Forms and methods of developing phenological knowledge among junior schoolchildren in the course “the world around us.” Methodology for conducting phenological observations in environmental and biological educational institutions Formation of phenological knowledge among younger schoolchildren

Regular observations of seasonal changes are carried out on the basis of noticeable phenomena in nature. All received data is structured in unified system. It's called general phenology. Next, let's take a closer look at this discipline. Let's find out what the science of phenology studies.

Terminology

The official history of phenology began in the mid-19th century. The term was first proposed by Charles Morran (a botanist from Belgium). Phenology as a science is a system of knowledge and a set of information about seasonal phenomena in nature, their causes and timing of occurrence. Observations are made on the basis of so-called phenoindicators (we will discuss what they are below). Speaking about what phenology studies, it should be mentioned that in the course of research, the spatio-temporal patterns of cyclic changes in natural objects and their groups associated with the movement of the Earth around the Sun throughout the year are determined.

Indicators

As mentioned above, phenological observations are made on the basis of noticeable natural phenomena. These, for example, include the appearance of “earrings” on a birch tree or yellowing of leaves. All these signs are called “phenoindicators”. They characterize the transition of living nature from one seasonal phase to another.

Average temperature indicators

Based on these parameters, a more specific determination is made natural phenomena. So, for example, a stable transition to an average temperature per day above 0 degrees is considered the climatic arrival of spring, and above 15 - summer. Speaking about what phenology is, one cannot help but say that the entire system of research is built on the analysis of periods of different durations. For example, narrower changes in temperature indicators are considered - every five degrees. As a result, each season is divided into short periods - phenological phases. Each period has its own complex (phenomena). Thanks to them, researchers distinguish one phase from another. The periods based on the most characteristic phenomena have their own names, which are fixed in folk calendars.

Research method

Seasons and seasons correspond to each other. Visual phenological observations, which are a traditional technique or method of research, make it possible to record the timing of the onset of certain phenomena. To achieve comparability of information obtained by different researchers, special programs, atlases and explanations for them. Such methodological publications phenophases of plants and seasonal phenomena of the animal world are described. For scientific purposes, phenological observations are a way to study geographical and biological objects and establish patterns.

Spring: general information

Above, considering the question of what phenology is, we mentioned that this system has special structure. In addition to the fact that the discipline distinguishes seasons (relatively long periods corresponding to the seasons), there are also shorter periods of time - phases. So, spring includes 4 subseasons. Each of them has its own indicators.

Snow melting

This is the first subseason of spring. It begins with the formation of the first thawed patches in the field. The end of the period is determined by the first flowering of hazel and during this stage, larks, starlings, gulls and rooks arrive. Birch and maple trees show swelling of the buds and movement of sap. Snow begins to melt on the fields and gradually disappears, and water bodies are freed from ice. In this subseason, ice fishing ends and open water fishing begins. Some inhabitants of reservoirs (ruff, asp, podust, dace, ide, pike) begin to prepare, and in some places begin to spawn. In some areas, bream and roach are caught quite well during this period.

Revival of spring

The beginning of the second subseason coincides with the flowering of sulfur alder. The most accurate indicator of this period for city residents is considered to be coltsfoot, turning yellow in vacant lots. The beginning of the phenomena characteristic of this period in the Central zone is usually observed on April 15-20. At this time, the final disappearance of ice in water bodies is observed. The soil begins to dry out at the top. At the same time, country roads become passable for people and accessible for transport. This, in turn, opens the way for anglers to remote areas. In the second subseason, woodcocks and cranes arrive, bumblebees appear, and frogs begin to “voice.” At the same time, the revival of earthworms is noted. As for river inhabitants, the spawning of ide and pike is ending, for asp and ruff it continues, and for perch and bream it is just beginning. In this subseason, the buds have already bloomed on the birches, and the elm is gathering dust.

Mid spring

At the beginning of the third subseason, the birch trees were already dressed in green foliage. Warming has been observed for approximately two decades at this time. The air temperature rises not only during the day, but also at night. The greenery of the bushes and trees becomes denser, and the orchards begin to bloom. Insects are increasing in number, as are the songbirds that feed on them. In the fields, meadows and forests there is vigorous greening and flowering. Nightingale trills can be heard in coastal thickets, and quail trills in meadows and fields. The corncrake also begins to sing. Other signs include the completion of spawning in ide and continuation in podust and roach. Pike fishing begins, fishing for bream, which has managed to partially spawn, as well as chub and crucian carp begins. The end of the subseason is indicated by the flowering of purple lilac and rowan.

"Predletye"

The fourth subseason is characterized by the end of flowering with the heading of meadow grasses and winter rye. The phenomena occurring during this period coincide with the emergence of dragonflies. Flowering of the cornflower is observed in dry areas, and forget-me-nots are observed in damp areas.

Summer: 1 subseason

First of all, it must be said that it is divided into three phases. The first is the beginning of summer. This stage is indicated by the flowering of rose hips. This, in turn, is accompanied by other phenomena. So, for example, mock orange and viburnum bloom in the gardens, rye, toadflax and cornflower bloom in the fields, and white water lily on the water. The temperature is rising, the air is getting warmer. At this time the longest days of the year. There is an increase in temperature in water bodies.

"Full" summer

The beginning of the second, main, subseason coincides with the small-leaved season. This phenomenon in the Central zone is observed, as a rule, between July 5 and July 15. In big cities, however, this happens a little earlier. As a passing indicator of the onset of full summer, one should use the ripening of black and red currants, garden strawberries, and in the forest - blueberries. The nightingales begin to subside and the cuckoos fall silent. Yellow tansy and blue chicory are blooming on city lawns. Grasshoppers appear in large numbers.

Summer decline

This is the last, third subseason. The period is characterized by the beginning of lingonberry ripening. The nights are becoming noticeably longer. At dawn, cold dew begins to fall. The water temperature in rivers and ponds is gradually decreasing. The grass that was cut during haymaking has time to grow by this time.

Autumn: beginning

This season, like the summer one, includes three phases. In the European part of the Russian Federation, the entire period lasts just over 3 months. The beginning of autumn is characterized by the appearance of yellow strands in the crown of elm, linden and birch. The end of the subseason is marked when the number of green and colored leaves becomes approximately the same. This is most often celebrated in the last ten days of September, and in wet and warm autumn - in early October. Honey mushrooms begin to appear in the forest. There is a web in the air, a flying web. The water continues to cool, but in large bodies of water the temperature decrease occurs unevenly, starting from the top layer.

"Gold autumn"

The second subseason is characterized by widespread yellowing and falling leaves. The forests gradually begin to become bare, birds gather in flocks and fly away to warmer climes. Starlings and rooks wandering along roadsides and field edges are also preparing for migration. The end of leaf fall on elm, aspen and birch indicates the beginning of deep autumn. This period lasts until the very first snow. The temperature is getting lower and the last flocks of ducks, swans and geese are flying south. Water and ground air are cooling faster and faster.

Pre-winter

The period ends with autumn, which is also a transition to winter. Actually, this subseason got its name for this. At the beginning of this period, the first snow falls. The phase ends with freeze-up and the formation of a sled run.

Winter

Researchers also divide this season into three phases. During the entire period, the plants remain in deep dormancy, and of the entire variety of birds, only those that are well adapted to the winter cold remain. The forest becomes almost empty - almost all the animals hibernate, and those who are not sleeping hide in holes. As a rule, winter begins at the end of November and lasts until approximately the second half of March.

First winter

At the beginning of this first subseason, the reservoirs are covered with solid ice. From this point on, ice fishing opens. The phase ends on the 20th of December, during the winter solstice. At first, the intense bite becomes somewhat "capricious" as the ice cover becomes thicker, the days are shorter, and the volume of dissolved oxygen in the water decreases.

Root winter

This is the second sub-season. It usually starts in February. At this time, the great tit begins to “sing”.

Turning point of winter

The final phase begins with the increase in daylight hours. From this moment on, the “spring of light” begins. Icicles begin to grow and droplets ring. During the day the sun warms up noticeably.

Interrelation of phenomena

Returning to the question of what phenology is, we note that not only natural phenomena are studied within the discipline. It should be noted here that the duration of the seasons and phases depends on the landscape and geographical location of the territory. All periods are interconnected. Each phase occurs within a certain period of time. For example, the spring flow of sap occurs earliest in Norway maple. 2 weeks after its onset, swelling of the birch buds will be noted, which, in turn, is a signal for fishermen: this means that the ide is becoming active. As already said, great importance has also during the day. Until it rises above 5 degrees (with a plus sign), the plants are in forced rest.

Why is research needed?

