Lesson to familiarize middle group children with nature “Duty in a corner of nature”
Lesson to familiarize middle group children with nature “Duty in a corner of nature”
Objectives: — Strengthen the knowledge and skills of children
on caring for plants
in a corner of nature
.
— To develop responsibility for the assigned task and the ability to bring it to the end. Foster love and interest in plants, a desire to care for them, and create favorable conditions for their growth.
— Develop interest, hard work, curiosity
, the desire to care for plants
in a corner of nature
.
Target:
Show children the features of being on duty in a corner of nature
.
Instill interest and develop curiosity
.
Create responsibility for caring for plants.
Equipment: Rags, sticks, watering can, scissors, spray bottle.
GCD move
Educator: Guys, the sun came to our lesson. What is it like?
Children: Cheerful, radiant, yellow, spring
Educator: Let's smile at each other like the sun to us, let's give each other a good mood.
-And now I will read you a poem. Can you tell me what it's about?
Poem “Flowers give us inspiration”
Flowers give us mood,
And awaken inspiration
As a symbol of pure beauty,
It’s very difficult without a dream!
Children: About flowers
Educator: That's right, children, this is a poem about flowers. And in today's lesson we will learn to be on duty in a corner of nature
.
Guys, do you want to learn how to be on duty in a corner of nature?
?
Children: Yes
Educator: How do we care for plants?
Children: Water, loosen the soil, cut off dry leaves, spray.
Educator: How do you know that the soil is dry?
Children: it becomes hard and cracks.
Educator: This is why we have to water the flowers so that they don’t wilt.
Guys, you need to water the plants carefully, the spout of the watering can should touch the pot.
(the teacher shows how to water a flower correctly)
-……. please show me how to water a flower correctly.
Look, guys, how to properly water the plants……… the spout of the watering can touches the edge of the pot.
Educator: Why do you need a spray bottle, scissors, sticks, a rag? Let's think about it.
Does anyone know what is in my hands? Pulvezer.
-What do you think a spray gun is for?
Arslan: A spray gun is needed to spray flowers.
Educator: Correct! You need to spray so that the leaves on the flower take in additional moisture.
Now we will try to spray the flower. (The teacher shows how to spray a flower correctly, then the child sprays it himself.)
Educator: Veronica, why do we need scissors?
Veronica: Scissors are needed to cut dry leaves.
Educator: That's right, but why do we need sticks, David will answer us.
David: A stick is needed to loosen the ground.
Educator: That's right, you need to loosen the soil so that the roots of the flower can breathe. But you need to loosen carefully closer to the edge of the pot so as not to damage the roots. (the teacher shows how to loosen the soil)
-Please.........show me how to properly loosen the soil.
Well done, you did everything right.
Educator:…….., why do you think we need a rag?
Julia: A rag is needed to wipe the leaves.
Educator: That's right, you need to wipe it very carefully so as not to damage the leaves (the teacher shows how to wipe the leaves)
Julia, now please show me how to properly wipe the leaves of a flower.
Educator: Well done.
Educator: Indoor plants need different care: Some love the sun, for example geranium, and violet loves the shade.
Phys. just a minute
The flower was sleeping and suddenly woke up. (torso to the right and left)
I didn't want to sleep anymore. (torso forward and backward)
He moved and stretched. (hands up, stretch)
He soared up and flew. (hands up, right, left)
The sun will just wake up in the morning
The butterfly circles and swirls (spin)
Educator: Children, what did we do today? What they were doing?
Children's answers
:
Flowers were watered.
Loosened the soil in pots
They sprayed the flowers and wiped the leaves.
Learned to be on duty in a corner of nature
.
Educator: That's right, guys. Plants are living, just like us. They eat, breathe, drink water. They need sunlight, without it the plants are frail, lethargic and pale.
And only in good conditions do plants not turn pale, do not wither and make us happy. Then it’s nice to look at them and admire them.
