MU "Department of Education Administration of the Urban District of the City of Sterlitamak of the Republic of Bashkortostan"
Municipal budgetary educational institution additional education children "Children's Ecological Center"
Methodical development
" Methodology for conducting phenological observations in
ecological and biological educational institutions"
Developed by: Gizatullina G.F.
teacher of additional
education "Children's Ecological Center"
Sterlitamak-2010
Explanatory note
Tasks of phenology
Practical part
plant observations
mushroom observations
Insect observations
bird watching
Mammal sightings
Amphibians
Literature
Conclusion
References
Application
Explanatory note
The nature of our Motherland is beautiful and diverse. In its expanses, you can simultaneously observe not only different periods of a season, but also different seasons of the year. Spring and summer, autumn and winter invariably make themselves felt by a specific set of seasonal phenomena that follow each other in a certain sequence and at certain intervals of time. Seasonal phenomena include the arrival of birds in spring and their departure in autumn, the laying of eggs and the hatching of chicks, the appearance and disappearance of insects, the unfolding of leaves near trees and shrubs. This whole complex of seasonal phenomena studies phenology ( from the Greek fenomen - phenomenon and logos - teaching) - the science of phenomena, taking into account, systematizing the patterns of the order and timing of the onset of seasonal phenomena, i.e. studying the patterns of seasonal development of nature. The actual basis of phenological knowledge is phenological observations containing information about the timing (calendar dates) of the onset of specific seasonal phenomena. The development of phenology as a branch of knowledge was caused by the demands of practice, and the origins of phenological knowledge lie at the dawn of human culture. As soon as a person acquired the ability to note in his memory the phenomena of the nature around him, he became a collector of phenological observations. By linking them with production experience, a person got an idea of the best terms for field work and learned to determine them. However, he could come to this only by comparing observations of a wide range of seasonal natural phenomena.
For modern society the assimilation by schoolchildren of the sum of diverse knowledge in various subjects seems to be insufficient. Those children who have successfully mastered the basic course of the school curriculum, have learned to apply their knowledge in a familiar situation, but do not know how to independently acquire knowledge, skillfully apply it in practice to solve emerging problems, generate new ideas, think creatively, cannot count on success in society XXI century. The time has come to change priorities in education - from the assimilation of ready-made knowledge in the course of training sessions on the independent cognitive activity of each student, taking into account his abilities and capabilities. Independent cognitive activity is manifested in the need and ability to acquire new knowledge from various sources, by generalizing to reveal the essence of new concepts, to master ways cognitive activity, improve them and apply them creatively in different situations to solve any problems. Along with training sessions, an important role in the formation of independent cognitive activity of students is played by extracurricular work: classes at the school site, setting up experiments and experiments, phenological observations, and excursions. Thus, future teachers must themselves have cognitive independence and must know how to form this quality in students.
The issues of organizing naturalistic work with students are not easy to solve on theoretical classes. The difficulty lies in the fact that this section is closely connected with observations and experiments directly in nature, with the collection of natural objects and the production of educational visual aids. In addition, he needs the skills to organize experimental and practical work at the school educational and experimental site. Along with the theoretical course and laboratory classes, field practice makes it possible to most fully demonstrate a wide range of knowledge, skills and abilities that are necessary for a future biology teacher. Various methods and methodological techniques of working with students in nature can only be mastered under the guidance of a teacher during field practice in biology.
Formation in people of high ecological culture impossible without environmental education of schoolchildren. Environmental education and upbringing should be the main focus of work both in the lessons of the natural science cycle and in extracurricular activities. But it is possible to instill in children a responsible attitude towards all life on earth only through regular contact with nature. In my work, I use one form that allows students to get involved in direct observations in nature.
Tasks of phenology
Now a detailed study of specific objects of nature is the task private phenology . Obtaining information that gives an idea of the features of the seasonal development of nature in various natural zones and regions is the subject general phenology .
The measure of time in phenology becomes the subject of a special study. That is, phenology is interested in the time required for the development of a particular natural object, in its exact relation to calendar dates.
In all cases, phenology deals with annual cycles of development. If it concerns plants, then the entire period of their life cycle is taken from annuals - annually repeating, from seed germination to the moment of death. This equally applies to animals, among which there are both "one-year-old" and long-lived. This also applies to entire natural complexes - landscapes, which also undergo successive seasonal changes in their annual cycle.
The processes of development in phenology are described by the dates of the onset of certain stages and phases, which are established by their external manifestation. So, in the phenological language, the development of wheat will be characterized by the dates of germination, the beginning of earing, flowering and maturation, and the wintering adult butterfly will be characterized by the dates of spring awakening, the beginning of laying eggs, the appearance of caterpillars, pupation and emergence of adult butterflies.
The main thing in the phenological coverage of the development of natural objects is the exact binding of both development as a whole and each of its stages to a specific calendar date (calendar time). Information about the phased calendar of development of plants and animals is an essential part of their general characteristics. Thus, each biological species is distinguished by its inherent linkage of development to calendar time. Being engaged in the calendar of development of biological species, phenology explores, thus, one of the forms of their adaptation inherent in all living things. to the habitat.
Depending on changes in the conditions of existence, the calendar of development of biological species can change significantly. In this case, very often the influence of the environment becomes dominant. Outwardly, this is manifested in the fact that the same seasonal phenomenon occurs over the years at different times. And it is inherent in all seasonal phenomena. The variability of the timing of the onset of seasonal phenomena, its patterns are the main subject of study of phenology , and each of the seasonal phenomena can be considered studied in phenological terms, if it is known to what extent the timing of its onset varies from year to year and what causes the variability of these timings. To obtain such information, long-term observations are needed; therefore, the long-term repeatability of observations forms the basis of the method of phenological observations. However, the timing of the onset of seasonal phenomena is variable not only in time (by years at one point), but also in space. That is why, in order to get a clear picture of the seasonal development of nature in a wide geographically, long-term parallel observations are required at a large number of sites.
Central and to some extent independent part phenological characteristic is its phenological calendar . This is the division of the year into qualitatively different phenological periods - seasons and sub-seasons, each of which is characterized by a specific state of objects of animate and inanimate nature and their special interaction. Phenological periodization is called natural, since in the phenological calendar for each specific territory, not conditional, but real terms are given for the transition of nature from one seasonal state to another. Natural phenological periodization proceeds from the fact that each season has a strictly defined specific set of seasonal phenomena. This certainty makes it possible to use seasonal phenomena as indicators of the seasons and build on this basis a natural calendar of the nature of specific territories.
The system of phenological periodization as part of the complex phenological characteristics of the territory has importance due with another important task of phenology, which is to determine and predict the optimal timing of seasonal work . Since the timing of the seasonal development of nature is variable, optimal planning production calendars becomes dependent on the possibilities of timely determination and forecasting of the course of the seasonal development of nature. These possibilities are embedded in indicator phenology - the doctrine of the temporal contingency of seasonal phenomena . Its principles are quite simple. If by observation we establish that a certain group of seasonal phenomena occurs almost simultaneously (synchronously) every year, we can talk about the generality of the conditions that determine the period of occurrence of the phenomena of this group, and in some cases about causal relationships between individual phenomena. In this case, it is not the nature of the connections that is important, but the very fact of synchronism. If it is set, then it is obvious that the time of occurrence of one of the phenomena of the synchronous group can serve as an indicator signaling the onset of other phenomena of this group.
Seasonal phenomena, which serve as indicators of natural phenological periods, at the same time acquire the significance of synchronizers of the onset of the time for carrying out seasonal work associated with a particular period. Many seasonal phenomena are already known that are used as indicators of the optimal timing of work and activities in agriculture, in the field of plant protection, and in forestry. However, the possibilities of phenological indication based on the synchronicity of phenomena are far from being exhausted. The further search for reliable phenological signaling systems remains one of the most important tasks of phenology.
Comparing the observation, we found that there is a certain order between the timing of the onset of seasonal phenomena and that the time interval between the two phenomena of interest to us is fairly constant. Therefore, by the time of occurrence of one event, it is possible to predict the probable date of the onset of another.
This simplest form phenological forecast based on the relative stability of the time intervals between the timing of the onset of seasonal phenomena. Quite often when not needed high precision forecast, this form of prediction is quite justified. More reliable methods of phenological forecasting are provided by the study of the direct dependence of the course of development of plants and animals on environmental factors: ambient temperature, humidity, solar radiation.
Numerous studies have shown that the development of plants and cold-blooded animals is largely determined by the temperature regime. Active processes their development begins only when a certain threshold of positive temperatures is reached. Depending on how heat is distributed over time, development can accelerate or slow down. Phenoprognosis based on data on the body's need for heat at different stages of its development is based on this dependence. Knowing the body's needs for warmth and how the temperature regime will develop according to the meteorological forecast, it is possible to predict the timing of the onset of the phases of interest to us and related work.
Temperature conditions are very important, but not the only one among environmental factors that determines the timing of the seasonal development of living organisms. From meteorological factors, humidity and illumination are of great importance, and from biological factors, nutritional conditions. The phenological forecast will be the more accurate, the more fully the influence of these factors in their interaction is taken into account.
Thus, from all that has been said above, it follows that the tasks of phenological indication and forecasting are solved on the basis of an analysis of the relationships and dependencies between seasonal phenomena. Since each event is variable in terms of its onset and, in mathematical terms, is a mathematical value, the analysis is reduced to clarifying the nature of the relationships between the series of variables, which are long-term series of dates for the onset of seasonal phenomena. The longer these series are, the more accurately the degree of strength of links between phenomena can be characterized. Therefore, to solve the problems of phenological indication and forecasting, it is necessary to create a wide network of long-term phenological observation points.
Phenological observations special purpose held in public institutions and services. However, due to the size of our country, the network of state phenological observation points is insufficient for any complete characteristics certain territories. A practical way out was found in involving voluntary observers in phenological work, which opened up a real way to obtain mass phenological information necessary for solving scientific and practical problems of phenology.
The involvement of students in such observations plays a significant role here. To collect and accumulate scientific phenological information, voluntary observers should use a single methodology, since it is very important that the results of observations are comparable, regardless of who and where they are obtained. This is achievable only on the condition that all observers, marking the date of the onset of this or that seasonal phenomenon, will be guided by the established rules for determining the timing of specific phenomena.
Phenological observations of students are closely connected with work in the educational-experimental area. Observations of the seasonal development of objects of animate and inanimate nature over several years make it possible to compile a natural calendar of the nature of your area. Based on the data of long-term phenological observations, students can get an idea of the synchronization of plant development, their reactions to environmental conditions, establish the causes that determine the pace of development, and identify reliable phenological indicators of the timing of various seasonal work. With the data of phenological observations, schoolchildren can learn to calculate the timing of the onset of a particular phenomenon and related work, for example, pest and disease control, gardening, collecting medicinal plants, etc. Phenological observations provide teachers with valuable material for concretizing and consolidating the knowledge gained by students in the classroom.
But phenological work at school becomes productive and useful only when the teacher constantly guides the observations and experiments of the students and takes a direct part in them himself.
Organization of phenological observations
The organization of phenological observations of scientific importance requires the creation of a permanent phenological circle at the school. It is recommended to involve students in his work starting from the 5th grade. There is no need for an oversized mug. It is quite enough if 15-20 people are engaged in it.
The main part of the work of the phenological circle is the conduct of regular observations by all its members (including the leader) and the presentation of the data obtained in the form of nature calendars, tables, drawings, etc. The best results are obtained if groups are formed in the circle that observe certain groups of objects according to individual programs:
observation of hydrometeorological phenomena: the weather, meteorological phenomena; for hydrological phenomena; for dangerous natural phenomena;
observation of animals: insects, amphibians, birds, mammals;
observations of plants: deciduous trees and shrubs; behind coniferous trees; for herbaceous plants.
It is best to start work on organizing phenological observations in the pre-spring period. Students should be introduced to the goals and objectives of observations, to the objects of observation, signs of the onset of individual phases, to the directions of observation for each group of selected objects, to the basic concepts and terms of phenology (Appendix 4).
The organization of phenological observations usually begins with site selection and observation routes. The observation site must meet the following requirements:
1) convenience for visiting for many years, i.e. this site and the route of its visit should be located in the immediate vicinity of the observer (on the way home from school) and its visit should not be associated with a big waste of time and effort;
2) the typicality of the site for a given area, i.e. places of constant observations in terms of relief and vegetation should not differ sharply from the surrounding area;
3) woody plants on the site should not be represented by single specimens, but rather large groups (at least 5-10 pieces). Preference should be given to middle-aged groups of normally developing trees and shrubs;
4) herbaceous plants must also be represented by a sufficiently large number of specimens.
In cities, places of observation are usually school sites, parks, squares, and well-planted streets. It must be borne in mind that the climate of cities is somewhat different from the climate of rural areas, this affects the timing of the development phases of the plants and animals found here.
After sites have been selected and observation routes have been mapped out, it is necessary to describe them in detail . Without an accurate characterization of the observation sites, it is difficult to compare and analyze phenological information coming from different observers. It is advisable to supplement the description with a schematic map indicating the location of the main plant objects. This provides continuity in observations continued by another person.
Having chosen places for observation, proceed to choice of objects of observation . The idea of the seasonal development of nature and its patterns is formed from observations of the course of development of its individual components. The more of them, the deeper and more complete the picture of the seasonal development of the natural complex will be. However, since it is practically impossible to cover an infinite number of natural objects with observations, it is necessary, in accordance with real possibilities, to select a relatively small part of them. Certain requirements are imposed on the selection of objects and phenomena included in the programs of general phenological observations:
1) objects of observation should be widespread, which is dictated by the need to obtain the same type of observations over large areas;
2) the objects of observation must be well known and unmistakably recognizable;
3) the observed phenomena should be related to the most characteristic for individual seasons of the year, since one of the main tasks of general phenological observations is to develop a phenological (bioclimatic) periodization of the year in relation to various natural areas and districts.
It is necessary to observe at least 10 trees or shrubs of the same species. Selected copies should be marked with indelible labels, clearly visible from afar. To observe herbaceous plants, it is enough to lay a permanent area 5 × 5 m in size, clearly delineating its boundaries. Of course, this should be a site where the species of interest to you should be found especially often.
Places where certain species of animals can be found should also be selected - areas with trees and shrubs for bird watching, lawns for watching insects, ponds.
After choosing a route and sites for observation, you should make a map (scheme) appendix), indicating on it the location of all objects of interest to you, including plants with labels. The map of the site drawn up will serve as a guide for subsequent observations.
The regularity of observations is the most important condition for obtaining reliable phenological data. . The scientific and practical value of observations depends on how accurately the dates of the onset of seasonal phenomena are determined. And this means that the more often observations are made, the less likely there is to be an error in determining the date of occurrence of the phenomenon. Daily observations give the most accurate results. However, this is not always possible. IN different time year, the pace of seasonal development is not the same. In the spring, the phenomena change quickly, so in the spring, observations must be carried out daily. Quite large breaks are allowed in summer, and at the end of summer and autumn, during the period of ripening of fruits and seeds or the departure of birds, the need for more frequent observations again arises. In winter, observations can be made once every 10 days. If possible, the time of day at which observations are made should also be constant. It is recommended to spend them in the morning, because at this time most plants bloom and birds are most active. However, there is no strict regulation here.
Rules for registration of phenological observations in general, they should ensure the accumulation of unmistakable phenological data, well comparable over the years and clearly defined, so that in the future there will be no difficulties in using them. When registering phenological observations, the following rules must be observed:
1. Records must be kept in a notebook with a simple pencil. Writing with a ballpoint or gel pen is not allowed, as the text disappears when the book gets wet. Do not keep notes on separate sheets, because they are easy to lose.
2. Registration of observation should be carried out directly in the course of their observation - "in the field". Postponing notes, relying on memory, you always run the risk of missing something or making a mistake.
3. The form of diary entries is at the discretion of the teacher, and it is important that once adopted, it is regularly observed from year to year.
4. In the diary for each exit, after indicating the date and hours of observation, the following should be noted:
weather conditions and phenomena in inanimate nature;
changes (phenomena) in the plant and animal world.
5. The diary should include not only the necessary data, but also information about other phenomena that have attracted attention.
6. Records should be as complete as possible, with the necessary explanations, so that not only from fresh memory, but many years later, they can be easily read and understood.
Students are encouraged to keep a nature calendar in the form of a sketchbook or regular notebook. On the first pages they write brief information about the place of observation: location, relief, nature of the soil, general characteristics of the flora and fauna. A map of the route is also pasted here. On the following pages, the phenomena that will be observed are recorded in chronological order (preferably separately: meteorological, hydrological, botanical, zoological).
Schoolchildren can draw up the results of their observations in the form of wall tables with drawings, photographs, excerpts from literary works. One of the most common forms of visualization of the results of observations is a phenological tree (application). On its trunk, dates are applied at regular intervals, on the branches - drawings and inscriptions showing what happened on that day. On the left side, parallel to the trunk, a column of average daily (or daily) temperatures is given for the same dates that are marked on the tree trunk.
