Gazhalova Tatyana
In her work, the student analyzed the relationship between the immediate environment and the environment.
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Project “Ecology and We” The project was completed by: 8th grade student Tatyana Gazhalova Supervisor: Sotnikova S.V.
Problem: Not everyone is familiar with the concept of ecology.
Topic: Ecology and us. The environment is you and me. Charles Panatti.
Relevance: By violating the laws of nature, man destroys himself. Laws of ecology: 1. Everything is connected to everything, 2. Everything must go somewhere, 3. Nature knows best. Barry Commoner.
Purpose of the work: To study the attitude towards the ecology of my immediate environment.
Hypothesis: There is a high probability that not everyone treats nature with care.
Tasks: 1. Conduct a survey. 2.Talk about the results. 3.Change your attitude towards this problem.
Results: 50 people took part in the survey, including my classmates, neighbors, and acquaintances.
Results:
Results:
Results:
Results:
Results:
Conclusions: After conducting research, I learned that people around me try to take care of nature. Do not disturb the ecological balance. I'm glad my hypothesis was refuted.
I thank my parents and teachers who taught me to love nature!!!
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Introduction: Environmental protection is one of the most pressing problems of our time. Scientific and technological progress and increased anthropogenic pressure on the natural environment inevitably lead to an aggravation of the environmental situation, natural resources are depleted, the natural environment is polluted, the natural connection between man and nature is lost, aesthetic values are lost, and people’s physical and moral health deteriorates.
The main problem of humanity and how we treat it will determine our future lives and the lives of our descendants. It is very important to take into account the significance of environmental problems that harm human health. But, at the same time, we understand that many environmental problems “owe” their appearance to humans. After all, it was he who made discoveries that are currently harming the environment. I am very concerned about these problems, it was interesting for me to read many books and magazines about environmental problems, to find out how they are treated in different parts of the Earth. Each person has his own home, and of course, he takes care of his home, his home. And the Earth is a huge house for all people, so we must take care of this house, if it is not there, there will be no people. Let’s imagine that in 50 years this relative paradise on Earth will end and a couple of centuries of difficult trials will begin. Therefore, we must now take steps, big steps, to combat threatening trends and problems.
Hello everyone present in the hall. My name is Tatyana Gazhalova, I study in the eighth grade of the MBOU Secondary School in the village. Erofey Pavlovich. I did my work under the guidance of Svetlana Vasilievna Sotnikova, a geography teacher.
I present to your attention the research work “Ecology and We”.
Now new technical devices have appeared in our society, with the help of which they began to create more and more new things, better, better and in larger quantities. Man stopped thinking about whether all this new stuff could harm nature. The rapid development of technology with clearly insufficient or ineffective environmental measures has led to a noticeable deterioration in the environmental situation, which threatens with dire consequences that destroy both the human environment itself and his health. Significant pollution of the environment with biologically harmful substances, aggravation of the radiation situation, strengthening of the energy fields of technical systems, including electronic ones - these are the factors that negatively affect the cleanliness of air, water, soil, and food in the first place.
Do not forget that harm to nature is caused not only by harmful emissions from production, mountains of garbage, pollution of rivers and seas, deforestation, destruction of animals and plants, BUT also by our weekend trips to barbecue or pick mushrooms. Naturally, the harm caused by a lighted fire is not comparable to what a chemical plant or a landfill for household waste “gives” to nature, but it is still noticeable.
So the problem The fact is that probably not everyone is familiar with the concept of ecology. Sl.
Subject my research “Ecology and us”. Sl.
The problem is relevant . Let's not delve into the scientific jungle; the essence of ecology can be formulated in one short phrase - “Man, do no harm”! But, unfortunately, we do a lot of harm and in a sophisticated way, causing irreparable harm to nature. Sl.
Target my work, to study the attitude towards the ecology of my immediate environment. Sl.
Object of studyare: Relatives, classmates, neighbors and acquaintances. Sl.
Subject of study: Attitude to the environment. Sl.
My hypothesis is as follows: There is a high probability that not everyone treats nature with care. Sl.
Tasks which I set for myself:1. Conduct a survey.
2.Talk about the results.
3. change your attitude towards this problem. Sl.
To conduct the survey, I compiled a questionnaire. I distributed the questionnaire to classmates, relatives, neighbors and acquaintances. These are the results I got. Sl.
1. Everyone loves to relax in nature. 86% of respondents watch programs about nature. Sl.
2. It’s a pity that only 30% planted a tree, and yet 26% wash their cars in the river. Sl.
3.More than half save water and electricity. Almost everyone cleans their entrance. Sl.
4. Almost everyone works in the garden and participates in clean-up days. Sl.
After analyzing the data received, I came to the conclusion that my environment knows about ecology and treats nature with care. I'm glad my hypothesis was refuted. Sl.
And in conclusion, I want to thank my parents and teachers for teaching me to love nature and cherish it.
Thank you for your attention.
Conclusion: For thousands of years, man lived, worked, developed, but he did not even suspect that perhaps the day would come when it would become difficult, and perhaps impossible, to breathe clean air, drink clean water, grow anything on the ground, since the air is polluted , the water is poisoned, the soil is contaminated with radiation or other chemicals. But a lot has changed since then. And in our century this is a very real threat, and not many people realize it. The owners of large factories and the oil and gas industry think only about themselves, about profit. They neglect safety rules, ignore the requirements of the environmental police, GREANPEACE, and sometimes they are too lazy to buy new filters for industrial wastewater and gases that pollute the atmosphere. What could be the conclusion? Another Chernobyl, if not worse. So maybe we should think about this? Every person must realize that Humanity is on the verge of destruction, and whether we survive or not is the merit of each of us. We need to learn to feel like members of one family, the fate of which depends on each of us. Only then will we be able to save our common home – the Earth. And that awareness of the unity of humanity is one of the foundations of environmental morality and humanism.
