For children, observing and aiming the sky is blue. "Spring: Watching the sky and clouds"

Ulanova L. A., Jordan S. O. Methodological recommendations for organizing and conducting walks for children 3-7 years old.

Target- consolidate ideas about spring. Pay attention to the changes that have occurred in the sky.

Progress of the walk

Observation: Look at the sky: was it like this in winter? What changed? The sky turned blue. White light clouds appeared, floating slowly, slowly, admiring the children from above. Spring is coming! Draw the attention of older children that clouds, like white lumps of cotton wool, float across the sky. They are called cumulus because they are kept in clusters in the sky. They move either slowly or quickly. If the wind blows, they swim faster and often change their shape. The wind is becoming warmer (gentler), compare it with the winter, cold wind. Offer to determine the direction using a pinwheel.

Poems on the topic:

Blue sky,
Blue shadows.
Blue rivers
They dropped the ice.
L. Yakhnin

Noisy, warm winds
Spring has been brought to the field.
Y. Akim

Spring, spring!
How clean the air is!
How clear is the sky!
E. Baratynsky

Puzzles

Across the blue sea
White geese are swimming.
(Clouds)

Walking in the field, but not a horse,
It flies freely, not a bird.
(Wind)

Rushing, whistling,
He rushes about and prowls.
(Wind)

Didactic games

"What a sky"- children observe the sky and describe it. The goal is to develop the ability to select relative adjectives.

"Count"- children make up sentences that include numerals, adjectives and nouns. The goal is to form the lexical and grammatical structure of speech: coordination of cardinal numerals with nouns and adjectives.

Exercise to develop fine motor skills of the hands

Draw clouds on the snow (sand) with a stick.

Work and individual physical exercises

Collect takeaway material.
Practice throwing and catching cones.

Outdoor games

"The quieter you go, the further you'll get". The goal is to develop reaction speed. Progress of the game: All participants move away from the leader to the opposite side of the site. The presenter turns away and says: “If you drive more quietly, you will continue. One, two, three... freeze!” The participants are in a hurry to run to the leader and touch his shoulder, but freeze after the leader’s command “Freeze!” The leader turns and sends everyone who did not have time to freeze in time or who froze but began to move to their starting position.

"Shuttle". The goal is to practice running in pairs, holding each other's hands, and run so as not to hit the gate. How to play: Everyone stands in pairs facing each other and joins hands - this is the gate. Children from the last pair run or pass under the gate and stand in front of the column, followed by the next pair. The game ends when all players pass under the gate. A complication - while running through the gate, carry various objects.

Large planets of the solar system.

Mercury moves in the same direction with the Sun through the constellation Capricorn until February 16, when it moves into the constellation Aquarius. At the beginning of the month, the fast planet is in the morning sky, but close to the Sun, so it is not visible. Gradually approaching the central luminary, Mercury will pass superior conjunction with the Sun on February 17, and then move into the evening sky. But the opportunity to see the planet against the background of the evening dawn will appear only at the end of the month (elongation 8 degrees). The apparent diameter of the fast planet remains at 5 arcseconds throughout the month, and the brightness increases from -0.5t to -1.5t. The phase of Mercury throughout the described period is close to 1. In May 2016, Mercury passed across the disk of the Sun, and the next transit will take place on November 11, 2019.

Venus moves in the same direction with the Sun through the constellation Capricorn, on February 8 moving into the constellation Aquarius, where it will spend the rest of the period described. The evening star gradually increases its angular distance to the east from the Sun, and in the second ten days of the month it can be found in the rays of the rising Sun. A small white disk without details is observed through the telescope. The apparent diameter of Venus is about 10", and the phase is close to 1.0 with a magnitude of about -4m.

Mars moves in the same direction with the Sun through the constellation Scorpio, moving into the constellation Ophiuchus on February 8. The planet is observed in the morning hours above the southeastern and southern horizon. The planet’s brightness increases from +1.2t to +0.8t per month, and its apparent diameter increases from 4.7” to 6.6”. Mars is gradually approaching the Earth, and the opportunity to see the planet near opposition will appear in July. Details on the surface of the planet (large) can be visually observed using an instrument with a lens diameter of 60 mm, and, in addition, photographically with subsequent processing on a computer.

Jupiter moves in the same direction with the Sun in the constellation Libra near the alpha star of this constellation. The gas giant is visible in the morning and night sky for more than six hours. The angular diameter of the largest planet in the solar system increases per month from 36” to 39” with a brightness of about -2t. The planet's disk is visible even through binoculars, and through a small telescope, stripes and other details are visible on the surface. Four large satellites are already visible with binoculars, and with a telescope in good visibility conditions you can observe the shadows of the satellites on the planet’s disk. Information about satellite configurations is available in the tables above.

Saturn moves in the same direction as the Sun in the constellation Sagittarius. The ringed planet can be observed in the morning hours above the southeastern horizon. The planet's brightness is +0.6t with an apparent diameter of about 15.5". With a small telescope you can observe the ring and the Titan satellite, as well as other brighter satellites. The apparent dimensions of the planet's ring are on average 40×15” with an inclination of 26 degrees to the observer.

Uranus(5.9t, 3.4”) moves in the same direction with the Sun in the constellation Pisces near the star Omicron Psc with a magnitude of 4.2t. The planet is visible in the evening sky. Uranus, rotating “on its side,” is easily detected with the help of binoculars and search maps, and a telescope with a diameter of 80 mm or more with a magnification of more than 80 times and a transparent sky will help you to see the disk of Uranus. The planet can be seen with the naked eye during new moons in dark, clear skies, and this opportunity will present itself in the middle of the month. The moons of Uranus have a brightness less than 13t.

Neptune(7.9t, 2.3”) moves in the same direction as the Sun in the constellation Aquarius near the star lambda Aqr (3.7m). The planet is visible in the evening sky, ending visibility in the second decade of the month. To search for the most distant planet in the Solar System, you will need binoculars and star maps in the Astronomical Calendar for 2018, and the disk will be visible in a telescope of 100 mm in diameter with a magnification of more than 100 times (with a clear sky). Neptune can be captured photographically with the simplest camera with a shutter speed of 10 seconds or more. Neptune's moons have a brightness less than 13g.

From comets, visible in February from the territory of our country, at least two comets will have an estimated brightness of about 11m or brighter: PANSTARRN (C/2016 R2) and Heinze (C/2017 T1). The first, with a magnitude of about 11m, moves through the constellation Taurus (near the Pleiades). The second comet's brilliance is also about 11 tons, and it moves through the constellation Pegasus. Details of the other comets of the month are available at http://aerith.net/comet/weekly/current.html, and observations are available at http://195.209.248.207.

Among the asteroids the brightest in February will be Ceres (6.9t) - in the constellation Cancer and Vesta (7.4t) - in the constellation Ophiuchus. The ephemerides of these and other asteroids are given in the tables above. Maps of the paths of these and other asteroids (comets) are given in the appendix to the KN (file mapkn022018.pdf). Information on asteroid occultations of stars at http://asteroidoccultation.com/IndexAll.htm.