It is necessary that the work of the phenological circle be based on a program of phenological observations, which should follow each other in a certain sequence and should be associated with the seasons, i.e. characterize certain recurring periods of development of nature. This program should be drawn up taking into account regional natural features and take into account the possibilities of its implementation by schoolchildren (appendix).
Practical part
Exercise 1
Conduct weather observations for one to three months, record and process the collected materials.
Task 2
1. Description of the area where the observation will be made.
2. Object of observation.
3. Purpose of observation.
4. Description of the features of this object.
5. Plan of observations.
6. The form of fixing the results.
Task 3
Using the "Exemplary program of seasonal phenological observations" (application), draw up and implement a program of phenological observations on the territory of your region (district) for one season.
For task 1.
The task is best done in a separate thin notebook in a box.
Observations must be carried out during one season (summer, autumn, winter or spring) in order to be able to calculate the average temperature of the season and the prevailing winds in this season.
Weather monitoring, recording and processing
materials collected
Target: learn how to build a temperature curve, a "wind rose" and a cloud diagram, draw conclusions from your observations.
Devices and materials: clock, thermometer, weather vane.
Instructions for work:
1. For three months, observe the weather, note the air temperature, measuring it at the same time of the day, the direction and strength of the wind, cloudiness and precipitation.
2. Record the data obtained in table 1, using the proposed conventions:
Conventions
Table 1
Recording the results of weather observation
Processing of observation results
Drawing up a graph of temperature changes for a month
1. Based on the data obtained, build a temperature curve, i.e. graph of temperature versus date of observation (show negative temperatures in blue and positive temperatures in red).
2. Determine the average air temperature for a given month ( T cf =).
3. What is the highest and lowest temperature observed this month ( T max=; T min=)?
4. What patterns of temperature changes during the month did you observe?
Is it possible to trace the influence of wind, cloudiness or precipitation on weather changes?
Construction of "wind rose" and cloud diagrams
1. Using the obtained data on wind direction and cloud cover, fill in Table 8, where you note the wind direction and the number of days during which the wind had the indicated direction.
2. Based on the data in Table 8, construct a "wind rose" and a cloud diagram. To build a "wind rose", first draw arrows corresponding to the main and additional sides of the horizon. Then, on each arrow, draw consecutively identical rectangles according to the number of days with this wind direction. Connect their endings and you will get a "wind rose" (see Fig. 1).
3. Determine the prevailing wind direction during a given month.
4. To plot the cloudiness chart, color the rectangles according to the cloudiness observed these days.
5. Make a conclusion about the dependence of cloudiness on the direction of the wind. Try to explain the reasons for this dependence.
table 2
Comparison of wind direction and cloudiness
|
Cloud indicators |
Wind directions and the number of days with such a direction |
|||||||
|
Partly cloudy |
||||||||
Fig.1 "Wind rose" and cloud diagram
To task 2
Observations of hydrometeorological phenomena
From hydrometeorological phenomena, only a small number of seasonal phenomena that are easily amenable to visual identification should be included in the program of the school phenological circle. Additionally, it is recommended to mark the dates of a stable transition of the average daily air temperature in spring through 0, +5 and +10 °С, and in summer-autumn time - through +10, +5, 0, -5 °С. It is also desirable that the dates of thawing of the soil to a depth of 2-3 cm and to the depth of a shovel (20-25 cm) be noted. It is very important that during each of your exits you note the general state in your notebooks. It is also necessary to indicate the name of the territory where the observations were made.
The appearance of the first thawed patches . The date is recorded when thawed patches appeared on flat ground.
Disappearance of continuous snow cover. The day is indicated when more than half of the visible area was free of snow.
Complete clearing of fields from snow . Registered when the open visible surface is free of snow cover; its remains can be preserved in ravines and shaded places.
Disappearing snow in the forest . It is recorded when and in which forest (pine, spruce, deciduous, etc.) the snow cover disappeared. Individual islands of snow are not taken into account.
Restoration of snow cover in spring . Sometimes, after the disappearance of a stable snow cover, snow falls again and covers the entire visible surface. In such cases, it is necessary to note the time of the appearance and disappearance of the snow cover. If this cover persists for several days, then the date of its formation and the date of disappearance should be noted. If the snow lies for only a few hours, the time of its appearance and disappearance is recorded.
Last frost in spring and first in autumn . The dates are recorded when the last time in spring and the first time in autumn frost was observed on the grass, roofs of buildings, and other objects in the early morning hours.
First appearance of snow cover . The dates of its appearance and disappearance are noted.
The emergence of stable snow cover . The date of formation of the snow cover is recorded, which has been preserved for the whole winter.
The dates of thunderstorms should be noted, and special attention should be paid to winter thunderstorms.
If there are water bodies nearby and more detailed observations are possible, it is advisable to note the dates of the following phenomena.
The appearance of rims . In the spring, when the water rises in the rivers, sometimes water appears on top of the ice near the banks.
Movement of ice in the river . Very often, before a continuous ice drift begins, one or more ice movements are observed. It is observed during warming in the spring. At the same time, some section of the river is freed from ice, while upstream and downstream the river remains covered with ice. It is desirable to determine approximately how long (in meters) the river was freed from ice.
Debacle. By this phenomenon is meant the beginning of a continuous ice drift or the release of the river from ice due to its melting on the spot. The name of the river is indicated.
Disappearance of ice cover on stagnant water bodies . The date when the ice completely melted is indicated, the type of reservoir (lake, pond). For large lakes, the name is indicated.
The appearance of "fat". In autumn, before freezing, very thin ice floes form, floating along the river, resembling fat or lard in appearance.
"Suga" or "snezhura ". A phenomenon formed as a result of heavy autumn snowfalls, often together with "lard".
Save it. The formation of narrow strips of immobile ice off the coast.
Freeze up . The reservoir was completely covered with ice. If there are polynyas, an appropriate entry should be made. It should also be noted the cases of autumn ice drift and secondary freeze-up.
Hazardous weather phenomena . These phenomena include: hailstorms; thunderstorms and, as a result, fires, damage to power lines, communication lines, splitting of trees; windbreaks; ice; summer floods from rains; spring floods; storms; tornadoes. The dates and times of the events that brought harm to the economy should be indicated and described.
plant observations
Plants are considered to have entered one or another phase of development if the signs of this phase are found at least on separate branches. The beginning of each phase should be marked when 10% of plants of one or another species enter it (if a large group is observed) or at least 2-3 individuals. If observations are made for one plant, the beginning of the phase is noted when up to 10% of flowers or leaves have blossomed. When observing herbaceous plants, the beginning of the phase is marked on the day when 10% of the plants of this species entered it on the site or route selected for observation (all specimens are counted on the site, at least 100 on the route). The mass onset of the phase is noted on the day when at least 50% of the plants enter it (or 50% of flowers or leaves bloom on a single tree).
Spring observations of trees and shrubs should begin from the day when the air temperature in the daytime in the shade approaches +5 °C. On such days, you can observe the beginning of sap flow in certain types of trees. To do this, on the south side of several typical specimens of the observed species (maple, birch) at chest height, it is necessary to make a puncture with a needle or awl with penetration into the wood. Deep cuts in the trunks are unacceptable, since the resulting abundant sap flow weakens the trees.
Start of sap flow noted by the appearance of juice from the wound.
sign kidney swelling is the appearance on the kidney scales as a result of their growth of lighter stripes, corners, spots. In plants with pubescent scales (apple, grapes), swelling of the buds is noted by the appearance of pubescence of a different tone. In breeds that do not have kidney scales (buckthorn, viburnum), their loosening is taken for swelling of the kidneys. In conifers: if the buds are covered with resin (Siberian fir, common and Crimean pines), then the destruction of the resin cover in the upper part of the bud, the exposure of the bud scales and their lightening will be a signal of their vegetation; in species with weakly resinous buds or not resinous at all (larches), the beginning of the growing season is noted by the lightening of the tops of the buds, the divergence of the outer scales and the appearance of lighter stripes or borders between them (pines - Siberian pine, Siberian and European) or by loosening the scales and bending their ends ( spruce - ordinary, Siberian, eastern and Sayan). In conifers with bare buds (junipers, arborvitae, cypresses), this phase is noted by the divergence of the tips of scaly or needle leaves.
bud break consider the appearance of the tips of the leaves between the scales. In flower buds, the tops of the buds are usually visible between the spreading scales.
Deployment phase of the first leaves V occurs when the leaf buds have already opened, the leaves have begun to unfold, but the leaf blades have not yet smoothed out. Deciduous forests during this period seem to be covered with a green haze. In conifers, the greening phase means the moment when the needles begin to separate from each other with their upper tips.
Flowering is one of the most important moments in the life of plants.
The beginning of flowering in wind-pollinated plants (alder, hazel, poplar, aspen, hornbeam, ash, birch, spruce, pine, juniper, larch, oak, sea buckthorn, etc.), the rash of pollen from bursting anthers is considered when a breeze blows or a branch is shaken. In trees and shrubs with a well-defined perianth (cherry, apple, bird cherry, mountain ash, linden, hawthorn, etc.), the beginning of flowering is noted when flowers appear with a fully opened corolla. The beginning of flowering in legumes (yellow acacia) is noted by the opening of the first petals (sails), and in viburnum - the first small flowers of the inner part of the inflorescence (the marginal flowers are barren).
End of flowering occurs when there are no unopened flowers left on the plants, their petals withered and crumbled. In wind-pollinated plants, the inflorescences ceased to produce pollen and fall off en masse.
Beginning of fruiting it is not easy to determine, but this phase is very important, since it is during the period of mass fruiting that seeds, fruits, and berries are harvested. It is believed that the juicy fruits of plants (cherries, currants, raspberries, bird cherry, mountain ash, apple trees, etc.) are ripe if they have acquired their characteristic color, become soft, edible. In species with dry, inedible fruits, it is difficult to determine ripening by eye, most often they are observed to disperse, although not all such plants have fruits that ripen immediately fall off. A sign of seed ripening in birches and maples is the appearance of the first lionfish under the trees, in hazel and oak - the first ripe fruits and acorns, in legumes - browning and cracking of beans with the release of seeds. In junipers, the cones, when ripe, become black and blue, softened and easily moved apart by fingers. In heather, wild rosemary, rhododendrons, boxwood, spirea, vesicles, lilacs, fruit ripening is determined by the complete browning of the boxes or the seeds spilling out of them when shaken, in linden - by the complete browning of nuts, in alder - by the beginning of browning of the cones and spreading of the scales.
Mass fruiting note at the moment when it is possible to collect fruits and seeds for economic purposes.
Assessment of flowering and fruiting trees, shrubs and berries are produced during mass flowering or fruiting, the yield of fruits of hazel, oak, poplars, willows, aspens is determined during mass fall of fruits and seeds. The yield of conifers is estimated in late autumn by the number of cones with seeds that have matured in the current year (old empty cones are easy to distinguish from fresh ones by their darker color and bent scales). In case of damage to the cones, a note indicates the cause and percentage of the decrease in the degree of fruiting. Accounting for the degree of flowering and fruiting of each species is carried out for many individuals of plants of this species in the forest and at the same time for individual trees standing alone or growing on the edge.
On such a comparison, the accuracy and objectivity of the assessments are based, which are carried out according to the scale of V.G. Capper.
Scale of visual assessment of the yield of cones, fruits and seeds of tree and shrub species (according to V.G. Kapper)
0 - complete crop failure; there are no cones, fruits and seeds;
1 - poor harvest; cones, fruits or seeds are present in very small quantities on single trees standing and growing along the edges of the forest; in small quantities they are found on plants in the depths of the forest;
2 - poor harvest; uniform and satisfactory fruiting on singly standing trees, as well as on those growing along the edges and insignificant in the depths of the forest;
3 - average yield; significant fruiting in single-standing and growing along the edges of trees and satisfactory in trees in the depths of the forest;
4 - good harvest; plentiful fruiting in separate trees and growing along the edges of trees and good in the depths of the forest;
5 - very good harvest; abundant fruiting everywhere.
The evaluation of the intensity of flowering produced on the same scale.
All cases of evaluation of flowering and fruiting only on single or few specimens of the species must be accompanied by an indication of the number and age of specimens observed. With heterogeneous flowering and fruiting, it is possible to score with several points, for example, 3-4 or 4 with fluctuations from 3 to 5. Estimates are made for all tree and shrub species of interest to the observer.
According to A.N. Formozov determine the intensity of flowering and fruiting in strawberries, raspberries, blueberries, lingonberries, cranberries, etc. In the calendar of nature, flowering and fruiting are given a special page.
The scale of visual assessment of the fruiting of berries ( no A . H . Formozov)
0 - no berries;
1 - very poor harvest; single berries are found in a small number of plants;
2 - poor harvest; single berries and small groups of berries. There are no berries on the vast majority of plots;
3 - average yield; in some places there is a significant amount of berries, but most plots have only single berries or are completely devoid of them;
4 - good harvest; plots with a large number of berries occupy at least 50% of the occurring areas of berries;
5 - very good harvest; ubiquitous fruiting.
Plots with poor yields are very rare or non-existent.
Autumn observations for foliage coloring and leaf fall in trees and shrubs are not behind individual plant organs, but behind the entire crown. Autumn phenomena proceed relatively slowly and at different times in different specimens of the same species. Especially often this can be observed in birches, lindens, aspens, willows. In aspen, individuals with foliage that are red in autumn stand out sharply. Foliage coloring and leaf fall are faster than in aspens with yellow leaves. In addition to the weather regime, overwintering conditions and the nature of plant development in the spring and summer of the current year, the timing of the onset of autumn phenomena in tree species is greatly influenced by age, the nature of the soil, the proximity of groundwater and location.
the beginning foliage coloring pages consider the appearance of the first autumn-colored leaves (needles) or whole branches (lock).
Full autumn coloring note on the day when the foliage of the plants has completely taken on the autumn coloring (a small amount of green leaves is not taken into account). In pine, the inner part of the crown becomes yellow, "scorched".
The day when the first autumn-colored leaves fall is considered the beginning of leaf fall. For tree species in which leaf color is not always pronounced in autumn (lilac, etc.), the beginning of leaf fall is noted when the first fallen leaves appear under the trees (should not be noted as the beginning of leaf fall in cases of summer leaf fall during severe droughts or unusually high temperatures). Leaf fall begins shortly after the start of leaf coloring and at first passes gradually and inconspicuously. If, after warm autumn weather, severe frosts suddenly set in, it can begin suddenly and without coloring the foliage.
The date of the end of leaf fall should be considered the day when the crowns of trees and shrubs were completely freed from foliage. A small part of the leaves at the tops of the crowns is not taken into account. After severe frosts (-3-5 ° C), leaf fall is very intense, sometimes in a few hours (ash, chestnut, alder, poplar, aspen). On windy days, more frequent observations are needed to timely mark the end of leaf fall. With the early onset of frosts in some species, the browned foliage does not fall off and persists throughout the winter. Appropriate records are made about this.
Observations of herbaceous plants are more complex and require more time. Therefore, the observation program for students should include only observations of beginning of flowering the most famous and common species for the area. In plants with flowers collected in spikes, panicles, sultans (cereals), the beginning of flowering is noted when anthers come out of them, with a slight shaking of which pollen spills out. In plants of the legume family (melilot, peas), the beginning of flowering is the appearance of several flowers with a raised upper wide petal of the corolla. In plants with flowers collected in a brush (willow-tea), a head (clover), a basket (coltsfoot), flowering is noted when the first fully bloomed flowers appear in the inflorescences. In the racemes, the opening of flowers goes from the bottom up, in shields, heads, baskets - from the edges to the middle. In lute anemone, marigold, strawberry, lily of the valley, three-leaf watch, egg capsule, water lily, the beginning of flowering is noted by the opening of the first flowers, in the European bathing suit - by yellowing of the first flowers (the flowers of this species do not fully open). It must be remembered that in some plants, flowers and inflorescences open in the first half of the day, and close in the evening (coltsfoot, dandelions, chicory). In species such as oxalis, anemone, sleep-grass, flowers open only in sunny weather. In marigold, fragrant violet, river gravilate, secondary flowering can often be observed.
When observing herbaceous plants, the beginning of flowering of individual plants and their majority (more than 50%) is noted.
When observing agricultural crops, the timing of the passage of the main phenophases, as well as the beginning of plowing, sowing grain crops and harvesting, the timing of planting and harvesting potatoes, the date of the start of haymaking, are noted. . The beginning of the phase is considered to be its appearance in 10% of plants.
When observing row crops, counts are carried out throughout the growing season on the same specimens marked with pegs or labels. For grain crops, plants are taken for calculations in the same places of the observation site. Observations are recommended to be carried out in the afternoon (flowering of flax and corn is desirable to observe in the morning). For all monitored crops, the variety name and yield should be reported, which can be obtained or verified from the farms.
The appearance of the first shoots . The day is celebrated when the first sprouts or cotyledons of a certain crop appear on the surface of the soil. When seedlings appear on most of the site, the day of their mass appearance is noted.