A man became a man when he heard the whisper of leaves and the song of a grasshopper,
the murmur of a spring stream and the ringing of silver bells
in the bottomless summer sky, the rustling of snowflakes and the howling of a blizzard outside the window,
the gentle splash of water and the solemn silence of the night,
heard and listened with bated breath for hundreds and thousands of years to the wonderful music of life
V.A. Sukhomlinsky
Currently, new trends and problems are visible in the field of ecology, indicating the need to take environmental education to a new level. The contradiction between the demands that the era of environmental disasters places on people and the real level of environmental education of the younger generation is becoming more and more obvious. The consumer attitude towards nature and the deterioration of the environment require the formation of the foundations of environmental culture among preschoolers.
Therefore, work on the formation of an ecological culture should begin from preschool age, when the basic ways of understanding the surrounding reality are laid down and a value-based attitude towards it develops.
The purpose of environmental education of preschool children is:
– raising an environmentally literate, socially active preschooler, responsible for the state of the environment, and careful about the riches of nature.
– formation of the foundations of the ecological culture of children, parents, teachers;
– use of additional opportunities for the integration of educators, children, and parents in the work to form an environmental culture;
– creating conditions in preschool educational institutions for environmental education of preschool children;
– integration of various activities into environmental work.
Integration of various types of activities in the environmental work of a preschool educational institution includes: physical education and health, artistic and aesthetic, speech, social and personal.
Physical education and health direction
Physical education and environmental work involves the integrated use of physical development means. We carry out hardening activities to improve the health of children “The sun, air and water are our best friends”, breathing exercises, walking along physical activity paths, dousing feet in the summer, etc. In physical education classes we also actively introduce integration: classes with a cross-cutting plot, “plot-game” classes, “movement stories”, hiking classes, excursion classes in the natural environment, we introduce games for the development of creative imagination, we design them through the figurative structure of nature and accompanied by audio recordings of nature sounds. During physical education and environmental leisure activities, we include special environmental tasks, questions, problem situations, and maps suggested by fairy-tale characters.
Speech direction
Environmental education is integrated into cognitive and speech development. We use images of natural animals in demonstrations and handouts during entertaining exercises and solving logical problems. We introduce cross-cutting stories in the classroom (travels to the forest, to the garden, to the vegetable garden, to the abyss of the ocean, etc.). We experiment, explore, put forward hypotheses, look for solutions, draw conclusions, organize children's play activities with sand and water.
We observe natural objects in close interaction with nature. Neither looking at pictures and herbariums, nor reading and telling stories to children can replace walking.
Artistic and aesthetic direction
The child receives the most vivid impressions from direct contact with nature, when contemplating its diversity of shapes, colors, etc.
Music plays a large role in the formation of a child’s spiritual and emotional world. It helps to see what was previously unnoticed, to hear nature, its voices, and through music and song lyrics to realize what has been seen and heard.
Folklore and environmental holidays and entertainment occupy a large place in the work of preschool educational institutions in the environmental education of children. In the summer we hold the “Russian Birch” holiday, where we introduce children to the spiritual values of folk culture. The holidays “Autumn”, “Red Spring”, “Maslenitsa” have become our traditional ones. Children sing folk songs, remember folk signs, chants, nursery rhymes, play folk games and learn a lot about the history of their native land - the land of Nizhny Novgorod. In the process of theatrical activities, children transform into characters from fairy tales, stories (these are animals, plants, and fairy-tale heroes), convey the emotional state of the characters through expressive movements, facial expressions, speech, and analyze their characters. Children develop imagination, communication skills, and creativity.
Social and personal direction
A child’s “little homeland” is what surrounds him. This includes nature, the city’s memorable places, its museums, famous people living in the city, and the problems of the place where the child lives. Our city is unique in its location, natural environment, history and modern life. Children draw the city and its nature. We organize excursions to the city’s natural monuments and meetings with interesting people.
One of the important conditions for the implementation of the environmental education system in preschool educational institutions is the correct organization and greening of the subject-specific development environment.
Forms of work used in environmental education of preschool educational institutions
Children of our MKDOU receive environmental knowledge not only in specially designated classes, but also during walks, excursions, reading books, working in the garden, conducting experiments in an environmental laboratory, in art classes, in games and when solving logical problems, while caring for animals living in kindergarten.
Teachers strive to cultivate in children a consciously correct attitude towards all living things, the ability to compare and generalize their own observations, to see and understand the beauty of the world around them. Our kindergarten was built on the site of an untouched landscape; in the vicinity of the preschool educational institution there is an extensive park, which creates favorable conditions for organizing environmental education for children.
Each kindergarten group has an ecological corner, where a plan of the ecological trail, a brief description of the route, necessary activities, and the time allotted for the excursion along the ecological trail are posted in a prominent place.
Also in our kindergarten there is a vegetable garden, where each group has its own beds, where children plant various plants, gain practical skills in caring for them, and watch their growth. There is also a corner of the forest, garden, flower beds.
THE ECOLOGICAL TRAIL is laid on the territory of the kindergarten.
We began the creation of an ecological trail with organizational work on preparing a map of the route, preparing stands and signs.
Species points of our ecological trail:
"Birch Grove". Objects for observation: birch trees of different ages and different thicknesses with light and darker bark; algae, lichens on tree trunks; stump with moss; small oaks and mountain ash.