Of the relatively bright long-period variable stars(observed from the territory of Russia and the CIS) the maximum brightness this month according to AAVSO data was reached: RR Andromeda 9.1m - February 1, R Chanterelles 8.1t - February 7, T Hare 8.3t - February 12, S Libra 8.4t - February 12, U Virgo 8.2t - February 15, X Giraffe 8.1t - February 16, T Ursa Major 7.7t - February 17, R Microscope 9.2t - February 20, R Gemini 7.1t - February 21, R Bootes - 7.2t on February 21, V Ophiuchus 7.5t - February 26. More information at http://www.aavso.org/.

Clear skies and successful observations!

Target: Watching black, heavy clouds slowly move across the sky because they are driven by the wind. Develop an interest in any weather.

Vocabulary work: activation: cloud, sky, clouds, rain; enrichment: covers, drizzles, gloomy, bare, naked, the wind howls withering.

Artistic word: A cloud covers the sky - the sky does not shine,

The wind is howling in the field, the rain is drizzling.

: rain washes away dirt and sand from objects. (Put several molds, a ball, a shovel in the rain and watch how the sand and dirt flow down along with the water.

Card No. 21

Watching for morning frosts

Target: Observe changes in nature (living and non-living) with the onset of cold weather and frosts.

Vocabulary work: activation: puddle, thin ice, sunbeam, barefoot; enrichment: sparkling, brittle, transparent, light blue.

Artistic word: In the morning the puddle sparkles

Blue, thin ice...

The sun bunny is afraid

Nowadays, run barefoot.

Research activities: observation of ice on puddles: at first it is hard, by lunchtime you can pierce it with a stick, it melts, becomes thin and brittle.

Card No. 22

October

Target: Continue to consolidate the names of the autumn months. Introduce the popular name for October. Learn to compare the weather of early September and early October.

Vocabulary work: activation: October, yellowed, mid-autumn; enrichment: they burn with gold, “dirty”

Artistic word: October has come,

Our garden has turned yellow.

Leaves on a birch

They burn with gold.

Conversation on the content of the poem .

Methodological technique: conversation to communicate knowledge:

October is the second autumn month, mid-autumn.

October is “leaf fall”, “dirty”. The time has come for the “golden” autumn.

Research activities: Determine experimentally that the sand is frozen in the morning - it is not dug, it is not poured, but by lunchtime the top layer thaws, by the evening, in warm weather, it can be dug and poured.

Card No. 23

Weather observation.

Target: Teach children to determine the weather on their own. Note that in October - mid-autumn, it often rains coldly, the sky is clouded with gray, heavy clouds, the grass is brown from moisture, the trees are bare. More and more often there are frosts and frosts in the mornings. It's snowing wet. The snow melts quickly, the puddles are covered with ice, but it is thin, not strong, not durable - it melts during the day. Develop knowledge of folklore.

Vocabulary work: activation: dead grass, frequent rain; enrichment: clouds cover, grass turns brown, frost.

Artistic word: In October, in October

Frequent rain outside

The grass in the meadows is dead,

The grasshopper fell silent.

Discussion on the content of the poem.

Research activities: observation of the sand: it has become hard, frozen, it cannot be dug (because the earth has cooled, prepare for winter).

Card No. 24

Monitoring rain and sleet.

Target: Please note that it often rains and snows. The puddles don't dry up. Learn to compare. Note similarities and differences. Practice children reading poems about autumn.

Vocabulary work: activation: rain, enrichment: torrential, lingering.

Methodical technique The teacher invites the children to read a poem about autumn.

Conversation on the content of poems

Research activities: " Music of the rain"

Children place an aluminum pan, a plastic pan, a sheet of paper, bottom up, in the rain and listen to the drops knocking on various surfaces.

Card No. 25

Watching rain and wet puddles.

Target: Please note that in late autumn it often rains with sleet, tell them that plants and the earth need them.

Vocabulary work: activation: autumn, path, puddles; enrichment: lumen, lost, accumulates, absorb.

Artistic word: Autumn is leaving along the path,

Got my feet wet in puddles.

It's raining

And there is no light.

Summer is lost somewhere.

Conversation on the content of the poem .

Research activities: Note the condition of the sand.

Why is sand hard?

Selection of adjectives for the noun “sand” (hard, cold, loose, icy, shiny...)

Card No. 26

Observation of birds and their habits.

Target: Continue bird watching in the area. Talk about migratory birds, how they gather in flocks and prepare to fly away.

December

1. Winter is a beautiful time of year

Goals : to form ideas about changes in nature at the beginning of winter (the night becomes longer and the day decreases); consolidate children’s ability to distinguish the characteristic signs of the beginning of winter and recognize them in poems.

Progress of observation :

The beauty of winter morning.

The days are unspeakable

Snow - at least give me a loan

To all other snowless winters...

December has arrived - the first month of winter. Through the low The sun rarely peeks through the gray clouds, which is why people call December “gloomy” - a gloomy, sunless month, the days are short, the nights are long, it gets dark early. At night in December the frost crackles - it builds ice bridges on rivers, ponds and lakes. What month does December follow?

What has changed at the kindergarten site compared to November? What has changed in people's clothing compared to autumn? What are the protective properties of snow? Pay attention to the snow cover. Look for signs of winter in our area.

Signs of winter :

December ends the year, winter begins.

December will pave, nail, and set the sleigh in motion.

Research activities. Measure the depth of the snow cover and ask how this can be done.

2. Frosty sunny day

Goals : to form children’s idea of winter, to introduce them to the properties of the winter sun, to develop their powers of observation.

Progress of observation :

On a sunny day, pay attention to the beauty of the winter landscape (it’s white and light all around, the snow sparkles in the sun, the sky is blue). Mark what kind of sun it is (dim, bright, covered by clouds). Remember what it was like yesterday. The sun does not warm, does not rise high.

The days have become shorter

The sun shines little

The frosts are here,

And winter has come.

I.Surikov

3. Observation of wintering birds

Goals : consolidate children’s knowledge about wintering birds, develop a desire to care for living beings, and cultivate a love of nature.

Progress of observation :

Pay attention to the behavior of birds. Name the birds that fly to the site. Explain how hungry they are in winter, tell them that birds fly closer to people, hoping to find more food. Invite children to feed the birds and watch the birds peck at the food.

Sparrows are playful,

Like lonely children,

Huddled by the window.

The little birds are cold,

Hungry, tired,

And they huddle tighter.

4. Observation: where, whose trace?

Goals : develop attentiveness, arouse interest in the environment, expand the ability to distinguish the tracks of birds and animals by shape.

Progress of observation :

Who walked along the path

And left your mark here?

This is a small bird

Or is it someone's cat?

Show children traces of birds and animals on freshly fallen snow.

Ask who else might leave traces.

Oh, how the hare wove

He was running away from the fox.

The wolf didn't get it

And he remained alive!