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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Children's work in a corner of nature in preparatory groups
The corner of nature in the preparatory group for school should differ from the corner in the older group, both in the number and variety of inhabitants. The amount of knowledge that children aged 6-7 years receive is significantly expanding, thanks to a deeper acquaintance with the life of various species of plants and animals, as well as as a result of involving children in more complex types of caring for them.
Taking into account the capabilities of the children and the requirements of the program, in the corner of nature of the preparatory group for school, in addition to the plants recommended for the older group, it is necessary to introduce plants that require different care depending on their living conditions in their homeland. For example, cacti (phylocactus, zygocactus) or others, whose homeland is arid deserts, where there is almost no rain for 3/4 of the year, also require rare watering and a sunnier place in indoor conditions. On the contrary, plants of tropical swamps, such as cyperus and others, which in their homeland are accustomed to a large amount of moisture, require more intensive watering; direct sunlight is harmful. And plants such as crinum and amaryllis must not only be watered from a tray, like all bulbous plants, but also create dormant conditions for them in the cold season. Amaryllis is also interesting because it can be made to bloom at different times.
It is very important for educators to know about the life of each plant in their homeland in order to provide proper care for the inhabitants of this corner of nature.
Clivia Begonia rex Amaryllis
It is also interesting to have plants on which you can show children different methods of propagation: not only with stem cuttings and live bushes, but also with baby bulbs, shoots of the bush, as well as leaf cuttings (begonia rex, Uzambara violet).
Varieties of some plants are also introduced, for example, different begonias, geraniums, etc. This allows the teacher to teach children to find similarities and differences between plants. It is advisable to have in a corner of nature plants grown by the children themselves from seeds (for example, lemon) and cuttings. It is good to have a plant of different ages, such as a young crinum, a large crowned crinum and a flowering one, or another plant.
There is no need to chase a large number of plants - it is important that they are always in good condition.
The choice of plants for a corner of nature largely depends on the specific conditions of each group room - its lighting, temperature.
Plant care. Children became familiar with some types of plant care—watering, washing leaves, removing dry leaves—in previous groups. In the school preparatory group, children are taught new care techniques: loosening, spraying, different ways of cleaning leaves from dust, in the spring - fertilizing, replanting, propagating plants. They must understand the importance of this or that type of plant care.
One of the most important and difficult to master types of plant care is watering. Children need to be taught not only how to water correctly, but also how to determine the lack of moisture in a pot by the dryness of the top layer of soil.
At the beginning of the school year, when resuming duties in the nature corner, it is necessary to repeat the technique of proper watering of plants.
Children should pay attention to the saucer and the drainage hole at the bottom of the pot through which excess water drains. There is no need to drain it, since along with water, a certain amount of nutrients needed by the plant is washed out of the ground, so it is better for it to be absorbed back into the ground.
Nothing gets kids excited like watering. Sometimes one person on duty will water a plant and another will water it. Another extreme is also observed: children, afraid of watering the plant, water it insufficiently or forget to water it altogether. The plant will begin to dry out from lack of moisture. Therefore, it is very important, especially at first, to monitor the children’s work.
During the care process, the teacher explains that some plants, for example primrose, tradescantia, need to be watered often so that the soil is always damp, while others, for example aloe, cacti, on the contrary, only when the soil in the pot is completely dry; For some plants (cyperus) water should always be on the tray.
You can explain to children that there are plants that almost do not need to be watered in winter, for example crinum, amaryllis, only occasionally pour water into the saucer: at this time they do not grow, but rest.
All knowledge and skills are acquired by children not immediately, but gradually.
When watering plants, it is necessary to take into account the period of development (time of year), weather, and the degree of dryness of the room. During the growth period (spring and summer), plants require abundant watering, i.e., more often, during the dormant period (autumn and winter) - moderate, more rare. But in hotly heated rooms, especially with steam heating, when the soil in pots dries out quickly, it is necessary to water the plants often in winter. Plants need to be watered more during flowering. In the summer it is useful to take the plants out into the rain.
