Interactive game “Living and Nonliving. GCD on environmental education with children of the senior group “Living and non-living”

In the summer, I am especially drawn to nature: picking mushrooms, picking berries, fishing, or just taking a walk and relaxing. And that's great! By organizing family outings into nature, sharing our knowledge and experience with children, we parents help children learn about the world of plants and animals, thereby expanding their horizons and simply spending time with interest and great benefit.

And today, I have prepared for you another batch of games for children. But which ones?! Intellectual games for real young naturalists. 🙂

These games can be played by the whole family at home, outdoors, or at a summer camp with the kids. Games can be rated using a point system.

Well? Shall we play? 😉

Nature games for children

Game "Who is bigger?"

1. Say the names of the mushrooms one by one. The one who remembered more wins.

2. The winner is the one who:

• will remember more representatives from different kingdoms of nature,
• quickly give 5 examples of living/inanimate nature,
• name more different plants.

3. The one who names the most wins:

• mammals/insects/birds/fish,
• animals that run/jump/crawl/fly,
• predators,
• herbivores.

Game "The Smartest"

1. For the game, you need to prepare cards with mushrooms in advance: saffron milk cap, boletus, aspen boletus, buttercup, chanterelle, morel.

If you wish, you can add cards with other mushrooms.

Whoever quickly tells why people gave this name to this or that mushroom wins.

2. What animals live in the forest? Which of them are animals?

Whoever names the most animals wins.

3. Whoever quickly names what plants need to live wins. Answer: heat, light, air, water.

Game "Fantastic"

Let everyone come up with a fantastic story about the starry sky. Whose story turns out to be the most interesting wins.

Game "Poetry"

You need to write a poem about nature.

The task can be given to both a team and an individual player. The poem can be free-form or with specific words that should be voiced in advance.

The winner will be the one whose poem turns out to be the most beautiful and poetic.

Game "Artist"

You need to draw a picture of the plant you like most. The drawing that scores above all others wins.

Game "Experiment"

This game is a kind of experiment. 😉

Let each player take roasted and unroasted sunflower seeds and try to germinate them. After a week, you need to check which seeds have sprouted.

The one who correctly answers the question “Why?” wins.

Tatyana Strelnikova
Didactic games on ecology (senior preschool age)

Didactic game “Forest - what is it?”

Target: clarify and expand children’s knowledge about the forest as a community of plants and animals; develop imagination and thinking.

Progress: I suggest the children listen to a fairy tale.

Picture 1

Once upon a time there lived an artist. One day this artist decided to paint a forest.

“What is a forest?” he thought. The forest is trees. He took brushes and paints and began to paint. I painted birches, aspens, oaks, pine trees, and spruce trees. His trees turned out very well. And they were so similar that it seemed like a breeze was about to run through and the leaves of the aspen would flutter, the “paws” of the spruce trees and the branches of the birch trees would sway.

And in the corner of the picture the artist painted a little man with a big beard of an old forest man. Because in every forest there must be a forester.

Figure 2

The artist hung the picture on the wall, admired it and left somewhere. And when I arrived, I saw in my picture, instead of green fir trees and curly birches, only dry trunks.

“What happened?” the artist was surprised. “Why did my forest dry up?”

“What kind of forest is this?” - the artist suddenly heard. “There are only trees here.” He looked at the picture and realized that it was the old forest man talking to him. “You drew the trees well, but you didn’t see the forest for the trees. Can there be a forest of only trees? Where are the bushes, grass, flowers?

“That’s right,” the artist agreed, this cannot be. And he began to draw a new picture: trees, bushes, grass, flowers, mushrooms.

“Now it’s good,” the artist praised himself, “now it’s a real forest.” But a little time passed and the trees began to wither again.

“Why is the forest dying?” “That’s why the forest is dying,” said the forester, “because there are no insects in it.”

Figure 4

The artist took his brushes and bright butterflies and colorful beetles appeared on the flowers, leaves, and grass.

“Well, now everything is in order,” the artist decided. And once again admiring the picture, he left again somewhere.

Figure 5

And when I saw my picture again, I couldn’t believe my eyes: in the picture there was only bare earth, the trees stood bare, bare as in winter, even worse. In winter, spruce and pine trees remain green. And then they lost their needles. The artist approached the painting... and suddenly stepped back. Everything on it: the ground, the trunks, and branches of the trees was covered with countless hordes of beetles and caterpillars.

"It's your fault!" - the artist shouted. “You ordered to draw insects, but they ate the whole forest.” “Of course,” said the forest boy, “they ate the whole forest.” “And even I was almost eaten. What should we do?” the artist exclaimed in despair. “Will I never draw a real forest?” “Never unless you draw birds.”

