Ecology lesson 2 ml gr. Summary of a lesson on environmental education in the second junior group Topic: “Who lives in the forest? The simplest experiments in nature

Junior period preschool age is an important and responsible period for a child due to a number of new formations that arise against the background of broadening his horizons and forming the foundations of his worldview little man. The wave-like nature of the development of skills and abilities continues to be preserved, however, the formed skills are already quite firmly fixed in the child’s mind. The period from 3 to 4 years is the most sensitive for the emergence and consolidation of activity in the knowledge of the world, nature, curiosity, desire to learn and enrich one’s The task of an adult at this stage is to actively contribute to the development of the child’s emerging cognitive interest.

Targets for the education of a child of primary preschool age

The baby learns about the surrounding reality in all ways available to him: household items are used, any of which acts as a toy for the child. Aged three years the preschooler develops a directed interest in the natural world around him, participation in seasonal observations for the changes around. An organized process of learning about the natural world and forming the foundations of caring for its resources is laid in preschool educational institutions at events such as ecology classes. In the 2nd junior group in the process of implementing the educational field " Cognitive development“The active involvement of children in becoming acquainted with the natural world begins. The basis for a child of primary preschool age is the child begins to actively demonstrate play actions; they can be quite chaotic and short-term, but at the same time they are an important element of intellectual and physical development child. Ecology for preschoolers is an area where children optimally realize their need to combine play and learning activities.

The simplest experiments in nature

In the 2nd junior group, children develop the ability to interact with sand and water, which began in groups early age. Sand and water were usually used as an element sand therapy to improve the adaptation process. As a little person grows up, his interest in the use of natural resources grows, and the task of adults at this stage is to support this interest and use it to develop cognitive motivation. Experimental forms of learning will help diversify and improve the quality of the educational impact. is precisely the area where it is possible to use experiments for effective learning. They can be planned and carried out with water and its conditions, air, soil, plants. Before starting experimentation, the teacher draws up a lesson summary with elements of experimental activity.

Requirements for planning in the 2nd junior group

When drawing up a plan for an educational event for children, each teacher must clearly understand which tasks from which educational area will be implemented during the lesson. Taking into account the requirements of the Federal State Educational Standard, one should also not lose sight of the possibility of integrating educational areas and maximizing the use of resources in the subject-development environment. Ecology classes at preschool educational institutions are conducted systematically, regardless of the season and weather conditions.

Place of experiment in teaching children

The activities of children in ecology classes are aimed at developing ideas about the properties of water, sand, etc. An important area is also the formation of the concept that water and air are needed for the growth and development of plants. In addition to conducting experiments, a lesson on ecology in the 2nd junior group is planned taking into account the implementation of the following areas: expanding ideas about plants and animals, seasonal phenomena in nature, plants growing in a given area, familiarization with the world of wild animals and amphibians, the world of insects, familiarization with basic rules of behavior in nature.

Air and water as a subject of experimental research

Conducting simple exploration with children will ensure the integration of areas such as experimentation, music, cognition (forming a picture of the world around them). The lesson notes are drawn up taking into account what has been done in advance. preparatory work in the form of a conversation about water and air, looking at illustrations. A brief outline plan is drawn up in advance and consists, as a rule, of step-by-step steps to implement the assigned integrated tasks.

Outline of an environmental lesson with elements of experimentation

After preliminary work, the teacher should decide on the volume of vocabulary work planned for mastery in the lesson. The drawn up plan, as a rule, includes several points. Outline environmental studies on the topic “Air and water are ours best friends"may consist of several points:

Greetings. Motivation for activity, attitude towards the topic of the lesson.
A surprise moment, the appearance of the fairy-tale character “Wind”.
Experimental activities to determine the properties of air (use balloons, fans, etc.). Discussion.
Physical education minute.
Return to place, motivation to continue the lesson.
A surprise moment, the appearance of the fairy-tale character “Water”.
Experimental activities to determine the properties of water (coloring water in different colors using paints, adding sugar, salt, citric acid to water to create a taste). Discussion.
An outdoor game with a fairy-tale character.
Hero incentive gifts for children.
Summarizing. Lesson reflection.