Methods and tasks of phenology have practical significance, and first of all - for National economy. Patterns underlie the compilation of calendars of seasonal events. They, in turn, are used in organizing work on nature conservation, combating diseases of beneficial plants, and timely elimination of pests. Information about periods of mass bird migration is important for aviation. Remote sensing of the earth's surface requires data on the optimal time to conduct research into the timing of bird migration. The results of visual phenological observations are used in the design of sanatoriums and planning tourist routes. Research makes it possible to identify local natural indicators, which, in turn, make it possible to determine the seasonal state of nature and predict the nature of the growing season.

Phenological maps, especially large-scale ones, are needed for planning certain seasonal productions. Natural signals are important when developing territories and breeding new species of animals and plants. Thus, speaking about what phenology is, we can draw an obvious conclusion: this discipline is complex. It includes various techniques and research methods. Everything that phenology studies allows for the most rational use of the natural environment.

phenological knowledge schoolboy excursion

An excursion is a form of educational process that allows you to observe and directly study various objects, phenomena and processes in natural or artificially created conditions. The main didactic goal of excursions is the formation of new knowledge mainly through direct observations of natural, social, industrial objects and phenomena. On excursions, children have the opportunity to observe the objects and phenomena being studied under the direct guidance of the teacher.

Methodology for conducting phenological observations

Seasonal changes in the life of plants and animals (blooming leaves, leaf fall, arrival and departure of birds, etc.) are called phenological phenomena. The mandatory minimum content of primary education recommends regular observations of the weather and seasonal changes in nature.

Conducting phenological observations is a necessary condition studying a natural science course. Observations of the weather and the phases of development of plants and animals continue during the study of biology and geography, so it is very important in the preparatory course to acquaint children with the rules of making observations, to develop in them initial skills in selecting objects and recording the results of observations.

K. D. Ushinsky also pointed out the pedagogical value of taking into account seasonal changes in nature when working with primary schoolchildren: “If teaching does not want to be dry, abstract and one-sided, but strives to develop the child in all his harmonious natural integrity, then should never lose sight of place and time... I don’t find... a better way than to take as a subject for readings and conversations the area that surrounds the child and the time of year when the teaching takes place, so that the impressions... are alive in the child and can be verified by his own experience and feelings."

A. Ya. Gerd attached great importance to conducting phenological observations. He wrote: “In the spring, children make daily observations of the awakening vegetation, the development of buds, the arrival of birds, in the fall - of the withering of flowers, changes in the color of foliage, the ripening of fruits, of an ant heap or a beehive, etc.” .

At the beginning of the 20th century, the methodology for conducting school phenological observations was developed by D. N. Kaigorodov. “...If you noted the day of the opening of a local river (pond, lake), you have already made a phenological observation. If you marked the day when the cuckoo crowed for the first time, the lark sang, the first swallows appeared..., the birch tree turned green,... the first one passed spring thunderstorm, the river is covered with ice... - you have already made a whole series of phenological observations,” he wrote in the book “On School Phenological Observations.”

I. I. Polyansky believed that if such observations are carried out year after year, then they “... ultimately draw the observer in, turn into a need... Bringing them closer to the surrounding nature, they are very valuable because... they force us to look carefully at the surroundings, foresee... what phenomenon should be expected in the near future... The study of the sequence and connection of phenomena makes it possible to foresee. For example, the spring arrival of black swifts almost unmistakably indicates the approach of a warm air current...”

Phenological observations contain many valuable pedagogical elements and give scope research work. Carrying them out helps develop attention, observation, memory, logical thinking children - qualities necessary when studying natural sciences.

Teaching methods

The presented program is built on the principles of developmental education, which involves developing in children the ability to think independently, analyze, generalize, and establish cause-and-effect relationships.

To implement software requirements, the following methods are used and methodological techniques:

· stimulating students to constantly expand their knowledge about environment(lessons - business games, fairy tale lessons, conference lessons, seminars, conversations, reports, student abstracts, debates, quizzes, KVN, holidays);
· development of creative thinking, the ability to foresee the consequences of human nature-forming activities (conversation, observations, experience, laboratory work);
· development of research skills, abilities, making environmentally sound decisions (problem-based approach in the learning process);
· involving students in practical activities to solve environmental problems of local importance (organizing ecological trails, expeditions, protecting nature from destruction, promoting environmental knowledge - lectures, conversations, holidays, conferences).

One of the leading verbal methods is conversation, based on children’s knowledge and a story that provides new information. Various types of conversations are used: generalizing, comparative, reasoning conversation, conversation using diagrams and models, dramatization conversation.

During the classes, diagrams, tables, photographs, transparencies, videos are demonstrated, and a variety of handouts are used.

Playing is a favorite activity of children. Pedagogical experience of working with children shows that the inclusion of games in the learning process and the formation of schoolchildren’s system of ideas about nature and ecology becomes effective means raising children. Therefore, the leading technology of the “Seasons” program at the first stage was the game technology, which is due to the age and characteristics of the material being studied. Subsequently, this type of activity is gradually replaced by research and scientific-practical work to study the nature of the native land and city.

In addition, the program provides for the use of the method of repeated observation of natural objects, analysis of what is seen and heard, reflection of one’s impressions in various types of activities, and modeling of natural phenomena.

All this will allow students to experience the beauty and uniqueness of nature, understand the need for its protection and careful attitude.

To organize observations of seasonal phenomena in nature, the teacher needs to know the basic rules for conducting them.

1. Select a permanent observation site. It should be located near the school or the children's place of residence. When comparing observations, remember that different parts The microclimate of the city is different. Therefore, the same phenological phenomena (for example, the flowering of bird cherry) can be observed in different time in the center and on the outskirts, in the southern and northern parts of the city.
2. The selected area should be characteristic of the surrounding area in terms of its relief and vegetation composition. Mark several types of trees and shrubs growing next to each other and in sufficient quantities. Try to notice how the timing of seasonal changes is affected by the conditions in which the plants are located (sunlight, elevated or lowland area), and their age.
3. Determine the names of trees, shrubs and herbaceous plants in your area. These can be: black poplar, Norway maple, silver birch, brittle willow, Scots pine, red elderberry, Tatarian honeysuckle, May rose, cinquefoil, meadow clover and other common plants. Keep separate records for each type.
4. Carry out observations daily in spring, 2-3 times a week in summer and autumn. Remember that the quality of observations depends on their frequency.
5. Observe insects, birds and other animals in complete silence. Do not handle animals. Remember that you cannot observe the life of any organism outside the conditions of its existence.
6. Correlate the onset of one or another phenological phenomenon with the weather, the state of reservoirs, and soil. This will help you establish patterns in the development of inanimate and living nature.
7. Make all records of natural phenomena occurring on the same day. Otherwise, you may forget the exact date of their occurrence.
8. Children can conduct summer observations together with their parents or while relaxing at a health camp.

The class should have a “Phenological Corner”, which most often has the following headings:

a) weather observations (for a month);
b) a plan for phenological observations (of inanimate nature, plants, animals);
c) folk calendar;
d) “This is interesting” (interesting information about natural objects and phenomena);
e) “Think, observe, answer” (questions and tasks with an envelope for children’s answers). The information contained in these sections must be updated every week.

Sections may change. The phenological corner can accommodate additional material to the current science lesson; review periodicals about nature; competitions are held for the best drawing, photograph or essay about excursions and walks in nature.

In addition, the calendar “Seasonal development of nature in our area” is placed in the corner. It may look like this (Table 8):

It is quite obvious that phenological observations cannot be contained within the framework of educational activities. They require free communication with nature during extracurricular and extracurricular (summer) time. The results of such observations should be recorded in special phenological diaries.

“Diaries of observations of nature and human labor activity” for students in grades 1-4 were created by E. A. Valerianova, and subsequently by Z. A. Klepinina and G. N. Akvileva. They are based on tasks for observations in nature, grouped by season. The observation plan corresponds to the traditional structure of natural history programs. Within the season, tasks are distributed according to a certain logic: first, tasks are given to observe inanimate nature, then plants, animals, and, finally, human labor. This order reflects the natural relationships in nature. Each season has weather observation tables (cloudiness, precipitation, temperature, wind). To record such observations, the diary contains symbols indicating weather phenomena.

In the mid-90s of the last century, federal “Observation Diaries” ceased to be published. In the second issue of the magazine “Pedagogy” for 1995, an article by D. I. Traitak “Natural science, what it should be like in elementary school” was published. In it, the author complained: “In teaching natural history, students’ contact with nature has noticeably broken down. They began to study it mainly from textbooks... Surprisingly, recently teachers do not encourage students to fill out “Observation Diaries”. We have to grieve how easily we parted with them.”

With the advent of local history information, children's observations became more meaningful. Students no longer just noticed that, for example, the bird cherry blossomed, but concluded that the beginning of the year had arrived and could compare whether this phenomenon occurred earlier or later than usual in the current year.

According to teachers' feedback, the inclusion of regional phenological information in the "Diary of Observations" and an explanation of why it is necessary to observe certain phenomena in nature led to an increase in the cognitive activity of children and even their parents.