Plants are usually harmed by both excessive watering and drying out of the soil. In the first case, the earth turns sour, the leaves turn yellow and fall off. Then you should transplant the plants into a smaller pot, cut off the rotten roots and sprinkle the cut areas with charcoal. When the pot dries out too much, the water is not absorbed by the dry lump, but rolls down the walls of the pot. In these cases, you need to place the plant in a basin of water so that the water reaches the edges of the pot, and hold it until the ground is saturated with water through the drainage hole (five to six hours).
Spraying. For better plant growth in spring and summer, you need to not only water them, but also spray them daily with water at room temperature. Children can be taught to spray plants using a spray bottle or using a spray cap inserted into a bottle. At first, the teacher sprays the plants himself in the presence of the children and gradually involves those on duty in this work. It is necessary to ensure that the children spray the plants carefully: it is recommended to place the plants in a basin, on a baking sheet or on an oilcloth placed on the floor.
In the summer, when it’s hot, it’s good to spray the plants twice a day. We need to explain to the children that plants cannot be sprayed in the sun: burns appear on the leaves. Some plants whose leaves are covered with hairs (begonia river, geranium) cannot be sprayed.
In dry rooms, to humidify the air, it is useful to place vessels with water between the plants in both summer and winter: jars, bowls, deep saucers, jugs.
Keeping plants clean. It should be explained to children that dust settling on the leaves does not allow sunlight and air to pass through. Therefore, it is very important to keep the plant clean.
The teacher teaches children how to care for different plants. First, it reminds you how to wash large dense leaves of plants such as “friendly family”, ficus, clivia, philodendron, etc.
Then you can show how to wash the leaves of aloe, folded, “smoothed” leaves of curculigo with a brush, how to clean the fragile, pubescent leaves of geranium, river begonias, which cannot be washed or sprayed, from dust with a soft dry brush.
You can invite the children to think for themselves how to wash small leaves of tradescantia, fuchsia, ever-flowering begonia, explain and show that small leaves are washed from a watering can (toy).
When washing plants in the shower, children only observe the work of adults (in this case, it is necessary to cover the soil in the pot with an oilcloth circle, and place a rag or towel on top of the circle so that the water does not erode the soil).
Children should be taught to wash not only plant leaves, but also pots. Trays and pots should be washed with soap and warm water at least twice a month. The pot with the plant must be placed in a basin on a grate or bench so that soapy water does not get through the drainage hole to the roots of the plants. After washing, the pot and saucer are rinsed with warm water. (Children usually do this work during collective cleaning under the supervision and assistance of a teacher.)
Loosening. An important type of care for indoor plants is loosening the soil in pots. It must be explained that compacted soil does not allow air and water to pass through to the roots of plants, so plants grow worse.
The soil must be loosened very carefully so as not to damage the roots. At first, the teacher loosens the soil in the presence of the children; later, he attracts the children to help and, giving them blunt sticks, offers to loosen the soil in the pots of those plants whose roots are not on the surface of the earth. (The soil in pots should always be loose.)
Plant nutrition. In spring and summer, when plants grow and produce a lot of leaves and flowers, they need more nutrition.
Washing dead palm leaves Cleaning grooved palm leaves with a brush
Children in the school preparatory group should be told in an accessible form about the importance of fertilizing and, after the teacher demonstrates a method of fertilizing that is similar to watering, entrust this work to the children (the teacher prepares the fertilizing solutions). It is necessary to teach children to water the solution from a watering can without a mesh, being careful so that its drops do not fall on the leaves and stem; Before and after fertilizing, the plants are watered with plain water. Children are fed with fertilizer mixtures only under the supervision of a teacher.
Organic and mineral fertilizers are used for feeding. Mineral mixtures are sold in chemical stores in packages that indicate the method of their use, the dose is 25 g per 5 liters of water.
Fertilizing from organic fertilizers is prepared as follows: fill any container halfway with manure and fill it to the top with water, let it sit for a week, stirring from time to time with a stick. When watering, the solution is diluted with water: one part of the manure solution is diluted with seven to eight parts, and the bird droppings solution is diluted with ten parts of water.