As a rule, such a lesson on ecology in the 2nd junior group has a pronounced practical orientation in combination with play activities, which makes such classes quite productive and effective.

Ecological activities in nature

Except experimental work, it will also be quite useful to conduct classes directly in nature. Topics in ecology classes contribute as much as possible to increasing productivity in natural conditions. The program tasks implemented by the teacher are aimed at developing an understanding of how adults can help nature, learning the ability to see the beauty and vulnerability of the world around them. Children learn to experience joy, surprise when meeting nature, empathy when handled carelessly, and the desire to perform joint actions with the teacher on plants. In addition to the formation of basic knowledge of preschoolers about the world around them, ecology for preschoolers also performs an ethical function - the education and development of a sense of empathy, responsibility, and collectivism.

Seasonal changes in nature through the eyes of a preschooler

A child of primary preschool age, due to his growing interest in the world around him, begins to actively record changes in the weather and become interested in them. The task of adults is to guide the child to a correct understanding of seasonal changes and their relationship with the seasons. The change of seasons is purposefully reflected in observations, classes to get acquainted with nature, and educational activities in such areas as ecology for children. Elements of environmental education are implemented in entertainment and excursions. Games continue to be the most common form of introducing children to seasonal phenomena in nature due to their structural entertainment orientation.

Seasonal entertainment for the youngest students

Familiarization with seasonal changes should be taken into account when planning a lesson on ecology in the 2nd junior group. To activate the interest and imagination of children, it is advisable to conduct such activities in the form of games or with elements of entertainment. Required condition such activities is the use surprise moments, musical accompaniment, introduction of additional characters. Kids in the 2nd junior group react emotionally and positively to such guests; it is important to choose the right characters, taking into account the season. For example, a lesson on ecology “Spring” is planned taking into account such characters who will demonstrate seasonal changes in your life:

A bunny in a gray fur coat, who put it on with the arrival of spring;

A swallow that flew from warm lands;

A bear awakening from hibernation, etc.

The formation of an ecological culture in children of primary preschool age is a multifaceted and quite interesting process, which also has an ethical and moral component.

Ecology lesson notes "Droplets go around in circles." Second junior group

Description of material: With the help of this lesson, teachers of younger groups will be able to clearly explain to children the importance of water in the life of plants, animals, birds and people. Children will experimentally learn to distinguish the properties of water and become familiar with the water cycle in nature.
Program content:
Expand children's knowledge about water, its importance in the lives of people and all living organisms. Experimentally show children that water is clear, odorless, tasteless, and can be liquid, solid, or steam. To provide the first basic knowledge about the water cycle in nature. During experiments, promote the development in children of cognitive interest, observation, and the ability to make simple conclusions. Foster a caring attitude towards objects of living and inanimate nature.
Demo material: Temporary and permanent inhabitants of the living area - parrot, fish, turtle, guinea pig, hamsters, houseplants, table, magic umbrella, on the table there are three jugs, three glasses, glass, a piece of ice on a plate, napkins, a piece of glass, ice, an audio recording of River’s words, household garbage bags, cans, paper, cleaning).
Handout: cards with a cross-section of a river and pictures of crayfish, fish, ducks, birds, turtles, frogs.
Heroes: Droplet girl.
The teacher brings the children into the group.
Educator: Guys, many guests came to us today, let's say hello to them. Look at what a beautiful natural corner our group has. There are a lot of indoor plants and animals in it. Who do you see in front of you? (parrot, fish, turtle, guinea pig, hamsters, houseplants) What are they all like? (living) Tell me, without which plants and animals cannot live? (air, water, food). Why can't plants live without water? (wither) What about the animals? (they will die of thirst)
Now let's sit down at the tables. Here are pictures of animals, fish and birds. Let us settle them where each of them lives (children resettle animals, fish, birds in a pond, on a tree, on the ground). Why did you put the fish in the water? (she lives in the water) Why did you put the duck in the water? (she floats on the water) Where did you put the frog, turtle, etc.?