Regular extracurricular observations of seasonal changes in nature begin in 1st grade and are carried out throughout all years of primary school. Observation tasks for the upcoming period of time (usually a week) are selected by the teacher from the “Observation Diaries”, taking into account the likelihood of certain seasonal phenomena occurring at that time. Tasks are outlined for observing inanimate nature, the life of plants, animals, and human labor. Students are explained what objects and phenomena they should focus on, and the rules for determining the dates of occurrence of expected phenomena are explained.

For example, students must determine the dates of the onset of the following autumn changes in the life of plants: the beginning of the autumn color of leaves (it is necessary to notice the first cases of partial changes in the color of leaves in the trees and shrubs you have planned for observation); full autumn leaf color (among the observed plants, more than half of the trees and shrubs appeared with completely changed leaf color); the beginning of leaf fall (in calm weather, leaves begin to fall with a slight shaking of the branches); massive leaf fall (from most trees and shrubs of this type of foliage falls in noticeable quantities); the end of leaf fall (the vast majority of trees of the observed species have lost their leaves; the leaves remaining on individual branches are not taken into account).

The teacher must tell students the average timing of the onset of specific phenological phenomena in a given area and explain that we are talking only about the probability of their occurrence, and this does not mean at all that this phenomenon should occur at the specified time. At the same time, students should understand that by observing certain objects, they can notice other phenomena, even unlikely for a given period of time (for example, the re-blooming of some plants in the fall). If large deviations from the average terms for a particular area are observed, their causes are analyzed.

The results of observations are summed up at the “Calendar Minute” - a special stage of each science lesson - according to the plan:

1) weather characteristics for the week;
2) analysis of seasonal changes in inanimate nature;
3) phenological phenomena in the life of plants and animals;
4) establishing cause-and-effect relationships between seasonal changes in inanimate and living nature;
5) participation of children in seasonal work and environmental activities.

At the end of each month, the results of observations for the month are summed up, and at the end of the season - for the season.

For a more colorful and imaginative description of phenological phenomena, natural and pictorial visual aids, poems, folk signs, etc. can be used in the “Calendar Minutes”. This stage usually takes 3-5 minutes and is carried out at the beginning of the lesson.

At first school year“Calendar Minutes” are conducted by the teacher, gradually involving “on-duty phenologists” in the analysis of the weather and seasonal changes in nature. By the end of 1st grade, children themselves summarize their observations and learn to select additional material for conducting “Calendar Minutes.”

“Phenologists on duty” are appointed for a week, during which they fill the class-wide “Phenology Corner”. This gives all students the opportunity to control the accuracy of their personal observations. During the season, each student must play the role of a “duty phenologist.”

The teacher’s control over the completion of the “Observation Diary” tasks is very important. Their frontal inspection is carried out monthly and grades are given.

Extracurricular observations are directly related to students' homework.

Homework is a form of organizing students to independently complete teacher assignments related to lessons.

Homework is only developmental when it activates the student’s thoughts and encourages him to work independently.

There are several groups of homework.

1. By content:
- a) formation tasks general concepts. For example, after studying the topic “Bodies, substances, particles” in the natural history textbook by A. A. Pleshakov, the task is given: “Pay attention to what solid, liquid and gaseous bodies and substances surround you at home”;
- b) tasks related to the development of skills and abilities. For example, having studied the properties of water, children at home complete the task: “Using experiments, determine which of the listed substances are soluble in water and which are not. River sand, baking soda, starch."
2. For didactic purposes:
- a) consolidation of acquired knowledge. For example, after studying the topic “Plant Diversity,” students must prepare an oral answer to the question: “Why are plants needed on Earth?”;
- b) systematization of knowledge. For example, having studied the topic “Who eats what,” children at home complete the task: “Distribute the animals into groups depending on the way they feed: crow, jerboa, dragonfly, frog”;
- c) preparation for the perception of new things. For example, before studying the topic “How do plants reproduce,” students should think at home about the question: “What conditions are necessary for seeds to germinate?” To do this, they need to remember how they grew plants from seeds in labor lessons.
3. By the nature of the activity:
- a) reproductive. These tasks require you to reproduce the types of activities that children performed in class. For example, reading and retelling a textbook article;
- b) creative. They require the use of knowledge and skills acquired in the lesson in new conditions. For example, in the textbook “Natural Science” for the third grade by A. A. Pleshakov, after getting acquainted with protected plants, the task is proposed: “Draw up a little book for your younger friends “Take care of plants.” On the first page, write what the plants would say to the kids if they could talk.”
4. According to the method of execution:
- a) oral - this is reading textbook texts and additional literature, oral answers to questions, retelling an article according to plan, etc.;
- b) written assignments and graphic works, which are most often performed in workbooks or in “Observation Diaries”;
- V) practical tasks. These may be tasks that require the performance of simple experiments or observations of objects and natural phenomena. For example, after getting acquainted with the species and organs of plants according to the textbook by A. A. Pleshakov, the following is done homework: “Find out what plants are found near your house. Find plants of the same type, different types. Consider the organs of plants. Compare them in plants of the same species and different species.”

When giving homework to students, the teacher must be guided by the following requirements:

1. Target setting before the task. Students must understand the purpose for which they need to complete this or that task.
2. Special time allocated during the lesson for instruction. The teacher must explain in detail how each task should be completed and ensure that each student understands it.
3. Recording of homework by students. The teacher should write down homework on the board and ensure that the children copy it down in their diary.

Homework should be individual. When selecting tasks, you should take into account the level of preparation junior schoolchildren and their interest in the subject. Lagging students are given assignments that require them to review the main topics of the course. Students with a special interest in science should choose creative activities that broaden their horizons. For example, prepare and present a literature review on a specific topic.

Methodically well organized Homework Helps the teacher deliver a science lesson effectively.

Olesya Lisiy
Project: “Phenological observations in the system of familiarizing preschool children with natural phenomena”

Project: “Phenological observations in the system of familiarizing preschoolers with natural phenomena.” From the work experience of a teacher at MBDOU No. 30 Lisiy Olesya Nikolaevna

One day, while playing on a walk, a student from the group asked me a question: “Why does the turntable spin on the street, but not on the veranda?”

The rest of the children in the group also became interested in this issue and joined in the discussion of the problem that arose. As a result of the discussion, we came to the conclusion that the reason for everything was the wind. And wind is nothing more than the movement of air. So in middle group Our first project “Air” was born.

My children and parents became interested in studying the phenomena inanimate nature. At the same time, the idea arose to update and enrich the weather site in our kindergarten new devices with the help of which children will be able to expand their natural science knowledge not just from stories and pictures, but by carrying out practical actions with special devices and meteorological instruments while becoming familiar with natural phenomena.

Relevance of the problem:

In a preschool institution, children are introduced to nature, the changes that occur in it, at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed.

Psychologists have proven that in children of the first seven years of life, thinking is visually effective and visually figurative. Hence, pedagogical process in kindergarten it should mainly be based on visual and practical methods. It is especially important to observe this principle when carrying out natural science and environmental education. In order for the pedagogical process to be effective, when working with children it is necessary to pay great attention to conducting observations and experiments with objects of living and inanimate nature.

In kindergarten, this problem is relevant, since modern research by teachers indicates that preschool age is the genetic stage at which the foundations of all subsequent mental development are laid. A. V. Zaporozhets (psychologist, teacher) said: “A huge amount of knowledge and skills acquired in this age period are acquired instantly, fixed forever, until the end of life, and are the last to be lost during aging.”

So why is it important to develop the ability to observe already in preschool age? Because, from early childhood, a child shows natural inquisitiveness and curiosity, which help him navigate his surroundings. And wherever the observation process takes place - on a walk or excursion, it must be well organized and carried out correctly.

To date, the methodology for organizing phenological observations in kindergartens has not been fully developed. This is due to many reasons: insufficient theoretical elaboration of the issue, lack of methodological literature and, most importantly, the lack of focus of teachers on this type of activity.

Thus, the theme of my experience was formulated: “Phenological observations in the system of familiarizing preschoolers with natural phenomena.”

Familiarization of preschool children with the surrounding natural world is considered within the framework of educational field“Cognitive development” also provides for the solution of such tasks How:

Formation of primary ideas about living and inanimate nature;

Fostering a humane, emotionally positive, careful, caring attitude towards the natural world and the environment in general.

The most important thing is that in the process of environmental education children develop cognitive interest in the natural world, curiosity, creative activity, i.e. personal qualities child, which are presented as targets in the Federal State Educational Standard for Education.

Thus, in accordance with the requirements of the Federal State Educational Standard for environmental education of preschool children, it was assumed that:

Hypothesis:

The formation of practical skills in working at a meteorological site with meteorological instruments will contribute to the development of research skills (the ability to identify a problem, observe, conduct an experiment, analyze, generalize) and foster the ecological culture of preschool children.