5. Watching sparrows

Goals : to form emotional responsiveness to communication with living beings, to evoke a desire to help birds in the winter.

Progress of observation :

It's hard for birds to winter

We need to help the birds!

I asked you to cut it

spruce board,

I made it with my dad

Bird's canteen.

6. Observation of pets in winter

Goals : consolidate knowledge about the life of pets in the winter season; to form the idea that a person takes care of domestic animals (prepares food, prepares food, cleans the home), and cultivates a love of nature.

Progress of observation :

I love pets very much:

I feed, take care of and caress.

Dog and cat, goat and pig

I consider them my friends.

Our helpers are a cow and a ram

And a dark-maned black horse

They live next to us, are attached to us,

Trusting, peaceful.

What pets do you know? How has the life of pets changed with the onset of winter? How do people care for their pets? Tell us about your observations of the life of pets in winter.

7. Observation: winter fun

Goals : consolidate children’s knowledge about the purpose of snow buildings; clarify knowledge about safety rules when playing on the site, cultivate a desire to help build towns on the site.

Progress of observation :

Examine the buildings on the site and find out their purpose.

White snow-snowball
It burns and stings.
Come out, my friend,
Beyond the outskirts.
There's a snowy mountain there
Powdered,
There was a ski track yesterday
Paved by me.
Let's run with you
To the blue forest,
We'll bring it home
Winter joy.

G.Ladonshchikov

Talk about winter fun, offer to play simulation games: We are skiers and figure skaters.

8. Observation of plants

Goals : consolidate children’s knowledge about plants; develop observation skills.

Progress of observation :

She dies in the fall

And again in the spring it comes to life.

The green needle will come out into the light,

It grows and blooms all summer long,

Cows are in trouble without it,

She is their main food.

2. Sits - turns green,

It falls and turns yellow,

If he lies there he will turn black.

Pay attention to the fallen snow. If you don’t see grass anywhere, then dig up the snow and find the remaining browned leaves and grass. Ask why the grass looks like this in winter.

1. Conversation about grass, leaves:

When they grow up

When they dry out

When they die

Where are they now, why?

2.What is the name of the fairy tale where Santa Claus covers winter wheat with a feather bed of snow?

9. Observation of the soil

Goals: develop observation skills and love for nature.

Progress of observation:

"Winter":

This time of year:

Nature sleeps in winter.

Streams dived under the ice,

The earth sleeps under the snow,

The meadows and gardens have fallen asleep,

And groves and fields!

L. Zavalnyuk

Try to find the ground, the soil under the snow, consider what condition it is in, invite the children to dig up the ground. Why can't this be done?

Invite children to express their opinions about:

“The earth sleeps under the snow in order to gain strength for summer.

In order to gain strength for the summer, they need to sleep.”

10. Bird watching (pigeons)

Goals: expand children's knowledge about birds and ability to analyze.

Progress of observation:

On a winter day among the branches

The table is set for the guests.

(feeder)

Walks importantly, waddles,

And coos and pecks

Offer to feed the birds. Draw the children's attention to the arriving pigeons:

What do pigeons look like?

What do they eat?

Where do they live in winter?

Where - in the summer?

What are the names of birds that live in one place both summer and winter without flying anywhere? (Sedentary).

Which feeders do pigeons sit on and peck at crumbs, and which ones do they not sit on? Why? (Small ones can fit)

Tell children that people consider pigeons a symbol of peace and a good life.

11. Weather observation

Target: develop the ability to observe the weather.

Progress of observation:

“Name it, guys,

A month in this riddle:

His days are the shortest of all days,

Of all nights longer than night.

To the fields and meadows

It snowed until spring.

Only our month will pass,

We are celebrating the New Year!

Observation of clouds, clouds. Look for the sun in the sky. Proverb: “In winter, the sun is like a stepmother: it shines, but does not warm.” Note what color the sky is (if visible). Remind that the weather can be: sunny, cloudy, cloudy, windy, calm, frosty, etc. Ask the children how they understand this.

How can you characterize today's weather, and why?

12. Observation of plants

Target: To consolidate knowledge about the trees growing on the site, expand knowledge about trees.

Progress of observation:

Who, as soon as it gets hot,

He will pull the fur coat over his shoulders.

And the evil cold will come,

Will he throw her off his shoulders?

Ask the children to name the trees that grow on the kindergarten site. Explain why they decided that this tree was birch or maple? (By bark, by trunk, by seeds).

Conversation with children about trees in winter.

Why are tree branches fragile in winter?

Why do you need to “hill” trees with snow? Under a birch or maple, pay attention to the snow under these trees: are there any catkins or maple seeds?

Why are maple seeds called “winged”?

Why do seeds need “wings”?

Offer to scoop the seeds into your palm and throw them up. Watch how and where they fly.

13. Watching the snow.

Goals: consolidate knowledge about the properties of snow,

Ability to analyze, conduct experiments,

Ability to draw your own conclusions.

Progress of observation:

Sits on everyone

Not afraid of anyone.

Doesn't burn in fire

Doesn't drown in water

It lies all winter

And in the spring it will run away./snow/

What is it outside the window: the field immediately became brighter.

This snow lies like a carpet, the very first one,

The whitest.

On the fences, on the porch

Everything sparkles. And everything is white!

There is no free place

There's snow everywhere!

Experiments with snow.

B) Problematic question: snow is white, can we say that it is clean?

14. Snowfall observation

Goals : consolidate children’s knowledge about the seasonal phenomenon - snowfall, develop observation skills, cultivate a love of nature.

Progress of observation :

Ask the children where the snow comes from. Explain that rain comes from rain clouds in summer. Now it’s winter outside, there are no rain clouds, the weather is cold, frosty. In clouds, steam and small droplets of water freeze and turn into snowflakes; they fall to the ground, forming heaps of snow, snowdrifts. There was a lot of snow all around. There is snow on the benches, tables, and paths. Snowflakes are falling - this is snowfall.

Draw children's attention to the structure of a snowflake.

On a windless day, snowflakes fall slowly, and you can see their shape. when the wind blows, snowflakes fly like dust, touching each other and other objects. Their rays break off and lose their beautiful shape. In very cold weather under a clear sky, needle-shaped crystals fall out. Offer to catch a snowflake and examine it.

Invite the children to build a snowman. Will it work out or not? Why?

White, fluffy, fell on my hand and disappeared (snowflake).

Snow is falling from the sky,

Like a light fluff...

Why, sighing heavily,

The roof whispers:

“Oh, how hard!”

Ts.Angelov

15. Observation of bushes

Goals: expand knowledge about shrubs, consolidate their structure, and cultivate a desire to protect shrubs in winter.

Progress of observation:

“Wear a fur coat in the summer, but naked in the winter.”

Ask what riddles the children know about trees and shrubs.

Draw children's attention to the bushes.

Conversation about bushes:

Remember the names of the shrubs growing on the site.

What they looked like in summer, autumn and winter.

Why do bush branches break easily in winter?

How are shrubs different from trees?

What do they have in common?

Why do you need to “hill” shrubs with snow?