"Christmas trees." Objects for observation: a group of young fir trees in a clearing, of different ages and heights, some cut down. Young poplars grow among the spruce trees (long shoots without branches, grow in the shade, stretch towards the light, large leaves - the influence of a limited amount of light is clearly visible). There are also young aspens and oaks (up to 3 meters high). Herbaceous plants: mouse pea (an example of a climbing plant), mantle, St. John's wort, cap plant. There is moss on the ground. Not far from the group of fir trees there is a large apple tree.
"Oak". Objects for observation: a large beautiful oak (the leaves fall and bloom later than other trees), nearby aspen trees.
"Point Rowan." Biological features. Tree up to 10 m high. Trunk with light gray bark. The bark is smooth. The crown is openwork and spreading, which is why they call it “curly rowan.” The leaves are openwork, large, with jagged edges, initially pubescent, then glabrous. Leaves usually appear simultaneously with birch leaves.
"Village Compound"– a playground organized in a rustic style and including:
– Russian hut (model);
- Well;
– Farm with pets.
"Quiet corner in the forest"– a recreation area with created privacy attributes to restore psychological comfort.
"Forest Glade"– an area for ecological knowledge of wildlife (acquaintance with animals, birds, insects).
“Whether in the garden or in the vegetable garden”– a mini-garden with vegetable crops to gain reliable knowledge and practical skills in caring for plants.
This zone helps children, already at preschool age, gain reliable knowledge about nature and acquire practical skills in caring for plants. Working on the site helps develop qualities such as observation and hard work.
"Mini-stadium" – sports ground for the physical development and health of children.
"Weather station" - a platform for organizing observations and studying natural phenomena (precipitation, wind direction).
"Flower Garden" – This is a limited area (flower bed, flowerpot) in which various ornamental plants are grown. Flower beds are intended to decorate and improve the appearance of the territory of the preschool educational institution.
"Polyanka"(lawn with insects) - this zone can become the basis for organizing the natural history aspect in the education of preschool children, providing an opportunity for organizing observations of plants and animals of their native land (forest), and recognizing them.
"Lake with Swans" - An artificial reservoir makes it possible to organize role-playing games, educational and research activities.
An environmentally-developmental environment equipped in this way allows you to work with a whole group of children, a subgroup or individually. It serves not only as an object and means of a child’s activity, but also provides opportunities for the formation of cognitive interests, social, moral and aesthetic feelings of pupils.
In each age group, work on the ecological trail provides specific content and methodological programs.
Our kindergarten has an experimental laboratory, where there is everything necessary for conducting various experiments. As a result of this work, the child conducts real research and experiments using a water purification system, engages in independent experimental work, gaining the first skills in its implementation, learns to set himself research problems and successfully solves them. And it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has long known.
Environmental education of children in our kindergarten runs like a red thread through all types of activities.
Forms of work with parents. Parents are reliable kindergarten assistants. We managed to make parents participants in the educational process.
One of the forms of environmental work with children and parents is projects. While working on projects, we work closely with the children's families. Parent meetings are held on project topics. Parents provide all possible assistance in filling activity centers with various attributes, materials and items on the topic. Joint (children and parents) design of stands, making crafts and applications. During the implementation of projects, the information on the stands is constantly updated. She is always colorful and attractive and parents actively respond to her. All parents who participated in project activities are necessarily encouraged with certificates and thanks.
During the implementation of the projects, it was noticed that the environmental culture of preschoolers rose to a higher level, the activity of parents in the educational process and environmental education of children, and the cohesion of children’s and parent teams increased.
Our achievements. Working in this direction, we speak with experience at seminars and take part in city and all-Russian competitions.
We take an active part in the city’s “Autumn in the Palms” events, including the “Ecobaby” competitions. Close work is being carried out with the library named after. Volkova, them. Likhacheva.
Children and parents actively participate in various competitions and projects on environmental themes, look forward to summing up the results, feel proud of their kindergarten and are satisfied that they also contributed a part of their work to this victory.
Summing up the results of the work, I would like to note that it is not in vain! Watching plants and animals, working in the flower garden, the children began to notice things that they had not even paid attention to before. Now they are attentive to the inhabitants of the natural area, love to be on duty, take care of the plants with pleasure, and see their beauty. We will definitely continue working in this direction!
"ECOLOGY AND US"
Goals: Expand and deepen children’s environmental culture; create conditions that encourage children to treat nature and all living things with attention and care; involvement in environmental work.
PROGRESS OF THE CLASS
1. Organizational moment
Children are divided into 2 teams. Each team has a name and emblem.
Ved. holding a globe in his hands.
2. Main part.
Like an apple on a saucer
We have one Earth.
Take your time, people
Exhaust everything to the bottom.
It's no wonder to get there
To hidden hiding places.
Loot all the wealth
In future centuries.
We are grains of common life,
Relatives of the same fate.
It's shameful for us to feast
For the next day.
Understand this people
Like your own order.
Otherwise there will be no Earth
And each of us.
Students read poetry.
1. I look at the globe - the globe,
And suddenly he sighed as if alive;
And the continents whisper to me:
“You save us, save us!”
2. The groves and forests are in alarm,
Dew on the grass is like a tear!
And the springs quietly ask:
“You save us, save us!”
3. The deep river is sad,
losing our shores,
And I hear the voice of the river:
“You save us, save us!”
4. The deer stopped its run,
Be a man, man!
We believe in you - don't lie:
“You save us, save us!”
5. I look at the globe - the globe,
So beautiful and dear!
And lips whisper in the wind:
“I will save you, I will save you!”