Expected result:

Children should gain a basic understanding of the weather and its significance in human life, and the profession of a meteorologist;

Children should acquire skills in using weather observation instruments;

Have a basic understanding of air temperature, pressure, wind direction;

Know signs, proverbs, sayings about the weather.

So, purpose my job became:

Teaching children to observe, record and basic forecast weather conditions.

Were determined tasks:

Educational:

Expand children's knowledge about natural objects (air, water, soil, their weather conditions;

Learn to predict the weather based on the reaction of inanimate nature;

To form basic environmental knowledge and ideas through forecasting;

Develop ecological thinking in the process of conducting elementary experiments.

Personality-oriented:

Develop visual materials that influence the development of intellectual and research activities children.

Develop cognitive activity and curiosity;

Educational:

Fostering a caring attitude towards all life on Earth, love for nature;

Developing skills to apply knowledge in practice.

Positive public opinion of parents about the work of preschool educational institutions.

The first stage of my work (organizational stage) was the determination of goals and forms of interaction with the subjects of the process.

To do this, I studied scientific materials, methodological manuals on this topic, which helped theoretically prepare for the next events. A survey of teachers was organized to study the awareness of participants in the educational process on this issue, on the basis of which I was subsequently able to prepare information, consultations and workshops in order to increase the level of knowledge on the topic “Weather and its observations.”

The next step was the preparation of “Perspective planning for familiarization with the phenomena of inanimate nature.”

At that time, working as a teacher in the middle group, she organized work to enrich the subject-development environment both in the group room and at the weather site. Materials, equipment, attributes for educational and research activities, and a “All Year Round” layout were created with their own hands; material for productive activities has been selected; didactic games, illustrated material, fiction environmental issues, a card index was compiled on the topic “Phenological observations in the system of familiarizing preschoolers with natural phenomena,” which included riddles, poems and signs.

Practical activities of parents was aimed at:

Manufacturing of assistant devices.

Collecting information for album design.

Providing assistance in purchasing exhibits for the mini-museum “I want to know and measure everything.”

Activities of educators was as follows:

Conducting targeted walks.

Getting to know works of art, “smart” books (encyclopedias).

Design and work in corners of nature, production of models “Seasons”, “Thermometer”.

Activities of teacher-organizers carried out in:

Conducting excursions, conversations, experiences and experiments with children according to a long-term plan.

Conducting consultations with teachers in order to increase the level of knowledge on the topic “Weather and observing it”;

Consultation for educators “Fixing observation results in diaries and calendars”;

Speech before preschool teachers on the topic “Observation as a method environmental education» ;

Consultation for teachers “Modeling as a method of environmental education.”

In the process of becoming familiar with meteorological instruments, the need arose to develop a unified algorithm for studying them.

Algorithm for getting to know weather instruments:

Device name;

Purpose (what it is used for);

Structure (appearance);

Rules for working with devices;

Rules for safe use.

Benefit (determining the importance of the device).

Thus, we constantly support children’s interest in new knowledge and getting to know new equipment, reinforcing existing skills in determining weather readings.

All observations and measurements are carried out with constant recording of the results obtained in diagrams placed in the corners of nature and weather in groups. Working with diagrams also includes summing up the results for a month, for a season (winter, spring, summer, autumn).

By observing the weather, children learn to identify individual phenomena, their degree of intensity and other characteristics. Children observe not only the weather phenomena themselves, but also their impact on surrounding objects.

During the work in this direction, children's level of cognitive development has significantly increased, practical skills in using meteorological instruments and skills in recording observation results have improved.

Not only children, but also their parents became interested in the work of the weather site. They were pleased that their children were doing interesting things.

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Introduction

Chapter 1. Theoretical basis formation of phenological knowledge among junior schoolchildren on excursions into nature

1.2 Forms and methods of developing phenological knowledge among junior schoolchildren in the course “The World Around us”

1.3 Excursion and conditions for its organization for the formation of phenological knowledge among junior schoolchildren in the course “The World Around us”

Chapter 2. The process of developing phenological knowledge among younger schoolchildren on excursions to the natural environment

2.1 Analysis teaching experience on the formation of phenological knowledge among junior schoolchildren in the course "The World Around"

Introduction

The term “excursion” is widely used in pedagogy. primary school as a form of organizing the process of cognition of the surrounding nature. Children perceive unusual lessons with interest, so any trip, real or virtual, causes them a whole range of positive experiences. The emotional side of a travel lesson is expressed in supporting the state that is caused by the excursion, and above all, the feeling of joy from direct communication with nature. Another feeling that often manifests itself in students during an excursion is surprise. It occurs under sudden circumstances. For example, the click beetle is able to jump and turn over in the air, and then disappear into the thick grass, which causes genuine amazement in children.

To enhance positive emotions the teacher can include excerpts from poems in the excursion outline.

The emotional experiences of children on excursions are often ambiguous. The same object (toad, spider, grass snake, cockchafer, etc.) can cause contradictory emotional relationships. This phenomenon of duality (ambivalence) of feelings manifests itself because the characteristics of natural history objects have different effects on younger schoolchildren. At this age, the child is very dependent on the lifestyle of the family and its moral principles. And if parents are disgusted with spiders, worms, etc., then the child on an excursion will look at the animals with disgust, and even show aggressiveness towards them. It is important for a teacher to be able to transform negative feelings into a positive emotional state.

Excursions into nature are the most important form of environmental education. They help you understand better educational material, expand and deepen students’ knowledge and, most importantly, contribute to the formation of an ecological worldview. Children on excursions see natural objects with their own eyes, observe various phenomena, establish relationships between the inanimate and the living in nature - everything that they read about in a textbook, fiction or popular science books. Unfortunately, this form of acquaintance with nature is used very little in primary schools, although no one doubts the importance and necessity of such activities.

Chapter 1. Theoretical foundations for the formation of phenological knowledge among primary schoolchildren on excursions into nature

1.1 Contents of phenological knowledge and skills in the course "The World around us"

Currently programs initial course Natural history classes require mandatory excursions. The dates of their holding are entered by the teacher into the calendar-thematic plan. The excursions provided for in the program are conducted during school hours, their content must be related to previous and subsequent science lessons.

The work program on the “World around us” was developed on the basis of the Program of the Ministry of Education of the Russian Federation: Primary general education, author’s program “The World Around Us” by A. A. Pleshakov, approved by the RF Ministry of Defense in accordance with the requirements of the Federal component state standard primary education.

Relevance of the program

“The world around us” in elementary school - the formation of a holistic picture of the world and awareness of a person’s place in it based on the unity of rational scientific knowledge and the child’s emotional and holistic understanding personal experience communication with people, society and nature. The course “The World around us” has an environmental focus, which is determined by the special relevance of environmental education in modern conditions. With the beginning of the third millennium ecological problems, which arose earlier, not only did not disappear, but continued to deepen. In the 21st century, their solution takes on the character of a factor in the survival of mankind. Environmental problems will be particularly acute in Russia, since our country is solving the most complex problems of economic and social development in conditions of an extreme deficit of environmental culture in society. The significance of the course is that in the course of studying it, schoolchildren master the basics of practice-oriented knowledge about man, nature and society, learn to comprehend cause-and-effect relationships in the world around them, including on the diverse material of the nature and culture of their native land.

Section title		Excursions	Practical work
Nature - 21 h	Seasonal changes in nature (autumn phenomena). Ecological connections between plants and animals: plants are food and shelter for animals; animals are distributors of fruits and plant seeds. Negative influence of people on plants and animals (picking bouquets, breaking off branches, deforestation, catching beautiful insects, excessive hunting and fishing, destruction of bird nests and anthills, etc.). Protection of plants and animals of our region. Rules of behavior in nature.	Observing autumn changes in nature.	1.Introduction to the design of a thermometer, measuring the temperature of air, water, and the human body. 2. Recognition of trees, shrubs and grasses. 3.Acquaintance with representatives of wild and cultivated plants.
City and village life - 11 hours.	Seasonal changes in nature: winter phenomena. Ecological connections in the winter forest.	Observation of winter phenomena in nature.
Travel - 18h.	Seasonal changes in nature: spring and summer phenomena. Respect for nature in spring and summer	Observing spring changes in nature.	1. Determination of the sides of the horizon using a compass.

1.2 Forms and methods of developing phenological knowledge among junior schoolchildren in the course “The World Around us”

phenological knowledge schoolboy excursion

Methodology for conducting phenological observations

Conducting phenological observations is a necessary condition for studying a natural science course. Observations of the weather and the phases of development of plants and animals continue during the study of biology and geography, so it is very important in the preparatory course to acquaint children with the rules of making observations, to develop in them initial skills in selecting objects and recording the results of observations.