Do you and I need water? Why do we need it? Where do people use it? How does water get into our home? (from the tap) How does water get into the tap? (through pipes from rivers and lakes) Where does water come from in rivers and lakes? It's raining right.
Oh, guys, it seems to me that the spring rain is starting! Come quickly and come under my umbrella. (Droplet girl appears to the music of rain)
Drop: Hello guys! I am a drop of spring rain. I fell from the cloud along with my droplet sisters. What should I do now, how to get back to the cloud?
Educator: Don’t be upset, Droplet. I think if the boys and I learn a little more about water, we can help you.
Drop: Thank you guys. I will be happy to tell you a lot of new things about water.
Have you heard about water?
They say she is everywhere!
In a puddle, in the sea, in the ocean
And in the water tap.
Like an icicle, it freezes,
Fog creeps into the forest,
It's boiling on your stove.

The steam of the kettle hisses,
You can't wash your face without it,
Don't eat, don't get drunk!
I dare to report to you:
We can't live without water!
(N. Ryzhova)
Educator: That's right, Droplet. Neither we, nor plants, nor animals can live without water. I will tell you a lot of new things about water.
(there is a table in front of the children, on the table there are three jugs, three glasses, glass, a piece of ice on a plate, napkins)
Educator: Guys, you know, water can be different, and now we will make sure of this. Here are two glasses in front of you. I poured water into one glass and milk into the other. Now let’s put spoons into both glasses. In which glass is the spoon visible? (in a glass of water) Correct. This means the water is clear. Tell me guys, is the water in the puddle clear? (no, why? (it’s dirty) Droplet, tell me, can you drink dirty water? (no, you can only drink clean or boiled water)
Guys, let us taste the water (children drink water from a glass). Tell me, what does it taste like? (delicious) Is she sweet like candy? (no) It's salty (no) It's sour (no) So the water has no taste. She's tasteless.
Look carefully, what did I do? (pours from the first jug into the outlet) (poured water). Right. What does water do? (flows) Why does it flow? (water - liquid) (pours it into the second outlet. Come and touch the water in the blue and yellow outlet. Is it the same or different? (different - cold and warm) (calls 4 more children) And now I will pour water into the red outlet. Tell the guys , can you touch this water? (no) How did you know that this water is boiling water? (steam is coming) Droplet, tell me, can you touch this kind of water? (No, you can get burned with hot water). So, you and I found out, that water can be cold, warm and hot. Hot water This happens when you heat cold water very hot. Educator: Look guys - this piece of glass is absolutely dry. Let's keep it steaming. What has it become now? Touch (wet). This means steam is very small droplets of water. Tell me, where do you see steam every day? (in the kitchen, when the kettle is boiling, clouds, fog) This means that water can be liquid and steam. Look, what is this? (ice) Touch him, guys, what is he like? (hard, cold) Look what happened to him after we brought him into a warm room? (it began to melt) Droplet, why did the ice melt?
Drop: Because ice is frozen water; if you heat it up, it will melt. The water is very unusual. It can be liquid, solid or vapor.
Educator: That's how much interesting we learned about water. Thank you, Droplet!
Drop: Please. Oh, how I miss my droplet sisters and my mother cloud.
Educator: Now that we know a lot about water, we will help Droplet return to the cloud. Come out into the circle. Imagine that you all also became small droplets. And Vanya (the child) became the spring sun. All the droplets fly in the spring sky, having fun. It began to rain, and droplets flew to the ground, giving her some water to drink. They got bored alone and decided to get together and flowed in small cheerful streams (they hold hands and form two streams, walk like a snake). Streams met and became a big river (connected into one chain). The droplets float like a big river (they walk like a snake). A river flowed, flowed and ended up in a big, big sea (they form a round dance and move in a circle). The droplets swam and swam in the sea, and then the spring Sun warmed up and touched each droplet with its ray. The droplets became light, and our friend Droplet evaporated and flew to her mother cloud.
Droplet: Goodbye guys, see you soon!
Educator: And all the other droplets became children again. Sad music is playing.
Educator: Guys, what sad music, I think someone else needs our help.
River: I am a river, I am a river, deep and wide. Day after day, year after year, the sea drinks water from the river. He drinks and drinks, tries, but the river never ends.
Educator: What happened to you, River? Why are you sad, sad.
River: I gave people something to drink clean water and washed everyone with a soft wave, but now the waves have stopped sparkling, because people have thrown in garbage.
Educator: Don’t worry, River, we will help you. We will cleanse you of garbage.
(the teacher puts on gloves and puts the garbage in a garbage bag)
Educator: Look how happy the inhabitants of the river are. You and I should always remember that when on vacation you should always pick up trash after yourself.
River: You guys did everything right for me
Everyone in the world needs me, thank you, friends!
If you don't pollute the river,
I will be happy to help people.
I will give you water, I will feed you,
And always give thanks with clean water.
Educator: Look, the river prepared a surprise for us - it thanked us with clean spring water. Let's say thank you to Rechka and ask our magic umbrella to return us to kindergarten.
Educator: That's how much new we learned about water today. I think that not only you guys, but also our guests thought about how important water is for us. It is not for nothing that World Water Day is celebrated on March 22.
Children's poems.
1. Everyone really needs water
Pisces, crayfish, pond dwellers.
Squirrel, hare, bird,
Mom, me, sister.
2. We will water the flowers with water,
Let's wash the dolls' bows,
Mom and I will wash the dishes.
And I will always wash my hands.
Let's pour a bath for bathing.
Let's have tea with friends.
3. Everyone really needs water.
Clean water is important.
That's why we ask you
Save rivers and seas for us.