Suggest filling the bases of the trunks of bushes and trees with snow.

16. Watching the wind

Goals: expand knowledge about the wind, develop observation skills.

Progress of observation:

“Branches breaks,

The snow is rising.

Can you hear him

But you don’t see.”

Sign: “December pleases the eyes with snow, but tears at the ear with frost.”

Offer turntables to determine the direction and strength of the wind. Explain to the children that a hundred strong winds during snowfall cause blizzards. But snowstorms can occur without snowfall. Even in clear weather, a strong wind lifts snow from the ground, carries and swirls it with force, forming drifts and sweeping snowdrifts.

Offer to guess the riddle (see below) and the sign of winter.

What other words can you use to describe a blizzard? (blizzard - a small blizzard; drifting snow - on the ground; blizzard, storm - a strong blizzard).

17. Stargazing

Target: expand and clarify knowledge about the meaning of the night luminaries.

Progress of observation:

“There is a bun on a plate -

Golden hot side.

And the plate is blue,

There’s no end in sight.”

“The grain scattered by night,

We looked in the morning and there was nothing.”

Draw children's attention to the sunrise and sunset. Remind that the days until the end of December are the shortest and the nights the longest. Offer to look at the sky: whether there are stars or not. Why? Enrich your understanding of the weather, the winter sky, sunrise and sunset, the appearance of the moon and stars. Conversation about space, stars.

What are stars?

Is it possible to reach them by plane?

Why?

Do people live on the stars?

At what time of day do we see the stars?

Why?

Where do the stars go during the day?

18. Watching bullfinches

Target: consolidate knowledge about birds.

Progress of observation:

“In winter there are apples on the branches,

Collect them quickly.

And suddenly the apples fluttered:

After all, these are bullfinches.”

"Black-winged, red-breasted,

And in winter it will find shelter.

He is not afraid of colds -

It’s right here with the first snow.”

Scatter some rowan berries and watch the bullfinches fly to the nearest tree branches. Note the characteristic features of birds.

Recall that in winter bullfinches move to live closer to human habitation.

Conversation.

Why are bullfinches red?

What are the names of the birds that winter with us and do not fly south? (Wintering).

How do birds live in winter?

What do they eat?

Why do you need to feed birds in winter?

Why in winter do birds most often die not from cold, but from hunger. (In winter, birds grow fine fluff between their feathers for warmth, this is their insulation for the winter season, a “fur coat” for the body).

19. Observation of plants

Goals: develop children's thinking;

Caring for plants

Progress of observation:

“Soon the New Year is a steamer,

It will leave the pier.

From the pier, where there is snow,

Where there are frosts and snowstorms.

Do you hear him beeping?

Calls for spring days."

Draw the attention of children to the fact that in severe frosts, tree branches are fragile and break easily, because the “sap” does not move along the branches, but is frozen. (Compare how an icicle breaks).

Do trees grow in winter?

Why?

At what time of year will the plants come to life?

A conversation about the protection of trees and shrubs in the winter, about people helping plants.

20. Watching the snow

Goals: develop logical thinking,

Ability to draw conclusions

Progress of observation:

Pay attention to the amount of snow on the site.

Proverb: “Thank you, frost, for bringing snow.”

“Take care of your nose in the deep frost.”

Word game “Good - bad” (about snow).

List the benefits of snow on our site (we made a slide, figures, you can go sledding, skiing, make a snowman)

Observations:

Take the snow with your mittened palm and squeeze it, see if it turns out to be a snowball. Depending on the result, draw a conclusion about the snow: wet, dry (it’s frosty outside or not).

Offer to build a snowman, did it work?

Take the snow in your palm: is it cold or not? prickly or not?

What color is the snow? Is it clean? Can I eat it? Why? (Cold, dirty).

Offer to bring the snow into the group, into a warm place, and see when the snow melts in the bucket.

Independent conclusions of children.

Generalization about the properties of snow:

Snow is made up of snowflakes

Snowflakes melt from the heat

It's good to sculpt from wet snow

Dry snow crumbles, you can’t sculpt from it

Dry snow creaks in frosty weather, it's snowflakes that break

Measure the depth of the snow with a stick. Remind about the importance of snow cover for plants. Offer to collect snow near tree trunks.

January

1. Observation: winter - winter

Goals : systematize children’s understanding of the characteristic signs of winter, strengthen children’s skills to talk about it beautifully, and cultivate a love of nature.

Progress of observation :

Who whitens the clearings white,

And writes on the walls with chalk,

Sews down feather beds,

Have you decorated all the windows?

Who knows the answer? What can you tell us about winter? (Cold, harsh, frosty, fierce, blizzard, angry, long.) What happens in nature in winter? What kind of trees are there? What lies on the roofs of houses and on the street? What do people wear in winter? How do animals and birds live in winter? How can you help them? What winter holidays do you know?

Children, think about how you can say beautiful things about snow and trees? (The snow lies in a wavy carpet and shimmers, sparkles, sparkles from the sun’s rays. There is fluffy, white, soft snow around and sparkles with multi-colored lights. Winter has dressed the trees in warm snow coats.)

2. Properties of ice.

Goals : introduce a seasonal phenomenon - ice, consolidate knowledge about the properties of ice, develop observation skills.

Progress of observation :

Introduce the property of water to turn into ice. At the beginning of winter, examine the leaves lying on the ground through the thin ice of frozen puddles. To consolidate knowledge about the properties of ice (hard, brittle, smooth, slippery, you can skate on it).

Doesn't go and doesn't go,

Because it's icy.

But it falls great!

Why isn't anyone happy?!

V. Berestov

3. Watching a blizzard

Target : consolidate knowledge about snow movement in windy weather.

Progress of observation

I'm walking in the field

I fly free

I'm spinning, I'm muttering,

I don't want to know anyone.

I run along the snow,

I'm sweeping up snowdrifts. (Blizzard.)

What do you think a blizzard is?(Moving snow under the influence of strong winds from one place to another.)

Look carefully, what happens to the snow?(Snow moves in the direction of the wind.)

Why do snowdrifts appear during a snowstorm?(Snow moves from one place to another and lingers where there is an obstacle, so snowdrifts form.)

Do you think a snowstorm is good or bad?(Tree roots are exposed - they can freeze, snow is blown away from

fields and beds, impassable snowdrifts appear, you can’t go for a walk.)

Who is this, howling, flying without wings

ANDwithout a broom, does he cover his tracks?

Makes snowdrifts from snow dough, -

Moving them from place to place.(Blizzard.)

The day after the snowstorm, cover the soil in the beds and the roots of the trees with snow, since a strong wind changed everything: it moved the snowdrifts to another place; where it was unnecessary, he exposed the ground.

4. Frosty sunny day

Goals : pay attention to how the sun has changed in winter; consolidate the ability to compare natural changes; develop observation skills.

Progress of observation :

The sun is shining, the snow is fluffy and white. It’s quiet and calm, but yesterday there was a blizzard, the wind was howling, and it was snowing. The snow glistens in the sun.