At the beginning of the 20th century, the methodology for conducting school phenological observations was developed by D. N. Kaigorodov. “...If you noted the day of the opening of a local river (pond, lake), you have already made a phenological observation. If you noted the day when the cuckoo first crowed, the lark sang, the first swallows appeared..., the birch tree turned green,... the first spring thunderstorm passed, the river became covered with ice... - you have already made a whole series of phenological observations,” he wrote in the book “On School Phenological observations."

Phenological observations contain many valuable pedagogical elements and provide scope for research work. Conducting them helps develop children's attention, observation, memory, and logical thinking - qualities necessary when studying natural sciences.

Teaching methods

To implement software requirements, the following methods and methodological techniques are used:

· encouraging students to constantly increase their knowledge about the environment (lessons - business games, fairy tale lessons, conference lessons, seminars, conversations, reports, student abstracts, debates, quizzes, KVN, holidays);

· development of creative thinking, the ability to foresee the consequences of human nature-forming activities (conversation, observations, experience, laboratory work);

· development of research skills, abilities, making environmentally sound decisions (problem-based approach in the learning process);

· involving students in practical activities to solve environmental problems of local importance (organizing ecological trails, expeditions, protecting nature from destruction, promoting environmental knowledge - lectures, conversations, holidays, conferences).

During the classes, diagrams, tables, photographs, transparencies, videos are demonstrated, and a variety of handouts are used.

Playing is a favorite activity of children. Pedagogical experience of working with children shows that the inclusion of games in the learning process and the formation of schoolchildren’s system of ideas about nature and ecology becomes an effective means of raising children. Therefore, the leading technology of the “Seasons” program at the first stage was the game technology, which is due to the age and characteristics of the material being studied. Subsequently, this type of activity is gradually replaced by research and scientific-practical work to study the nature of the native land and city.

All this will allow students to experience the beauty and uniqueness of nature, understand the need for its protection and careful attitude.

To organize observations of seasonal phenomena in nature, the teacher needs to know the basic rules for conducting them.

1. Select a permanent observation site. It should be located near the school or the children's place of residence. When comparing observations, remember that the microclimate is different in different parts of the city. Therefore, the same phenological phenomena (for example, the flowering of bird cherry) can be observed at different times in the center and on the outskirts, in the southern and northern parts of the city.

2. The selected area should be characteristic of the surrounding area in terms of its relief and vegetation composition. Mark several types of trees and shrubs growing next to each other and in sufficient quantities. Try to notice how the timing of seasonal changes is affected by the conditions in which the plants are located (sunlight, elevated or lowland area), and their age.

3. Determine the names of trees, shrubs and herbaceous plants in your area. These can be: black poplar, Norway maple, silver birch, brittle willow, Scots pine, red elderberry, Tatarian honeysuckle, May rose, cinquefoil, meadow clover and other common plants. Keep separate records for each type.

4. Carry out observations daily in spring, 2-3 times a week in summer and autumn. Remember that the quality of observations depends on their frequency.

5. Observe insects, birds and other animals in complete silence. Do not handle animals. Remember that you cannot observe the life of any organism outside the conditions of its existence.

6. Correlate the onset of one or another phenological phenomenon with the weather, the state of reservoirs, and soil. This will help you establish patterns in the development of inanimate and living nature.

7. Make all records of natural phenomena occurring on the same day. Otherwise, you may forget the exact date of their occurrence.

8. Children can conduct summer observations together with their parents or while relaxing at a health camp.

The class should have a “Phenological Corner”, which most often has the following headings:

a) weather observations (for a month);

b) a plan for phenological observations (of inanimate nature, plants, animals);

c) folk calendar;

d) “This is interesting” (interesting information about natural objects and phenomena);

e) “Think, observe, answer” (questions and tasks with an envelope for children’s answers). The information contained in these sections must be updated every week.

Sections may change. The phenology corner can include additional material for the current science lesson; review periodicals about nature; competitions are held for the best drawing, photograph or essay about excursions and walks in nature.

In addition, the calendar “Seasonal development of nature in our area” is placed in the corner. It may look like this (Table 8):

The results of observations are summed up at the “Calendar Minute” - a special stage of each science lesson - according to the plan:

1) weather characteristics for the week;

2) analysis of seasonal changes in inanimate nature;

3) phenological phenomena in the life of plants and animals;

4) establishing cause-and-effect relationships between seasonal changes in inanimate and living nature;

5) participation of children in seasonal work and environmental activities.

At the end of each month, the results of observations for the month are summed up, and at the end of the season - for the season.

At the beginning of the school year, “Calendar Minutes” are conducted by the teacher, gradually involving “on-duty phenologists” in the analysis of weather and seasonal changes in nature. By the end of 1st grade, children themselves summarize their observations and learn to select additional material for conducting “Calendar Minutes.”

The teacher’s control over the completion of the “Observation Diary” tasks is very important. Their frontal inspection is carried out monthly and grades are given.

Extracurricular observations are directly related to students' homework.

Homework is a form of organizing students to independently complete teacher assignments related to lessons.

Homework is only developmental when it activates the student’s thoughts and encourages him to work independently.

There are several groups of homework.

a) tasks to form general concepts. For example, after studying the topic “Bodies, substances, particles” in the natural history textbook by A. A. Pleshakov, the task is given: “Pay attention to what solid, liquid and gaseous bodies and substances surround you at home”;

b) tasks related to the development of skills and abilities. For example, having studied the properties of water, children at home complete the task: “Using experiments, determine which of the listed substances are soluble in water and which are not. River sand, baking soda, starch."

2. For didactic purposes:

a) consolidation of acquired knowledge. For example, after studying the topic “Plant Diversity,” students must prepare an oral answer to the question: “Why are plants needed on Earth?”;

b) systematization of knowledge. For example, having studied the topic “Who eats what,” children at home complete the task: “Distribute the animals into groups depending on the way they feed: crow, jerboa, dragonfly, frog”;

c) preparation for the perception of new things. For example, before studying the topic “How do plants reproduce,” students should think at home about the question: “What conditions are necessary for seeds to germinate?” To do this, they need to remember how they grew plants from seeds in labor lessons.

3. By the nature of the activity:

a) reproductive. These tasks require you to reproduce the types of activities that children performed in class. For example, reading and retelling a textbook article;

b) creative. They require the use of knowledge and skills acquired in the lesson in new conditions. For example, in the textbook “Natural Science” for the third grade by A. A. Pleshakov, after getting acquainted with protected plants, the task is proposed: “Draw up a little book for your younger friends “Take care of plants.” On the first page, write what the plants would say to the kids if they could talk.”

4. According to the method of execution:

a) oral - this is reading textbook texts and additional literature, oral answers to questions, retelling an article according to plan, etc.;

b) written tasks and graphic work, which are most often performed in workbooks or in “Observation Diaries”;

c) practical tasks. These may be tasks that require the performance of simple experiments or observations of objects and natural phenomena. For example, after getting acquainted with the species and organs of plants according to the textbook by A. A. Pleshakov, the following homework is completed: “Find out what plants are found near your house. Find plants of the same species, different species. Consider the organs of plants. Compare them in plants of the same species and different species.”

When giving homework to students, the teacher must be guided by the following requirements:

1. Target setting before the task. Students must understand the purpose for which they need to complete this or that task.

2. Special time allocated during the lesson for instruction. The teacher must explain in detail how each task should be completed and ensure that each student understands it.

3. Recording of homework by students. The teacher should write down homework on the board and ensure that the children copy it down in their diary.

Homework should be individual. When selecting assignments, you should take into account the level of preparation of younger schoolchildren and their interest in the subject. Lagging students are given assignments that require them to review the main topics of the course. Students with a special interest in science should choose creative activities that broaden their horizons. For example, prepare and present a literature review on a specific topic.

Methodically well-organized homework helps the teacher effectively conduct a science lesson.

1.3 An excursion and conditions for its organization for the formation of phenological knowledge among junior schoolchildren in the course "The World around us"

Natural History Tours- is a form of organization educational activities, which allows you to observe and study natural processes in natural conditions.

Classification of excursions:

Introductory

Current

Generalizing

On introductory excursions, students receive general idea about natural objects and phenomena that they will study in subsequent lessons.

The main goal of introductory excursions is the formation of figurative ideas, on the basis of which new concepts will be further developed. An example would be introductory seasonal excursions. Here are some sample tasks that students complete under the guidance of a teacher during a winter excursion:

Observations of inanimate nature

1. Observe the position of the sun relative to the tree you have chosen.

How has its position changed compared to the autumn period?

2. Measure the air temperature in the sun and in the shade. Draw conclusions.

3. Using a ruler, measure the height of the snow cover in an open area and near a tree. Where is she more? Why?

4. Draw a conclusion: what determines winter changes in inanimate nature?

Plant Observations

1. How do deciduous trees and shrubs winter? Consider an overwintering bud. What's inside the kidney? Which deciduous plants bear fruits and seeds?

