Geography: Encyclopedia. M: Rosmen, 1994

PROJECT ON THE ENVIRONMENT 4 "in" class

FOREST LIFE

OBJECTIVE OF THE PROJECT:

• increasing the environmental awareness of students through the formation of ideas about the role of the forest in human life and nature.

PROJECT OBJECTIVES:

• to acquaint with the peculiarities of flora and fauna of forests;

• identify the environmental problems of the forest that have arisen through the fault of man;

• to teach how to apply knowledge in new conditions when creating a creative product - a book about the life of the forest;

• develop the ability to recognize the problem and transform it into the goal of one's own activity;

• develop cognitive interest and activity, the ability to work with literature;

• to form research skills;

• learn to speak publicly and present your creative product.

• THE PROJECT COVERS THE FOLLOWING WORLD LEARNING TOPICS:"Forests of Russia"; "Forest and Man"; Forest Life.

• INDEPENDENT ACTIVITIES OF STUDENTS: work with literature sources,

• search for information and illustrated material,

• viewing illustrations,

• selection of illustrations for the text,

• selection of illustrations and test for the wall newspaper "Forest Life".

ROLE OF THE TEACHER:

• create conditions for the development of cognitive and creative abilities of students,

• accompany them in the process of project activities,

• learn to interact with each other, with the teacher.

PROJECTED RESULT:

• creation Books "Forest Life"

• creation of the wall newspaper "Forest Life",

• formation of research and creative forms of thinking,

• development of cognitive abilities,

• skills of independent activity,

• ability to publicly speak and present the project.

DESCRIPTION OF THE PROJECT 1st stage. PREPARATION

• Lecture conversation with an employee of the Pravdinsky forestry technical school Golikov Roman Gennadievich, the purpose of which is to get acquainted with the flora and fauna of the Moscow region and its protection.

• Writing an essay “Forest Life”, based on a conversation listened to in order to understand that the forest needs our protection.

• Conducting a class hour on the topic “Visiting the Wise Book”, the purpose of which is to get acquainted with the history of the origin of the book and its components (this knowledge was useful to students when designing the book).

Conducting an extra-curricular reading lesson on the topic “Forest is our best friend”, in which students got acquainted with the works of writers: A. Onegov “Khokhlatka”, G. Skrebitsky “In a forest clearing”, M. Prishvin “Birds under the snow” about the forest. During the conversation, it turned out that a person is not always fair in relation to our mutual friend. Tracking environmental problems forests, students outlined ways to solve them. One of them is the creation of a book and the publication of a wall newspaper about the forest. So the problem was transformed into the goal of their activity. As a result, students received homework tell parents about the creation of the book, consult what material it may contain and select material for the wall newspaper.

2nd stage. PLANNING

• Collection of ideas and proposals for the release of the book.

• As a result of the discussion, three groups were formed to conduct research and collect information:

• - a group for collecting information about the animal world (illustrations, interesting facts);

• - a group for collecting information about the plant world (illustrations, interesting veils);

• - a group for collecting information about forest protection.

DISCUSSION OF THE COLLECTED MATERIAL

• The 1st group talked about animals and came to the conclusion: put notes about animals, illustrations in the book, using the collected material.

• The 2nd group talked about plants and offered to put their material about plants in the book.

• The 3rd group spoke about the causes of fires and other disasters in the forest, as well as about its protection and protection.

INDEPENDENT WORK OF GROUPS

• The students were given homework to complete their work and prepare for the presentation.

3rd stage. PROTECTION OF RESULTS

• Each group presented their results.

• The 1st group about animals showed their material.

• . The 2nd group had information about plants prepared.

• Group 3 spoke about the protection of the forest.

4th stage. REFLECTION

The groups evaluated the work of each participant. The teacher evaluated the work of the groups as a whole. The guys approached the preparation of their material creatively. Reveal the topic of your assignment. An interesting educational material was presented, in which there is a correspondence between the content and the illustrated material. And together with the creation of the book, they designed the wall newspaper "Forest Life". Interesting notes about the forest and illustrations for them were placed in the wall newspaper.

6th stage. OUTCOME OF THE PROJECT

• The students got acquainted with the peculiarities of the flora and fauna of forests, tried to understand the environmental problems of the forest, showed cognitive interest and activity in creating books and wall newspapers, learned to speak publicly and present their creative product. Their work is appreciated positively.