It is useful to mix organic fertilizers with mineral fertilizers (for 5 liters of infusion 25 a mineral fertilizer).
Fertilizing is applied once every seven to ten days, from April to August. You cannot feed plants after transplantation (a week or two), as well as plants that are sick or dormant.
Replanting indoor plants. In the spring, they inspect all the plants, choosing those whose roots are visible in the bottom hole of the pot. Invite children to think about why this happened. If the guys can’t explain, you need to tell them that the roots of the plant don’t fit in the pot,” they already have it in it. crowded, so the plant needs to be transplanted into a larger pot.
Having selected the plants that require replanting, the teacher, together with the children, lists what needs to be prepared for replanting: pots of different sizes, soil, sand, shards, scoops, sticks. The day before, children can sift the earth or simply clear it of debris.
In order for all children to have an idea about replanting plants, one or two plants need to be replanted during the lesson in the spring. The teacher, in the presence of the children, takes one plant out of the pot; the children examine the lump of earth tightly entwined with roots. Using a stick, free the roots from the old soil and untangle them. The long, spreading roots of the plant amaze children even more. The need for a transplant becomes more obvious to them.
Transplanting plants:
1 - knocking out a lump from the pot;
2 - loosening the surface of the coma;
3 - root pruning.
When replanting plants, the teacher explains all his actions and involves the children in helping. It is very good to replant clivia with children - plants with a powerfully developed root system (the rest of the plants can be replanted without children).
Plants should be replanted if they are cramped in the pot or if they become diseased (suspension in growth, yellowing of leaves or their falling, formation of underdeveloped shoots or leaves).
Replanting should usually be done in a new pot. The difference in the diameter of the old and new pots should be no more than 1-2 cm (the old pot must fit into the new one), otherwise the soil in a pot that is too spacious may turn sour before the roots grow. New pots should be soaked in water to force the air out of their pores. Old pots should be thoroughly washed with hot water, soap and soda, rinsed thoroughly and dried. This can be done with the help of children. It is best to plant plants in matte clay pots, as their walls are pierced with tiny holes that allow air to freely pass to the roots. Do not plant plants in pots painted with oil paint or coated with glaze, in enamel or aluminum pans, in earthenware dishes, or in tin cans. This dish does not allow air to pass through the walls, so the plants in them do not develop well and die.
Transplantation technique. In a pot prepared for transplanting, a clay cutting is placed on the drainage hole with its hump up, so that there are free cracks underneath it, through which excess water can drain onto the saucer. Then pour a 2-3 cm layer of coarse sand, which is necessary for better penetration of air and water to the roots from below: sand acts as drainage. A little earth is poured on top of the drainage.
Before placing the plant in a new pot, you need to carefully examine its earthen lump: cut off rotten, broken or damaged roots with a sharp knife. Sprinkle the cuts with crushed charcoal.
The prepared plant is lowered into the middle of the pot so that the roots are evenly distributed throughout the pot, and the root neck of the stem (the place where it transitions to the root) is 1-2 cm below the edges of the pot. With your left hand you support the plant, and with your right hand you pour soil and push it with a blunt wooden stick between the roots; from time to time tap the pot on the table or shake it so that the earth settles; The soil is pressed around the plant with the thumb and forefinger of both hands until the root collar is at the required level.
After transplantation, the plant is watered abundantly and placed in a shaded place for five to six days until rooting. At this time, watering is replaced by daily spraying. If the soil in the pot begins to dry out, it means that the plant’s root system has begun to work.
Sometimes it is necessary to transplant a rapidly developing plant into a larger pot without disturbing the earthen coma. This transfer is called transshipment.
Sowing and planting. Already in the second junior and middle groups, children saw what a delicacy the tender young shoots of oats are for birds and rabbits, and took part in sowing them. In the older group, during the lesson, children independently sow seeds of oats, lettuce, plant root vegetables - beets, carrots, rutabaga - and grow fresh greens to feed animals (rabbits, guinea pigs).