Abstract of GCD for children 3-4 years old: Topic: Getting to know indoor plants

Efimova Alla Ivanovna, teacher of GBDOU No. 43, Kolpino St. Petersburg
Description: I offer you a lesson summary for children of the second youngest group (3 - 4 years old). This summary is aimed at teaching children to love and care for indoor plants.

Target: create an atmosphere of joyful mood;
Tasks: Educational - teach to recognize and name parts of a plant;
Developmental - develop concentration and memory,
Educational - to cultivate the ability to experience a feeling of joy from looking at a plant and the ability to care for it.
Vocabulary work: activate children's speech with the words “root, stem, leaves, flower”
Preliminary work: looking at illustrations of indoor plants, reading poems and fairy tales about flowers, talking about plants.
Methods: visual, verbal, practical.

PROGRESS OF THE CLASS:
Educator: I invite you to go on a trip today. Do you agree?
Answers.
Educator: And we will take a trip to our corner of nature. Are we leaving?
Answers.
Educator, together with children, standing near a corner of nature.
Educator: Have you guys noticed what has changed in our corner of nature?
Answers: New flowers have appeared.
Educator: Right. Which of you guys brought these flowers?
Children answer.
Educator: Or maybe Yegorka knows the name of the flower he brought?
Silence in response.
Educator: Do you Katyusha know the name of your flower?
There is also silence in response.
Educator: Guys, the flower that Egor brought is called ficus, and the flower that Katyusha brought is called begonia. Beautiful names, Truth?
Answers.