Earing start (heading of an ear or panicle) is recorded on the day when, in 10% of plants, the ears have half advanced from the sheaths of the upper leaves. Mass earing is noted when ears appear on most developed stems. Beginning of flowering in cereals, it is noted at the moment when bursting anthers appear outside the ears on individual plants in different parts of the field.
In barley, oats and millet, it is difficult to establish the beginning of flowering by external signs. It is judged by mass heading, which coincides in time with flowering. In potatoes, flax, peas, clover, the beginning of flowering is noted when 10% of this species have opened corollas, and mass flowering is noted on the day when at least half of the plants have blossomed.
Beginning of maturation and mass maturation of seeds. In cereals, three stages of seed ripening are distinguished: milky ripeness - the grain reaches a ripe size, has a green color, and is easily crushed with fingers; waxy ripeness - the grain turns yellow, its contents are squeezed out with difficulty when crushed, it easily rolls into a ball and almost does not stick to the fingers, it is cut with a knife like wax, and when bent, it first bends and then breaks. At full ripeness, the grain is firm, does not bend, and the contents of the shell are not squeezed out. In flax, early yellow ripeness is noted (the field acquires a light yellow color, green veins are still visible on the box) and full yellow ripeness (boxes are yellow, seeds are brown, hardened). In potatoes, ripening is determined by the beginning of the drying of the tops (the beginning of the natural death of the tops should be distinguished from wilting due to damage by frost and disease).
mushroom observations
Fruiting of edible mushrooms is observed in a certain sequence. Some species appear in spring, others in summer, and others only in late summer - early autumn. For the formation of fruiting bodies of different types of fungi, the optimal temperature and humidity of the forest litter and the upper layers of the soil are necessary, in which the fungal mycelium develops.
The first periods of fruiting mushrooms (porcini, boletus) are observed at the beginning of summer, they are short and low-yielding. The second period is most often observed in July. The third, the longest and most fruitful, happens in August - September. When observing mushrooms, the date of the first meeting of a particular species is noted, and for the period of their mass growth, the dates and quantitative assessment of the yield.
Scale of eye assessment of mushroom yield
1 - crop failure; no mushrooms;
2 - poor harvest; there are very few mushrooms, they are found in exceptionally favorable habitat conditions;
3 - average yield; mushrooms are found in small numbers everywhere;
4 - good harvest; mushrooms are found in large numbers; repeated layers of fungi are observed,
5 - abundant harvest; large and prolonged collection of mushrooms; their mass appearance is noted repeatedly during the summer and autumn.
Yield estimates should be given for each species separately. To determine the total duration of fruiting of individual species of mushrooms, it is necessary to note the dates when they were last found.
It is necessary to remember the rules for collecting mushrooms. The fruiting bodies of mushrooms develop on a mycelium or mycelium hidden in the soil and forest litter, the thin white threads of which are easily damaged by careless collection, so it is advisable not to dig up the mushroom, but to cut it off at the level of the soil or forest litter. It is absolutely unacceptable to tear the mushroom out of the ground, since the appearance of fruiting bodies in this place, as a rule, stops.
Insect observations
The phenological study of insects is carried out in parallel with observations of the plants they feed on. If, for example, observations are made of the codling moth, then at the same time the seasonal development of the apple tree is monitored.
Some periodic phenomena of direct practical interest are characteristic of most insect pests.
The appearance of adults . The dates of the first (beginning of adult activity) and their mass appearance are noted. The day when the first mobile individuals of this species were seen in their usual habitats is taken as the start of activity. This is quite easy to determine in flying insects (butterflies, flies, etc.); in other insects, for example, in small and inactive animals, in order to establish this date, it is necessary to regularly examine the substrate on which they usually keep. So, if you are watching an apple flower beetle, then in order to establish the beginning of the activity of this small beetle wintering in the soil near the trunk of an apple tree, it is necessary to look for it on the trunks, branches and buds of an apple tree long before the blooming of flower buds.
The date of the mass appearance of insects is taken as the day when a sharp increase in the number of the species is first noted.
Date start of egg laying it is customary to consider the day of discovery of the first egg or laying of eggs of a given insect. This requires knowing what the clutches of the observed insect look like and where they occur.
To accurately mark the date start of larval hatching, it is recommended, starting from the day of detection of egg clutches, to inspect them daily. The day when the larvae were first seen is considered the date of hatching.
Start of pupation . The pupation phase is characteristic of the development of insects with complete transformation (beetles, butterflies, dipterans, hymenoptera), in which the larvae are completely different in appearance from adults. The pupal phase is absent in insects with incomplete metamorphosis (Orthoptera, cockroaches, bedbugs, etc.), whose larvae already have features of an adult insect by the time of hatching. Pupation is usually accompanied by the establishment of individual shelters (cocoons, caves, etc.) by larvae, which differ in different species in construction, place, and method of attachment. The beginning of pupation is the date of the first discovery of pupae of this insect species.
Let us dwell on the most common and well-marked insects. Sverdlovsk region.
Hives . The most frequently observed butterfly in spring is medium in size (wingspan 4-5 cm). It is easily recognizable by its brown-red with black spots and dark border coloring of the wings. It starts flying very early, when there is still snow in some places. On sunny days, the butterfly can be found in settlements, gardens, wastelands, usually in places where nettles grow. With the return of cold weather, it disappears for a while. Larvae (spiky caterpillars) live on nettles.
bumblebees . Large insects (body length up to 3 cm) with a short hairy body and transparent wings. In flight, it emits a characteristic buzz. It belongs to very useful insects, as it is one of the main pollinators of labiales and legumes, in particular red clover, the seed yield of which is directly dependent on the number of bumblebees. Appearing in spring, usually in April, bumblebees are overwintered females fertilized since autumn. Each such female builds a nest in the spring and gives rise to a large bumblebee family, consisting of hundreds of individuals. They can be observed on early blooming willows. At the end of June, the years of the generation of "working" bumblebees begin, which are somewhat smaller in comparison with females. They keep in mass in fields with clover and clearings. Bumblebees disappear with the onset of the first autumn cold snap. It is recommended to note the appearance of the first bumblebees in spring, the mass appearance of "working" bumblebees, the date of the disappearance of these insects (the day after which the bumblebees were no longer observed).
Cabbage, or white cabbage . Butterfly of medium size (wingspan 5-6 cm). The upper surface of the wings is bright white with black tips on the forewings and (only in females) with two black spots in their middle part. The underside of the wings is greenish-yellow. In a sitting position, the wings are kept closed. Associated with cruciferous plants, the leaves of which feed on its caterpillars. It causes great harm, in particular to cabbage plantings. Winters in the pupal phase. Spring departure begins in May, usually shortly before bird cherry blossoms. In July - August, the years of the second - summer generation of butterflies begin. Before the summer of this generation, cabbages are rare.
May beetles, or Khrushchev . Quite large (body length up to 3 cm) brownish beetles belonging to serious pests of tree species. Adult (flying) beetles feed on the leaves of trees, and the larvae that develop in the soil feed on the roots of many deciduous and some coniferous species, in particular pine. Khrushchev appear in April - May, usually during the blooming of leaves near the birch. Soon
after the start of summer, they mate and lay their eggs in the soil. Larvae for a long time (3-4 g) develop in the soil. It is necessary to follow the appearance of the Khrushchev from the first days of birch greening. It must be remembered that in the daytime the beetles sit motionless on the trees. They sit precariously and fall to the ground when hitting the branches. In the evening they fly around large trees. It is recommended to mark the date of the appearance of the first beetles and the date of their mass summer.
Red forest ant. Found in a wide variety of forests. The anthills of the red ant are usually located among the trees in the deep parts of the forest. One and the same anthill can be observed for many years in a row. In spring, the date of the appearance of the first active inhabitants on the anthills is celebrated.
bird watching
The bird population of any locality consists of settled and migratory species. Sedentary birds include birds that are found in the area all year round, migratory birds that appear here at a certain time of the year. Most of the latter in the Sverdlovsk region are species that arrive in the spring for the nesting period and leave the nesting area in the fall. For some migratory birds, the same area is a place of only winter residence. In the Sverdlovsk Region, migrating birds are also encountered in spring and autumn, migrating from wintering places to the south to nesting places in the north and back.
It is recommended that only a small number of the most common migratory birds be included in the phenological observation program for schoolchildren, most of which can be observed in settlements, even in large cities.
It is necessary to note the dates of arrival (flight) and departure of birds. In order to accurately establish these dates, birds should be actively searched for, and not just rely on random encounters. The places that the birds have chosen for themselves may often not coincide with the areas chosen for plant observation. In this case, special routes are allocated for bird watching, which are visited annually at the right time (during flights, winter observations).
With the appearance of the first signs of spring - warming air, the appearance of the first thawed patches on the southern slopes - one must be prepared to meet birds arriving early in the places of their probable appearance. For many birds, these are river valleys, fields, forest edges, gardens, parks. It should be remembered that birds that arrive early lead a nomadic lifestyle for the first days and do not appear at nesting sites immediately. In warm winters, some of them (rooks, sometimes starlings) winter singly or in small groups in the southern and even middle regions of Russia, feeding in landfills, near roads, and livestock farms. Therefore, having met a rook or starling in February, it cannot be considered that the arrival of these birds has begun. We must wait until other individuals or flocks appear. The same applies to some ducks, sometimes remaining for the winter on non-freezing sections of rivers and large lakes. Cases of such wintering should be specially noted, along with other unusual phenomena.
During the arrival of the birds populate the territory unevenly. First of all, well-warmed places, which are early freed from snow, settle down. Accordingly, there will be differences in the observations in determining the dates of arrival. Such differences make it possible to trace the dynamics of the colonization of the territory by birds. Having learned, for example, that rooks appeared at a neighboring point, even located to the north, one cannot mark their arrival at one's observation site. You have to see the bird yourself. Observations are best done in the morning hours. At this time, the birds are more active and sing more often.
The timing of the appearance of early-arriving birds largely depends on the weather and therefore can fluctuate quite strongly from year to year. The return of cold weather usually stops the arrival and often causes the temporary disappearance of birds that have already appeared. Such cases are recommended to be specially noted. The timing of the appearance of late-arriving birds is less variable.
The time of arrival of birds coincides with the appearance in the area of their food available for consumption (seeds, greens, small aquatic and terrestrial invertebrates, flying insects). The connection between the timing of the arrival of insectivorous birds and the appearance of insects is especially close. By the appearance of one or another species of insectivorous birds, one can often judge the activation of certain insect species and even the stage of their seasonal development. So, the appearance of cuckoos means that the overwintered caterpillars of silkworms that the cuckoo feeds on have reached half their maximum size and climbed into the crowns of trees. In this connection, simultaneous observations of the arrival of insectivorous birds and the development of the insect species on which they predominantly feed may be of great cognitive and practical interest.
Observations of the departure and autumn arrival of birds should be started from August. The dates of the start of departure of birds nesting in the area of observation are difficult to determine precisely, since departure does not occur immediately, but gradually and can be extended. After the chicks leave the nests, the birds usually leave the nesting sites and begin to roam alone or in flocks in search of food. Some observers note the migration (disappearance) of birds from nesting sites as departure, which is essentially incorrect. Such a record correctly indicates only the moment of transition of birds to premigratory migrations. The time of true departure can be determined with a significant expansion of the observation area, which covers the places of pre-migration feeding (meadows, fields, pastures, neighborhoods of settlements).
One of the results of observations of migratory birds can be the determination of the duration of stay of one or another species in the observation area (from the first to the last meeting). Based on long-term observations, it is possible to identify certain dependences of the length of stay of birds on weather conditions and economic activity person.
You should also watch the birds that come to the area only for the winter. These are usually herbivorous birds (waxwing, bullfinch), which can be seen in late autumn and winter in parks, squares and on green streets during feeding.
When observing migratory birds, one should strictly follow the rules adopted in phenology for determining the dates of arrival (flight) and departure.
Start of arrival or overflight . In relation to all species of migratory birds, this phenomenon is marked by the date when the first single individuals or the first migratory group (flock) of this species are seen. This means not only the detection of the birds themselves, but also the establishment of their presence by voice (the song of the lark, the cuckoo's call, the song of the nightingale).
Of migratory birds nesting in the area of observation, individuals may be the first to appear, not settling in this area, but following for nesting in more northern areas. It is difficult to distinguish "transit" birds from "arriving home". Therefore, when noting the appearance of the first birds, they usually do not distinguish between settled and migratory birds. The task is to establish the general course of bird migration, which is well traced by the dates of the appearance of the first individuals in this area.
Mass (gross) arrival or flight.d. For birds nesting in the observation area, the date is noted when it is noticed that the number of birds of this species has increased dramatically. For migratory birds, the day is marked when largest number flying flocks. Establishing the date of a mass arrival or passage is often difficult for the reason that the very concept of "mass" changes its content depending on what kind of bird we are talking about. To correctly determine these dates, it is necessary to know at least approximately how many of the species of interest to us are found in the observation area.
Departure. As already noted, the autumn departure is usually gradual and strongly extended in time. It is practically impossible to establish the date of its beginning, as well as the date of the mass departure of birds, without special quantitative records. It is recommended to note only a mass departure, conditionally understanding by this term the disappearance of most individuals of the species from the observation area. For flocking migratory birds (geese, cranes, etc.), the dates of the beginning of the mass passage and its end are marked. The beginning is considered the day of observation of the first migratory flock, the mass departure is the day when the largest number of migratory flocks was noted, the end of the migration is the day after which the flocks no longer met.
Only the final stage of departure of species nesting in the area of observation - the end of their departure (disappearance of the last birds) - can be unambiguously determined. This moment is usually marked by the date of the last meeting of birds of this species, after which they no longer met in the observation area.
Mammal sightings
Most of them are random. Much more often traces of the activity of mammals are noted. It is possible to establish the time of the beginning of this or that seasonal phenomenon in the life of animals only if they frequently visit the site where they are during this period.
start of the rut note when the first paired or group tracks appear on the snow. In summer and autumn, the beginning of the rut is recorded by the calls of female hares, the moans of elks, and the roar of deer.
The appearance of young individuals recorded by the first encounters of females with cubs (ungulates), young animals near hollows (squirrels) and burrows (foxes, badgers). But the meeting could not have taken place on the first day of their appearance, so you need to pay attention to the appearance of the animals, their age characteristics and make appropriate notes. It should be borne in mind that some mammals (hares, squirrels, small rodents) have several litters per year. In this case, to determine the timing of the beginning of the summer rut, attention is paid to the increase in the activity of animals and the age of the young individuals encountered. For animals hibernating in burrows, lairs or other shelters for the winter, hibernation time is established by the closure of burrows, the disappearance of fresh traces near them, and exit from hibernation - by the appearance of traces of activity near the burrows and the first meetings of animals. During the stay on the routes and outside them, one should note the seasonal distribution of habitats and feeding of animals, migrations from one area to another in search of food and shelters. This will help organize more effective observations of the life cycle of animals in subsequent years.
Amphibians
The appearance of frogs is recorded on the day of discovery of the first individuals. The first "concert" is celebrated when the croaking of lake and green frogs is heard for the first time in the evening hours. A sign of the beginning of spawning is the appearance of gelatinous lumps of caviar on the surface of the reservoir. The first appearance of tadpoles is also noted. The disappearance of frogs for the winter is recorded after the last meeting on the shore of a reservoir.
For task 3.
When compiling a program of seasonal phenological observations for one season, it must be remembered that you can include in it those seasonal phenomena that you can easily observe when you go out into the courtyard of your house, academy, or in those places where you often visit. It is not necessary to include in this program phenomena that you cannot observe. Using the Sample Program for Seasonal Phenological Observations (appendix), determine what works for you and what you can add to it, then create your own program.
Arrange in a notebook in a box.
Lesson plan.
Lesson topic: Methodology for conducting phenological observations.
Purpose of the lesson: to master the methodology of organizing and conducting phenological observations.
Lesson objectives:
1. Learn how to methodically organize phenological observations correctly.
2. Learn how to build a temperature curve, a "wind rose" and a cloud diagram, draw conclusions from your observations.
3. Draw up and implement programs for seasonal phenological observations and observations of natural objects.
4. Learn to properly format the results of observations.
Location of the lesson:
Student preparation:
1. Prepared and processed weather observations for three months.
2. A program of phenological observations of some natural object and a report on its implementation.
3. Compiled and implemented program of seasonal phenological observations.
1 day
1. Student reports on weather observations (on paper or in the form of a computer presentation).
2. Analysis of weather observation reports.
3. Presentation of programs for phenological observations of natural objects and reports on their implementation.
4. Analysis of programs for phenological observations of natural objects.
5. Presentation of seasonal phenological observation programs and reports on their implementation.
6. Analysis of seasonal phenological observation programs.
2 day: excursion to the meteorological station.
Literature
1. Aksenova N.A. Phenological observations / N.A. Aksenova // Biology at school. - 1994. - No. 2, 3, 4.5.
2. Korotkov D.V. Organization of independent observations of schoolchildren for wintering birds / D.V. Korotkov // Biology. - 2006. - No. 3. - P.13-21.