Show presentation
VED :
- Look around: what a beautiful, amazing world surrounds us - forests, fields, rivers, seas, oceans, mountains, sky, sun, animals, birds. This is nature. Our life is inseparable from it. Nature feeds, waters, and clothes us. She is generous and selfless. The writer Paustovsky K.G. there are these words: “And if I sometimes want to live to be one hundred and twenty years old, it is only because one life is not enough to fully experience all the charm and all the healing power of our Russian nature. Love for one’s native nature is one of the surest signs of love for one’s country.”
Man has long admired the creations that Mother Nature created: amazing plants and animals. You and I know that the lives of all people are inextricably linked with nature: from the environment people receive oxygen, food, raw materials for industry, medicine and much more. But, unfortunately, people do not always think about caring for nature.
1.On our globe on the earth,
Where we were born and live,
Where is the summer dew in the grass?
And blue skies
Where is the sea, mountains, steppes, forest -
Full of mysterious miracles.
- A gray wolf wanders through the forest,
And the thin lily of the valley blooms,
In the steppe feather grass is like delicate silk,
The breeze brushes.
A waterfall thunders on the rocks,
And the splashes fly like a rainbow.
And in the blue sea there is a blue whale -
Big as a house, it sleeps on the waves.
2. Don't destroy this world,
Girls and boys
Otherwise these miracles
They will remain only in the book.
- So that there is Narzan in the springs,
From the clearing - strawberries,
Be careful like Tarzan
Make friends with wild nature!
- You are also part of her miracles,
And the forest darkens for you,
And the bright river flows,
And everything will bloom in the spring.
And we have to try
We can't part with this!
So our game begins!
Now we will conduct a quiz “Take care of the earth, take care.” We will compete in teams, the winning team will receive the “Experts of the World Around us” medal.
There is one garden planet
In this cold space.
Only here the forests are noisy,
Calling migratory birds,
Only on her alone do they bloom,
Lilies of the valley in the green grass,
And dragonflies are only here
They look into the river in surprise.
Take care of your planet -
After all, there is no other one like it!
1st competition. Quiz “Forest riddles”.
Teams take turns answering questions.
1. What are the names of animals whose bodies are covered with feathers? (Birds).
2. What are the names of animals whose body is covered with scales? (Fish).
3. What are the names of animals whose bodies are covered with hair? (Beasts).
4. Chicks, which bird does not know its mother? (Cuckoos).
5. Who travels through the air on a string? (Spider).
6. Who has a pantry on the knot? (At the squirrel).
7. Which thread is the thinnest in nature? (Web).
8. What bird is called “white-sided”? (Magpie).
9. There are lumberjacks on the rivers
In silver-brown fur coats
From trees, branches, clay
They build strong dams. (Beavers).
10. The little animal is jumping:
Not a mouth, but a trap.
Will fall into a trap
Both a mosquito and a fly. (Frog).
11. He is flying over the river,
This miracle airplane.
It soars smoothly over the water,
Its planting is on a flower. (Dragonfly).
12. I carry the house on my back,
But I won’t invite guests:
In my bone house
There's only room for one. (Turtle).
13. There is a rope lying
The cheat hisses,
It's dangerous to take it -
It will bite. Clear? (Snake).
14. Waves carry to the shore
A parachute is not a parachute
He doesn't swim, he doesn't dive,
As soon as you touch it, it burns. (Jellyfish).
2nd competition. Game "Fourth wheel".
Cross out the extra ones. Explain why?
1 team
1. Maple, rowan, spruce, tulip. Because …
2. Birch, oak, rose hip, poplar. Because …
3. Apple tree, currant, raspberry, rowan. Because …
4. Aspen, linden, oak, spruce. Because …
2nd team
5. Pine, poplar, rowan, willow. Because …
6. Linden, aspen, maple, apple tree. Because …
7. Pear, plum, poplar, cherry. Because …
8. Strawberry, rose, lily of the valley, violet. Because …
3rd competition. Game "Collect cones".
(Pine cones are scattered on the field. One member from the team comes out).
- Who will collect the most cones? (Repeat several times).
Students read poetry.
1. Everything is from an old pine tree near the fence
To the big dark forest
And from the lake to the pond -
Environment.
And also a bear and a moose,
And the kitten Vaska, I suppose?
Even a fly - wow! –
Environment.
I love the silence on the lake
And in the pond reflections of the roofs,
I love picking blueberries in the forest,
I love the badger and the fox...
I love you forever,
Environment!
2. There is so much beauty in nature -
Take a closer look and you will understand
Why dewy bushes
Trembling envelops me.
Where does the babbling stream run?
Transparent than glass
What about in the evening, in a field of rye,
The quails are singing...
Let it become to your heart
The bird's speech is clear -
And you will learn that
How to take care of it all.
4th competition. "Collect the word."
The letters in the words are mixed up, swap them in places so that you get words.
5th competition. “Collect a proverb.”
Team members receive envelopes with the text of the proverb cut into words. At the presenter’s signal, they must open the envelope and glue the proverb together.
(“If there were a forest, the nightingales would fly.”).
The text of the proverb is presented to the jury, which evaluates the correctness and speed of completing the task.
While the teams are working, we invite fans to solve riddles and bring extra points to their team.
Puzzles
1. Russian beauty,
We all really like it.
She is white, slim,
The clothes are green. (Birch).
2. They rush straight into the sky, upward;
Take a close look:
Not birches, not aspens,
There are no leaves, there are needles. (Eli).
3. Here is a barrel with a cap,
Fell from a tree.
A year has passed - and the tree
He became small. (Acorn).
4. She bowed the branches over the river,
It looks sad in the river. (Willow).