The artist worked for a long time, trying not to forget anything. But when he finally got ready to put down his brushes, deciding that the painting was finished, the forest boy said: “I like this forest. And I don’t want him to die again..."

“But why can he die now? After all, everything is here.”

"Not all. Draw different animals and little creatures.”

He finished his work when it was already completely dark. The artist wanted to turn on the light to see what he had done. But suddenly I heard some rustling, squeaking, snorting.

“Now this is a real forest,” the forester’s voice was heard from the darkness, now he will live.

The artist turned on the light and looked at the painting. But the forester disappeared somewhere. Or maybe he was just lurking in the grass or hiding in the bushes. You never know where he could hide in the forest! After all, thousands and thousands of inhabitants are hiding in it, and they are hiding so that it is completely impossible to see them.

After all, thousands of secrets live in it, which very few can unravel. And there are also amazing fairy tales that live in the forest, very similar to true stories, and there are true stories that are very similar to amazing fairy tales.

Conversation on questions:

What picture did the artist paint?

Who ate all the forest in the picture?

Who did the artist draw to bring the forest to life?

Did the picture turn out beautiful?

How should we treat the forest?

Didactic game “Nature and Man”

Target: consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.

Materials: ball.

Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.

"What is made by man"? asks the teacher and throws the ball.

“What is created by nature”? asks the teacher and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

Didactic game “What is this?”

Target: consolidate knowledge about living and inanimate nature. Develop thinking.

Progress of the game:

The teacher thinks of an object of living or inanimate nature and begins to list its characteristics. If the children guessed it, the next object is guessed; if not, then the list of signs increases. For example: “Egg” - oval, white, fragile, hard on top, often liquid inside, nutritious, can be found in a peasant’s yard, in the forest, even in the city, chicks hatch from it.

Didactic game "Living - Nonliving."

Target: consolidate knowledge about living and inanimate nature.

Progress of the game:

The teacher names objects of living and inanimate nature. If it is an object of living nature, the children wave their arms; if it is an object of inanimate nature, they crouch.

Didactic game “Recognize the bird by its silhouette.”

Target: consolidate knowledge about wintering and migratory birds, exercise the ability to recognize birds by silhouette.

Progress of the game:

Children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.

Publications on the topic:

Abstract of GCD on ecology “Spiders or little monsters” (senior preschool age) MBDOU D/S No. 4 “TEREMOK”, Primorsky Territory, Pozharsky district, urban settlement Luchegorsk. Summary of direct educational activities.

Summary of the travel game “Academy of Fire Sciences” (senior preschool age) Goal: instilling basic knowledge and skills in fire safety. Objectives Educational objectives: To develop the concept of “fire safety” in children.

Summary of an integrated lesson on ecology “The Red Book” (senior preschool age) Topic: “Red Book of Yakutia” Types of activities: educational, communicative, gaming, artistic creativity. Integration of educational.

Synopsis of cultural practice on the topic “Thematic outdoor games” (senior preschool age) Goal: creating a social situation for development.

Summary of the role-playing game “Gas Station” (senior preschool age) Tasks: – create conditions for consolidating the names of numbers. – create conditions for children to become familiar with the work of an operator, dispatcher, driver.

Didactic Spring-design games Designed for use in kindergarten and at home. These are visual and entertaining games that develop basic reading skills, introduce children to the world around them, and expand their vocabulary.

Games Spring design: “Who and what? Living-non-living"

The set includes 9 thematic lotto cards and 6 cut cards with picture chips (72 pieces).

Sky
- forest
- gym
- yard
- sea
- spring
- road
- circus
- winter fun

Hand out thematic cards and display picture chips. At the same time, ask the question: “Who/what is doing?” The player to whom this chip fits takes it for himself and answers the question. The first one to correctly close his card wins.

To help your child develop speech and enrich his vocabulary, choose a variety of verbs for one subject. For example, a dog runs, plays, barks, serves, and so on. You can play the other way around: you name the action, and the child selects from the cards all the objects that perform it. For example, driving - a car, a motorcycle, a tram, a bus.

The cards depict “living” and “non-living” objects. Ask the children to sort them according to this principle or play this way: show the cards, on the “living” cards the children say the names, and on the “non-living” ones they are silent. Whoever made the least mistakes wins. Discuss with your children when to ask “Who?” questions. So what?"

What do Spring Design games develop?

Children study verbs and nouns, identify signs of “living/non-living”, and learn to use words correctly in speech. They expand their vocabulary, compose coherent stories, develop memory and imagination.