Everything around is beautiful and shimmers.

Frost and sun -

It's a wonderful day.

A. Pushkin

Where are you, sun, really?

We're completely numb.

Without you the water froze

Without you, the ground is frozen.

Come out, sunshine, quickly!

Caress and warm!

5. Watching the wind

Goals : expand and deepen knowledge about inanimate nature, develop interest in natural phenomena, develop observation skills.

Progress of observation :

The wind blew all night

The fir trees were noisy,

The water wrinkled.

The old pines creaked,

The willows bent by the pond,

Howled, blew, howled.

And when dawn came,

It was as if there was no wind,

As if it never happened.

What is the weather today?(Cold, windy, cloudy.)

6. Observation of a pine tree

Goals : clarify knowledge about coniferous trees, their similarities and differences (pine, like spruce, is always green, it also has needles, only longer), cultivate a desire to admire the beauty of the tree.

Progress of observation :

Was it a small tree?

I can’t believe Pine at all:

Long ago from a high cliff

Got the crown of the clouds

And from the other shore

I took out the shade from the tree.

People say:

"The pine is red where it grows"

"Every pine tree makes noise in its own forest."

Pine is a tall tree, its trunk is straight, its branches are only on the top of its head. The pine bark is rough and rough at the bottom, and thin at the top. Pine has long and narrow needles, which is why pine is called a coniferous tree. The needles are arranged in pairs. Pine reproduces by cones.

7. Tree watching

Goals : show children trees: birch, spruce, analyze the distinctive features, clarify knowledge about trees, cultivate a love of nature.

Progress of observation :

Show that the Christmas tree has green needles. Spruce branch - paw.

Compare it to a bare white birch tree.

Note that it has dropped its leaves for the winter. Explain that tree branches are fragile in frost and break easily, so they must be protected, not broken, and not knocked on the trunk.

Bewitched by the invisible

The forest slumbers under the fairy tale of sleep,

Like a white scarf

The pine tree has tied up.

S. Yesenin

8. Why does the change of day and night occur?

Target : give an idea of how the change of day and night occurs.

Progress of observation

Why do you think the change of day and night occurs? The sun gives light to the Earth both day and night. The earth rotates like a top in space at high speed. One revolution occurs in 24 hours. During rotation, on the side that is not facing the Sun there is night, on the other side it is day.

Where do the stars go?(The stars remain in the sky during the day, but we don’t see them, because the sunlight is much brighter than the light of the stars.)

Why does the sun set?(The Earth revolves around the Sun, making it appear to rise in the east and set in the west.)

Research activities

Rays of light always travel in a straight line, and if any object gets in their way, it casts a dark shadow.

Conduct observation - in the morning, at noon, in the evening.(At noon, the sun is directly overhead, the shadow is very short; early in the morning and in the evening the sun drops in the sky, the shadows become long.)

9. Observing what we wear in winter

Goals : consolidate children’s knowledge about seasonal clothing, develop observation skills.

Progress of observation :

Pay attention to the clothes of passers-by and children. Find out what kind of clothing it is for the season, warm or not.

Why? It's cold in winter.

Early in the morning our Lyuba sat by the window.

She sews for a small doll

today a fur coat.

Made from cloth, on cotton wool, so as not to

Katya is freezing.

Slowly sew on the sleeves

and gate.

The fur coat turned out good: you can

go to the city.

10. Observation black

Goals : strengthen children’s skills to compare the gray and black crow; find distinctive features (external view , voice, habits), cultivate curiosity.

Progress of observation :

Everyone recognizes the raven's voice. “Kru-kru-kru...” echoes throughout the forest. The raven himself sits somewhere on a high tree and looks around like the owner. Crows are solitary creatures and it is rare to see a group of six or more birds. The raven is very proud of his black, glossy feathers and strong beak. So he carries himself importantly, strides along the ground like some kind of prince, and his flight is beautiful and smooth. But when it comes to food, the raven is not picky. He eats literally everything that catches his eye: fruits, seeds, insects, snails and worms, and even small animals and birds. After all, the raven is a feathered predator.

The gray crow foretells the imminent arrival of spring with its song. Her simple, quiet, melodic song does not at all resemble a croak, but rather resembles the purring of a kitten. The gray crow spends the winter with us and, of course, is looking forward to spring.

11. Waxwing observation

Goals : consolidate ideas about birds (waxwing); cultivate compassion and empathy towards birds.

Progress of observation :

The waxwings have arrived.

They sat down together on the rowan tree,

They began to peck the berries,

They began to wait for the sun to visit.

Waxwing The waxwing is the size of a starling, its plumage is elegant, pinkish-brown, lighter spots on the chest and abdomen, and darker on the back. The waxwing's head is decorated with perky silver-pink crests. Bright red stripes are painted on the wings. Shegot this namefor his song - he whistles quietly, as if playing a pipe: sviri-sviri-svir. Waxwings are called northern parrots for their brightplumage - their plumage is very elegant, bright, multi-colored. Waxwings about They really like to eat ripe rowan berries; they eat midges, mosquitoes, juniper berries, hawthorn, and viburnum. When waxwings fly to the city in the snow, there are always a lot of berries under the mountain ash.Waxwings throw rowan berries into the snow,The berries are preserved very well in the snow.

12. Observation of ice.

Goals : consolidate ideas about the properties of ice, clarify the rules of behavior on a slide, skating rink.

Progress of observation :

"Transparent and hard, brittle, but not glass"

Invite them to remember what the children learned in class about the properties of water. (States of water: liquid, solid, gaseous).

Draw the children's attention to what happened with the water taken out yesterday and left overnight on the veranda in a bucket and in a plate (as well as colored and colorless forms).

Can ice be colored in nature? Why?

Observations and independent conclusions of children.

Draw the children's attention to the ice slide and the ice path. Repeat what properties ice has.

Conversation about compliance with safety rules on the ice slide and path.

13. Watching snowflakes

Goals :

pay attention to the fact that snowflakes come in different shapes;

teach comparison, develop cognitive activity.

Progress of observation

What kind of stars are through?

On the scarf and sleeve,
All through, cut-out

Will you take it - water in your hand?

The star spun

There's a little in the air

Sat down and melted

On my palm.

E. Blaginina

The teacher gives the children tasks and asks them to answer questions.

Watch the snow, what is it like?

Look at your mittens, what kind of snowflakes are there?

Pay attention to the beautiful cut out snowflakes and their different patterns.

Why are snowflakes cut out? Why do they melt on the palm of your hand?

Find two identical snowflakes.(No two are the same.)

Research activities

Observe where the snow melts faster - on your mitten or hand. Why? What is formed from snow?

14. “Observing the work of a janitor”

Goals : continue to observe the work of the janitor, cultivate love and respect for the work of the janitor, instill a love of nature.

Progress of observation :

I walk next to the janitor,

I'm shoveling snow around

And I help the guys

Make a slide, build a house.

What does a janitor do in the winter on the territory of a kindergarten?