Educator: Look closely at these flowers. They are alike?
Children: the leaves are green, grow in the ground, one flower has flowers, but the second does not...
Educator: Well done, but notice how the leaves look like our flowers?
Children: No.
Educator: What is the difference?
Answers: on one flower they are patterned, and on the second they are simply oval.
Educator: Do you think they feel different or the same?
Children: Children's opinions differ.
Educator: Let us touch the leaves on our flowers and see if the leaves are different or the same?
Children They answer: they feel different to the touch, on one flower they are smooth, and on the other they are pimply, some are dry, the other are wet.
Educator: Guys, what are the names of the flowers that grow in your home?
Children: indoor
Educator: Can they grow in a forest, in a meadow?
Children: No.
Educator: Why can't indoor plants live elsewhere?
Children: it is indoor and can only live in the house and warmth. It needs care and attention.
Educator: What kind of care do you think indoor flowers need?
Children: It needs to be watered, loosen the soil, and wash the leaves from dust.

Educator: I suggest you look carefully at our flowers. Who knows what the parts that make up a plant are called, or rather, what should we call the parts that make up our flowers?
Silence in response.
Educator tells the children what each plant has: a root, a stem, leaves, a flower, and what they serve the plant for.
Educator: I invite you to relax a little, a little physical exercise:
Physical exercise.
The flower says to the flower.
The flower says to the flower:
“Pick up your paper.”
(children raise and lower their hands)
Get on the track
Yes, tap your foot
(children walk in place, raising their knees high)
Shake your head
Greet the sun in the morning
(head rotation)
Tilt the stem slightly
Here is a charger for the flower.
(tilts)
Now wash yourself with dew,
Shake yourself off and calm down.
(shaking hands)
Finally everyone is ready
Celebrate the day in all its glory.
Educator: We rested a bit and returned to our corner. Look at the slots near the flowers for different items. What do you think they are for?
Children answer.
Educator: For plant care, of course. Do you want to work with them?
Children: Yes.
Educator: each take one object in your hands, say what you took in your hand, and what will you do with this object, and why?
Children tell what each item is for and what they will do.
Educator: I suggest you spend a little time as gardeners or gardeners. Proceed with your duties.

Educator: Well done, everyone.
Let's listen to Alenka, why did she loosen the soil for the flowers?
Child tells.
Educator: And now Fedenka will tell us why he watered the flowers?
Fedya says.
Educator: You are all great fellows, you worked hard. Let's summarize our event.
Did you guys like our activity?
What are the names of the flowers that we talked about today?
Where do these flowers live?
Why do you need to care for flowers?
What color are the flowers?
What are the parts of our plants called?
Educator: Now we can all sit down in our seats and play a little. I have put games on your tables: “Cut pictures”, “Assemble a whole from parts”, “Complete the missing part for the plant” Summary of a lesson on ecology in the second junior group

Educator: Molchanova N.A.

Topic: “Wonderful Water”.

Implementation of program content in educational fields:

« Speech development", "Cognitive development", "Social and communicative".

Types of children's activities : gaming, educational and research, communicative, visual.

Objectives: To clarify children’s ideas that water is very important for all living beings; plants, animals, and humans cannot live without it.

Educational objectives.

Give children knowledge about the properties of water (taste, color, smell).

Educational tasks.

Cultivate an attentive and careful attitude towards water, do not pour water unnecessarily, and close the tap tightly.

Material: cups with boiled water according to the number of children, 3 transparent cups, one cup with salt water, one with sweet water, cups with warm and cold water, with milk; paints, brushes, napkins; paper droplets; Sun.

Progress of the lesson:

1. Educator: I’ll tell you a riddle, if you guess it, I’ll show you the answer.

I am both a cloud and a fog,
And the stream and the ocean,
And I fly and I run,
And I can be glass!

Very good-natured
I am soft, obedient,
But when I want,
I will even wear out a stone.

I am not stone, not sand,

My son is a trickle

You guessed it, friends,

What's my name? (Water)

Educator: Guys, where does the water come from when we wash ourselves? That's right, from the tap. But to get to our house, water travels a long way.

Educator: What is water needed for?(drink, wash hands, bathe, do laundry, wash the floor, water the flowers).

Educator: Look, I have two glasses. One with water, the other with milk.