Learn your native language with Spring Design games!

Nature and man-made world: didactic games for children, cards for downloading. educational video for children about living and inanimate nature.

Nature and the man-made world: a didactic game for children

From this article you will learn how to introduce your baby to the world around him, how to explain what living and inanimate nature is, what the man-made world is and how they differ, what educational and educational games will help you.

Today I am pleased to introduce another reader of the “Native Path” site and a participant in the competition. She is not only a mother of many children, but also a student at a pedagogical college and a kindergarten teacher by profession. Marina has prepared a game for readers of “Native Path” to familiarize children with the world around them.

I give the floor to Marina: “My name is Smirnova Marina Anatolyevna. I’ve been on the “Native Path” website for a short time—about a year. I live in the village. Chastoozerye. I have three children, a 4th year student at a pedagogical college. I work as a kindergarten teacher. I’m interested in beadwork, drawing (both with pencils and paints), plasticineography, modular origami, sewing simple felt toys for activities, making various crafts, etc. I recently started making educational games for children.” And today Marina Anatolyevna shares with us two games and cards for them.

The natural world and the man-made world. Living and inanimate nature

In didactic games, children not only clarify their ideas about the world around them and the need to take care of it, but also develop: coherent speech, cognitive interest, the ability to analyze, compare, generalize, group objects, and children’s attention.

In didactic games, children learn that the objects around them are different.

Some objects are made by man (the man-made world), while other objects are created by nature (the natural world).

The natural world is also very diverse. There is living nature, and there is inanimate nature.

To the natural world include stars and the Moon, forests and mountains, grass and trees, birds and insects. These are those objects that exist outside of man; he did not make them with his own hands or with the help of machines and tools.

• To inanimate nature include snow and sand, a ray of sun and stones, clay and mountains, rivers and seas.
• Towards living nature include plants, fungi, animals and microorganisms.

To the man-made world include our clothes and shoes, houses and vehicles, tools and hats and much more, shops and other buildings around us, stadiums and roads.

How to explain to children how the natural world differs from the man-made world and how living and inanimate nature differ from each other?

It is very well explained to children what nature is and how living and inanimate nature differ in my favorite program for children about the world around us, “Shishkina School. Natural History". Watch this educational and fun program for kids with your children. Play the game with its characters, discuss their answers and mistakes.

What kingdoms does the natural world consist of?

Children will learn about this from the program“Shishkina School” on the topic “Kingdoms of Nature”, and together with the animal heroes of the program, they will guess riddles about the inhabitants of these kingdoms

And now that your baby has learned what nature is, how to distinguish the natural world from the man-made world, how to distinguish living and inanimate nature, let's play a didactic game and consolidate and clarify children's ideas about the world around them. And Marina’s games and cards will help us with this.

Didactic game 1. “Living and inanimate nature”

Material for the game

• Pictures depicting objects of living and inanimate nature (planet earth, duckling, forest, butterfly, mushroom, mountains, etc.)
• Red and green cards (for each child)
• Two dolls or other toys.

Progress of the game

Create a play situation with toys. Two toys (dolls) quarreled and cannot separate the pictures. Ask the children: “How can we reconcile our dolls? How can you share these pictures between Katya and Masha?” Children discuss how they can help their toys.

Draw the children's attention to the cards - hints, remember what they mean. The duckling is the world of living nature. And mountains are a world of inanimate nature. The child helps the dolls divide the pictures correctly.

• You can give pictures to dolls, for example, give cards to Masha doll with images of living nature, and give cards to Katya doll with images of inanimate nature.
• Or you can enter conditional icons. The duckling card is green and the mountain card is red. Invite the children to cover pictures depicting living nature with green squares (like the duckling), and cover pictures depicting inanimate nature with red cards (like the “mountains” card).
• If the game is played with a group of children, then the adult gives each child a set of pictures and red and green cards for laying them out.

The children’s task is to correctly divide all the pictures into two groups.

Doll Masha and Katya each take their pictures and thank the children for their help, praising them for being very quick-witted and inquisitive.

Download pictures for the game “Living and Nonliving”

Didactic game 2. Nature and the man-made world

In this game, children will learn to distinguish objects of the natural world from objects made by human hands, classify pictures, reason and draw conclusions, and describe objects.

Materials for the game

For the game you will need pictures depicting objects of the natural and man-made world (anthill, mirror, bell flower; electric lamp, etc.).

Progress of the game

A group of children is playing. You can also play in pairs “adult and child”.