3. Kupriyanova M.K. Winter phenological observations (for students in grades 5-7) / M.K. Kupriyanova // Biology at school. - 1980. - No. 1.
4. Kupriyanova M.K. Spring phenological observations (for students in grades 5-7) / M.K. Kupriyanova, Z.G. Shchennikova // Biology at school. - 1980. - No. 2.
5. Scarecrow N.A. Ecology and aesthetics of the school site / N.A. Scarecrow // School technologies. - 1998. - No. 3.
6. Romashova A.T. On phenological work in schools / A.T. Romashova // Biology at school. - 1981. - No. 4.
7. Traitak D.I. How to make interesting extracurricular activities in biology: a guide for teachers / D.I. Tritak. - M.: Enlightenment, 1979. - 144 p.
8. Khomchenko S.I. How to organize phenological observations / S.I. Khomchenko // Biology at school. - 1985. - No. 4; 1986. - No. 1.
9. Khomchenko S.I. On phenological observations (to help teachers of biology and natural history) / S.I. Khomchenko // Biology at school. - 1974. - No. 5.
10. Shernin A.I. Phenological work in schools of the Kirov region / A.I. Shernin // Biology at school. - 1974. - No. 5.
11. Shchennikova Z.G. Summer phenological observations (for students in grades 5-7) / Z.G. Shchennikova // Biology at school. - 1980. - No. 3.
12. Blinnikov V.I. Zoology with the basics of ecology: Proc. allowance for students ped. in-t on spec. No. 2121 “Pedagogy and methods of the beginning. training". - M .: Education, 1990.
13. Bykhovsky B.E. Biology: Animals: Proc. for 7-8 cells. general education institutions / B.E. Bykhovsky, E.V. Kozlova, M.A. Kozlov and others; Ed. M.A. Kozlov. - 26th ed. - M.: Enlightenment, 1998.
14. Zakharov V.B. Biology. 7 cells. Diversity of living organisms: Proc. for general education textbook establishments. / V.B. Zakharov, N.I. Sonin. - 3rd ed., stereotype. - M.: Bustard, 2000.
15. Teremov A. Entertaining zoology: A book for students, teachers and parents / A. Teremov, V. Rokhlov. - M.: AST-PRESS, 1999. - (“Entertaining lessons”).
Conclusion
And so our extraordinary journey came to an end.
Return to the epigraph, formulating a conclusion on the lesson.
Fill in the table "The effectiveness of students' activities in the lesson in groups."
References
1. Pasechnik V.V. Biology 6th grade Bacteria, fungi, plants: Textbook. - M.: Bustard, 1998.
2. Khripkova and others. Natural science: Textbook for 5 cells. - M.: Enlightenment, 1997.
3. Gorlenko M.V. All about mushrooms. - M.: Lesn. prom-st, 1986.
4. Tarabarina T.I. Both study and play: natural history. A popular guide for educators and parents. - Yaroslavl: "Academy of Development, 1997.
5. I know the world: Children's Encyclopedia: Plants / ed. Hinn O.G. - M.: TKO "AST", 1996.
6. Encyclopedia for children: V.2 Biology. - M.: "Avanta +", 1997.
Application
Basic concepts and terms of phenology
Object of observation - these are specific types of plants and animals, as well as elements of inanimate nature, undergoing cyclic changes during the year, i.e. climate elements (air temperature, precipitation), water bodies (rivers, lakes, ponds, coastal areas of the sea).
seasonal phenomenon - this is the state of the object in which it appears to us at the time (day) of observation. Since in each particular state an object can be observed only at a strictly defined time of the year, everything that manifests its state is understood as a seasonal phenomenon. The object is in a certain seasonal state for a certain number of days, on each of these days the external expression of its state may be different. Therefore, each seasonal state of an object is characterized not by one, but by a series of changing seasonal phenomena. A seasonal phenomenon is understood as a fixed moment of the seasonal state of an object, marked by only one calendar date.
Phenological date (phenodata) - this is the main information element of the phenological study of nature. The specific date of the onset of the observed seasonal phenomenon.
Phenological phase (phenophase) - a certain stage, stage or period in the development of an object in which it is located at one time or another. If a seasonal phenomenon is fixed by one date, then two dates are required for the phenological characteristics of the phenophase, giving an idea of its duration: the date the object entered the given phenophase and the date the stay in it ended. The phenophase as a separate stage of the continuous process of development can be characterized a large number seasonal phenomena, but most often it is described by three phenomena related to the beginning, culmination and end of its development. The concept of phenophase is usually used in the phenological study of objects of wildlife - animals and plants. At the same time, it is customary to consider objects not individual instances of a certain type, but their totality. For example, the appearance of the first flowers on one tree in bird cherry will be marked as the beginning of the entry into the flowering phase, the flowering of most of the considered trees - as the height (culmination) of the phenophase, and the completion of flowering of the last trees - as a phenomenon that fixes the end of this phase.
Interphase - the length of time (in days) between the individual phases of the development of the object. The interphase period is the interval not only between successive phenophases, but also between two phenophases of the development of a given object.
Phenological interval - the time interval (in days) between the dates of the onset of any two seasonal phenomena, regardless of whether they refer to the same or different objects. It is usually used when comparing seasonal phenomena related to different objects.
Phenological indicator (indicating phenomenon) - a seasonal phenomenon, the onset of which is used as an indicator of the probabilistic period of the onset of another or other seasonal phenomena, pheno-indicators can perform signaling and predictive functions. The signal function is based on the fact that in nature large groups of seasonal phenomena occur simultaneously - synchronously. Having established the date of occurrence of one of the phenomena of a synchronous group, we can assume that other phenomena of this group have occurred or will occur at a very close time. The predictive function is based on the relative stability of phenological intervals. Knowing the duration of the phenointerval between two seasonal events separated by time, it is possible to predict the probable date of the onset of another event (predictable) by the date of the first event (indicative).
Phenological tree (example)
Program of seasonal phenological observations one ________
|
The appearance of the first funnels near the trees in the forest. |
||
|
The beginning of seed dispersal of European spruce. |
||
|
The first song of the great tit. |
||
|
Woodpecker's first drum roll. |
||
|
The appearance of the first thawed patches in the fields. |
||
|
Arrival of the first rooks. |
||
|
Arrival of the first starlings. |
||
|
The first song of the field lark. |
||
|
The beginning of sap flow at the warty birch. |
||
|
First appearance of the urticaria butterfly. |
||
|
Disappearance of continuous snow cover. |
||
|
Arrival of the first white wagtails. |
||
|
The beginning of flowering coltsfoot. |
||
|
The first movement of ice on the river. |
||
|
Arrival of the first mallard ducks. |
||
|
The beginning of the ice drift. |
||
|
The first flocks of geese. |
||
|
End of the ice. |
||
|
The first flocks of cranes. |
||
|
Disappearance of ice cover on stagnant water bodies. |
||
|
The beginning of flowering of alder gray and black. |
||
|
The first appearance of ants on anthills. |
||
|
Establishment of the soft-plastic state of the soil. |
||
|
The beginning of flowering of red willow, aspen. |
||
|
Beginning of spring plowing. |
||
|
First appearance of bumblebees. |
||
|
The beginning of the exit of gophers from holes. |
||
|
The beginning of flowering willow bredina, anemone luteus. |
||
|
The first call of the cuckoo. |
||
|
Start of sowing of early grain crops. |
||
|
The beginning of flowering of common elm, marigold. |
||
|
Arrival of the first barn swallows. |
||
|
The beginning of the deployment of the first leaves of bird cherry. |
||
|
Greening of Siberian larch. |
||
|
Arrival of the first city swallows. |
||
|
The beginning of flowering of Siberian larch. |
||
|
The beginning of seed dispersal of Scotch pine. |
||
|
Blooming flower buds at the garden apple tree. |
||
|
The first pasture of livestock. |
||
|
Blossoming of flower buds in garden cherries. |
||
|
The beginning of the deployment of the first leaves of the warty birch. |
||
|
First thunderstorm. |
||
|
The beginning of flowering of the warty birch. |
||
|
First appearance of morels and lines. |
||
|
Start planting potatoes in the field. |
||
|
The first flight of May beetles. |
||
|
The beginning of flowering of poplars, dandelions. |
||
|
The beginning of flowering willow brittle, colza. |
||
|
The beginning of the deployment of the first leaves of the aspen. |
||
|
The first song of the nightingale. |
||
|
The beginning of the deployment of the first leaves of the small-leaved linden. |
||
|
The beginning of flowering red currant. |
||
|
The beginning of flowering bird cherry, wild strawberry. |
||
|
Arrival of the first black swifts. |
||
|
The beginning of the flowering of black currant, blueberry, European spruce. |
||
|
The beginning of the flowering of garden cherry, the European swimsuit. |
||
|
The last frost in the air. |
||
|
The beginning of the flowering of the garden apple tree, three-leaf watch. |
||
|
The beginning of flowering horse chestnut, May lily of the valley. |
||
|
Last frost on the ground. |
||
|
The beginning of flowering yellow acacia. |
||
|
The beginning of the flowering of the common lilac. |
||
|
Beginning of earing of winter rye. |
||
|
The beginning of the flowering of mountain ash. |
||
|
First appearance of boletus. |
||
|
Beginning of flowering cranberries. |
||
|
First appearance of white mushrooms. |
||
|
The beginning of flowering of Scotch pine, forest geranium. |
||
|
Start planting tomato seedlings. |
||
|
The beginning of the flowering of the Tatar honeysuckle. |
||
|
First appearance of boletus. |
||
|
The beginning of the dispersal of mature fruits of the common elm. |
||
|
The beginning of the flowering of forest raspberries, popovnik. |
||
|
The beginning of flowering wild rose, viburnum vulgaris. |
||
|
The beginning of flowering of white acacia, team hedgehog, winter rye. |
||
|
The first ripe wild strawberries. |
||
|
Beginning of flowering of sweet clover. |
||
|
First appearance of foxes. |
||
|
The beginning of flowering Ivan-tea. |
||
|
The beginning of flowering timothy meadow. |
||
|
Beginning of haymaking. |
||
|
The beginning of flowering of large-leaved linden, meadowsweet. |
||
|
The first ripe fruits of red currant. |
||
|
The beginning of flowering chicory. |
||
|
First ripe blueberries. |
||
|
The beginning of the flowering of the golden rod. |
||
|
The beginning of flowering of small-leaved linden. |
||
|
The first ripe fruits of forest raspberries, black currants. |
||
|
The first ripe fruits of bird cherry. |
||
|
The first appearance of saffron milk caps, real milk mushrooms. |
||
|
Beginning of wax ripeness of winter rye. |
||
|
The first ripe fruits of garden cherries. |
||
|
Beginning of dispersal of mature seeds of warty birch. |
||
|
Start of winter rye harvesting. |
||
|
The first ripe fruits of cranberries. |
||
|
Mass appearance of boletus, boletus, porcini mushrooms. |
||
|
Beginning of dispersal of mature yellow locust seeds. |
||
|
The beginning of the coloring of the leaves of the small-leaved linden. |
||
|
Beginning of winter rye sowing. |
||
|
Mass departure of black swifts. |
||
|
The beginning of the coloring of the leaves of the common elm, warty birch. |
||
|
First frost on the ground. |
||
|
The beginning of the fall of mature fruits in hazel. |
||
|
The beginning of the coloring of the leaves of the aspen. |
||
|
The beginning of the flight of cranes. |
||
|
The beginning of leaf fall at the aspen. |
||
|
Start harvesting potatoes in the fields. |
||
|
Mass departure of barn swallows. |
||
|
First frost in the air. |
||
|
The first ripe fruits of viburnum vulgaris. |
||
|
The beginning of the flight of geese. |
||
|
The beginning of yellowing of needles in Siberian larch. |
||
|
Full coloring of the leaves of the small-leaved linden. |
||
|
First appearance of bullfinches. |
||
|
Full coloring of the leaves of the aspen, common elm. |
||
|
Full coloration of the leaves of the warty birch. |
||
|
First appearance of waxwings. |
||
|
Complete yellowing of needles in Siberian larch. |
||
|
The end of leaf fall at small-leaved linden, aspen. |
||
|
First snow. |
||
|
Mass flight of rooks. |
||
|
The end of leaf fall at the common elm, horse chestnut, poplar. |
||
|
Gophers go into hibernation. |
||
|
The end of leaf fall in gray and black alder, warty birch. |
||
|
The end of the fall of the needles of the Siberian larch. |
||
|
The end of leaf fall at the apple tree and garden cherry. |
||
|
The end of leaf fall at the common lilac. |
||
|
End of grazing. |
||
|
Cases of re-flowering. |
||
|
The appearance of ice on stagnant water bodies. |
||
|
Freezing on the river. |
||
|
Formation of stable snow cover. |
Lesson-journey "Mushrooms around us"
Type of lesson: travel lesson.
The purpose of the lesson: to introduce children to the kingdom of mushrooms, with a variety, structure and application.
Equipment: illustrations of mushrooms (aspergillus, penicillium, mkkor, yeast, cap mushrooms, tinder fungus), table "Structure of a cap mushroom", microscopes (1 per desk), ready-made micropreparations "Mukor", handout "Edible and poisonous mushrooms", two baskets, natural objects "Tinders", elements of costumes (hats).
DURING THE CLASSES.
Teacher. Hello guys! Today we have a difficult lesson, we are going to an unusual country where living beings live. Most of them are land dwellers, but there are also water ones. They settle on plant and animal remains, and on living organisms, on food, on metal and rubber products, and even on plaster in an apartment. Who can tell me what these creatures are? ( student response). Of course it's mushrooms.
Each traveler, going on the road, takes a route sheet, a pen and pencil and, of course, a reference book. Today, our notebooks will become our route sheets, and textbooks will be our reference books.
Open the route sheets and write down the topic of the lesson.
During our journey, we will get acquainted with the kingdom of mushrooms, their structure, diversity and application. Friends! Let's hit the road.
(A musical fragment of a marching song sounds)
Teacher. A person encounters representatives of the kingdom of fungi much more often than is commonly thought. Whether dough rises with yeast, whether mold spots appear on bread, whether we go to the forest for mushrooms, whether we drink cool kvass, whether we get an injection of antibiotics or even feel itchy after a mosquito bite - nowhere has it been without meeting with mushrooms or the direct results of their activities. .
So what are mushrooms? Mushrooms are a group of lower organisms lacking chlorophyll.
(Definition children write the definition in a notebook)
Teacher. Mushrooms are often referred to as plants, but this is a deep misconception. Mushrooms are a separate kingdom, distinct from the plant kingdom and from the animal kingdom.
We open our reference books (textbooks Biology, 6th grade, author Pasechnik V.V.) and find these distinctive features.
(The guys work with the book, and then answer orally)
Teacher. Mushrooms, like animals and plants, have their own structure. Let's arm ourselves with pencils and make a drawing in our route sheets. ( Work in a notebook)Teacher. Our drawings are ready and now we need to make inscriptions. ( Children make explanatory notes to the picture). A mushroom is a mycelium or mycelium, and everything that we put in a basket is called a fruiting body. The fruiting body consists of a hemp and a cap, on the reverse side of which spores are formed, with which mushrooms reproduce.
In nature, there are at least 100 thousand mushrooms. Their diversity is great. And today, traveling through the country of mushrooms, you will get acquainted with some of them. Let's start with fungi. About which the 1st Counselor will tell us, we make an entry in the logs: mold mushrooms.
1st Advisor. Scientists mycologists from a wide variety of mold fungi single out one of the most important group, which includes aspergillus and penicillium, these fungi are common from the Arctic to the tropics.
Aspergillus. In 1960, 100,000 turkeys died in the UK within three months. It was not immediately possible to establish the cause. It turned out that the food fed to the turkeys was contaminated with aspergillus.
Seeing mold spots on book bindings, we can confidently say this is also aspergillus. However, a person managed to use aspergillus for his own purposes. The food of many peoples of the Far East, such as China, cannot be imagined without a constant seasoning - soy sauce. The "sourdough" of this product is Aspergillus.
Penicillium widely used in the biological industry for the production of citric acid and other acids, as well as for the manufacture of penicillin, used in medicine to treat many diseases.
Teacher. Thank you dear adviser. You have on your tables a relative of aspergillus and penicillium - mucor. Let's look at the finished micropreparation of mukor under a microscope. But before we get started, let's repeat the rules for working with a microscope.
(front poll. Work with microscopes: setting up microscopes, examining a micropreparation, transferring microscopes to a non-working position)
Teacher. We have seen what the mukor represents, but where it settles, what significance it has, the 2nd Counselor will tell us.
2nd Advisor. Mukor settles on foodstuff vegetables, bread, jam, manure, plant residues. These mushrooms are not only harmful, but also beneficial. For example, in Asian countries, the mukor mushroom is used to make soy cheese.
Teacher. Thank you, adviser, and we continue the journey. And we turn to the study of the second group of fungi - yeast. Please make a note in your journals "Yeast Mushrooms". ( Children write the title in a notebook) Yeast was discovered by accident, but how the 3rd Advisor will tell us.