What tools does he use for work?

How can a janitor help trees survive cold and frost?

Is the work of a janitor necessary for people and nature? What does a janitor do at a kindergarten site in winter?

What tools does a janitor need at this time of year?

How can a street sweeper help trees in winter?

First winter snow

Lies like white fluff.

First light frost

Cheerful and invigorating.

15. Watching snowfall.

Goals : Develop observation skills,

Develop logical thinking

Progress of observation

Pay attention to snowfall.

“Snowflakes - stars are flying,

I look from under my hand.

Spinning, dancing in the air,

Fluffy and light.

The street became brighter

The village is more beautiful.

Snowflakes are flying and spinning,

Around white - white"

Explain that today is warmer than yesterday, there is no wind, so the snow is falling in fluffy, large flakes: these are several snowflakes stuck together, and it turns out to be a big snowflake. Ask why in windy weather the snow falls fine, the snowflakes curl in the air, the snowflakes are prickly?

Catch a snowflake on a mitten and examine it.

Draw the children's attention to what snow falling on the ground looks like. (Children's answers).

Ask in which fairy tale snow is compared to a feather bed? What other fairy tales do you know where snow and winter are mentioned?

Offer to measure the snow cover in places of different depths (with a stick). Remind about the importance of snow cover for plants. Offer to collect snow near tree trunks.

16. Bird watching.

Target: consolidate knowledge about birds.

Progress of observation:

Pay attention to birds flying into the area.

Conversation.

Invite the children to name people they know. Remember poultry (ducks, geese, chickens, turkeys).

1) “I swam in water, but remained dry”

2) “Clucking, clucking,

Convenes children

He gathers everyone under his wing.”

3) “Whoever screams in the morning: Quack - quack!

And it’s not in vain that he’s swimming?”

4) “He will knock his nose on the ground,

He will flap his wing and scream.

Even sleepy he screams,

A restless screamer."

5) “On a winter day among the branches

The table is set for the guests."

How do they live in winter?

Why do wild ducks, geese, and swans fly south in the fall? (In winter, the water in reservoirs freezes, and these birds are waterfowl and feed mainly on fish).

What is the name of the story about how in the fall a wild duck's wing was broken and she could not fly south? What would have happened to this duck if people had not helped it survive?

Where do poultry live in winter?

What do poultry eat?

Who cooks their food?

Why are they called homemade?

Can they live without people?

How do domestic birds differ from wild birds?

How do wild birds live in winter?

Who helps wild birds in winter?

Offer to clean up the bird feeders and put out bird food.

17. Crow and Magpie Watching

Target: learn to compare a magpie and a crow, find distinctive features (appearance, voice, habits).

Progress of observation

The gray bird soared

She spread her black wings,

She croaked loudly,

Only the chicken left:

Under the wing of the corydalis

Hid the chickens!

From whom, guys?

Are the chickens hiding? (From the crow.)

She's long-tailed
Black from the back.
White belly up to the shoulders,
Rattling instead of speech.
At least he sees someone - instantly

Raises a chatter - a scream! (Magpie.)

People believe that if a crow's song does not resemble a croak, but resembles the purring of a kitten, this foretells the imminent arrival of spring. If a crow roosts for the night at the tips of the branches, it means the night will be warm; if the birds cling to the trunk, expect frost.

Crows and magpies spend the winter with us. The magpie builds a large, strong nest, which is covered on the sides and top with branches that form a high roof and give the structure a spherical shape. The roof serves as reliable protection from birds of prey and frost. To build a nest, the magpie uses the most unexpected materials: shiny objects, rags, wire, etc. The magpie is chattering and chirping. Thanks to the magpie, the inhabitants of the forest learn in advance about the approach of a predator or person and can take care of their safety.

Research activities

Look for traces of birds in the kindergarten area.

18. Observation of trees and shrubs

Target: expand and deepen knowledge about plants.

Progress of observation

After snowfalls, clear bushes and trees from heavy snow. Pay attention to caring for trees and shrubs. Why can’t you run near bushes or play near trees? Talk with children about trees: why don’t they grow in winter, how do buds overwinter, do our trees need winter, why doesn’t birch grow in the tropical forest? In frosty weather, listen to the trees cracking and creaking underfoot, and look at the trees in their winter gear. Why don't trees freeze in winter?(Cork layer, snow blanket, peace, no sap flow.)

What a miracle - a winter forest,

How many fabulous miracles!
And in this fairy tale I am a forest one,

Is it a dream or a reality in front of me?

Here is a luxurious row of birch trees,

White shawls are burning

Silver - but to the side

Christmas tree girls in fur coats.

Oh, what silence

White-white country!

M. Stepanov

The teacher asks the children questions.

How are trees different from shrubs?

What are the names of trees that shed their leaves?

What benefits do trees and shrubs provide?

Research activities

Digging out the deep snow where the grass grew. Under the snow cover you can see small green plants with weak leaves pressed to the ground. Lead the children to the conclusion that snow protects the soil, preventing it from cooling.

19. Vehicle surveillance

Target: consolidate knowledge about cars, be able to distinguish them by purpose.

Progress of observation

The teacher asks the children questions.

Name the cars you see on the roadway.

What groups can all transport be divided into?(Car, truck, public, special.)

Why are certain groups of cars called differently?

How do cars affect the environment?(Polluted with exhaust gases, gasoline stains on the asphalt.)

How is transport useful?(They will quickly deliver people to any part of the city.)

Why is transport harmful?(They honk in the morning, disturb sleep, and emit exhaust gases.)

Which cars make more noise and pollute the atmosphere more?(Freight.)

♦What kind of cars are there in our city? Why?

February

1. Weather observation

Target: consolidate knowledge about winter, the last month of winter - February.

Progress of observation

Remind that the last month of winter has begun - February.

Read an excerpt from L. Zavalnyuk’s poem. "Winter".

How cold!

But suddenly a light from the sky

Sometimes it will break through..."

Mystery

“Snow is falling in bags from the sky,

There are snowdrifts around the house,

Those are storms and blizzards

They attacked the village.

The frost is severe at night,

During the day, drops can be heard ringing.

The day has grown noticeably

Well, what month is this?”

Sign: “Father, February has arrived, the man has outgrown winter.”

Invite the children to stand near the wall of the kindergarten building, watch the snowstorm, listen to the howling of the wind.

Draw children's attention to the fact that the wind lifts snow into the air, swirls, carries it from place to place, forms sediments and snowdrifts.

Read an excerpt from A.S. Pushkin’s poem:

“The storm covers the sky with darkness,

Whirling snow whirlwinds.

The way she howls like a beast,

Then she will cry like a child.”

Conversation with children about people's lives in winter.

Game “Good - Bad” (about snow).

2. Observe seasonal changes

Goals :

form ideas about changes in nature;

be able to distinguish the characteristic signs of the end of winter (the first drop), recognize their signs in poetry;

strengthen the ability to perceive poetic descriptionwinter.