Oats can be sown in boxes or paper cups, placing them in a common box after sowing, close to each other.
Each child should be given the opportunity to carry out the entire simple sowing process himself, and then be offered to place his box in one common box on top of a shallow layer of soil poured into it (2-3 cm). You need to place a bucket of water near the box, and each child carefully waters his crop from a spoon. (If you water from a watering can, too much water will pour in.)
Before planting, root crops are examined. Children are given the task of making a hole in the ground (in a pot or box) and planting beets or carrots so that the entire root crop is in the ground, and only the top sticks out above the ground.
In the school preparatory group, due to the large number of animals and birds that require green food throughout the winter, as well as due to the increased independence of children, sowing and planting in a corner of nature occupy a larger place than in the older group.
Children should be involved in preparing the land: select pebbles, sticks, loosen, sow, water the soil so that it is moist, but not too wet and does not stick to your hands.
Children 6-7 years old already sow seeds on their own as needed: oats, lettuce, wheat, barley; Root crops are planted to produce young greenery. They can also grow cabbage leaves from the stalk for the turtle.
Some kindergartens successfully use large galvanized baking sheets for indoor vegetable gardens, the size of the length and width of the window sill, 12 cm high. The advantage of galvanized baking trays is that they can be used for a number of years not only for planting in winter, but also for growing seedlings of flowers, vegetables, as well as for washing plants during collective cleaning.
In addition to green food, children can prepare a certain amount of seedlings for their flower garden and vegetable garden.
Sowing flower seeds for seedlings is carried out during class (around the beginning of May, so that the seedlings do not outgrow). Before sowing, the seeds should be examined, compared, remembered from which plants they were collected, shown previously dried flowers or illustrations in order to increase the children’s interest in growing these plants. To grow seedlings, you can use the same boxes and pots in which indoor gardens were located.
In the older group, you can sow seeds of marigolds and nasturtiums, cucumbers or pumpkins.
Classes are organized in this way: on each table there is a box with moistened soil, two saucers with seeds and sticks, the ends of which are painted (mark). After the teacher’s demonstration and explanation, the children make holes on their own using sticks, put seeds there and cover the seeds with soil, and the teacher carefully sprays it and, together with the children, places the boxes on the windows.
It is recommended to cover the sown seeds with sand, which allows air to pass through better and allows for more complete aeration; sand, when watered, is not washed off as easily as soil, as it turns into a crust after watering, easily settles and allows water to pass through. After sowing, the sand-covered soil is sprayed again. Crops should be protected from drying out and sudden temperature fluctuations; you need to give them as much light as possible.
When the plants grow, they need to be planted (picking), after which they will quickly grow.
Observations of the development and growth of plants should be carried out before transplanting into the ground and continue after planting on the site.
In the preparatory group, it is advisable to grow two or three types of vegetables and flowers. It is not necessary to grow all the plants that you want to plant as seedlings on your plot. The whole point of this work is to show children the growth and development of a plant from sowing a seed to obtaining new seeds. It is advisable that the lesson be preceded by an excursion to one of the greenhouse farms, where children could see how plants are developing well in early spring. if the necessary conditions are created for them.
Seedlings of cucumbers, pumpkins, nasturtiums, and loaches work best indoors. It is more convenient to grow seedlings in paper cups, peat pots or ordinary small flower pots. For seedlings grown in pots, the earthen lump is not destroyed when planted; the seedlings take root well and do not get sick. Making paper cups and planting seedlings are carried out with children in class.
In a corner of nature, senior and preschool groups can have the same animals, but the knowledge of 6-7 year old children, skills, and knowledge associated with caring for the inhabitants of the corner become more complicated. In addition, in the corner of the school preparatory group, some animals can be kept longer, since long-term observations (of the same animal, of the growth of young animals) should take up a lot of space here.