5. Quiet autumn will come,
The tree will become marvelous:
Leaves are bright stars,
Golden, hot. (Maple).
6. In the sultry summer it will bloom -
He immediately calls the bees to come to him.
round leaves,
Light flowers.
Their nectar is tasty and sweet...
Did anyone recognize the tree? (Linden).
7. What kind of tree is this
Treats bullfinches?
The snow is standing, the frost is crackling,
Well, the berries are tastier. (Rowan).
6th competition. "Funny little animals."
If you watch animals, you can see a lot of interesting and funny things. And now I invite the teams to portray animals, so that everyone can guess - WHO IS THIS?
1. Crane and heron.
2. Lion and dog.
3. Crow and fox.
4. Three bears.
7th competition. "Sort out the trash"
Using the arrow, move the pictures of objects to the squares with the inscription.
8th competition. "Forest Rules"
You should answer “yes” in unison and clap your hands.
If you came to the forest for a walk,
Breathe fresh air
Run, jump and play.
Just don't forget
That you can't make noise in the forest,
Even sing very loudly!
The little animals will be scared
They will run away from the forest edge.
Don't break oak branches (yes)
And remember more often:
Remove trash from the grass! (Yes)
There is no need to pick flowers in vain! (Yes)
Don't shoot with a slingshot, (yes)
You didn't come to kill!
Let the butterflies fly
Well, who are they bothering?
There's no need to catch everyone here (yeah)
Stomp, clap, hit with a stick. (Yes)
You are just a guest in the forest.
Here the owner is the oak and the elk.
Take care of their peace,
After all, they are not our enemies.
While the jury is summing up the results, the students speak.
1. Let's be
Be friends with each other
Like a bird with the sky,
Like a field with a plow,
Like the wind with the sea,
Grass - with rains,
How the sun is friendly
With all of us!
Let's be
To strive for this
So that they love us
Both the beast and the bird.
And they trusted us everywhere,
As the most faithful
To my friends!
2. Take care of the earth. Take care
Lark at the blue zenith,
Butterfly on dodder leaves,
There are sun glares on the paths.
A crab playing on the stones,
Over the desert the shadow of the baobab tree,
A hawk soaring over a field
A clear moon over the river calm,
A swallow flickering in life.
Take care of the earth! Take care!
3. Let's decorate the Earth together,
Plant gardens, plant flowers everywhere.
Let's respect the Earth together
And treat it with tenderness, like a miracle!
We forget that we have only one -
Unique, vulnerable, alive.
Beautiful: be it summer or winter...
We have only one, one of our kind!
3. Summing up. Winner's reward ceremony. Medals “Experts of the World Around us” are awarded
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Municipal educational institution "Dmitrievskaya secondary school" Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Fundamental question Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Problematic topics and questions. Ecology of agricultural areas. Environmental assessment p. Dmitrievka. A comfortable home is a fact or a fantasy. An apartment is like an ecosystem. Research work “What kind of water do we drink?” Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Project participants 8th grade students – Nastya Borovaya, Nastya Romanova. Head: teacher of geography and biology O.P. Romashkina Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Stages of the project Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Relevance of the topic Since the 70s of the twentieth century, with the disruption of relationships within the ecosystem, irreversible phenomena in the biosphere caused by anthropogenic activities, the problems of rational environmental management and environmental protection have become increasingly urgent. The rapid development of technology with clearly insufficient or ineffective environmental protection measures has led to a noticeable deterioration of the environmental situation, which threatens with dire consequences that destroy both the human environment and his health. Significant pollution of the environment with biologically harmful substances, aggravation of the radiation situation, strengthening of the energy fields of technical systems, including electronic ones - these are the factors that negatively affect the purity of air, water, soil, and food in the first place. The intensification of production, agriculture, the introduction of information technology, global computerization of all sectors of human activity significantly change the environment of human life. The variety of intertwined processes connecting the human body and its environment require a comprehensive assessment of the consequences of unintentional impacts on the environment and the targeted transformation of nature. Therefore, all areas of scientific knowledge and branches of technology must contribute to the solution of modern environmental problems. Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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“Ecology” - translated from Greek, literally means “description of a home, home”, i.e. it is the science of housing and the environment, or the science of location. Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Used literature Fadeeva T.A. "Ecological tales (grades 1-6)" Teacher, Volg-d, 2003.V.V. Balabanova, T.V. Maksimtseva Manual “Biology. Ecology. Healthy lifestyle” “Teacher”, V. E. A. Kriksunov, V. V. Pasechnik “Ecology (9th grade)” M.: Bustard, 1999. N.M. Mamedov, I.T. Suravegina, S.N. Glazachev "Fundamentals of general ecology (for high school students)." (12 pcs.) MDS., M., 2002 E.A. Kriksunov, V.V. Beekeeper "Ecology-10(11) grade." Bustard, M., 2004 I.N. Ponomareva, N.M. Chernova Methodological manual for the textbook N.M. Chernova “Fundamentals of Ecology” Bustard, M., 2001 N.M. Chernova, V.M. Galushin, V.M. Konstantinov "Fundamentals of Ecology-9th grade", M. http://www.ecospace.ru http://pogovorki.myfind.ru http://www.likar.info Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Study No. 1 “What kind of water do we drink?” Goal: to determine the quality of drinking water in the village of Dmitrievka. Object of study: drinking water from the municipal water supply. Method: experiment Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Study No. 2 “Dangerous and safe village” Purpose: to determine the most environmentally dangerous places. Object of study: the village of Dmitrievka. Method: observation, description Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Project map 1. Ecology of agricultural areas. The village is dangerous and safe. 2. What kind of water do we drink? 3. An apartment as an ecosystem. Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
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Conclusion After conducting research, we realized that our home (the place where you live, the house in which you live) has long ceased to be a “fortress”. People's health, their physical condition and well-being largely depend on the quality of the environment. Time and again we hear about the dangers threatening the environment and people, but many of us still consider them an unpleasant, but inevitable product of civilization and believe that we will still have time to cope with all the difficulties that have arisen. Creating optimal environmental conditions for human life is one of the most important tasks. Every project to transform nature, any impact on it, must be assessed from the perspective of human ecology. Appendix 2.1. Romashkina Olga Petrovna, teacher of geography and biology, Municipal educational institution "Dmitrievskaya secondary school" Buguruslan district
Larisa Minshatova
Parents' meeting "Ecology and us"
Municipal budgetary preschool educational institution
Kindergarten No. 408
620007, Ekaterinburg, st. Latviyskaya, 33, tel. 252-07-30, [email protected]
Parent meeting in the middle group
MBDOU kindergarten No. 408
By environmental education
Subject: « Ecology and us»
Parent meeting conducted by teacher Larisa Glebovna Minshatova, Yekaterinburg.