Progress of observation

The winds came from the south,

They brought warmth with them,

ANDthe snowdrifts have settled once,

At noon it started leaking from the roof.

February is the last month of winter. In February, the days become longer, sometimes the first timid drops ring, and long crystal icicles hang from the roofs. In February there are there is a thaw, the snow melts, it gets dark, and the snowdrifts settle and become lower.

The teacher asks the children riddles.

Hanging outside the window

Ice bag,

It's full of drops

ANDsmells like spring.(Icicle.)

She grows upside down

It grows not in summer, but in winter.

But the sun will bake her,

She will cry and die.(Icicle.)

Research activities

Pour snow into containers and place in the shade and sun. At the end of the walk, compare where the snow settled faster.

3. Watching a crow and a magpie

Target : reinforce the idea of the bird world,know their characteristic features.

Progress of observation

The teacher asks the children questions and conducts a conversation.

Guys, look what a guest we have on the site.(Crow.)

What do you know about her?

What is her character like?

Why don't people like crows?

What's positive about it?

The crow is called the gray robber. Many don't like? raven for impudence, thieves' habits. And yet, our birds are not smarter, more cunning, more resourceful: they can open a package of milk, soak a stale cracker in a puddle, or crack a walnut. And if anyone decides to get close to the crow’s nest, beware. Neighbors will gather from all over the area, and together they will drive away the uninvited guest with a loud croak. Raven is the largest of the crow family. Raven and crow are completely different birds. You won't even see them together. Crow - forest bird. In many fairy tales the crow is called wise. Maybe because this bird lives up to a hundred years.

Do you know crow relatives?(Rook, jackdaw, magpie.)

What magpie?

What are the similarities and differences between a crow and a magpie?

You know the white-sided magpie well. Forest inhabitants respect the magpie. She has a long tail, flies everywhere, hears everything, knows everything. A magpie chirped in the bushes - animals and birds became wary and hid. "Danger, danger!" - the magpie chirps, and everyone understands its language.

4. Cloud watching

Goals :

expand ideas about the sky and its influence on the life of our planet;

develop the perception of the beauty and diversity of the celestial sphere.

Progress of observation

The teacher asks the children a riddle.

They fly without wings, they run without legs,

They sail without a sail.

(Clouds.)

Every day the sun heats the water in the seas and rivers, tiny droplets of water rise into the air and combine to form clouds. When water droplets in clouds become too heavy, they fall to the ground as rain. Clouds are cirrus and cumulus. Cirrus clouds appear in clear weather, and cumulus clouds appear before rain. or snowfall.

The teacher asks the children questions.

What types of clouds are there?

What are they formed from?

What do they look like?

Research activities Find clouds that look like horses. Compare cirrus and cumulus clouds.

5. Watching the snow

Target: consolidate knowledge about snow and the properties of water.

Progress of observation:

Draw children's attention to the snow cover. Walk around the area and see how beautifully the familiar places are covered. Ask what is on the fence, wheels, logs, steps, veranda roof?

-Experiments with snow.

A) Place snow on your palm with or without a mitten

B) Problematic question: snow is white, can we say that it is clean?

Experience: put snow in a bucket, examine it, bring it to the group. Continue observing in the group after it melts.

Children draw their own conclusions.

6. Comparative observation of bullfinch and waxwing

Goals : using the example of comparing the bullfinch with the waxwing, study the features of their structure, lifestyle (feeding, movement);

cultivate an educational interest in birds.

Progress of observation

The teacher asks the children riddles and organizes a conversation.

Whose breast is brighter than the dawn?

(U bullfinch.)

Northern guests

Rowan berries are pecking at clusters.

So elegant and bright

There are tufts on the heads!

(Waxwing.)

What does a bullfinch look like?(U The male bullfinch's back is bluish-gray, the undertail is dazzling white, the tail and wings are black, and the breast is bright red. The female is more modestly colored - her breast is not scarlet, but dark gray.)

What does a waxwing look like?(Its plumage is elegant, pinkish-brown, lighter on the chest and belly and darker on the back. The waxwing’s head is decorated with perky silver-pink crests. And on the wings, as if drawn with a bright red pencil, there are even stripes.)

Invite the children to compare the bullfinch and the waxwing. What do they have in common?(Structure; these are migratory birds, i.e. they move from one place to another over a relatively short distance in search of food, wintering, rest; bright plumage; they are residents of the north; they love rowan berries.)

What is the difference between a bullfinch and a waxwing?(Size: the bullfinch is slightly larger than a sparrow, and the waxwing is the size of a starling, has a crest; the color of the plumage.)

Do we see these birds at the feeders? Why?(These birds can most often be seen on rowan, viburnum, and juniper bushes, as they feed on the berries and seeds of these plants.)

Is it possible to determine who fed on them by looking at the rowan berries scattered on the snow?(When eating rowan berries, waxwings drop most of them onto the snow, so you can find whole berries under the trees, while bullfinches eat only the seeds, throwing out the pulp. Therefore, under the tree on which the bullfinches fed, you can always find rowan berries with the middle eaten out.)

Do you know how bullfinches and waxwings behave?(Bullfinches are slow, clumsy, important, pugnacious, cocky birds. They leisurely fly in small flocks from tree to tree, slowly pecking Yag odes to rowan. Waxwings are cheerful, fast, nimble, hasty, timid; they fly in large flocks onto the rowan tree, clinging to it, greedily and hastily pecking at the rowan berries as if competing with each other.)

7. Excursion to the street

Target: consolidate children's knowledge about vehicles.

Progress of observation

Walking along the street, you should pay attention to the variety of vehicles: bus, truck, car. Find out the purpose of each type of transport.

Drinks gasoline like milk

Can run far

Carries goods and people.

You are familiar with her, of course.

(Car)

V. Stepanov

8.Excursion to the store

Target: consolidate children's knowledge about the function of the store; clarify the functions of the cars driving up to the store (they bring bread, groceries, etc.)

Progress of observation

Covered wagons pull up to the store. Adults and children enter the store. Walk around the store and watch how goods are unloaded from the vans. Some cars bring bread and rolls, others bring milk and kefir. The vans are called: grain, vegetable.

9. Watching the snow

Target : form ideas about the changes that occur with snow at the end of winter.

Progress of observation

Winter sings and echoes,

The shaggy forest lulls

With the ringing of pine trees.

All around with deep melancholy

Sailing to a distant land

Gray clouds.

S. Yesenin

There is a sign: if crows and jackdaws sit on the tops of trees, there will be snowfall.

Winter is coming, snowdrifts are growing and the snow cover is gradually becoming dense. And here the sun warms up, and the wind does not forget about its work for a minute. Sometimes it flies in from the south and brings a thaw, and when frost hits after the thaw, a hard crust forms on the snow - crust. At such times, it is difficult for many animals to move through the snow and get food. Elk, deer and goats cut their feet with the sharp crust of snow and have difficulty digging out moss and leaves from under the crust. But the bunny has plenty of freedom! He walks on loose snow as if wearing felt boots, almost never falls through, and rushes across the crust as if on parquet. And no one can keep up with him.