In all kindergarten groups, fish are permanent inhabitants of the corner of nature. But in a group preparatory to school, it is advisable to keep in the aquarium, along with cold-water fish, some warm-water fish, for example, guppies, swordtails, macropods, angelfish, etc. This will enable the teacher not only to expand children’s ideas about the life of fish, to increase interest in them, but also to children to generalize accumulated ideas, to form the concepts of “fish”.
To keep warm-water fish, the water temperature in the aquarium should be at least 22°, and during the breeding season 25 - 30°.
To heat the water, use a special heater or a regular electric light bulb suspended on a cord on the side of the aquarium, below the water level. Warm-water fish are interesting because they breed in the aquarium.
Guppies and swordtails are viviparous fish; they toss live, fully formed fry. Guppies spawn fry 6-7 times during the year, from 10 to 50 pieces.
When fry appear, adult fish must be separated, otherwise they may eat their offspring. The babies are fed cyclops and ciliates.
Warm-water fish such as macropods, angelfish, and thorns are spawn-laying fish. Each of the listed fish lays eggs in a specific place: some build a nest (macropod), others lay eggs directly on the bottom of the aquarium or on a specific plant.
The fry emerge from the eggs after about 35-50 hours. As soon as the fry begin to swim, they are removed from the aquarium.
To create normal living conditions for animals in a corner of nature and organize proper care and observation of them, educators need to become familiar with the biological characteristics of animals, their life in natural conditions, and the rules of keeping.
The squirrel is a cheerful, deftly jumping animal. In summer, her coat is bright red, in winter it is soft gray on the back and pure white on the belly and chest.
In kindergarten, it is advisable for a squirrel to have a cage on a metal frame covered with a strong iron mesh (the squirrel can chew through wood). The cage must be spacious enough (at least 1 m3 per animal) so that the squirrel can make long jumps. It is better to arrange a spacious enclosure with a height from floor to ceiling. In such an enclosure you can keep the entire squirrel family. In summer, the enclosure is installed outdoors.
For sleeping, the squirrel should hang a house with a small entrance hole and a hinged roof that opens halfway for cleaning. Place soft rags, torn paper, moss, hay in the house - all this will serve as bedding for the squirrel (it is not recommended to put cotton wool, as it gets stuck in the claws).
Having become accustomed to the house, the squirrel will make a nest for itself, similar to a bird’s nest. When falling asleep in the nest, the squirrel covers itself with its tail like a blanket.
The food of squirrels in captivity must be closer to natural. A squirrel eats at least 20 g of nuts (pine, walnuts or hazelnuts), at least 20 g of apples or carrots, sunflower seeds or acorns, and some dried mushrooms (mushrooms must be soaked in water) per day. He eagerly eats bread, orange and tangerine peels. It is necessary to place fresh branches of deciduous trees in the enclosure, give chalk, table salt, water (salt and chalk should be placed in separate cups), and it is useful to give a little milk.
Squirrels never eat from feeders. As if with its hands, the squirrel holds a nut, pine cone or carrot with its front paws and, turning in all directions, gnaws them with its sharp incisor teeth.
The cage must be cleaned daily. To simplify cleaning, it is recommended to cover the floor in the enclosure with a piece of linoleum; put oilcloth on the table or windowsill, if there is a cage on it. Cleaning up after a squirrel is not difficult because the squirrel is very clean.
Once a month, you need to thoroughly wash the entire cage with lye and hot water (to avoid odor).
The following types of animal care are quite accessible to children in the school preparatory group: wash the drinking bowl, feeder, pour clean water and give the right amount of food to each animal; wash and chop root vegetables, herbs for animals and birds; help adults when cleaning animal cages, when changing the water in the aquarium: carefully catch the fish from the aquarium with a small net and transplant them into a basin with room water, rinse the shells, pebbles, and partially rinse the sand; Carefully remove the top layer of water with a mug and add fresh water; after duty, put in order and put back the equipment that was used; clean the utility cabinet: wipe off the dust, wipe the cabinet shelves, wash the rags, wipe the oilcloth aprons with a damp cloth, wash and dry the food dishes and other corner equipment, carefully put everything in its place. In addition, the teacher involves children in preparing food for animals for the winter: collecting cones with seeds, acorns, drying the collected grass for hay, etc.