Target:
1. Create conditions for cooperation between students and their parents, for their emotional and psychological rapprochement.
2. Increase interest parents to environmental children's education and ecology in general.
Progress of the meeting:
Good evening dears parents! Thank you for taking the time and coming to Parent meeting. After all, the leading role in raising a child belongs to the family and its way of life. The family is a source that nourishes a person from birth, introduces him to the environment, and gives him the first knowledge and skills. We (teachers) We encourage you to cooperate and interact.
"Only with parents“With common efforts, teachers can give children great human happiness.”
Happiness is being with nature, seeing it, talking to it. We must cherish this happiness and teach it to our children.
Seasons... They usually replace each other, and over the years we adults cease to be surprised and rejoice at how the colorful splendor of autumn gives way to the severity of the black and white graphics of winter, how the barely visible watercolor spots of spring are overshadowed by the generous multicolor palette of summer. And only sometimes the smell of rotten leaves or the bizarre shape of a cloud suddenly awakens in us memories of childhood - of that amazing time when the onset of each new season became perhaps the most important event of our lives.
And how we loved walks! Because on the street we could jump, run, study the contents of puddles, watch the ice melt in warm hands, watch the crows cry...
In a word, we, without suspecting it, were experiencing the world in all its beauty, developing and strengthening physical health, observing and drawing conclusions.
In preschool age and in favorable conditions, the intellectual and volitional sphere of the child intensively develops, the foundations of a correct, conscious attitude towards objects and phenomena and the surrounding reality are laid. An important factor influencing children is purposeful, systematic educational work, in which the purposeful process of getting to know nature occupies a particularly important place.
Childhood is the most favorable period for the development of all qualities of a child and you - parents You must determine for yourself the goals of education, how you would like your child to be.
Today, the continued existence of life on earth depends on you and me. Modern pressing problems of the relationship between man and the environment can only be solved if environmental worldviews of all people.
Start off ecological Education is advisable from early childhood, developing an understanding of the beauty of nature, love for it.
What is environmental education?? (Answers parents) .
This is the knowledge of living things that are close to the child, in interaction with the environment, and on this basis the development of the correct forms of interaction with him. By attracting children to close communication with nature, to the knowledge of communication with nature, knowledge of the world of plants and animals, we, adults, contribute to the active development in children of such qualities as kindness, patience, hard work and mercy. These traits, laid down in childhood, will firmly become part of a person’s character and become his foundation. Then you can be calm for nature and the younger generation.
Nature itself makes it possible to comprehensively develop a child, broaden his horizons by showing the relationships in nature, involve children in joint activities, encourage the child to sympathize, empathize, and desire to help with deeds.
What will help us first? (Answers parents) .
Yes, these are various walks and observations, during which it is necessary to teach the child to draw independent conclusions while observing weather phenomena. Maintain interest in the surrounding world, animate and inanimate natural phenomena.
While walking, observe what is happening in nature, enrich children with new knowledge, which will be the basis for a conscious attitude towards it, and also develop a sense of beauty in children.
What attitude towards nature can we instill in children? (Answers parents:
Berezhnoe.
Caring.
Humane).
It is necessary to teach to see the beauty of living things, appreciate it and strive to help it (in winter - feed the birds, shake off snow from tree branches).
To develop an interest in knowledge, to explore the world around us, to help the child learn more about the secrets of living and inanimate nature.
To form a desire to become a friend and defender of nature, to cultivate a caring attitude towards nature.
Blitz survey. How do you think an adult should behave in this situation? (Statements parents) .
The child is small and acts unconsciously, but under our influence this is reinforced and becomes the norm of behavior in nature, and later the norm of life. An unkind attitude towards all living things turns into cruelty, not only towards nature, but also towards people.
This is how B. Ryabinin wrote in his book "About love for living things": “The child is scaring the pigeons. At first glance, it’s an innocent activity, but he’s having fun scaring them. He likes that the pigeons flap their wings and fly away when he approaches, that they are afraid of him, and this is where, as they say, the dog is buried, here is the root and primary cause of evil.”
We need to instill interest and love for nature, teach us to notice the beautiful things around us, admire and admire this beauty.
Lead to understanding parents then what comes first parents You yourself must realize that you cannot demand that a child follow any rule of behavior if adults themselves do not always follow it. It is difficult to explain to children that they need to protect nature if parents They don’t do it themselves. And the different demands made in kindergarten and at home can cause confusion, resentment, or even aggression in the child.