The teacher asks the children questions.

♦Name the winter months.

♦What is the name of the thin crust of ice that appears on the snow?

♦How was it formed?

Research activities

Measure the depth of snow in open and sheltered areas of the kindergarten. Answer, where is there more snow and why?

10. Excursion to the traffic light

Target: consolidate children's knowledge about the purpose of traffic lights and the designation of light signals.

Progress of observation

UtoLearn from children why a traffic light is needed and what its color signals mean. Green - you can go, red - stop, yellow - attention. Children carefully watch how the transport moves, noting that all drivers follow the rules, otherwise disaster will happen.

Come to the road

Right, look left.

Be careful if it's red

This means it’s dangerous for us to go.

And green means you can,

Well, yellow - be careful.

11. Fire truck

Target: clarify children's knowledge about the appearance of a fire truck and its purpose. Cultivate a caring attitude towards matches: “Matches are not a toy for children.”

Progress of observation

Carefully examine the fire truck, pay attention to its color (red), tell that the fire truck is designed to extinguish fires. It has many hoses for extinguishing fires, so that water flows through them. You need to be careful with fire: “Matches are not a toy for children.”

12. Sky watching

Target: clarify the features of the winter sky, teach children to compare the features of the autumn sky and the winter sky.

Progress of observation

The sky in winter can be blue, blue, gray. It's dark outside in the morning. In the evening it starts to get dark early. Before snowfall, the sky becomes dark, as if frowning.

The sky has frowned

(Probably not in a good mood).

They fly, they fly

White flies!

13. Watching the wind

Target: consider the characteristics of windy weather in winter.

Progress of observation

A cold wind blows, people turn up their collars. The wind lifts and swirls the snow. The wind howls and howls outside. Watch how the turntables spin in the wind, how the tops of the trees sway.

We are as light as feathers,

The breezes sway us.

We fly in a white flock,

We don’t want to lie on the ground.

T.Volgina

14. Bird watching

Target: Form emotional responsiveness to communication with living beings. Develop a desire to help birds in winter.

Progress of observation

Sparrows fly in a flock. Birds are afraid to get close to humans and animals. You need to take care of the birds in winter, feed them, make feeders.

It's hard for birds to winter

We need to help the birds!

I asked you to cut it

spruce board,

I made it with my dad

Bird's canteen.

15. Watching the wind

Target: clarify children's knowledge about “blizzard” and “blizzard”.

Progress of observation

In windy weather, watch the low and fast moving clouds and swaying tree branches. Pay attention to how the wind lifts snow from the ground and carries it to another place, hitting the windows with force. Offer to listen to the howling of the wind. Explain that it is a blizzard.

The winds blow in February

The pipes howl loudly.

Like a snake rushes along the ground

Light drifting snow.

S. Marshak

There's a snowy bed in the field

Sweeps the bunnies...(blizzard).

16. Monitoring the work of the janitor

Target: To develop respect for the work of adults, to create a desire to come to the aid of others.

Progress of observation

Draw the children's attention to the work of the janitor. His shovel is wide, why? Invite children to help clear the sidewalk and area of the playground from snow.

There has been a lot of snow,

And everyone goes and goes...

The wipers are tired

Sweeping, sweeping, sweeping.

They rattle with shovels

Through shaggy clouds,

Whisks rustle

E. Blaginina

Methodological development of a walk. We watch the sky and clouds.

Target: introduce children to the external features of the spring sky. Develop cognitive interest. Cultivate interest in inanimate phenomena.

Progress of the walk

Observation

Look at the sky with your children.

What color is the sky?

The sky turned blue. White light clouds appeared, floating slowly, slowly, admiring the children from above. Spring is coming! Clouds, like white balls of cotton wool, float across the sky. If there are clouds in the sky, they cover the sun, then it’s not so hot outside. They move either slowly or quickly. If the wind blows, they swim faster and often change their shape.

Artistic word.

Poetry

You see: the cloud is flying;
Do you hear: he speaks to us:
"I'm flying in a clear sky,
I want to grow up quickly.
I'll become a cloud, and then,
I'll make everyone happy with the rain.
I will water the beds,
I'll wash the grass
I'll be in the blue lakes
Pour water for the fish."
3. Alexandrova

Clouds, white-winged horses,

Clouds, where are you rushing without looking back?

Please don't look down on me,

And take us for a ride across the sky, clouds.

Puzzles

Across the blue sea
White geese are swimming.
(Clouds)

White horses on a blue field.
(Clouds in the sky)

Research activities

Target: involve children in the learning process. Develop mental operations, speech development. Enrich and expand your understanding of the world around you.

Take a handful of snow and pour it out. What can we call this property of snow? (Loose). What about ice? I “accidentally” dropped the ice, what happened to it? (it has split, it is fragile).

Conclusion: snow is loose, and ice is fragile.

Exercise to develop fine motor skills of the hands

Target: develop fine motor skills of the hands.

Draw clouds on the snow (sand) with a stick.

Work and individual physical exercises

Collecting snow for construction.

Target: teach children to work together, develop work skills, and foster a sense of teamwork

Development of movements

Target: Exercise children in jumping on two legs.

Two jumps! Five jumps!

We'll jump to the clouds.

We are such jumpers

What will we jump to?

The game is the transformation of the “Cloud”.

Target: develop imagination and creative abilities.

The teacher tells the children:

I want to turn you all into clouds, so that when you fly over the earth, you will see how beautiful it is.

We will turn into clouds

Let's rush to the nearby forest,

To see from above

Trees, grass and bushes.

Finger gymnastics.

"Fists - palms."

Target: develop fine motor skills with the help of finger games, speech. Replenish your vocabulary. Learn to correlate actions with text.

Everyone has two fists. (Show fists.)
One slapped the other lightly. (Hit one fist on the other.)
Well, the palms are not far behind, (Clap their hands.)
They are followed by cheerful beatings.
Fists beat faster
How hard they try.
And the palms are right there,
And so they fall apart.
Fists let's get angry
They began to clap loudly,
And the palms are pampered.
They didn't lag behind either.

Low mobility game "Mirror"

Target: develop speech and motor activity of children.
Progress of the game

Children stand in a circle. The child selected using the counting rhyme stands in the center of the circle. Everyone else says:
In an even circle,
One after another
Hey guys, don't yawn!
What Vovochka (Anechka, Valechka, etc.) will show us,
Let's do it together.
The child in the center of the circle shows various movements, the other children repeat them.

Outdoor game

"We're fun guys."

Target: learn to walk and run randomly in a limited area. Develop speed and agility.

Progress of the game

We are funny guys
We love to run and play.
Well, try to catch up with us!
One, two, three - catch it!
The teacher catches the children.

Independent activities of children

Games according to the wishes and interests of children.

Target: develop the ability to perform game actions in game exercises, play on topics from the surrounding life. Introduce basic generally accepted norms and rules of relationships with peers and adults. Stimulate the development of interest in joint games with adults and children, a positive response to the offer to play.