It is necessary to pay attention to familiarizing children with items for caring for plants and animals, to show and tell where everything lies, hangs, what is needed for what, and agree on the procedure for using the equipment. Children must correctly name the objects they use.
To make it easier for children to find the storage location for each item, you can stick the corresponding pictures.
Nature corner duties are organized from the beginning of the school year.
In the first days of September, the teacher conducts a lesson in which children remember how they cared for plants and animals in the older group, and informs about the need to resume duty.
From the children's answers, the teacher finds out whether the children remember how they cared for indoor plants, how and what they fed certain animals. The teacher tries to explain how important and necessary it is to care for animals and plants for their proper development, clarifies the responsibilities of those on duty, and emphasizes their responsibility for completing the task.
When teaching children how to care for plants and animals, you should use a variety of techniques: personal example, demonstration, explanation, reminder, persuasion.
The leading technique when teaching children labor skills is to show the teacher combined with an explanation of how to do it and how to care for it.
The first time the demonstration is given to the whole group during or outside of class. But in order for children to master the necessary skills, one demonstration, of course, is not enough; it is necessary to further check the performance of individual children during duty and show again if the child does it incorrectly. Along with this, it is necessary to re-show the whole group; it should be short, but emotional, in order to raise the interest of those on duty in caring for plants and animals. For this purpose, it is advisable to organize observation of the work of a teacher or nanny, who sometimes perform the duties of duty officers. “I’ll be on duty today,” the teacher says to the children. Or: “We have a nanny on duty today. See how it works."
Procedure for appointing duty officers. When bringing children together for duty, their skills, interests, behavioral characteristics and relationships should be taken into account. Those who are not yet proficient in the skills should be assigned to be on duty with children who are performing well; guys with unstable attention, as well as passive ones, are assigned to work with more active, purposeful ones. Children's relationships should also be taken into account. Therefore, it is advisable to draw up duty lists together with the children.
It is advisable to assign people on duty for each object separately: to care for plants, fish, birds and other animals.
While caring for one animal, the child practices the same techniques and improves them. On subsequent shifts he may care for another resident. Later, when children acquire certain skills, you can give them the opportunity to agree on who will look after which animal, teaching them to independently distribute responsibilities among themselves. The teacher quietly prompts the children to choose the inhabitants of the living area.
At first, children are on duty for one day at a time, but as they master the skills they can be on duty for a longer period - for two or three days. Being on duty for several days increases the responsibility of the children for the condition of the object they are caring for, fosters a sense of duty, and at the same time improves their work skills.
It is advisable to create a list of people on duty for each month. This brings clarity to the distribution of duties, facilitates control, so that each child can take care of all the inhabitants of the corner of nature within a month.
The presence of attendants on duty does not exclude individual assignments for caring for animals, for example, to help those on duty in case of difficulty, to replace a sick or absent friend, to go to the kitchen for food, to walk with a turtle, etc. Along with short-term work assignments, longer individual assignments are also possible (for one - two weeks), for example, caring for plants located outside the group room - in the office, on the stairs, in the lobby, or for animals living on the site: a rabbit, a dog, chickens, a hen with chicks, etc. Both on duty and individual assignments are very valuable in instilling mutual assistance in children. It is necessary to teach children to remind each other of their responsibilities, to help their comrades (a more experienced one teaches a less experienced one or shows a newcomer how to be on duty).
When supervising the work of those on duty, the individual characteristics of children should be taken into account: one needs to be given timely assistance so that the child does not feel powerless, otherwise he will lose interest in work; praise another in front of his comrades and parents for his conscientious attitude to his work; the third, on the contrary, may be influenced by a remark made in front of all the children, in front of the parents; the fourth is strongly influenced by the positive examples of his comrades. Sometimes, it may be necessary to remove a child from duty for dishonest attitude towards duties.