3rd Advisor. Many thousands of years ago, they paid attention to grape juice, which turned out to be warm. Bubbles floated up in it, and white flakes sank to the bottom. And only in 1680, after the invention of the microscope, it was possible to consider organisms, but only in the nineteenth century, scientists realized that yeast are mushrooms. Mushrooms are special without mycelium. Now man knows brewer's, baker's and medical yeast.
Teacher. Thank you. But where do you think you can meet yeast? ( Children give examples of where you can meet yeast) It turns out that not only people have learned to use yeast for their needs. The common mosquito grows them in its esophagus. When he sticks his proboscis into human skin, carbon dioxide dissolved in it is injected into the wound along with saliva. Yeast gets in there too. The carbon dioxide helps the mosquito suck blood, and the yeast itself causes that familiar itchy blister at the site of the bite. Continuing our journey, let's move with you to where there are a large number of these same mosquitoes. In the forest. And in the logs we will make an entry - cap mushrooms . (Children make notes in their notebooks
Teacher. There is such a sign among the people - the edges dressed up in a yellow-purple outfit, Ivan da Marya bloomed, go to the forest for mushrooms, but at this time you will not find many mushrooms. But how joyful it is to find the first mushrooms. Real mushrooms will come when the fog will envelop streams and ravines with its clouds of smoke. Quiet hunting is called picking mushrooms.
(To the cheerful music, a group of guys in costumes enter and show a skit)
Girl.
I turned the dew path into the forest, There, where the tall pines touch the sky.
Where fairy tales whisper spruce, birch and oak, Where the berries ripened and mushrooms grew. Borovik: Guess who am I? Under the old pine tree, Where the old stump bent, Surrounded by his family, the first one was found...
Girl. Borovik! Borovik. White mushroom is the dream of all mushroom pickers. We grow in birch groves, in pine forests, oak and spruce forests. We rarely grow alone, more often in groups. Borovik is a beautiful and large mushroom, it is also called the king of mushrooms. Take me, girl, in a soy basket, you won't regret it! Chanterelle 1. And now guess, guys, our riddle. Chanterelle 2. Very friendly sisters. They wear red berets.
Autumn is brought to the forest in summer.
Golden... Guys. Chanterelles Chanterelle 1. A family of chanterelles are sitting in a clearing - Half a dozen red-haired sisters.
Animals and birds are not afraid of them at all.
These sisters are so funny.
Pine trees and aspens admire them, And cunning chanterelles hunt in baskets!
Chanterelle 2. We grow in mixed forests. Chanterelles can be boiled, fried, marinated. There is one interesting property of these mushrooms - they never crumble and do not crumple. You rarely see wormy chanterelles. Chanterelles. That's what we are! Girl. I will go in the morning in the grassy lowlands of Russula and pick up a full basket.
Multi-colored, young, Very, very different:
Under the blue oaks, Under the red pine, And under the green maples, Under the blue aspen.
Let mushrooms and not vigorous, But beautiful! Russula. Right! Most russula grows in the forest. We got our name, because in pickling very soon, in a day we become ready for use. Russula are friends of inexperienced mushroom pickers. Champignon. Good afternoon I am a champagne! I do not grow in the forest more often, but in an open field or in a vegetable garden. Where is the fat land. When the mushroom is young, it is as if swaddled in a diaper. And the old mushroom has a collar. Champignons are often confused with pale grebe. But the toadstool has white plates under the hat, while mine is pink or even black. Champignons are very nutritious. Take me, you won't regret it! Death cap. I am a pale bastard. I am the most dangerous of all mushrooms, the most poisonous.
My venom is similar to that of a snake, it persists even with long cooking. These mushrooms are not eaten even by worms. But few people know that small doses of pale toadstool were used in the old days to fight a terrible disease - cholera.
Fly agaric: I am a fly agaric mushroom. Unlike the toadstool, nature endowed me with extraordinary beauty, but my beauty is deceptive. My poison causes suffocation, fainting. Amanitas are used as a means to kill flies. But such forest dwellers as moose are being treated by me. Death cap. Girl, can you take us to your basket? Fly agaric. See how much space is left. Teacher. Thank you guys for such an interesting excursion into the forest. ( The participants in the scene sit down. The class is divided into groups of 4 people. Each group has a handout "Edible and Poisonous Mushrooms" on the table.Teacher. I now propose to fill the girl's basket. You have sets of mushrooms on the tables. You must find edible and poisonous mushrooms. You will need to make appropriate notes in your journals. ( Group work. Checking the task is that the guys fill the baskets, put edible mushrooms in one, and poisonous mushrooms in the other)Teacher. Mushrooms are poisonous and edible, how not to confuse them? The 4th Counselor will tell us about this.4 th Advisor. (The material for the presentation is taken from the encyclopedia "I know the world" volume "Plants" p.171)
Teacher. Thank you, adviser, for interesting and useful information. Having considered mushrooms in the reference book, edible and poisonous, only then go to the forest. But that's not all, it is necessary to repeat the rules for picking mushrooms. ( The guys list the rules for picking mushrooms)
Teacher. Well done boys. And so, having collected full baskets of beautiful mushrooms, you return home, and suddenly pay attention to growths on tree trunks that look like roofs of houses. What is this? Students. These are tinders.
Tinder fungi have one remarkable biological significance, they are called living canopies. No matter how the tree stands, their tubular layer always faces the ground, so that the spores spill out freely. The fall of a tree is a disaster for them, and if the tinder fungus finds the strength to turn its layer down, then it continues to exist, and if not, then it dies. Teacher. Thank you dear advisor. Here we are again back in class, our journey is over. And we sum up.
Questions to summarize the lesson:
1. What are mushrooms? 2. How do they differ from plants and animals? 3. With representatives of which groups did you meet today? 4. Where have mushrooms been used? 5. What is the role of mushrooms in nature?
Teacher. This concludes our lesson. Thank you all very much. Goodbye.
Lesson-practice with the use of ICT "Journey to the world of animals"
Target: expand knowledge of the diversity of living organisms.
Tasks:
educational:
meet people from different classes
consider the features of their behavior and lifestyle
repeat the main systematic groups
developing:
development of cognitive interest in the subject
development of the ability to build hypotheses and provide evidence in favor of their legitimacy
educational:
contribute to the formation of a positive "I - concept" of the personality of students
stimulate the manifestation of initiative and independence of students
cultivate respect for animals
Equipment: computer, projector, presentations of the teacher, students, multimedia disk; TV, videos. "Diversity of the animal world", "Class Reptiles".
Lesson type: practical lesson.
Conduct method: reproductive, partially exploratory.
Form of organization student activities: group.
You can't defend what you don't love.
You can't love what you don't know.
N. Sladkov
I. Organizational stage.
Fragment of the video.
Good afternoon, young thinkers! I am glad to see your smart and kind faces! We have to make a journey into the world of the most interesting, mysterious organisms - the world of animals. And who will go on a trip - we will find out together, having visited the station “Guess us!”
Showing a video clip.
1 station. GUESS US!
There is a head, but no hair;
There are eyes, but no eyebrows;
There are feathers, but it does not fly, It does not chill in the cold and is not afraid of the heat. (Fish)
The spinner is jumping.
Not a mouth, but a trap.
Both the mosquito and the fly will fall into the trap. (Frog)
What a miracle! That's such a miracle! Dish on top, dish on bottom! A miracle walks along the road, Head sticks out and legs. (Turtle)
A fast-winged plane will freeze for a moment above the flower.
He will sit on a blade of grass - Suddenly he will flutter and fly. (Dragonfly)
2 station “MENTAL GYMNASTICS”
Work with the simulator on a multimedia disk.
Teams make presentations.
3 station “BEHIND THE PAGES OF THE TEXTBOOK”- It will expand your knowledge about animals.
Conduct eye exercises with students.
4 station “THEORETICAL”
"Fill in the missing words."
Blood-sucking mosquitoes attack ( animals) And ( human).
Only (females) are bloodthirsty, and (males) feed on nectar.
( females) without bloodsucking eggs do not ripen.
They suck blood with piercing-sucking) oral apparatus - a long non-segmented proboscis.
Their proboscis is thin bristles into which they are turned ( upper lip), a pair of upper and a pair of lower ( jaws). The lower lip is a groove where, like in a case, the rest of the proboscis is inserted. The mosquito, like the gadfly, belongs to the detachment ( Diptera).
Toads are easily distinguished from frogs by ( rough) skin covered with tubercles.
The skin of toads emits caustic ( liquid), which causes irritation, getting into ( eyes) or ( mouth).
If this happens, you should immediately rinse them with clean cold water).
Toads are active in ( dark) time of day, and ( afternoon) hide in various shelters.
The hind limbs of toads Briefly speaking) than in frogs.
In this regard, toads ( worse) are jumping.
Thanks to the well developed easy) And ( dry) skin toads can live away from ( reservoirs) and only for the period ( breeding) go into the water.
They settle in vegetable gardens), on ( fields), V ( forests), (parks) and bring to a person ( great benefit), exterminating various ( pests) cultivated plants.
Gymnastics for the eyes.
5 station “RESEARCH”
Combine these animals according to systematic features. Which animals turned out to be “superfluous”? To which group do these animals belong? Based on what signs did you come to this conclusion?
(Superorder sharks; squad stingrays. “Extra” - armored pike and African flake).
These tailless amphibians have interesting names. The pictures in the circles will be your clues. Well, guess what their names are?
Blacksmith Frog.
Garlic.
Spur frog.
Krestovka.
Bullfrog.
The work of students in groups.
Using a fragment of a video film, determine the traits of adaptability of animals to a given habitat.
6 station "COMPLAINTS BOOK"
“And the beast, like our smaller brothers, never hit on the head.”
S. Yesenin
Representatives of classes listed in the Red Book.
Creation of syncwines.
Presentation by students of slides with organisms listed in the Red Book.
Recording syncwines on photos with animals.
7 station "HUMORISTIC"
Zoo joke 1:
Before you is an insect that does not exist in nature. This is the fruit of the authors' imagination. I wonder if you can guess what parts of the body of which insects they created this monster from. ( The head and wings are from a bee, the body and two pairs of forelimbs are from a flea, the hind pair of limbs are from a grasshopper)
Zoo joke 2:
( The head and mustache are from a woodcutter beetle; front wings - from a dragonfly; hind wings - from a butterfly; abdomen, body and limbs - from locusts)
Zoo joke 3: These animals do not exist in nature. They are the fruit of the imagination of the authors. And you need to answer which parts of the body and from which reptiles the authors combined in one animal.
(1. The head is from a common viper, the body and limbs are from a quick lizard, the tail is from a Nile crocodile.
2. The head is from a crocodile, the body and limbs are from a Central Asian tortoise, the tail is from a snake.
3. Head - from a crocodile, body, limbs and tail - from a tuatara).
Seasonal changes in the life of plants and animals (dis-
leafing, leaf fall, arrival and departure of birds, etc.) - on-
call phenological phenomena.
In the mandatory minimum content of the initial education
it is recommended to carry out regular observations
weather and seasonal changes in nature.
Carrying out phenological observations is necessary
walkable condition for studying the course of natural science. Observe-
weather and phases of development of plants and animals
continue with the study of biology and geography, therefore
very important in preparatory course introduce children
with the rules for conducting observations, to develop from them
initial skills in selecting objects and fixing re-
observation results.
On the pedagogical value of accounting for seasonal changes
in nature, when working with younger students, he pointed out
also K.D. Ushinsky: “If the teaching does not want to be dry,
attracted and one-sided, but tends to ensure that
to develop the child in all its harmonious natural integrity
ness, it must never lose sight of place and time...
I do not find ... a better way how to take as a subject for readings and conversations the area that surrounds the child and that
the time of the year when teaching takes place, so that impressions...
were alive in the child and could be checked by his own
experience and feelings ”(Ushinsky K.D. Selected pedagogical works. - M., 1968. - P. 142.).
Great importance gave phenological observations
AND I. Gerd. He wrote: “In the spring, children do daily
observing the awakening vegetation, the development
buds, the arrival of birds, in autumn - over the wilting of flowers, from
foliage color changes, fruit ripening, over ant-
another heap or a beehive, etc." (Gerd A.Ya. Selected Pedagogical Works / Ed. B.E. Raikov. - M., 1953 - P. 78).
At the beginning of the twentieth century, the methodology for conducting school phenol
logical observations were developed by D.N. Kaigorodov. If you mark-
Was it the day when the cuckoo first crowed, the lark sang,
the first swallows appeared ..., the birch turned green, ... passed
the first spring thunderstorm, the river was covered with ice ... - you
have already conducted a number of phenological observations, wrote
he is in the book "On School Phenological Observations".
I.I. Polyansky believed that if such observations were made,
year after year, they "... eventually draw in the observation
bodies, turn into a need ... Bringing them closer to the environment
nature, they are very valuable and the fact that ... they force attention
but peer into the surroundings, foresee ... what phenomenon
should be expected in the next turn ... The study of the sequence
ness and connection of phenomena makes it possible to foresee. On the-
example, the spring arrival of black swifts is almost unmistakably
indicates the approach of a warm air current ... ”(Polyansky I.I. Seasonal phenomena in nature. - St. Petersburg, 1910 - P.6).
Phenological observations contain many valuable
dagogic elements, give scope for research
work. Their implementation helps to develop attention, observation
duration, memory, logical thinking children - ka-
honors necessary in the study of the natural sciences.
To organize observations of seasonal phenomena in
kind of teacher needs to know Basic Rules
their implementation:
1. Select a permanent observation site. He
must be located near the school or place
children's residence. When comparing observations, remember that the microclimate is different in different parts of the city. Therefore alone
and the same phenological phenomena (for example, flowering of
remuhi) can be observed at different times in the center and on
outskirts, in the southern and northern parts of the city.
2. The selected area in terms of its relief and composition of the plant
the value should be characteristic of the surrounding me-
density. List several types of trees and shrubs
growing next to each other and in sufficient quantity
honor. Try to notice how the deadlines are affected
seasonal changes in the conditions in which plants are located
(illumination by the sun, elevated or low
stock), and their age.
3. Determine the names of trees, shrubs and herbs
the number of plants in your area. It can be: black poplar
ny, Norway maple, drooping birch, brittle willow, pine
ordinary, red elderberry, Tatar honeysuckle, shi-
may, cinquefoil goose, meadow clover and others
common plants. For each type, keep separate
nye records.
4. Make observations every day in spring, summer and autumn
new 2-3 times a week. Remember that the quality of observations
depends on their frequency.
5. Observation of insects, birds and other animals
spend here in complete silence. Don't take animals
into hands. Remember that one cannot observe the life of any organ-
nism outside the conditions of its existence.
6. The onset of a particular phenological phenomenon
correlate with the weather, the state of water bodies, soil. This is po-
can you establish patterns in the development of inanimate
and wildlife.
7. Make all records of phenomena occurring in nature
on the same day. Otherwise, you may forget the exact
the date of their occurrence.
8. Children can conduct summer observations together with
children or while relaxing in a health camp.
The class should have "Phenological Corner"
which
most often has the following headings:
a) observing the weather (for a month);
b) a plan for phenological observations (for inanimate nature, plants-
mi, animals);
c) folk calendar;
d) "It's interesting" (interesting information about natural
objects and phenomena);
e) "Think, observe, answer" (questions and tasks with con-
vert for answers; children). The information contained in these
headings should be updated every week.
Headings may change. In a phenological corner
add additional material to the current lesson
natural sciences; a review of periodicals about the
kind; contests for the best drawing, photography
or an essay about excursions and walks in nature.
In addition, a calendar is placed in the corner " Seasonal time
development of nature in our area. It may have the following
blowing view:
Phenological observations are not
can be included in the curriculum. They demand
free communication with nature in extracurricular and extracurricular
(summer time. The results of such observations should be fixed
be recorded in special phenological diaries.
“Diaries of observations on nature and labor activity
human quality" for students in grades 1 - 4 were created
E.A. Valerianova, and later - Z.A. Klepinina and
G.N. Aquileva. They are based on tasks for observing
denies in nature, grouped by seasons. Observation plan
deniya corresponds to the traditional construction of programs
in natural history. During the season, tasks are distributed
according to a certain logic: first, tasks are given for
observations of inanimate nature, then - for plants,
for animals and, finally, for the labor of people. This order
reflects the natural relationships in nature. In every
season there are tables of weather observations (cloudiness,
precipitation, temperature, wind). To fix such
observations in the diary are conventional signs, designations
extreme weather events.
In the mid-90s of the last century, the federal "Dnev-
Nicknames of Observations" ceased to be published. In the second room
journal "Pedagogy" for 1995, an article by D.
I. Traitaka "Natural science, what should it be in the beginning
school." In it, the author complained: “In teaching natural history
the contact of students with nature was noticeably disturbed. Her steel
study mainly from textbooks ... Surprisingly,
V Lately teachers do not encourage students to complete
Take the Observation Diaries. We have to grieve with what
parted with them easily.