Comets. The structure of the solar system. Such luminaries are called comets (from the Greek "cometes" - "long-haired"). We assume that the solar system includes the Sun, Earth, Moon and stars. Authors: Maxim Doroshenko Grade 4 Maxim Sidorov, Grade 8B. Minor planets. Meteorites. Major planets. We must answer the question: What is solar system? And the Moon is a satellite of the Earth.

"Knight 4th class" - The horses were also wearing armor. Pupil 4 "A" class Vasilyonok Vladimir. Bare stone walls. Knighting is a symbolic ceremony of entering a knighthood. Knight. How did the knights live? The interior of the castle was dark and cold. Resin torches are constantly burning. Ritter, "rider"; Medieval noble title of honor in Europe. Kings and nobles lived in castles along with families, servants and warriors.

"Steppe zone of Russia" - 3. The steppe zone is characterized by hot summers and cold winters. Root systems of steppe plants. Steppe wolf. UMK " Primary School 21st century". Steppe viper. Bumblebee. A) short, cold. Clover. Map of natural zones of Russia. and Cuban studies. My Kuban is the steppe daughter of Russia. Lots of rodents. Developed by the primary school teacher Gomon I.Yu. MOU "Gymnasium No. 33 of Krasnodar". Veronica is gray. Tipchak. Quail. 1. Characteristic a large number of animal species, many different types of predators. Buzzard. 6. Precipitation falls in the form of short but heavy showers.

"Middle Ages" - Mexico. Civilization exploration plan: Ruins of the Temple of the Feathered Serpent - Quetzalcoatl. Italy. China. XII century. France. Burma. Pisa Cathedral and Leaning Tower of Pisa.XII century. The era of the Middle Ages - between Antiquity and Modern times. Geographic location Achievements Religion Concepts of good and evil (morality). X century. XV century. Notre Dame Cathedral. Medieval Civilizations: Greece. Sky Temple. Shwedagon pagoda. XIV century.

"Project Spring" - Discussion and evaluation. Presentation of the Artists group about spring. Stage 1. Pre-project preparation. Stage 2. Planning. Stage 3. Practical implementation of the project. Project type: practice-oriented, short-term, in-class. Writers and poets about spring. Stage 4. Results and conclusions. Group work. Which composers composed music about spring. Implementation educational project. Get acquainted with works of literature, music and art about spring, with oral folk art. Learn to work in a group, listen to each other.

"The lesson of the world around the Sun" - the Universe. Give examples of celestial bodies. Use the textbook to fill in the information in the text. : Work with text from the textbook. Lesson of the surrounding world on the theme "Universe". Organizing time objectives of our lesson: Find out if there are similarities between stars and planets? Solar system. What is astronomy? If there is, then what? Lesson Objective: Sun. in the 4th grade according to the textbook by A.A. Pleshakov “The World Around Us”. Stages of the lesson.

Our country is rightfully considered the world's greatest forest power - forty-five percent of the RUSSIAN FEDERATION is occupied by forests. In the forest, a person rests, strengthens his health, enjoys the silence, forest smells, and the beauty of nature. From the forest, a person receives a lot for his economy: mushrooms, berries, nuts, wood, furs. But often forests are cut down without control, burn down, animals and birds are destroyed by poachers. Many species of animals, birds and plants are on the verge of extinction. And so that our children can receive a charge of positive emotions and strength for their health, we should take care, protect and develop the forest, which is a wealth for our general full-fledged well-being. To cultivate a sense of the unity of man and nature.

The tasks of educating a humane attitude towards all living things, correct behavior in natural environment, the foundations of the ecological culture of the individual are solved in our preschool educational institution, but the results of observations showed the need to strengthen work in this direction, filling it with new content. Therefore, it became necessary to change the forms of organization of the pedagogical process to familiarize children with the surrounding nature. We settled on project activities. In our group, together with children and parents, we implemented a project FOREST IN HUMAN LIFE, the purpose of which was to create conditions that reveal the cognitive, research, intellectual and creative potential of preschoolers, focused on the dialogical interaction of children, parents and teachers.

Tasks: 1. To clarify and expand children's ideas about the forest as a multi-tiered, multi-storey house - a community where all plants and animals occupy a certain ecological niche and are closely related to each other.

2. Clarify children's ideas about the different meanings of the forest in human life: health, aesthetic, economic.

3. To give children an idea of ​​​​a forester - a person who takes care of the forest: protects from fire, feeds animals in winter, saves from trouble.