2. Consider the Scots pine. What kind of trunk does it have? What shape is the crown? How are the needles located? Are there any cones on the pine tree? Are they all the same? What's inside the cone? Find buds on the pine tree. What's inside the kidney?

3. Carefully examine the snow around the coniferous trees. Are there winged seeds of spruce and pine in the snow?

4. Using a shovel, carefully clear the snow from an area of 1 square meter. m. What herbaceous plants overwinter under the snow? What role does snow play in the life of herbaceous plants? After observation, cover the plants with snow.

5. Draw a conclusion about the reasons for changes in plant life in winter.

Animal observations

1. Carefully examine animal tracks in the snow. Who left them: birds or animals? Sketch these traces. Try to determine the names of the animals.

2. What sedentary birds did you see on the excursion? What nomadic birds have you encountered?

3. Pour food into the feeders and watch what birds fly to them. How do they behave?

4. Draw conclusions about the reasons for changes in the lives of animals in winter.

Current excursions involve acquaintance directly in nature with specific objects and phenomena that are studied in current lessons. An example is an excursion to study the surface forms of the native land.

Students work on the following tasks:

1. At the place of work, using a compass, determine the direction of the sides of the horizon. Apply them to the tablet.

2. Tell us what you see to the north, south, west and east of you. Make a schematic sketch on your tablet. Take photos of the surrounding area.

3. Explore the nearest hill or mountain. Find and describe the bottom, slopes, top. Sketch or photograph this surface shape. Label its parts.

4. Climb to the top of a hill (low mountain). How do you feel when you climb quickly (how does your breathing, heart rate, speed of movement change)? Draw a conclusion: you climbed a steep or gentle slope.

5. Look around while standing on the top. How has the distance of the horizon changed? Explain why hilltops are usually chosen as observation points during military operations.

6. Using a compass, determine which sides of the horizon the steepest and gentlest slopes face.

7. Using a compass, find its southern and northern slopes near the hill. Difference between them. Which slope is better illuminated by the sun? How does light affect vegetation diversity?

8. If there is a ravine nearby in the area, then get acquainted with its shape and size. Make a schematic sketch. Take a photo. Think about what could have caused the ravine to form. How can you stop its growth?

9. Draw a conclusion: what surface forms can be observed in your area.

10. How do human activities affect the surface of the edge? What can you do to decorate the surface of your area?

General excursions are held at the end of studying a topic or section. On them, children observe and explore those natural objects and phenomena that were studied in previous lessons. During general excursions, the knowledge acquired by students in the process of studying the topic is concretized and systematized. An example would be excursions to study natural communities, which are conducted after studying the local history section. Here are some sample tasks for observing plants and animals in a meadow:

1. Pay attention to which plants are more numerous in the meadow: herbaceous or shrubby. Are there trees in the meadow?

2. Carefully inspect your area of the meadow. Using the pictures of the identification atlas, make a list of the plants that are found on it.

Fill out the table. 7:

Table 7

3. Observe the result of human activity in the meadow (grazing livestock, trampling plants, collecting bouquets). How does the composition of plants change as a result of human influence?

4. Take a close look at the plants in the meadow. Is it easy to spot insects on them? Why?

5. In complete silence and stillness, observe the flowers for at least one minute. Count how many flowers a bee, bumblebee or butterfly will fly around during this time. What role do insects play in the life of meadow plants?

6. What do insects do on plant flowers? What role do plants play in the life of insects?

7. Use an entomological net to “mow” (swish it across the grass several times). Watch how the caught insects leave the open net. (First the flies fly away, then the riders, then less mobile beetles crawl, aphids remain at the bottom of the net, etc.) Remember that the net is used only for fun.

Methodological requirements to conduct excursions were formulated by B. E. Raikov and M. N. Rimsky-Korsakov in the book “Zoological Excursions”. Here are the main ones:

1. The excursion must be prepared in advance.

2. On an excursion, the teacher should talk only about what he can show and not turn it into an open-air lecture. Any verbosity that is not accompanied by a study of objects should be avoided.

3. The object being studied should, if possible, be in the hands of not only the teacher, but also each participant in the excursion.

4. The teacher is obliged to ensure the activity of the excursion participants. Students must complete a series independent tasks, and not passively follow the leader and listen to his explanations.

5. The material of the excursion should be fixed in the students’ memory by its subsequent elaboration. Otherwise, the excursion remains incomplete.

Excursion structure:

1. Preliminary teacher preparation:

Setting the goals and objectives of the excursion;

Choosing a route and visiting it;

Selection of objects for observations and research;

Development of tasks for the work of training teams;

Determination of the reporting form;

Drawing up a summary of the excursion;

Preliminary preparation of students.

2. Conducting an excursion:

a) introductory part (before leaving school):

Setting the goals and objectives of the excursion for students;

Distributing training equipment and tasks to teams;

Instructing students - discussing the rules of behavior in nature;

b) main part (at the excursion site):

Introductory conversation;

Independent work of teams;

Field work report;

General conversation. Summarizing;

c) final part (in class):

Processing of collected material;

Recording the results of observations in a notebook (“Observation Diary”);

Consolidation of excursion material.

Preparing for the excursion starts about a week before it takes place.

The teacher determines the topic, goals and visits the place for the excursion, where he selects natural objects for observation and research. Assignments are prepared for independent work students, writing notes. Children should be introduced to the topic of the excursion and tasks in advance.

The class is divided into teams of 5-6 people, they are given detailed instructions, drawings are examined and descriptions of natural objects that children can meet on an excursion are read (they are placed in the atlas-guide on natural history and ecology for elementary school “From Earth to Sky "A. A. Pleshakova). Excursion equipment and identification atlases are selected. The teacher thinks through how each team will report.

Conducting an excursion. Before leaving the school, the teacher reminds the topic and goals of the excursion and distributes training equipment to the teams. Students are reminded of the rules of behavior in nature. If the excursion is to a forest or park, then the rules may be as follows:

Do not make noise. The noise scares the forest inhabitants and you risk not seeing most of them.

Walk only on paths. By trampling the forest floor, you destroy herbaceous plants, seedlings of trees and shrubs, and small animals.

Do not break branches of trees and bushes. If you see a broken branch, cover the wound with special putty.

Don't go close to bird nests. Frightened birds may leave the nests and the clutch of eggs will die. Conduct bird watching in complete silence.

When studying insects, proceed carefully. After placing the insect in a jar and carefully examining it, be sure to release it back.

If you have to get to the excursion site by public transport, then you need to repeat the rules of behavior in transport and on the street.

At the excursion site, you should not immediately start a conversation. Ask the children to listen to the sounds of nature. Any excursion should begin with a figurative description general view natural landscape that creates a certain emotional mood in students.

After the introductory conversation, the teacher separates the teams to their places of independent work. In each group, you should choose a “foreman” responsible for completing tasks and a “secretary” who keeps records of the observation results. Typically, notes on excursions are kept in notebooks with pencils. The objects in question are sketched or photographed. Natural material is collected in limited quantities and only that which is necessary for work in subsequent lessons. It is prohibited to collect herbariums of wild plants, collections of insects and other animals. The teacher monitors the work of each team in turn.

At the end of the work, each group on site reports on the results of its observations. Then a general conversation is organized, at which the results of the work done are summed up. At the same time, conclusions are drawn about the positive and negative impact of humans on the environment, and measures for its protection are outlined that can be carried out by primary schoolchildren. You can finish the work with outdoor games related to the theme of the excursion.

Processing the results of the excursion carried out upon return to school. The results of observations are recorded in workbook or in observation diaries. The collected natural material is systematized.

It is very important to consolidate the excursion material. The teacher must “restore in the memory of the participants the entire course of the excursion, explaining in more detail everything they saw and complementing and deepening the issues raised during the excursion. At the same time, private details add up to one whole, and the excursion leaves that unity of impression that is so important in an educational sense.”

With such excursions, younger schoolchildren develop the initial skills necessary for studying natural sciences in higher grades.

Chapter 2. The process of forming phenological knowledge among younger schoolchildrenon excursions into natural surroundings

2.1 Analysis of pedagogical experience in the formation of phenological knowledge among junior schoolchildren in the course "The World Around Us"

Item: The world.

Class: 2

Classroom teacher: Khlyntseva E.V.

Subject: “Seasonal changes in nature. Autumn" (observations on an excursion).

Tasks:

Educational : To introduce students to objects of living and inanimate nature and natural phenomena:

Improve your ability to navigate the terrain; to form concepts about tree, shrub and herbaceous plants, the adaptability of plants to the environment: autumn leaf color, leaf fall, autumn flowering of plants, distribution of fruits and seeds;

To form concepts about the diversity of animal groups, the adaptability of animals to the environment: preparing food, hibernation, migration, preparing their home for winter;

To develop general educational skills in generalizing and systematizing the knowledge acquired during the excursion.