Each child receives from an adult a set of pictures depicting various objects of the man-made world. An adult shows a picture of a natural object.

For example, an anthill is the home of ants. Children look among their pictures for objects of the man-made world that look like an anthill. For example, a pair for an anthill can be a modern house, a birdhouse, a stable, or a poultry house, made by human hands. Or perhaps your child will find another pair and be able to prove that it is suitable, because... similar to the original picture in some way.

You need to not only guess and find the right picture, but also prove that this picture matches the picture shown to adults.

Examples of such pairs in cards for the game:

• bell flower (natural world) - bell (man-made world),
• the sun is a light bulb,
• hedgehog - metal brush - comb with long teeth,
• live butterfly - a butterfly for a festive costume,
• planet Earth - toy ball,
• cobweb - fishing nets,
• swallow with wings - airplane with wings,
• cancer claws - pincers as a human tool,
• snowflake and snowflake - lace napkin,
• A living mouse is a computer mouse.

Inna Dredunova
ECD on environmental education with children of the senior group “Living and non-living. Connections and differences"

GCD according to environmental education with children of the senior group Topic:

Subject: Alive and not alive, Connections and differences.

Goals:

Strengthen children's knowledge about living and inanimate nature and the ability to distinguish between living and inanimate objects; to form in the child an idea of ​​the inextricable connections between living and nonliving nature; consolidate and clarify children’s knowledge acquired during the school year; to develop knowledge about the norms and rules of behavior in nature; expand the range of cognitive interests of children, form new ways of cognitive activity.

Tasks:

1) Developmental

Develop curiosity, memory, and the ability to draw conclusions about the development of nature;

Develop creative imagination, the ability to fantasize;

Develop active speech skills, enrich active vocabulary;

Promote the development of cognitive interests;

Introduce an effective relationship with nature.

2) Educational

Expand knowledge about living and inanimate nature, show their interdependence;

Learn to solve riddles;

Learn to quickly find the correct answer to a question;

Learn to solve problem problems.

Equipment: Presentation, letter from a know-it-all, magic box with gifts, counting sticks.

Progress of the lesson.

Educator: Hello guys! Today, having come to our group I found a letter and package in my mailbox from the great Know-It-All. Let's read what it says (teacher reads the text of the letter).

“This parcel contains gifts for the guys senior group. To get for your group gift, you need to be careful. Whoever has the most correct answers will receive a gift for his groups! "KNOW-ALL"

(For the correct answer, the child receives a counting stick).

Educator:

Look my dear friend,

What's around?

The sky is light blue,

The golden sun is shining,

The wind plays with the leaves,

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests,

Thunder, fog and dew.

Man and season

It's all around (nature).

Educator: Guys, what is this poem talking about? (about nature).

We are surrounded by living nature and inanimate.

TO alive nature includes everything that can breathe, grow, eat, move, reproduce, die (plants, animals, fish, humans, insects, etc.)

Educator: TO inanimate nature refers to that which decreases, collapses, increases, dissolves. Give examples inanimate nature?

Children: Sun, air, soil, water.

Educator: Wildlife depends on inanimate nature, without air, water, soil, sun, neither plants nor animals, nor a person.

Let's conduct an experiment: Inhale deeply and hold your breath.

Without air a person is like everyone else alive won't live even a minute!

Educator: What cannot be called nature?

Children: Something made by human hands.

Educator: Is there a car in nature?

Children: No, because it is made by human hands.

Educator: Man is called the king of nature. Is it correct why a person is called that? (children express their thoughts).

Man is a thinking, rational being. He learned a lot from nature.

He is smarter than everyone else on Earth, and therefore stronger than everyone else!

But, thanks to his power, man became the cause of the death of many animals, plants, their habitats.

Remember! TO inanimate Nature must be treated with great care. Our life and the life of everything alive on Earth depends on its well-being.

Didactic game « alive, inanimate»

Educator names three objects inanimate and living nature, choose the extra one from them.

Stars, moon, cat;

Air, fox, man; etc.

Educator: Let's repeat what living nature differs from nonliving nature?

Children: Inanimate nature, unlike living nature, does not breathe, does not grow, does not reproduce, does not feed.

Didactic game "Finish the sentence"

Educator: Finish my sentence.

Inanimate nature is. (stars, moon, wind, water, air, etc.)

Wildlife is. (plants, animals, insects, fish)

All living organisms cannot live without. (inanimate nature) .

Remember: inanimate nature can exist without us, we without we will die to inanimate nature!

(Children count sticks, the child who receives more counting sticks receives a gift from a magic parcel for everyone groups).