At present, various regions of the country publish
Xia "Diaries of observations" with local history content.
So, for example, in the course of an experiment conducted in a school
lah Chelyabinsk region in the 1996-1997 academic year, were
various methodological variants of tasks were tested
to conduct phenological observations with younger
schoolchildren. The most interesting to perform children-
we turned out to be tasks that require comparison of averages
years of onset of phenological phenomena on
Southern Urals with current observations of students in con-
specific area.
With the advent of local lore observation information
children become more intelligent. Students are no longer just
noticed that, for example, bird cherry blossomed, and concluded that
that the prelude had come and could compare, earlier or later
same as usual, this phenomenon occurred this year.
According to the feedback of teachers, entering into the "Diary of Observations"
regional phenological information, explanation,
why it is necessary to observe certain phenomena
in nature, led to increased cognitive activity
children and even their parents.
Regular extracurricular observations of seasonal changes
studies in nature begin in the 1st grade and are carried out on
throughout the years of elementary school. Tasks
for observations for the upcoming period of time (more often,
for a week) are selected by the teacher from the "Diary of observation-
taking into account the probability of occurrence at this time
divided seasonal events. Tasks are scheduled for
observations of inanimate nature, plant life, living
here, the labor of people. Students are explained what objects and phenomena should be focused on,
clarifies the rules for determining the dates of expected
phenomena.
For example, students must determine the dates of the onset of
the following autumn changes in plant life: the beginning
lo autumn leaf color (it is necessary to notice the first
cases of partial discoloration of the leaves of trees and
shrubs that you have planned for observations); complete
autumn leaf color (among the observed plants there are
more than half of the trees and shrubs curled up with quite
altered leaf color) beginning of leaf fall (leaves at
in calm weather, they begin to fall off when lightly shaken
branches); massive leaf fall (from most trees and bushes)
tarnikov of this type of foliage falls in a noticeable amount
ve); end of leaf fall (the vast majority of trees are observed
given species dropped the foliage remaining on separate
branches leaves are not taken into account).
The teacher must inform the students of the average time
capturing specific phenological phenomena in a given place
and explain that we are talking only about the probability of their occurrence
steps, and this does not mean at all that at the indicated time
this event must occur. However, the students
must understand that by observing certain objects,
they may notice other phenomena, even unlikely for
given period of time (for example, repeated flowering
autumn of some plants). If there are large
deviations from the average for a particular area of time, then
their causes are analyzed.
The results of observations are summed up on "A minute of the calendar-
rya" - a special stage of each science lesson. The results are summed up according to
plan:
Characteristics of the weather for the week;
analysis of seasonal changes in inanimate nature;
Phenological phenomena in the life of plants and animals
votnyh;
Establishing causal relationships between
seasonal changes in inanimate and living nature;
Participation of children in seasonal work and environmental protection
activities.
At the end of each month, the results of observations for
month, and at the end of the season - per season.
For a more colorful and figurative description of phenological
phenomena on the "Calendar Minutes" natural and pictorial visual aids can be used,
poems, folk omens, etc. This stage usually takes
3 - 5 minutes and is carried out at the beginning of the lesson.
At first school year"Calendar Minutes"
teacher, gradually connecting to the analysis of the weather and seasonal
changes in the nature of "on-duty phenologists". By the end
Grade 1 children themselves sum up the results of observations, learn to sub-
to take additional material for the "Minutes
calendar."
"Duty phenologists" are appointed for a week, during
which fill the class-wide "Phenological area"
lok." This allows all students to control
correctness of personal observations. During the season each
the student should be in the role of "on-duty phenologist".
It is very important for the teacher to supervise the execution of assignments.
"Diary of Observations". Their front-
tal check and marks are exposed.
Out-of-class observations are directly related to pre-
students' homework.
HOMEWORK
Homeworkthere is a form of student organization for
independent performance of teacher tasks related to
with lessons.
Homework only then wears a developing ha
rakter, when it activates the student's thought, encourages him
to independent work.
There are several groups of homework:
- tasks for the formation general concepts. For example,
after studying the topic "Bodies, substances, particles" in the textbook
natural history A.A. Pleshakov is given the task: “Return
attention to what solid, liquid and gaseous bodies and
substances surround you at home”;
- tasks related to the development of skills and abilities.
For example, having studied the properties of water, children at home perform
reference: “Using experiments, establish which of the following
some substances dissolve in water, and which does not. river sand,
drinking soda, starch.
· for didactic purposes:
- Consolidation of acquired knowledge. For example, after studying
the topic "Plant Diversity" students should
prepare an oral answer to the question: “Why on Earth
do you need plants?
- systematization of knowledge. For example: after studying the topic "Who
what he eats”, children at home perform the task: “Distribute
animals into groups depending on the way they feed:
crow, jerboa, dragonfly, frog";
- preparation for the perception of the new. For example, before studying
the topic “How plants reproduce” the students should
at home, think about the question: “What conditions are necessary
for seed germination? To do this, they need to remember
how they grew plants from seeds in labor lessons
learning.
· according to the nature of the activity:
- reproductive. These tasks require playback
conduct the activities that the children performed in the lesson.
For example, reading and retelling a textbook article;
- creative. They require the use of knowledge and skills
niya received at the lesson, in new conditions. For example,
in the textbook "Natural Studies" for the third grade A.A. Play-
Shakova after meeting with protected plants pre-
the task is laid: “Design for your younger comrades
book-baby "Take care of plants." On the first page
write what the plants would say to the children if they could
speak".
· by way of execution:
- oral. This is reading the texts of the textbook and additional
literature, oral answers to questions, retelling of articles on
plan, etc.;
– written assignments and graphic works
most often performed in workbooks or in the "Dnevni-
kah observations";
- practical tasks. These can be tasks, tre-
staging of the simplest experiments or observations
for objects and phenomena of nature. For example, after
acquaintance with the species and organs of plants according to the textbook
A.A. Pleshakov is doing the following homework:
“Find out what plants are found near your house.
Find plants of the same species, different species. Consider or-
plant genes. Compare them in plants of the same species, different
kinds."
Giving students homework, the teacher should guide
be led the following requirements:
target setting before the task. Students should
understand the purpose for which they need to perform this or that
exercise;
Specially allotted time for instruction in the lesson.
The teacher must explain in detail how to perform
each task and ensure that each student is
Understood;
fixing homework by students. Teacher
should write down the homework on the blackboard and follow
have the children write it down in their diary.
Homework must be individually Ha-
rakter. When selecting tasks, one should take into account the level of sub-
cooking junior schoolchildren and their interest in the subject.
Lagging students are given tasks that require repetition.
rheniya the main questions of the course. Students who show
special interest in natural science, one should choose creative
tasks that broaden their horizons. For example,
prepare and present a literature review on certain
topic.
Methodically well organized Homework
helps the teacher to effectively conduct a science lesson
knowledge.
Introduction
1. The role of the educator in the formation of knowledge on familiarization
children with seasonal phenomena in nature
2. Tasks and content of knowledge about seasonal changes
3. Seasonal phenomena in nature
4. Methods for teaching children seasonal changes in nature
5. Observation as the main method of introducing children to nature
6. Calendar of nature as a means of consolidating knowledge
7. Introducing children to seasonal natural phenomena using the example of autumn
Bibliography
Download:
Preview:
FSBEI HPE "Chuvash State Pedagogical University
them. AND I. Yakovlev"
Abstract on the topic:
"Methods of familiarizing preschoolers with seasonal natural phenomena."
Completed by: Konstantinova S.V.
Introduction
- Seasonal phenomena in nature
conclusions
Bibliography
INTRODUCTION
The problem of environmental education is currently relevant. Until a certain time, the impact of man was smoothed out by the processes taking place in the biosphere, but at present, man is on the verge of an ecological crisis. That is why it is so important in environmental education First stage preschool education when they receive the first knowledge about the culture of relationships with the natural environment.
Love for nature can only be cultivated on the basis of knowledge about plants and animals, their living conditions, basic needs, as well as skills and abilities to care for plants and animals. The aesthetic perception of nature also contributes to the formation of a careful attitude to nature. In addition, children of all age groups need to cultivate a cognitive attitude towards nature, a desire to learn about it as much as possible.
The program of education and upbringing of children to get acquainted with nature in kindergarten built taking into account the principle of seasonality. It contains the possibility of understanding nature in a strict logical sequence: from changes in the inanimate (sun, day length, soil, water) to changes in the living world (plants, animals) suggests considering it only in interaction with the inanimate in nature.
It is the acquaintance with seasonal phenomena, their sequence, the causes of changes in the living in connection with changes in the external environment (cooling, warming) and with the adaptability of the living to changes in the inanimate world, which makes it possible to form in children the foundations of an ecological worldview and in an activity approach to nature, through labor, practical activity, protect and preserve it.
IN preschool age the following knowledge about changes in nature is available: each season has its own length of day and night, a certain nature of the weather, air temperature, typical precipitation; features of the phenomena of inanimate nature determine the state of the plant world and the way of life of animals in a given season.
In kindergarten, children are introduced to nature, the changes taking place in it at different times of the year. On the basis of acquired knowledge, such qualities as curiosity, the ability to observe, think logically, and treat all living things aesthetically are formed.
In the pedagogical process of a preschool institution, special attention should be paid to familiarization with nature in order to develop the thinking and speech of children.
The main task in mental education is the education in children of knowledge about inanimate and living nature, accessible to the sensory perception of children, the connections between objects and natural phenomena. It is necessary to show children nature as it really is, influencing their sense organs.
- The role of the educator in the formation of knowledge on familiarization
children with seasonal phenomena in nature
To familiarize older preschool children with animate and inanimate nature, flora and fauna, the teacher uses various forms of work: classes, excursions, targeted walks, observations in everyday life.
A significant place is given to children's observations of nature, natural phenomena, self-observation, experimentation, experiments, games.
To expand the knowledge of children about the seasons, the teacher conducts classes on characteristic phenomena in nature at different times of the year. On daily walks, the teacher draws the attention of children to the weather: warm - cold, the sun is shining - it is raining, snowing, calm - the wind is blowing, clear sky - clouds. If such observations are constantly made with children, the children themselves notice changes in the weather.
In summer, children note that the day is long, the sun shines brightly, it gets hot; in winter - the day is short, it gets dark quickly, the sun shines, but does not heat.
In the process of familiarization, the children's idea of the dependence of seasonal changes on sunlight.
Under the guidance of an educator, children observe changes in animate and inanimate nature at different times of the year, pay attention to the development of plants and, as under the influence of sunlight, heat, buds open, leaves, grass, and flowers appear. Plants, trees are a fertile object for knowledge, for the development of systemic thinking and observation of a child at any time of the year. They are always accessible to the eye, you can touch them and even hide under the crown of a tree on a hot sunny day.
The task of the kindergarten teacher is to bring children to worldview conclusions about the unity and diversity of nature, the connections and relationships between different objects of nature, constant changes in nature and its development, the expediency of the relationship between living beings in nature, the rational use of nature and the protection of it. . In parallel with this, children are developing the ability to aesthetically relate to the world, to perceive and appreciate the beautiful, to multiply the beauty of the environment with their activities, to encourage them to think about the relationship between people and nature.
- Tasks and content of knowledge about seasonal changes
The tasks and content of knowledge about nature, the skills and abilities of children expand and become more complex from one age group to another. At each age level, what has been achieved is improved.
Systematically acquainting children with nature begins in the first and second junior groups. At this age, it is important that children accumulate knowledge, i.e. specific ideas, about individual objects of nature: about natural material and its properties. They are given the first knowledge about hallmarks seasons. Younger preschoolers should understand some of the connections between natural phenomena: the wind is blowing - the trees are swaying, the sun is shining - it is getting warmer.
The teacher teaches kids to observe objects and natural phenomena. At the same time, children are offered the task of observation and a plan that should be followed. In the course of observation, the educator teaches the children to explore actions. It is very important to teach kids to talk about the results of observation. The task of the educator is to form in the children an emotionally positive, caring attitude towards nature (the ability to rejoice at the sight of a flower, bird, sun).
IN middle group children's ideas about the properties and qualities of “objects of inanimate nature are expanding and concretizing. Pupils of the middle group continue to learn to observe the objects of nature. This activity in comparison with the previous groups becomes more complicated. Children are taught to accept the task of observation, they master investigative actions, try to compare, talk coherently about what is being observed, and draw conclusions.
In the older group, the main task is to form children's knowledge about the connections and relationships that exist in nature: about the needs of plants and animals, depending on living conditions and conditions, about the connections between certain organs and their functions. Children learn about the stages of growth and development of plants, about seasonal changes in nature and their causes, about a certain sequence of seasonal changes.
The systematization of knowledge about the seasons occurs on the basis of the establishment of temporal (what happens after what) and cause-and-effect (from what certain phenomena occur) relationships. It is important to develop in children the ability to observe changes in natural phenomena, to cultivate a sense of love for all living things, to teach some simple ways to protect nature.
In the preparatory school group, the main task is to clarify and expand knowledge about the regular changes in the phenomena of inanimate nature, their further systematization and generalization. It is necessary to form ideas about the change of seasons, about the increase (or decrease) in the length of day and night, about regular changes in air temperature, and the nature of precipitation.
Animal life also depends to a large extent on changes in nature. Many animals adapt to the winter cold: there is an autumn molt of birds and animals; some of them prepare food, change shelter. Changes in plant life lead to changes in animal life: insects disappear, then migratory birds fly away. These general patterns can be learned by children, provided that during preschool age they form specific ideas about each season (day length, air temperature, typical precipitation, plant conditions, animal lifestyle, adult work, changes in the lives of children themselves in any given season). Children need to know the order of the seasons.
- Seasonal phenomena in nature
Periodic phenomena of nature, due to the annual course of meteorological elements, are called seasonal phenomena. In temperate latitudes, regular repetition and succession of the seasons are expressed. The change of seasons occurs as a result of the annual revolution of the Earth around the Sun with a constant position of the inclination of the earth's axis to the plane of the orbit.
Therefore, the height of the Sun above the horizon, the angle of incidence of the sun's rays on the Earth, and the amount of incoming solar radiation change. The position of the Earth in orbit determines the onset of the astronomical seasons. However, the astronomical timing of the seasons does not coincide with the timing of periodic changes in weather and wildlife.
For example, summer does not begin on June 22, with the beginning of astronomical summer, but earlier, and it does not end on September 23, but also earlier than this date. This circumstance forced nature researchers to take into account, in addition to astronomical, other indicators of the seasons.
Seasonal changes in wildlife are studied by the science of phenology. Observations of periodic changes in the plant and animal world are called phenological. The essence of phenological observations is to constantly monitor the course of seasonal phenomena and record the dates of their onset. Using the dates of long-term phenological observations, naturalists compile phenological calendars (calendars of nature). 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 phenomena.
Observations of seasonal phenomena include observations of changes in the duration different parts days, air temperature, occurrence of precipitation and their types. The main content of observations are observations of the growth, development, and condition of plants and animals. In the process of systematic observations, scientists note certain moments in the life of the observed objects. So, in trees and shrubs, this will be the beginning of sap flow, swelling of the buds, the beginning of leaf deployment, the appearance of buds, flowering, mass flowering, the end of flowering, the beginning of ripening of fruits and seeds, the beginning of autumn leaf coloring, the beginning of leaf fall, the full autumn coloring of leaves, the end of leaf fall. .
Phenological forecasts that predict what the coming spring and summer will be like help field growers choose the right plant varieties for sowing, gardeners - to protect gardens from the damaging 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 the control of pests of cultivated plants.
- Methods for teaching children seasonal changes in nature
In the pedagogical process of the kindergarten, various forms of organizing children are used to familiarize them with nature. Classes or excursions are most often held with all children (frontal form of organization). Work and observation of nature is best organized with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal).
Teaching methods are ways of joint activities of the educator and children, during which the formation of knowledge, skills and abilities, as well as attitudes towards the world around them, is carried out. When familiarizing children with nature, all of these methods are widely used.
Visual methods include observation, viewing pictures, demonstrating models, films, filmstrips, transparencies. Visual Methods with the greatest completeness correspond to the possibilities of cognitive activity of children of preschool age, allow them to form vivid, concrete ideas about nature.
Practical methods are games, elementary experiments and simulations. The use of these methods in the process of getting acquainted with nature allows the educator to clarify the ideas of children, deepen them by establishing connections and relationships between individual objects and natural phenomena, bring the acquired knowledge into the system, and exercise preschoolers in applying knowledge.
verbal methods- these are the stories of the teacher and children, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge of nature, systematize and generalize them. Verbal methods help to form in children an emotionally positive attitude towards nature. In the work on familiarizing children with nature, it is necessary to use different methods in a complex, correctly combine them with each other.
- Observation as the main method of introducing children to nature
Observation is a specially organized by the educator, purposeful, more or less long and systematic, active perception of objects and natural phenomena by children. The purpose of observation may be the assimilation of different knowledge - the establishment of properties and qualities, structure and external structure objects, causes of change and development of objects (plants, animals) of seasonal phenomena.