As children master work skills, the role of the teacher should change: he may no longer be directly involved in the children’s work, but he exercises daily control, which the children feel all the time (as soon as you weaken it for two or three days, some lose interest in performing duties) .
It is necessary for children to inform the teacher when they have completed their work and ask them to check what they have done. If any omission is discovered or it turns out that something was done incorrectly, the child corrects or completes it. It’s good to evaluate the work of those on duty at the end of the day.
In the second half of the year, you can periodically report on duty to the team when transferring duties. Children tell the whole group how they cared for plants and animals, and what new and interesting things they noticed. The teacher involves the children themselves in assessing the work of those on duty. Such reports to the team increase the responsibility of those on duty for fulfilling their duties.
An important condition for cultivating hard work is a feeling of satisfaction and joy from the results of work. Therefore, when assessing duties, it is necessary to emphasize that the good condition of plants and animals is associated with conscientious performance of duties.
Collective cleaning. All children should be systematically involved in cleaning the corner of nature. Collective cleaning requires clear organization of work and preparation of the necessary conditions.
Before starting, they agree with the children how to distribute the work. This can be done in different ways, for example, dividing children into subgroups and giving each subgroup a specific task, while explaining what and how to do. So, several children partially change the water in the aquarium, the second subgroup washes the plants and puts them in place, the third is cleaning the cages and enclosure.
It is necessary to distribute the load so that the children can finish the work at the same time. It is important to ensure that everyone, being a participant in a common cause, learns to carry out the instructions given to him and to bring the work he has begun to completion.
During work, the teacher must have all children in sight, provide timely assistance to those in need, and maintain a cheerful mood and desire to do the job well.
At the end of the cleaning, it is necessary to restore order in the group: put everything in its place, inspect everything, and give the children a feeling of satisfaction from the collective work done. “The corner became clean and beautiful, and you did it all together,” says the teacher. It is especially necessary to emphasize the importance of collective work: what is difficult and time-consuming to do alone, can be easily and quickly done by everyone together.
Thanks to participation in collective work, children develop such valuable qualities as friendship, the ability to distribute work among themselves, help a friend in difficulties, rejoice in the success of others, and obey the demands of their comrades.
In the process of developing labor skills and abilities, consistency in the work of two educators, as well as an agreement with the group’s nanny-cleaner, is of great importance. The teacher explains to the nanny the importance of duty and collective work of children, reveals their content. It is very important to teach the nanny/cleaner the correct techniques for caring for plants and animals. It is also advisable that she participate in collective cleaning.
Conclusion
Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature, a careful and caring attitude towards it is cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. In a team, children learn to work together and help each other.
Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. The teacher teaches children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of the properties, qualities, and states of natural objects.
Working in nature, children learn in practice the dependence of the condition of plants and animals on the satisfaction of their needs, and learn about the role of man in managing nature. The assimilation of these connections and dependencies contributes to the formation of children’s attitude towards nature; their work becomes meaningful and purposeful.
In the process of working in nature, children develop knowledge about plants (properties and qualities of plants, their structure, needs, main stages of development, methods of cultivation, seasonal changes), about animals (appearance, needs, methods of movement, habits, lifestyle, seasonal changes). Children learn to make connections between conditions, the way of life of an animal in nature and ways to care for it in a corner of nature.
Work in nature contributes to the development of observation, curiosity, and inquisitiveness in children; it arouses in them interest in objects of nature, in human labor, and respect for working people.
In the process of work, practical skills in caring for plants and animals are formed, intellectual skills are developed: planning work, selecting materials and tools, outlining a sequence of operations, distributing them over time and between labor participants, evaluating results, etc.
Labor in nature creates favorable conditions for the physical development of children, since in most cases it takes place in the air, is varied in nature, and this contributes to the development of movements and strengthening the child’s nervous system.
Children's aesthetic needs are satisfied through work. Doing work that is feasible and interesting brings them joy, and this is the basis for instilling in the future a desire to work and a sustainable interest in work.
Work in nature only has educational significance if its organization and content meet certain pedagogical and hygienic requirements.