Solution parent meeting:
1. Instill interest and love for nature, teach to notice the beautiful things around you, admire and admire this beauty.
2. Teach a caring, careful attitude towards everything around you.
3. In the process of observations, develop and enrich speech, attention, memory, which will serve as the main indicator of the child’s psychological readiness for school. Joint family activities bring closer together parents and children, promotes the establishment of close contacts between them.
4. For this parents a survey is proposed.
“A child by nature is an inquisitive researcher, a discoverer of the world. So let a wonderful world open up before him in living colors, bright and vibrant sounds, in fairy tales, games, creativity, beauty.”
V. A. Sukhomlinsky
Good luck to you and your children!
APPLICATION:
1. Questionnaire for parents«» .
2. Consultation for parents"Observing nature at home".
Appendix No. 1
Questionnaire for parents« Environmental education of children»
Age group___
1. Do you know what it is? ecology, what is she studying, what is she doing? ___
2. Did you know that the preschool institution deals with issues environmental education of children?___
3. Are you personally interested in this problem? ___
4. Do you feel from your child that in the preschool educational institution a lot of attention is paid environmental education? ___
How is it shown?
– The child talks a lot, asks to have an animal, a plant at home, pays attention to the nature around him, asks to take him to the park, forest, asks to read about nature, etc. (select the one you need or suggest your own option) ___
5. How do you feel about nature, do you like animals and birds? ___
6. Do you have indoor plants, and what kind? If not, why not?___
7. Does the family have a dog, cat or other animals?___
8. Have you planted a tree?___
9. Have you ever made bird feeders?___
10. Do you read books about nature to your child?___
11. Does your child watch TV shows about nature?___
12. Does your child like to be in the forest?___
13. Do you often go to the forest with your child?___
14. Does your child know the names of trees, flowers, berries, etc.?___
15. Do you tell your child about the benefits of trees, medicinal herbs, berries, insects, birds?___
16. Does your child know poems, riddles, sayings, proverbs about nature?___
17. Does your child show a caring attitude towards animals and plants?___
18. Do you think your child will receive knowledge about nature in kindergarten?___
19. How can you help preschool educational institutions with ecology? ___
20. Do you support the work carried out at the preschool educational institution on environmental education of preschool children?___
How is it shown?
– We talked with the child about nature; set up a corner of nature for the family; purchased animals; feed the birds, get out into nature more often; conduct observations of natural objects with children; plant trees, protect nature (select the one you need).
21. Do you introduce children to the rules of behavior in nature? ___
Is it necessary to do this? ___
22. What do you need help from the preschool educational institution with this problem? (How to observe the weather; how to keep animals and plants; what knowledge to give; how to introduce the rules of behavior in nature; what practical activities in nature can be carried out with children.) ___
23. How do you evaluate the work of the preschool educational institution on this issue? ___
24. A child breaks a tree branch. Your actions?___ ___
25. “A beetle is crawling, the child wants to crush it. What will you tell him?___ ___
26. The child threw garbage on the street. Your actions?___ ___
27. The child saw many beautiful flowers and runs to pick them. How to stop him so that he doesn’t do this?___ ___
28. A child sees a spider and speaks: “He is evil and harmful. We need to crush him.". How to explain to a child that this cannot be done?___ ___
29. Continue what you started statement: “My child will be careful about nature and take care of the world around him if I ___ ___.”
30. Your suggestions, wishes ___
Appendix No. 2
CONSULTATION FOR PARENTS
"OBSERVING NATURE AT HOME"
Prepared: teacher of group No. 4
MB preschool educational institution No. 408 Minshatova L. G.
NATURE'S LIMITLESS POSSIBILITIES
Wonderful teacher Vasily Aleksandrovich Sukhomlinsky wrote: “Man was and will always remain a son of nature, and what makes him related to nature should be used to introduce him to the riches of spiritual culture. The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of children’s intelligence.”
What can studying nature give a child? Comprehensive personality development. Observations of natural phenomena also contribute to the development of speech. This is especially noticeable in the example preschoolers: the more the baby saw and understood, the brighter and more imaginative his speech, the more willingly he communicates with peers, and the easier it is to come into contact with adults.
Now there is snow outside the window.
Let's start with trees and shrubs. Here is an ash tree. Towards the end of February, it begins to scatter seeds ripened in autumn. The pointed fruits, torn off by a gust of wind, fly, rotating around their axis. When falling, their sharp tips go quite deep into the snow. Is it funny? But this "works" one of the plant's adaptations to survival: the snow melts to the ground - the seed will appear as if planted by caring hands. Now it's up to him: grow healthy!
Now is the time to look in your yard or park for a place where excess branches are trimmed from poplar trees. Invite your child to choose twigs "to my liking". At home, trim them and place them in a jar of water.
What will you be able to see? It will start in 6-8 days bloom: Thick green threads with knots will emerge from some of the buds and hang. This "earrings", flowers. (They will not produce seeds - this can only be seen in nature at the very beginning of summer.) In a few days, the strange flowers will fall off. Then the pure buds will begin to grow. At first they will be covered with a sticky shiny coating and have a resinous smell. After 2-3 days, tender bright green leaves will hatch. The leaves take a long time to unfold. At the same time, the roots grow.
If you manage to hold on to the branches until spring, when the soil warms up, the branches can be buried in the ground at the dacha or in a plot in the garden. Over time, a small tree will grow from them - a poplar.
Hazel, alder, and aspen branches are suitable for such observations. It is only important that not a single branch, even the smallest one, is cut off just like that, out of mischief. In any case, you should try to make observations together with the child, exchanging questions, wondering and encouraging him to new discoveries and conclusions.
With your assistance, a child can make many amazing discoveries without even leaving home. At this time, you often find a sprouted onion in a box of vegetables. Here is a most interesting object to observe!