Educational : to form in students an aesthetic vision of nature, skills of behavior in nature, to promote the development of collectivism.

Developmental : develop children's visual thinking; the ability to focus on the main thing when there is an abundance of natural objects; develop the ability to compare plants and animals according to appearance; name common essential characteristics of plants and animals; develop memory based on memorizing certain types of plants and animals and the causal sequence of signs of autumn in living and inanimate nature; develop observation and curiosity

Goals :

1. Clarify children’s knowledge about seasonal changes in nature.

2. To consolidate children’s knowledge about the names of animals, lifestyle and habits.

3. Gaining work organization skills to implement unusual ideas.

4. Development of children's creative thinking.

Materials For works: natural material, white and colored paper, cardboard, plasticine; compass, thermometer, field diary, pencil, books about animals, illustrations, “The Red Book of Mordovia”, video film “Why doesn’t the compass needle point exactly north?”

Creative groups

Research structure

		Paths of research.
Preparatory (Research activities) September -	Formation of a design concept: give the opportunity to analyze, invent, put forward your own design and artistic ideas.	Selecting a topic; discussion of the problem; Creation project team; selection of literature; search plan and sequence of making crafts; conclusions; identifying the necessary tools for the activity; Internet.
Performing (Creative activity) October -	Organization of creative work: activation mental activity; testing ideas in practice; clarification, addition of ideas	Collection of information and its systematization; study of literary sources; drawings, collages, crafts made from natural materials, watching a video.
Final November -	Reasoned analysis of the obtained result and proof of its compliance with the set goal - self-assessment of the product.	· Exhibition.

Istage. Preparatory.

1. Route development.

The teacher determines in advance the place and objects of study, follows the route, draws its diagram, and marks the stopping places.

2. Acquaintance with the tasks, route and plan of the upcoming excursion.

4. Dividing students into groups, in each of which a leader is selected.

5. Preparation necessary equipment for carrying out observations and research of nature.

Stage II.Performing

1. Road to the excursion site: competition of young naturalists.

(Conditions of the competition: children carefully look at objects and natural phenomena; anyone who notices something unusual is given the right to stop the whole class and pay attention to the object or natural phenomenon. The group receives one point for noticing an interesting object or phenomenon and two points for its correct explanation. )

2. Conversation with students about the beauty of the surrounding nature, about the signs of autumn.

3. Completing tasks in groups.

Tasks

· Find out what tree and shrub plants grow in a given area. Collect fruits and leaves of trees and shrubs and put them in separate bags. After the excursion, dry the collected leaves and fruits and use them for crafts. Fill out the table in the field diary. If necessary, the teacher supplements the students' answers.

Carefully examine the animals in the area. Learn to recognize common autumn insects, arachnids and birds. Consider what animals do and how they prepare for winter. Sketch some animals in your field journal. Fill out the table.

Assignment forall groups

Questions	Answers


In the north;
In the north-east;
In the West;

In the east

Stage III.Final

1. Discussion of the results of the excursion. Collective evaluation of performances.

2. Find a beautiful corner of nature and justify its attractiveness.

3. Awarding the winners based on the sum of points - “The best naturalist - researcher.”

4. Exhibition design creative works students.

Field diary

· Get acquainted with objects and phenomena of living and inanimate nature, fill out the table in the field diary.

· Find out what tree and shrub plants grow in a given area. Collect fruits and leaves of trees and shrubs and put them in separate bags.

· Consider the herbaceous plants in the area. Remember their names. Observe what the herbs look like. Fill out the table.

· Carefully examine the animals in the area. Learn to recognize common autumn insects, arachnids and birds. Consider what animals do and how they prepare for winter. Sketch some animals in your field journal. Fill out the table.

Insects	Arachnids	Birds.

· Find the horizon, the line (border) of the horizon on the ground, determine the direction of the sides of the horizon using a compass and learn to determine the location of objects relative to the sides of the horizon. Fill out the table in the field diary.

Questions	Answers
Determine with a compass what is located:

In the north;
In the north-east;
In the West;

In the east

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Implementation pedagogical conditions effective formation of social science knowledge among third-graders. Contents and results of experimental work on the problem of developing social science knowledge among junior high school students.

thesis, added 10/22/2013

Psychological and pedagogical foundations for the formation of environmental knowledge in primary schoolchildren when studying the world around them. The essence of the concept of "ecological education". Implementation of pedagogical conditions for the effective formation of knowledge in ecology lessons.

thesis, added 03/17/2011

Aspects of testing the knowledge, skills and abilities of junior schoolchildren. Classification of teaching methods in lessons on the subject "Man and the World". Forms of knowledge control. Analysis curriculum And teaching aid. Identifying the level of development of skills of third graders.

thesis, added 10/31/2015

Psychological and pedagogical foundations for the formation of knowledge about the world around us in younger schoolchildren. Content and forms of extracurricular work with children. The role of observations in the formation of the personality of a primary school student. Organization and methodology of seasonal observations.

thesis, added 09/09/2017

Forms and methods of environmental education for junior schoolchildren, pedagogical techniques used. Organization and methodology for conducting natural history excursions with primary schoolchildren. Analysis of general education programs on the subject "The World around us".

thesis, added 09/18/2017

The system for testing students' knowledge and skills as an organic part educational process. Principles of control of the learning process, its varieties, forms and methods. Possibilities of using basic and game control of knowledge in teaching primary schoolchildren.

course work, added 02/05/2014

Features of teaching the history of the native land in special school VII species. Studying the state of local history knowledge of junior schoolchildren with a delay mental development and opportunities for their further improvement in the process of extracurricular activities.

Sections: Working with preschoolers

The concept of “phenological observations”

Over the past decades, the world has changed fundamentally. Today everyone knows about the existence of environmental problems that threaten human health, that most of The population of the Earth is cut off from nature, as it lives in cities among asphalt and reinforced concrete structures. Cities are growing more and more, forests are being cut down, ponds and lakes are becoming swamped, the land and water in rivers and seas are being polluted. The harmful impact on nature is the result of the destruction of personality, the inner world of a person, his worldview and consciousness. It is very important to rethink the values by which humanity lives and to re-evaluate and understand all possible forms of interaction with the natural world around us. After all, nature is rightfully the storehouse of our development - physical, intellectual, spiritual. Based on this, one of the most relevant modern problems is the problem of “greening” the consciousness of all segments of the population, developing in every person, regardless of his age, the need for environmentally competent interaction with the natural world. And it is very important from the first years of life to form the beginning of an ecological culture in a child, to introduce children every day to the sacraments and beauty of nature, so that already in early childhood a sense of community with it arises in every person. It is necessary to educate a humane, socially active, creative person, capable of understanding and loving the world around him, nature and treating them with care.

When considering bioecology and talking about natural factors that influence the life of living organisms, one cannot help but touch upon such an issue as phenological observations. Based on observations of nature and the changes occurring in it, children develop not only observation, interest and love for nature, a caring attitude towards all living things, but also the development of cognitive activity, which influences the harmonious all-round development of the child’s personality.

The science of phenology studies the patterns of periodic seasonal changes in the life of plants and animals; observations of the occurrence of these phenomena are called phenological.

Phenological observations are a type of observation aimed at familiarizing a preschooler with seasonal phenomena in nature.

In big encyclopedic dictionary“Agriculture” gives the following definition to phenological observations: these are observations of seasonal phenomena and processes in the life of plants and animals and prediction of the timing of their occurrence.

Seasonal changes in nature are periodic phenomena that repeat annually in the same sequence. Seasons are characterized by different light and temperature conditions that determine the course of changes in the life processes of plants and animals. Each of the seasons is determined by geographical location and climatic conditions.

When conducting phenological observations, the dates of the onset of developmental phases of wild and cultivated plants are recorded (for example, the budding of trees and shrubs, their flowering, the formation of fruits); timing of arrival and departure of birds; appearance various types insects and more. Phenological observations provide information on the dynamics of the development of flora and fauna during the annual cycle in comparison with hydrometeorological conditions.

Reasons for seasonal changes. The change of seasons occurs due to the annual revolution of the Earth around the Sun while the inclination remains unchanged earth's axis to the orbital plane. The position of the Earth in its orbit determines the onset of astronomical seasons. The brightness and duration of daily solar radiation at different times of the year affects the temperature of the air and soil, humidity, which entails changes in the life of plants and animals. But due to the instability of periodic weather changes, the astronomical beginnings of the seasons do not coincide with the timing of the onset of periodic phenomena in living nature. So, for example, according to the calendar, spring begins on March 1, and the astronomical date for the onset of spring is on the day of the vernal equinox (March 21); Do naturalists consider March 19 to be the beginning of spring? average arrival time of rooks. The timing of the onset of seasonal phenomena and their duration are relative; for example, the arrival date of rooks varies between March 7 and March 31.