I suggest 2-3 children look through a glass of milk. What do you see? (children's answers). What do you see through a glass of water?

So what kind of water is it? That's right, the water is clear. What about milk? (children's answers).

Educator: And now, I suggest you guys smell the water. Does the water smell anything? (Children's answers). Water has no smell.

Educator: Each of you has glasses of water, I suggest you guys taste the water. (Children are offered boiled water, each). What kind of water? Sweet? Salty? Bitter?

Educator: That's right, water has no taste, it is tasteless.

Educator: Now let’s conduct an experiment, try the water that is on my table (the teacher pours sweet water into several glasses). Invite several children to try the water. What did it taste like? (Children's answers). What do you think I added to the water? (Children's answers) Educator: It turns out that water can take on the taste of the substance that was added to it.

Educator: Guys, water can change color depending on what is added to it. (Dips the brush with paint into the cup).

What color did the water become?

Educator: Guys, we learned that water has no taste, color or smell.

2. Didactic game “Give me a drop.”

You need to give a drop to someone who needs water.

Educator: Dima, who did you give your drop to? (flower).

Why does a flower need a drop? It is correct that the flower does not dry out.

3. Outdoor game “Droplet and Cloud”. The droplets flew to the ground, jumped and played. They gathered together and flowed in merry streams (holding hands they form streams). Streams met and became a big river (connected in one chain). The droplets float in a big river and travel. The river flowed and flowed and ended up in a big, big ocean (children form a round dance and move in a circle). We swam and swam in the ocean, and then we remembered that mother cloud told us to return home. And just then the sun came out. The droplets become light (the crouched droplets rise, then stretch their arms up). They evaporated under the rays of the sun and returned to mother cloud.

Educator: Guys, how should we save water?

Is it right that when you wash your hands, you should immediately turn off the tap?

Reflection:

What have we learned about water today? (clear, tasteless, odorless)

That's how much new we learned about water.

Target.

Formation of ecological culture of preschool children.
Development of cognitive and speech activity.

Tasks.

Educational
— Contribute to the accumulation of children’s ideas about birds, about the body parts of birds.
— Reinforce the rules of behavior in the forest.
— Strengthen the skill of crawling under an arc.

Developmental
— Develop attention and memory.
— Develop children’s cognitive and speech activity through play motivation.

Educational
— Foster a caring attitude toward nature, a sense of empathy, and mutual assistance.

Equipment.
Ball
Outlines of bird images
Image of birds for attaching them to the outline image
Spider web woven from threads
Arch for climbing
Tree with hollow
Nest with 3 bird eggs
Woodpecker bird (toy)
Audio recording of music
2 trays
Cherry pits, beads, small buttons and seeds
Plates for each child
Drawing equipment: pencils, drawings of birds with unpainted detail

Educator. Guys, do you like to travel? (Yes) Then today we will travel a little around spring forest. Just first remember the rules of conduct in the forest.

(Exercise with a ball)
Educator. In the forest you cannot:
- you can’t keep up with each other
- you can’t break branches
-you can’t destroy anthills
-you can’t pick flowers
-You can’t shout loudly, etc.
Educator. You know the rules of conduct, so you can safely go on a trip.
“One, two, three, turn around - you’ll find yourself in a spring forest!”
Educator. And here is the forest.

In front of the children are outlines of images of birds.

Educator. An evil wizard turned the birds into shadows. What to do? Maybe we can try to turn them into living birds again? (Yes)
- Tell me, shadows, what birds do you see in the picture?

— To bring birds to life, you need to correctly arrange their bright images into silhouettes.
Children arrange pictures of birds on outlines.