Starting to sprout, it often "scares" top and bottom: leaves (on a bulb they are called feathers, going around the bulb, rushing down, and the roots stretch upward. What will happen to the bulb if its living conditions change?
Let's pay attention to the color of the leaves. The deeper the box in which the onions are stored, the paler the leaves. At the very beginning of the experiment they may be almost white. Invite your child to place the growing bulb on the windowsill, closer to the light. What's happening? The leaves change color, becoming brighter and greener every day.
The bulb can be planted. You don't need land for this. The supply of nutrients in the bulb itself is sufficient. Look how elastic and hard she is. There would be water. All preparatory "landing" The child does the work himself. You need a half-liter glass jar, a piece of thick paper or thin cardboard. We place the jar on the cardboard and along the bottom, slightly retreating from the edge (the diameter of the circle should be 2-3 centimeters larger than the diameter of the neck of the jar, trace it with a pencil. Cut out a circle, and then cut from the edge to the center. In the center of the circle we make a round hole the size of the bottom the onion chosen for the experiment. We move the edges of the mug in the form of a funnel, fastening it with a thread, a thin wire or just two paper clips. The onion gets access to the water and is completely open for observation.
The first thing you notice is that the leaves change color. They first straighten and then bend in the direction from which the light comes. The child will be able to see how, by changing directions, the roots grow and how the bulb changes. The more feathers grow, the more it loses its elasticity and shrinks. These nutrients move from one part of the plant to another, from the bulb to the leaves.
What if, having found an unnecessary flower pot, you plant another sprouted onion in the ground? After all, now we know what happens to the roots! How can this experience enrich a child’s knowledge?
Firstly, if you compare the taste of green feathers, it turns out that onions grown in water are sharper. Its feathers, cut into smaller pieces, can be eaten in a salad. “Water” onions will immediately bring tears from your eyes "squeezes out". The plants ate differently, so they grew differently.
Secondly, the larger the bulb, the faster and more leaves it grows. The nutrients accumulated by the plant last year are spent on the growth of shoots. A plant planted in the ground lasts longer and has more leaves. The soil helps feed the bulbs. You can also find out how many centimeters the arrows grow in one day (in a week, and compare where this happens faster: in a jar or flower pot, in water or in soil.
Observations of the development of plants from seeds are accessible and useful for children. Organizing this work is very simple. For this you need to take large seeds with a characteristic shape. For example, marigolds (calendula, their seeds, actually resemble a cut nail. Sweet peas are very similar to those from which soup is made. Ornamental beans are just like beans, only much larger and have different colors.
Planting seeds for seedlings for summer flower beds has not yet begun. But you need to make sure whether the seeds stored in the fall are alive, whether they have preserved "germination". What do you need to prepare for seed germination experiments? Saucers, small plates or disposable plastic utensils. Plastic straws cut to fit the diameter of the bottom of the selected container, paper napkins, settled or melted water, and small plastic bags will come in handy.
Place straws at the bottom of the bowl. Lay a napkin folded several times on top and carefully pour water over it until it is thoroughly wet. If you pour too much water, the seeds will not germinate - they need air, and there is too little of it in the water.
We select ten seeds from the total mass, moisten them well with water and lay them out on a wet napkin. Cover with another napkin and lightly water again, just a little. Place the soaked seeds inside a plastic bag, tuck the excess under the bottom and put it in a warm place. Light is not needed for seed germination. Indeed, under natural conditions, seed development occurs in the soil, without light. They only need warmth and water - moisture.
Convince your child not to disturb him every now and then landings: There won’t be very quick changes there. There is no need to add water - polyethylene prevents excess evaporation. Does not believe? So it’s very easy to check! The same saucer, splinters, napkin, the same amount of water, only without polyethylene, place two saucers side by side. Which saucer will dry the napkin faster?
We offer another scientific "study". Again everything is very simple. You need beans, the most common ones. You can plant the seed in a pot in which a houseplant lives. As long as the soil in it is not completely covered by the host’s leaves. However, it should be a plant that requires constant watering. And if possible, provide your child with a separate flower pot for this experience. You can plant several seeds in it. This will expand the possibilities for observations.
Plant the seeds in moist soil. We observe different stages of plant movement. Such movements are called growth movements, they are associated with germination. If several grains were planted, you can dig up two or three so that the child can see the whole process of transformation with his own eyes. First, the bean produces a root. It takes root, drills into the soil. Then two halves of the bean, the cotyledons, rise to the surface. At first they are white. Now the child can explain why they are like this and make an assumption about what will happen next.
The cotyledons turn green, enlarge, and then real leaves appear next to them from the same root hidden in the soil.
At any counter where they sell seeds, you can find a bag with the inscription "Greens for the cat". Usually there are oat seeds. Seeds can also be selected from a grain mixture that is sold in pet stores as feed for poultry.
For experiment we use deep (soup) plate. You need to cut out two identical circles the size of the bottom of a plate of the thinnest foam rubber. If you want to decorate your house in the middle of winter with a small green flower bed, scatter the seeds evenly over the damp material. They sprout: first they swell and become noticeably larger. Then a root appears, followed by a green stalk that emerges to the surface. The sprouts unanimously stretch towards the light, as if someone is gently combing the green mane with a gentle hand.
You can arrange the seeds in two or three rows in a circle so that there is free space in the middle. Small souvenirs or sweets at a holiday will look good on it.
The child should have green plant friends. And if "familiar" they will be there from the very beginning "birth", from the first sprouts, the child’s attitude towards trees, flowers and shrubs will be attentive and respectful.