For example, our summer begins not on June 22, with the beginning of astronomical summer, but earlier, and it ends not on September 23, but also earlier than that. This circumstance forced nature researchers to take into account, in addition to astronomical, other indicators of the seasons.

Study of seasonal phenomena. The essence of these observations is to monitor the progress of seasonal phenomena and record the dates of their onset, and in some cases, their end. Based on long-term phenological observations, local history organizations compile phenological calendars (nature calendars). Observing the same objects from year to year, and recording the same phenomena, scientists carefully record the timing of these phenomena, and then derive (calculate) the average timing of the observed seasonal phenomena in a particular area. For example, the average time for willow to bloom in the Moscow region is April 22.

Observations of seasonal phenomena include observations of changes in the duration of different parts of the day, regular changes in air temperature, and the nature of precipitation. The main content of observations is observations of the growth, development, and condition of plants and animals. In the process of systematic observations, scientists note certain moments (phenophases) in the life of the observed objects. So, for trees and shrubs, this will be the beginning of sap flow, swelling of the buds, the beginning of the unfolding of leaves, the appearance of buds, flowering, mass flowering, the end of flowering, the beginning of the ripening of fruits and seeds, the beginning of autumn coloring of leaves, the beginning of leaf fall, complete autumn coloring of leaves, the end of leaf fall . Phenological forecasts, predicting what the coming spring and summer will be like, help field growers choose the right plant varieties for sowing, and gardeners protect gardens from the harmful effects of frost. Phenological observations of the life of insects in connection with the growth and development of plants make it possible to establish the timing of pest control of cultivated plants.

The importance of studying seasonal phenomena: The need to study seasonal phenomena arose in humans a long time ago, in connection with the development of agriculture, fishing, and hunting. Nowadays, the climate is rapidly changing, and these studies do not lose their relevance for agriculture.

By annually determining the dates of the onset of seasonal changes and comparing them with the time of agricultural work, it is possible to establish the best timing for cultivating the soil and sowing seeds, thereby increasing the yield. For example, according to the agrobiological station named after K. A. Timiryazev, the largest harvest of cucumbers is obtained when they are sown during the flowering of purple lilac and yellow acacia. Best time to sow turnips? Aspen flowering time.

Parallel observations of the development of plants and the insects that feed on them make it easier to establish the timing of pest control of cultivated plants.

Phenological observations provide rich factual material that helps to understand the essence of the basic law of biology? the unity of the organism and the living conditions it needs. Observations broaden a person’s horizons, increase his interest and love for nature. At the same time, they do not require complex equipment and are accessible to anyone.

The influence of phenological observation on the development of a preschooler.

Children are inquisitive explorers of the world around them. This feature is inherent in them by nature. At one time I.M. Sechenov wrote about the innate and “extremely precious” property of a child’s neuropsychic organization - an unconscious desire to understand the life around him. This is the property of I.P. Pavlov called the “what is this?” reflex, under the influence of which the child discovers the qualities of objects and establishes new connections between them.

The educational value of nature is difficult to overestimate. Communication with nature has a positive effect on a person, makes him kinder, softer, and awakens better feelings in him. The role of nature in raising children is especially great; it is the source of the first concrete knowledge and those joyful experiences that are often remembered for a lifetime.

The experience of environmental education of preschool children shows that systematic observations of natural phenomena, of every living creature, has a profound impact on children.

In a preschool institution, children are introduced to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love for nature, skills of caring for it, caring for living beings give rise not only to interest in nature, but also contribute to the formation of the best character traits in them, such as patriotism, hard work, respect for the work of adults who protect and multiply natural resources. Nature promotes the mental development of children and their logical thinking.

Children always and everywhere come into contact with nature in one form or another. Green forests and meadows, bright flowers, butterflies, beetles, birds, animals, moving clouds, falling snow flakes, streams, even puddles after summer rain? all this attracts the attention of kids, makes them happy, and provides rich food for their development. The perception of nature helps to develop such qualities as cheerfulness, emotionality, a sensitive, attentive attitude towards all living things. A child who loves nature will not mindlessly pick flowers, destroy nests, or offend animals.

Playing in the forest, in a meadow, on the shore of a lake or river, picking mushrooms, berries, flowers, caring for and observing animals and plants give children many joyful experiences. All his life a person keeps memories of the river in which he swam as a child, of the lawn on which he ran after a colorful butterfly and picked flowers. From close attention to nature, from attachment to the place of children's games, love for one's land, for native nature, towards the Motherland, a sense of patriotism is fostered.

The color, shape and smell of flowers and fruits, the singing of birds, the murmur of a stream, the splash of water, the rustle of grass, the rustling of dry leaves, the creaking of snow underfoot? all this allows children to feel nature and can serve as rich material for the development of their aesthetic sense and sensory education.

If an adult teaches children to admire the bright colors of the sky at sunset and sunrise, the intricate shape of snowflakes, and the flight of a bird, the child will develop artistic taste, he will be able to better understand the world around him, and will strive to create beauty with his own hands.

The beauty and diversity of nature at any time of the year, the changes within each of them directly affect the emotional state of children, make them want to observe, ask, reason, and tell. Observing bright, colorful phenomena (leaf fall, snowfall, blizzard, thunderstorm), children want to understand them, ask questions and gradually come to understand them, they can explain why birds fly away in the fall, why puddles are frozen today, why the snow is melting, etc. . This creates favorable conditions for the development of logical thinking and speech.

Nature surrounds a child from an early age; it is a source of new knowledge of various natural phenomena. For the development of a child’s thinking and speech, a rich sensory experience is necessary, which he receives from the perception of various objects, the natural world, and social life.

The special role of nature in the development of logical thinking and coherent speech was emphasized by K.D. Ushinsky. He considered the logic of nature to be the most accessible, visual and useful for a child. It is the direct observation of the surrounding nature “...that will constitute those initial logical exercises of thought on which the logic, the truth of the word itself, depends, and from which will then follow naturally logical speech and understanding of grammatical laws.”

The ability to observe changes occurring in nature with the change of seasons, developed in the process of learning about nature, gives rise to the habit of drawing conclusions, fosters the logic of thought, clarity and beauty of speech - the development of thinking and speech proceeds as a single process.

Every acquaintance with nature is a lesson in the development of a child’s mind, creativity, and feelings. The systematic use of observation in getting to know nature teaches children to look closely, notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education.

The diversity, brightness, beauty of nature, the clarity of its connections and dependencies ensure the accessibility of their understanding by children and have a significant impact on the improvement of their mental activity and thinking. The child learns to find and correctly define in words causal and temporal dependence, sequence, interconnection of objects and natural phenomena, and learns to simply explain what is observed. Children’s ability to compare, compare, and draw conclusions is improved. This creates the prerequisites for the formation of such valuable qualities of coherent speech as reliability, evidence, consistency, and clarity. The child learns to reason, tell, describe.

In order for the child’s thinking to continue to develop in the process of becoming acquainted with nature, the teacher’s targeted guidance is necessary. The teacher must be able to correctly select educational material and think through the methods and techniques with which he can best convey its content.

Systematization of knowledge about the seasons occurs on the basis of establishing temporal (what happens and when) and cause-and-effect (what causes certain phenomena) relationships. It is important to develop in children the ability to observe changes in natural phenomena, cultivate a sense of love for all living things, and teach some simple ways to protect nature.

The very value of preschool childhood is obvious: the first seven years in a child’s life are a period of rapid growth and intensive development, a period of continuous improvement of physical and mental capabilities, the beginning of personality formation.

The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously navigate the surrounding objective-natural world, and isolate its values.

During this period, the foundations for interaction with nature are laid; with the help of adults, the child begins to recognize it as a common value for all people.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya.A. Comenius saw in nature a source of knowledge, a means for the development of the mind, feelings and will.

K.D. Ushinsky talked about the need to “lead children into nature” in order to tell them everything that is accessible and useful for their mental and verbal development.

The role of phenological observation in the system of environmental education of preschool children was first formulated in the works of Z.D. Sizenko-Kazanets, A.F. Mazurina, M.V. Lucic et al., and for a long time, their methodological manuals and recommendations were a great help for practitioners of preschool education. The ideas of introducing preschoolers to nature were developed in the theory and practice of Soviet preschool education in articles methodological works(O. Ioganson, A.A. Bystrov, R.M. Bass, A.M. Stepanova, E.I. Zalkind, E.I. Volkova, E. Gennings, etc.); More than one generation of educators studied from S.A.’s textbook. Veretennikova. A major role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting to know the environment, accumulating, clarifying and expanding reliable information about nature (Z.D. Sizenko, S.A. Veretennikova, A.M. Nizova , L.I. Pushnina, M.V. Lucich, A.F. Mazurina, etc.).

IN modern programs in environmental education, the principle of seasonality in teaching children is a necessary condition for environmental education and upbringing of preschool children.