Educator. Guys, the birds have been shadows for so long that they are hungry. What should we feed them, the feeders are empty?
- Tell me what birds eat? (grain, seeds, bread crumbs etc.)
Educator. Where can we get all this? Oh, there are some trays with strange contents here. ( The teacher places 2 trays on two tables in which cherry pits, beads, small buttons and seeds are mixed)
- Look and tell me what’s on the trays? (cherry pits, beads, small buttons and seeds)
—Which of the following will birds peck? (seeds)
Educator. Guys, are you ready to feed the birds? To do this, we need to separate everything on the tray from each other. ( The teacher divides the children into teams of 4 people) Now each of you will select what I will name for your plate. (1st child selects cherry pits, 2nd – small buttons, 3rd – beads, 4th – seeds)
Educator. Well done guys, you completed the task quickly. Place the plates with seeds closer to the birds. I think they will enjoy our treat with pleasure.

Educator. Guys, we went out to travel, so it’s time to move on.

There is a cobweb on the forest path (a cobweb woven from threads is fixed between the trees), children cannot pass through.

Educator. What to do? A contradiction arises. (remove cobwebs, break them, etc. or save them)
Educator. Spiders are of great benefit; they protect us from harmful insects that they catch in their webs. Therefore, there is no need to tear apart webs if they are on trees or fences.
Educator. Let's carefully, without touching the web, walk under it (children pass under an arc or other obstacle). Well done guys, no one hit or tore the web.

There is a tree in front of the children, there is a hollow in the tree (in the hollow under the leaves and feathers there are 3 small eggs)
Educator.
- Guys, who do you think lives in the hollow? ( squirrel)
- Look into the hollow. Who do you see there? ( no one)
- What lies in the hollow? (eggs) Guys, now, what do you say, who lives in this hollow ( maybe a bird)
That's right, some kind of bird nests here. But you will find out what kind of bird this is if you guess the riddle.
“Doctor” for pines and birches,
Stronger than steel a long nose,
Will eat pests in the bark
Both in cold and hot weather!
V. Kuzminov
The teacher exposes the woodpecker bird and offers to play.
Educator. Guys, the woodpecker has a friend, a nimble tit. He loves to jump and gallop. Let's show how he does it.

Physical exercise “A nimble tit is galloping”

A nimble tit is jumping, (Jumping in place on two legs.)
She can’t sit still, (Jumping in place on her left leg.)
Jump-jump, jump-jump, (Jumping in place on the right leg.)
Spun like a top. (We spin around in place.)
So I sat down for a minute, (Sit down.)
She scratched her chest with her beak, (Standed up, tilted their heads left and right.)
And from the path to the fence, (Jumping in place on the left leg.)
Tiri-tiri, (Jumping in place on the right leg.)
Shadow-shadow-shadow! (Jumping in place on two legs.)
(A. Barto)

The woodpecker taps its beak knock-knock-knock.
Educator. The woodpecker tapped us a telegram. Can you guess what she's talking about? And I guessed it. Listen: ( to the sound of a woodpecker) It's time to go! It's about time!
Try tapping the telegram.

Educator. Yes, time has passed unnoticed and it’s really time for us to return to kindergarten.

Educator. Stand in a semicircle, close your eyes and say:
“One, two, three, turn around - you’ll find yourself in our kindergarten!”
Educator. We're back again kindergarten.
— Did you like traveling through the spring forest? (Yes)
—Who did you help in the forest? (to the birds)
— Go to the tables. Here are images of birds. The artist painted them in a hurry and made mistakes and did not finish painting some detail. Correct the artist's inaccuracies.
Children finish painting the details of the bird (wing, beak, leg, tail, head, body) to the music.
Educator. What part did you finish painting?
- Look how many different birds the artist painted, and you all helped him.
Educator. Let's release the birds and let them live in freedom.
The teacher attaches drawings of birds to a pre-prepared “heaven”. Includes the sounds of birdsong.

Educator. Let's listen to how the birds thank you for their freedom and your kindness!
Nomination: Kindergarten, Lesson notes, GCD, ecology
Title: Abstract of GCD in the 2nd junior group on the formation of an environmental culture through familiarity with the outside world