To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena.
Observation allows children to show nature in natural conditions in all its diversity, in the simplest, visually represented relationships. Many connections and relations of natural phenomena are accessible to direct observation, are visible. The knowledge of connections and relationships forms the elements of the materialistic worldview of nature. The systematic use of observation in acquaintance with nature teaches children to look closely, to 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 teacher uses different types of observation. Recognizing observation is used to form in children ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the features of certain objects, their properties, signs, and qualities. It ensures the accumulation of vivid, living knowledge about nature in children.
Observation can be carried out both with individual children, with small groups (of 3-6 people), and with the entire group of pupils.
Long term observation. The content of long-term observations is diverse: the growth and development of plants, the establishment of their main changes, the development of animals and birds (parrot, canary, chicken, rabbit, cat), seasonal observations of inanimate and living nature. When organizing long-term observation, the educator must know the main stages of growth and development of a plant or animal. In accordance with them, the observation is divided into a system of episodic. Each episodic observation is carried out when the changes have manifested themselves quite clearly in the object.
autumn The teacher organizes daily monitoring of the weather. In order for the children to learn to pay attention to the air temperature, he invites them to dress the doll for a walk. It is necessary to consult with children what is better to put on a doll. As it gets colder, the teacher pays attention to how the children themselves are dressed. Offers to touch the cooled objects: bench, wall of the house, pebbles. On days when the sun either shines brightly or hides behind the clouds, you need to “search” for the sun, ask the guys why it got dark or brighter. You should pay the attention of children to the wind, and for this it is useful to take turntables, paper ribbons for a walk, and blow up a balloon with the children. In the fall, they organize rain monitoring: they listen to how it knocks on the roof, on the windows; watch the puddles appear on the street.
in winter use various methods to help children become aware of changes in air temperature: the teacher, together with the child, puts on the doll, preparing for a walk, while reminding that it is cold outside, severe frost and therefore the doll needs to be dressed warmly. On a walk, he invites children to take off their mittens for a short time and feel the cold. Draws attention to how warmly dressed children and adults. At the beginning of winter, after a snowfall, it is recommended to conduct a targeted walk around the site and show the children how much snow is around, which lies on the ground, on trees, on benches, on a fence, on roofs of houses.
Spring. At the beginning of spring, children should pay attention to the fact that the sun has become dazzlingly bright. It is useful to watch the sunbeam (sunbeam). Water games are organized in the spring. The teacher pays attention to its properties (it flows, objects are reflected in it), puts plastic, paper, wooden boats into the stream and the children watch how they swim. Of great interest to them is the game-calendar "What is the weather today?". Every day, turning from a walk, the guys move the arrow so that it points to the picture corresponding to the given weather.
Summer. The monitoring of the weather continues. According to some signs, preschoolers begin to determine the warm and hot times of the day. The teacher helps them to realize this with the help of questions: why did you take off your warm clothes today? Why didn't you take off your jacket yesterday? Why are the stones (sand) so hot today? Wind monitoring continues. The teacher takes out turntables and paper ribbons for a walk. Pays attention to how the trees sway, the leaves rustle and flutter in the wind.
Depending on the number of children involved in the observation, it can be individual, group and frontal. Depending on the goals set by the teacher, observation can be episodic, long-term and final (generalizing).
- The calendar of nature as a means of consolidating knowledge
A nature calendar can be a valuable tool for getting to know nature. In the middle group, it should be simple in terms of the material presented, bright. With the help of the calendar, interesting impressions from observations on the site, walks, and excursions can be stored in the memory of children for a long time. Drawings of children reflecting what they saw are placed by the teacher in the calendar. In this case, one should select those in which what is seen is most accurately or figuratively presented.
In the older group of the kindergarten, the calendar of nature can be somewhat complicated, since children of the sixth year of life have increased the ability to perceive and comprehend natural phenomena, reflect what they see in drawings, as well as the simplest schematic images.
Fig.1 Example of a calendar of nature
Seasonal phenomena of nature, the state of the weather can be presented in the calendar in more detail, with the help of conventional signs. At the same time, the educator should use the calendar not only as a means of fixing the observations of children, but also to develop their ability to “read” the calendar.
Fig.2 Observation of nature
Observation, which has increased by the older preschool age, as well as the knowledge accumulated by children about the variability of the weather, makes it possible to use a significant number (6-7) of conditional images of weather phenomena in the calendar. For example, autumn weather events can be represented by conditional images.
By the second half of the year, the children of the older group have some initial knowledge about time (day, week). Therefore, the teacher can add a conditional image of the week to the calendar (a strip with cells according to the number of days of the week) and teach children to independently mark the state of the weather. Such fixed observations allow children to show the variability of the weather, the dynamism of natural phenomena in a relatively short period of time, and also to consolidate ideas about the days of the week. In the calendar of nature in the older group, as well as in the middle one, the most interesting drawings of children should be placed, reflecting their observations of the weather, the life of plants and animals, and people.
The educator should encourage children to make independent observations, express interest in this activity, evaluate it positively, form the need to sketch what they saw, talk about it using their own drawing. Near the calendar of nature it is good to have everything you need for drawing - paper, pencils or paints.
They design calendars of nature in the older group in different ways. For example, at the beginning of the year, a calendar with little complexity compared to the average group may be used. In it, plot pictures depicting various seasonal phenomena are replaced by conditional images. Added images of new weather conditions
- Familiarization of children with seasonal natural phenomena using the example of autumn
Autumn is one of the most favorable seasons for observing changes in nature. When studying natural phenomena, the teacher draws the attention of preschoolers to many signs of different seasons, teaches them to trace the connection between them. It is important to introduce children to autumn nature from the very first days of the school year. Children receive knowledge in this area gradually, cyclically, replenishing them year by year.
Acquaintance with the phenomena of autumn nature of younger preschoolers
This process begins primarily on daily walks. Children are invited to observe the phenomena of inanimate nature.Younger preschoolers are taught to notice changes in the weather: the sun shines and warms less, it often rains, it's cold, the wind shakes the trees, plucks the leaves that fall, spinning in the air. The teacher draws the attention of the kids to the fact that people began to dress warmly, walk in waterproof shoes, under umbrellas. It is necessary to point out to the children the appearance of puddles after the rain and push the pupils to establish a causal relationship: it rained - puddles on the ground, the sun came out - the puddles dried up.
Through systematic observation of rain, children will be able to understand the appearance of snow: at first it rains more often, then it gets colder, until finally the first snowflakes and ice appear. Observations of weather changes can be associated with games. For example, when playing with turntables, children notice that when the wind blows, these toys spin. After this discovery, the teacher can invite the kids to think about why the trees are swaying. The most striking changes occur in autumn in the plant world.
In the autumn, the children observe how the leaves of the trees have changed: they changed color, began to fall off. With the help of appropriate games and leading questions from the teacher, children should come to the conclusion that different trees have different leaf colors. For example, the game "Find the same one" is useful. From similar leaves of one tree, the teacher makes cards, shuffles them and asks the child to find a pair of one of the elongated pictures. Fallen leaves can be collected for an autumn bouquet, which is then placed in a corner of nature.
It is important for the educator to evoke in children the first aesthetic experiences from the perception of the beauty of autumn trees. This is facilitated not only by the words of the teacher directly, but also by the tactile sensations of preschoolers during leaf fall: they run on dry leaves, listen to their rustling, which helps them to feel the beauty of autumn nature more deeply. Autumn flowers in the flower garden bring a lot of joy to children (gladiolus, dahlias, asters, marigolds). The teacher notes the differences between these varieties and summer varieties, and also shows the children how to dig up flowering plants, transplant them into pots, and decorate the group room with them.
Also, kids watch how adults and older children harvest vegetables. Younger preschoolers are shown what has grown in the beds by autumn, they are offered to pull out onions, carrots, and beets on their own.
Children should pay attention to birds. This is best done by feeding birds. In the process of feeding, the teacher reports that different birds fly to the site. From time to time, after observing on walks, the educator should hang out in the corner of nature pictures of the birds that the children saw that day. Having come to the group, you need to ask: "Whom did we see on a walk today? That's right, a sparrow. This picture shows the same sparrow." Soon the children will notice that they see fewer and fewer birds. The teacher explains to them that they gather in large flocks and will soon fly away to warmer climes. Also, the kids are told (and subsequently shown) that the older guys will feed the remaining wintering birds. Younger preschoolers make their own contribution: they collect seeds for winter feeding of birds.
At the same age, children learn the simplest habits of other living creatures: in autumn, insects hide, a hare changes its fur coat, a bear is looking for a den.
Rain, rain, drip, drip! Wet tracks.
Anyway, let's go for a walk, put on galoshes.
In middle preschool age, children begin to learn more complex concepts and patterns.
Observing the phenomena of inanimate nature, they establish deeper (compared to last year) causal relationships: the sun shines little, so it became cold; birds do not have enough food, they need to be fed.
At the same time, it is still difficult for children to determine the transition from summer to autumn by the first signs. Signs of transitional seasons (spring, autumn) are mastered more slowly than winters and summers. Therefore, it is necessary to prepare preschoolers for the assimilation of these concepts gradually, based on the accumulation of sensory experience in them and the formation of specific ideas about individual characteristics every time of the year.
The teacher, giving the children some new knowledge, relies (remembers with them or retells) on the facts already known to them.
For example, children can already set the sequence: warm summer rain - autumn, cold snap - cold lingering rain - snow. But they still cannot quite connect these changes with solar activity. The teacher gives them the task: to trace where the puddles dry up first - in the shade or in the sun, after which he asks why this happens. When frost appears (that is, the first frosts come), the teacher pays attention to changes in the soil: it has become hard, it is more difficult to dig it up. On an evening walk, children begin to notice that the sun sets earlier. After repeated observations, preschoolers will be able to conclude that it makes a certain path. The teacher informs them that it is autumn now and the path of the sun is shorter.
Also, on walks, the teacher still draws the attention of children to the leaves of trees. Like last year, he tries to show them the beauty of golden autumn. In parallel with this, it is useful to play games like "Know the tree", "From which tree the leaf comes from". Such a game is also interesting: children depict various trees, hold leaves in their hands. On the instructions of the teacher, they perform various actions. For example, the teacher says: "It blows strong wind and shakes the trees." The children begin to shake the leaves with their hands. "The leaves are spinning" - everyone is spinning, raising their hands. "And now the leaves have flown to the ground" - the guys toss the leaves, squat.
At this time of the year, preschoolers collect leaves for bouquets, and the teacher points out to them along the way that some of them turn yellow, redden or fall off earlier than others, and some, such as lilac and oak leaves, remain green for a long time and do not fall off.
At the same age, preschoolers get acquainted with the concept of "leaf fall". Children run on fallen leaves and play with them. It would be appropriate to read them the appropriate poem.
When all the leaves have fallen, it is advisable to take the children for a walk in the park, preferably with coniferous trees. Here the children practice recognizing trees without leaves, and also compare the decoration of spruce and pine with other trees.
On the site, preschoolers rake fallen leaves, take them to pits so that there are no pests.
For the emotional basis of learning, the teacher shows pictures about autumn, reads poetry. The impressions received during observation should be consolidated in didactic games, in the classroom for fine arts.
Oak is not afraid of rain and wind at all.
Who said that the oak is afraid to catch a cold?
After all, until late autumn it is green.
This means that the oak is hardy, which means that it is hardened.
Continued in the middle group of observation and the plants of the flower garden. The guys need to be led to the conclusion that flowering plants are becoming less and less. For a better acquaintance with autumn flowers, you can play the game "Guess what you have in mind" with preschoolers (children should describe flowering plants). It is also advisable to carry out various didactic games.
You can dig up bushes of asters, marigolds, marigolds and transfer them to a group for further observations. It is also a good idea to organize a collection of large seeds of flower garden plants, such as nasturtiums and marigolds, so that children can compare them. It is necessary to show how to collect seeds, to teach to distinguish ripe from unripe. After walking in a group, the seeds are examined and sorted.
Middle-aged preschoolers can already actively participate in the harvest. The teacher draws the attention of the children to the fact that they took good care of vegetable crops, so they harvested a good harvest. Also, children learn to distinguish ripe vegetables from unripe fruits by size, color, shape, and density. To consolidate knowledge about vegetables, an appropriate lesson should be held. If possible, you should visit the orchard (or plot) when picking apples. Children will admire apples, feel their aroma; the teacher will explain to preschoolers that an apple is ripe if its seeds are dark.
Bird watching continues. On a walk, the teacher asks to stand quietly, listen to the sounds in the park: "What do you hear? Do the birds sing?", Name them. The guys examine different birds, compare them in size, color, habits, distinguish them by the sounds they make. The teacher reminds the children that it is very difficult for birds to find food in the cold season, so they need to be fed. Middle-aged preschoolers no longer just observe feeding, but directly participate in it. Together with the teacher, they determine the place for the feeders, and then hang them out. Every day, going out for a walk, children stock up on food for birds. The teacher also teaches the children to notice which bird is more willing to peck on this or that food.
Gradually, the guys notice that insects are not visible at all: butterflies, beetles, grasshoppers. You can invite children to look for insects under fallen leaves, in crevices and cracks in the bark, under stones and think about why they hid there.
The teacher also partly recalls, and partly talks about changes in the life of forest animals: a squirrel stores food, a hedgehog is looking for a mink, a bear is in a den, a hare changes its fur coat.
In the older group, children are introduced in more detail to the connections in inanimate nature that are accessible to their understanding, with the causes of certain phenomena, with the influence of inanimate nature on the life of plants and animals, and human labor. This becomes possible because in the sixth year of life the child is already able to compare, generalize the signs of observed objects and phenomena, and think independently. Curiosity develops.
The level of development of cognitive processes in children of senior preschool age is sufficient for them to assimilate systematized knowledge about seasonal changes in nature. A child of 5-6 years old is also aware of the sequence of natural phenomena. Therefore, in the older group, children form a generalized idea of the seasons.
Already at the very beginning of autumn, the teacher draws the attention of preschoolers to the signs of the onset of this season. Systematically (from the window of the room, on walks and excursions to nature) observations are made with the children of the autumn weather.
In addition to the already familiar observations (over the duration of daylight hours, temperature changes and solar activity), new ones are also being conducted. With the help of a teacher, preschoolers notice that at the beginning of autumn the sky is clear with small clouds, the air is transparent. At the end - the sky is gray, often in clouds. Observations are made before and after the rain, so that the guys are clearly aware of its connection with the clouds.
Together with the teacher, the children daily note the strength and direction of the wind. In late autumn, the attention of the pupils is fixed on the fact that when they wake up in the morning, it is dark outside the window. Lead them to the conclusion that the days are getting shorter (the sun rises later and sets earlier). Children will learn the reason for the change in the length of day and night, especially the weather in a given season.
At this age, they can already characterize the state of the weather: cloudy, rainy, cold, windy, sunny. Thanks to these skills, as well as constant observations of the weather (in the morning and evening it is noticeably colder than in the afternoon; in the middle and at the end of autumn, the cold intensifies, the puddles freeze, the roofs are covered with frost), children form ideas about the influence of the sun on the change of day and night, about its role in the life of plants and animals, that it is a source of light and heat. The teacher explains that depending on the position of the earth relative to the sun, the seasons change.
To understand the reasons for the change of seasons, you need to play a game that reflects actions that simulate the movement of the earth around the sun: "Why is another season coming?" Children independently determine the relationship between the location of the earth relative to the sun and the season. To clarify and replenish the knowledge of pupils about the seasons, it is necessary to read fiction: K.D. Ushinsky "Autumn", N.I. Sladkov "Autumn on the Threshold", "September", "October", "November", etc. For the same purposes, it is good to read out excerpts from the corresponding poems and make riddles.
In order to form in children a generalized idea of autumn as a time of year, when living conditions for living beings change significantly, you can conduct an "Autumn" lesson, in which preschoolers are invited to explain proverbs related to the peculiarities of autumn nature.
You can tell the children that in autumn one day is equal to night, and it is called the day of the autumnal equinox. At this time of the year, the stars and the moon are already visible on evening walks. It is necessary to explain to the pupils that they are always in the sky, although they are not visible during the day. Sometimes they are not visible even in the evening, children should be able to associate this with clouds.
In general, in the older group, preschoolers form ideas about inanimate nature as a habitat for animals and plants, about some meteorological phenomena that affect processes in wildlife.
Like last year, the teacher draws the children's attention to changes in leaf color and leaf fall.
The teacher helps the children to establish a connection between leaf fall and the first frosts. Older preschoolers should understand the meaning of leaf fall: when falling, the leaves protect the trees from moisture loss and freezing, and prevent branches from breaking off during strong winds and snowfalls. Fallen leaves protect the roots of the tree: covering the ground with a solid carpet, they protect them from frost. In addition to protecting the root system from the cold, the leaves, rotting, make the soil nutritious. The guys can even help this process by gathering the foliage in a pile, shoveling it and watering it abundantly. Preschoolers learn that leaves should only be removed from the paths, and it is better to leave them under the trees.