4. To educate children in cognitive interest, respect for nature.

At the preparatory stage, we solved the following tasks: to acquaint parents about the launch of the project, to find out the knowledge of children about the forest, and to select methodological literature and activities for the implementation of the project. To do this, I placed an ad in the corner for parents, had conversations with the children on the topics: “The forest is our wealth”, “What is the use and danger of the forest”, and picked up methodological literature.

At the second stage of the project, the joint work of educators, parents and children was carried out:

1. Creation of a forest model based on the story "Chains in the Forest".

2. Creation of folders: "Forest and our health", "Forest in the works of poets", "What is made of wood", "What is useful and what is harmful?", "Reserves of the Novosibirsk region", "Forest through the eyes of artists", "Who takes care of the forest”, “Rules of conduct in the forest”, collection “Paper and cardboard products”.

3. Excursion to the forest, children's drawings "My impressions of the forest", making board-printed games.

On the final stage were held:

1. Forest information folder presentations to increase the knowledge of children and parents.

2. Exhibition of children's drawings.

3. Integrated lesson "Forest in human life."

4. KVN “WHAT? WHERE? WHEN?"

On this basis of joint interaction, work on interaction with parents has improved, the position of parents as active participants in the pedagogical process in kindergarten, the knowledge of children and parents about the forest has expanded: animals, plants, insects, about their relationship, its significance in human life through a joint search for information, thereby making the cognitive process interesting and motivational.

I believe, that project activity develops Creative skills preschoolers, brings children and parents together, and this project provides an opportunity to learn to follow the rules of safety in the forest, to instill love and respect for nature.

Natalia Ivanova

from the series "Relax and develop"

Even on vacation, the educator cannot do without pedagogical activity. When we arrived at the recreation center "Krupenino" and saw a picturesque place in the forest near the lake, thoughts immediately appeared in my head to implement several environmental development projects for a child of the fourth year of life.

The recreation center "Krupenino" is located in a real forest where berries, nuts, mushrooms grow and hedgehogs, squirrels, moles and, of course, various birds live.

My baby and I walked along the health path in the forest every day. We got acquainted with the names of trees, berries. Be sure to consider poisonous berries and plants that do not need to be picked up. We enjoyed picking strawberries and blueberries.

Project relevance: younger children preschool age must know for sure elementary rules behavior in the forest for personal safety.

Integration of educational areas: cognitive development, speech development, physical development, artistic and aesthetic development.

Target: formation of primary skills of behavior in the forest, elementary ecological ideas

Tasks:

Tell and teach how to choose the necessary clothes for a walk in the forest;

Fix the rule for children - to go to the forest only accompanied by adults;

Introduce the child to the names of some trees, berries.

Show dangerous plants;

Observe (if possible) the life of animals, birds, insects

Learn to admire the beauty of the forest, take care of plants and animals;

To develop the child's speech through the perception of short poems and fairy tales, as well as animated films on the topic of the project;

Develop drawing skills various methods and materials;

Learn to collect natural material for crafts;

Develop endurance when walking long distances.

Summary of the project:

Expanding the horizons of the child during daily walks in the forest: memorizing the names of useful berries (strawberries, blueberries, raspberries, some trees (birch, oak, spruce, pine); observing insects, birds;

Formation of skills for careful study of the forest - the ability to see nuts, mushrooms, notice flowers, mosses; listen to the singing of birds, the sound of a woodpecker;

Organization of classes (including using cartoons) to study the rules of behavior in the forest (do not make noise, do not break branches, do not tear plants, be careful when picking berries, recognize poisonous plants - lily of the valley, wolf's bast, mushrooms, never take them into arms);

Introduce the child to the fairy tale "Three Bears"; with short poems about trees, berries, mushrooms, forest animals (see appendix); cartoons "Eared Bear", "Mole-Painter", "Strawberry Rain";

Draw berries and mushrooms with crayons on the pavement, naming their parts; during rain, draw on paper (wax crayons, watercolors) by poking using crumpled napkins;

Story stickers: "Spruce cones", "Mushrooms for hedgehogs", "Strawberries", "Mushrooms under foliage";

Formation of elementary mathematical representations (count up to 5, concepts narrow-wide, low-high, one-many)

Some photos of the project with comments:

We collect tasty and healthy berries

We collect medicinal herbs and natural material

Learning to notice and observe

Admire the beauty

We remember the names of some trees and shrubs

We form prohibitions

We fix the material

Thank you for attention!

The publication uses photographs from the personal archive.