At this time of the year, the teacher tries to give children the pleasure of observing autumn nature.
Knowledge of autumn changes in the plant world is not limited to observing the leaves of trees. Pupils can be shown various seeds and fruits: oak (acorns), conifers (children will be happy to compare different cones, find seeds in them). With fruits and seeds, you can play the game "Whose branch are the kids from?" - preschoolers find fruits from a particular tree. Such a game will also arouse interest: the fruits of one tree are placed on the leaves of another and the children are invited to eliminate the confusion.
In late autumn, you need to show the pupils the buds and tell them that they are at rest and will bloom only in the spring.
In older preschool age, children continue to get acquainted with autumn colors.They learn that there are annual and perennial plants, collect their seeds and learn to determine from the seed what will grow from it. It is useful to conduct a didactic game "In our flower garden" (a child identifies a plant by seeds).
At this time of the year, children can watch the planting of tulip, daffodil, crocus bulbs in the ground, how they prepare the soil for the lawn. In the latter, they themselves can participate:
- insulate the perennials remaining in the ground with leaves and grass;
- clean the flower garden, removing dried stems and roots of annual plants;
- dig the soil along with organic fertilizers.
Dahlias, gladioli, tuberous begonias that do not winter in the ground should be moved indoors. They are stored in a dry and dark place at a temperature of 5 - 7 0 C.
On a walk, you should take the children to the park, where they can see the preparation of flower beds for winter by adults. As before, preschoolers continue to participate in the harvest, but this year they are much more active.
In the older group, the content of the work, which introduces the seasonal work of adults, is significantly expanded. Preschoolers watch the digging of potatoes, their collection, storage. Targeted walks to the orchard are organized. Children will learn how adults insulate trees for winter. In the process of such walks, they can provide all possible assistance - to support the plant during planting, cover it with earth, and water it. It is necessary to show the children a late variety of apples - green antonovka.
Animal observations continue, especially birds.
At this age, preschoolers already know that birds are divided into wintering and migratory. The teacher can organize observations of the gathering of migratory birds in flocks and departure. During a walk to the rookery, it is advisable to draw the attention of preschoolers to the surrounding nature, recall the lines from N. Nekrasov's poem: "Late autumn, the rooks flew away. The forest was exposed, the fields were empty ...".
Older preschoolers are able to understand more complex cause-and-effect relationships. Therefore, it is necessary to explain to them that many birds do not fly away because they are cold. The guys should be aware of a different connection between a drop in temperature and the departure of birds to warmer climes: cooling - withering of plants - disappearance of insects - departure of birds.
For a better assimilation of information about autumn in general and about birds in particular, appropriate classes should be held. On them, the teacher once again reminds the children of the need to take care of the remaining birds, talks in more detail about the proper care of them, clarifies the knowledge of the pupils about a particular bird.
At the end of the lesson, we should invite the children to think about why we protect birds, what benefits they bring.
The teacher tells the children that in order for birds to constantly fly to the feeders, they (the feeders) must always be kept in the same place, and in winter stick brooms from weeds next to them in the snow.
Acquaintance with the habits of animals in the autumn continues. The teacher introduces children to the seasonal features of the lifestyle of amphibians associated with environmental conditions (for example, a frog is awake in the warmth, and falls asleep when cold weather sets in).
The teacher talks about how hedgehogs prepare for winter, what stocks squirrels make for the winter.
It is necessary to systematically check the knowledge of children about insects, as well as how clearly the children imagine the reasons for the disappearance of butterflies, beetles, show them numb insects in the cracks.
These stories and observations help preschoolers to form knowledge about the adaptability of wild animals to seasonal (winter) conditions. Children are aware of the chain of connections: weather conditions - the presence (lack) of food - the way of life of the animal.
To create an emotional and cognitive atmosphere among children, as well as to help them more fully and consciously acquire knowledge about autumn, you can spend your leisure time "Autumn - Eight Changes". The children will get acquainted with folk proverbs, sayings, learn to solve riddles about autumn and, most importantly, get motivated for further observations.
CONCLUSIONS
At preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain nature of the weather, air temperature, typical precipitation; the peculiarities of the phenomena of inanimate nature determine the state of the flora and the way of life of animals in a given season: in winter, plants are at rest, in spring, as the day length and air temperature increase, favorable conditions are created for the growth and development of plants - the period of active vegetation begins.
The most favorable conditions for plant life are created in summer: a long day comes, the air temperature rises, heavy rains fall. In autumn, the length of the day is gradually reduced, the air temperature drops, the life of plants freezes: they are preparing for a state of rest.
The choice of methods and the need for their integrated use are determined by the age capabilities of the children, the nature of the upbringing and educational tasks that the educator solves. The variety of the objects themselves and natural phenomena that the child must learn also requires the use of a variety of methods.
When developing a specific lesson, the teacher must refer to the kindergarten program and determine the amount of knowledge, skills, cognitive or practical activities to be learned by children. It is most advisable to use for this lesson, conducted by the method of observation. A special type of occupation is also widely used - excursions into nature. If for some reason direct observation of objects is impossible or difficult, the accumulation of specific ideas can be carried out in the classroom using didactic pictures (examination of pictures of natural history content).
The teacher introduces children to existing natural phenomena, explains the causes and the relationship between them. First, children get acquainted with specific objects and phenomena of the natural environment. Here they develop the ability to highlight certain aspects and qualities of objects. Gradually, they not only become aware of the object, perceive their qualities and purpose, but also learn the relationship of objects to each other. When children begin to ask “why?” questions, it means that their mind has matured for the perception of the interconnection of phenomena.
An observant child has access to a sense of the beauty of nature, which helps the educator develop his artistic taste and understanding of beauty. If the teacher teaches children to admire the bright colors of the sky at sunset and sunrise, the flight of a swallow, the expanses of fields, the child will develop a sense of beauty, he will be surprised and rejoice at beauty, he will be able to know more deeply the world, will strive to create beauty with their own hands together with the teacher in their kindergarten, and in the future in any work.
Nature is full of extraordinary wonders. She never repeats herself. The educator should teach children to look for and find something new in what is already known, seen.
On walks, excursions, the educator must show the collective work of people. Children will understand the work of the farmer in the field, in the garden on the ground. This is how a sense of respect for the work of adults is brought up, children are taught to take care of the work of others. Brought up in this way, a person will not walk on lawns, throw bread, pollute rivers. Children should know that a person transforms nature, influencing it skillfully.
Children are constantly in one form or another in contact with nature. The infinitely diverse world of nature awakens in children a keen interest, curiosity, encourages them to play, work, and artistic activities. To introduce a child into the world of nature, to form realistic ideas - knowledge about its objects and phenomena, to cultivate the ability to see the beauty of native nature, love, respect for it are the most important tasks of preschool institutions. It is important to teach children the aesthetic perception of objects and phenomena of the natural environment.
Observations of the surrounding reality have a profound impact on the comprehensive development of the child's personality. The child's comprehension of what is perceived and the reflection of the results of observation in speech develops the independence of his thought, quick wit, critical mind, enriches the preschooler's vocabulary, improves speech, memory, attention and lays a reliable foundation for the formation of a materialistic worldview.
Bibliography
- Valova Z.G., Moiseenko Yu.E. Child in nature. - Minsk: Polymya, 1985. - 112 p.
- Veretennikova S.A. Familiarization of preschoolers with nature. - M.: Enlightenment, 1980. - 272 p.
- Deryabo S. D., Yasvin V. A. “Nature: object or subject of personality relations”, Moscow, “School of Health”, 2001, vol. 1.2.
- Methods of familiarizing children with nature in kindergarten / Ed. P.G. Samorukova. - M.: Enlightenment, 1992. - 240 p. 5-09-003254-8.
- Meremyanina O. The land in which I live / O. Meremyanova // Preschool education. -1999. - No. 5. - S. 44-39.
- Meremyanina O. "The land in which I live" / Preschool education. -1999 - No. 5.-44-39str.
- Nikolaeva S. N. “Creating conditions for the environmental education of children”, Moscow, “ New school", 1993
- The program of education and training in kindergarten / M.A. Vasilyeva. - M.: Enlightenment, 1985.-240 p.
- Rybakov B.V. Folk calendar / B.V. Rybakov. - Middle Urals, 1980.-80 p.
- Uruntaeva T.A. Introducing kids to the outside world / T.A. Uruntaeva, A.M. Afonkin. - M., 1997. - 104 p. - ISBN 5-7042-1124-0
- Formation of the foundations of the ecological worldview in preschool children. - Volgograd, "Change", 1994
Form start
MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS
educational institution
"MOZYR STATE PEDAGOGICAL UNIVERSITY them. I.P. SHAMYAKINA"
DEPARTMENT OF BIOLOGY
DEPARTMENT OF NATURE MANAGEMENT AND NATURE PROTECTION
METHODOLOGY FOR PHENOLOGICAL OBSERVATIONS IN NATURE
Course work
Specialty 1-02 04 04-03 Biology. Protection of Nature
Executor:
4th year student, 4 groups
part-time education _____________ A.I. Mosin
Scientific adviser:
assistant ______________ O.V. Grishaeva
MOZYR 2013
ABSTRACT
Coursework: 34 pages, 2 figures, 1 table, 15 references, 1 application.
Key words: phenological observations, ecological education, methods.
Research methods: study of literature data on the research problem, comparison of the obtained data.
The results obtained and their novelty. The main thing in the phenological coverage of the development of natural objects is the exact binding of both development as a whole and each of its stages to a specific calendar date (calendar time). Information about the phased calendar of development of plants and animals is an essential part of their general characteristics. Thus, each biological species is distinguished by its inherent linkage of development to calendar time. Dealing with the calendar of development of biological species, phenology thus explores one of the forms of adaptation to the environment inherent in all living things.
Degree of use. Phenological observations of students are closely connected with work in the educational-experimental area. Observations of the seasonal development of objects of animate and inanimate nature over several years make it possible to compile a natural calendar of the nature of your area. Based on the data of long-term phenological observations, students can get an idea of the synchronization of plant development, their reactions to environmental conditions, establish the causes that determine the pace of development, and identify reliable phenological indicators of the timing of various seasonal work.
Application area. Education, pedagogy.
INTRODUCTION……………………………………………………………………..4
CHAPTER 1. LITERATURE REVIEW…………………………………………..
1.1 Tasks and significance of phenological observations………………….
1.2 Organization of phenological observations………………………..
CHAPTER 2. MATERIALS AND RESEARCH METHODS……………..
2.1 Visual and quantitative phenological methods…………..
2.2 Observations using technical means………………
2.3 Mathematical modeling in phenology………………………
CHAPTER 3. RESEARCH RESULTS AND THEIR ANALYSIS…………..
3.1 Analysis of phenological observations of fungi……………………
3.2 Analysis of phenological observations of mammals…………
3.3 Analysis of phenological bird observations……………………
CONCLUSION…………………………………………………… ……………
REFERENCE LIST………………………………………
APPENDICES………………………………………………………………….
INTRODUCTION
The development of phenology as a branch of knowledge was caused by the demands of practice, and the origins of phenological knowledge lie at the dawn of human culture. As soon as a person acquired the ability to note in his memory the phenomena of the nature around him, he became a collector of phenological observations. By linking them with production experience, a person got an idea of the best terms for field work and learned to determine them. However, he could come to this only by comparing observations of a wide range of seasonal natural phenomena.
For modern society, the assimilation by schoolchildren of the sum of diverse knowledge in various subjects seems to be insufficient. Those children who have successfully mastered the basic course of the school curriculum, have learned to apply their knowledge in a familiar situation, but do not know how to independently acquire knowledge, skillfully apply it in practice to solve emerging problems, generate new ideas, think creatively, cannot count on success in society XXI century. Independent cognitive activity is manifested in the need and ability to acquire new knowledge from various sources, by generalizing reveal the essence of new concepts, master the methods of cognitive activity, improve them and creatively apply them in various situations to solve any problems. Along with training sessions, an important role in the formation of independent cognitive activity of students is played by extracurricular work: classes at the school site, setting up experiments and experiments, phenological observations, and excursions. Thus, future teachers must themselves have cognitive independence and must know how to form this quality in students.
The issues of organizing naturalistic work with students are not easy to solve in theoretical classes. The difficulty lies in the fact that this section is closely connected with observations and experiments directly in nature, with the collection of natural objects and the production of educational visual aids. In addition, he needs the skills to organize experimental and practical work at the school educational and experimental site. Along with the theoretical course and laboratory classes, field practice makes it possible to most fully demonstrate a wide range of knowledge, skills and abilities that are necessary for a future biology teacher.
Object of study: phenological observations in nature.
Subject of study: the study of phenological observations in nature.
The purpose of the work: to study the methods of conducting phenological observations in nature.
When performing the work, general scientific methods and a systematic approach were used.
In this paper, the goal is to study the methods of conducting phenological observations in nature, and therefore, the following tasks are set:
1. To study the tasks, significance and organization of phenological observations;
2. To study the methods of phenological research;
3. Study phenological observations of fungi, mammals and birds.
CHAPTER 1. LITERATURE REVIEW
Tasks and significance of phenological observations
The whole complex of seasonal natural phenomena is studied by phenology - the science of phenomena that takes into account, systematizes the patterns of the order and timing of the onset of seasonal phenomena, that is, studies the patterns of the seasonal development of nature. The actual basis of phenological knowledge is phenological observations containing information about the timing (calendar dates) of the onset of specific seasonal phenomena.
Any process characterizes the duration of the time spent on it. The measure of time, which is taken into account in practically all cases of the study of development, becomes the subject of special study in phenology. Phenology is interested in the time required for the development of a particular natural object, in its exact relation to calendar dates.
Developmental processes in phenology are described by dates of onset
certain stages and phases, established by their external manifestation. The main thing in the phenological coverage of the development of natural objects is the exact binding of both development as a whole and each of its stages to a specific calendar date (calendar time). Information about the phased calendar of development of plants and animals is an essential part of their general characteristics. Thus, each biological species is distinguished by its inherent linkage of development to calendar time. Dealing with the calendar of development of biological species, phenology explores, thus, one of the forms of adaptation (adaptation) inherent in all living things to the environment.
Depending on changes in the conditions of existence, the calendar of development of biological species can change significantly. In this case, very often the influence of the environment becomes dominant. Outwardly, this is manifested in the fact that the same seasonal phenomenon occurs over the years at different times. And it is inherent in all seasonal phenomena.
The variability of the timing of the onset of seasonal phenomena, its patterns are the main subject of study of phenology, and each of the seasonal phenomena can be considered studied in phenological terms, if it is known to what extent the timing of its onset varies (varies) from year to year and what causes the variability of these terms. To obtain such information, long-term observations are needed; therefore, long-term repeatability of observations forms the basis of the method of phenological research.
The tasks of phenology are closely related to the problems of rational use of biological and climatic resources. Together with other sciences, it participates in the development of issues of natural and economic zoning, location and specialization of various sectors of the economy. To solve these issues, a deep knowledge of the geographic environment and a multifaceted characterization of the territory are required, which will be incomplete without information about the course of the seasonal development of the components of living and inanimate nature that make up this environment. Its purpose is to give an answer to many practical questions relating to the timing of the development of new lands, the development and location of the branches of agriculture, tourism and recreation. In an infinite number of cases, it is necessary to know how the annual cycle of development of natural objects of interest to us fits into the framework of the astronomical calendar and within what limits the timing of their seasonal development can change.
The central and, to a certain extent, independent part of a phenological characteristic is its phenological calendar. This is the division of the year into qualitatively different phenological periods - seasons and subseasons, each of which is characterized by a specific state of objects of animate and inanimate nature and their special interaction. Phenological periodization is called natural, thus emphasizing its fundamental difference from the universal civil calendar for the entire territory. In the phenological calendar, for each specific territory, not conditional, but real terms are given for the transition of nature from one seasonal state to another. Natural phenological periodization proceeds from the fact that each season (season, sub-season) has a strictly defined specific set of seasonal phenomena. This certainty makes it possible to use seasonal phenomena as indicators of the seasons and build on this basis a natural calendar of the nature of specific territories, while the timing of the onset of pheno-indicators of the seasons is very clear.
and commensurate differences are revealed between individual natural areas.
The system of phenological periodization as part of the complex phenological characteristics of the territory is important in connection
with another main task of phenology, which is to determine
and forecasting the best (optimal) timing of seasonal work.
Since the timing of the seasonal development of nature is changeable, the optimal planning of production calendars becomes dependent on the ability to timely determine and predict the course of the seasonal development of nature. These possibilities are embedded in indicator phenology - the doctrine of the temporal conjugation of seasonal phenomena. Its principles are quite simple. If by observation we establish that a certain group of seasonal phenomena occurs almost simultaneously (synchronously) every year, we can talk about the generality of the conditions that determine the period of occurrence of the phenomena of this group, and in some cases about causal relationships between individual phenomena. In this case, it is not the nature of the connections that is important, but the very fact of synchronism. If it is set, then it is obvious that the time of occurrence of one of the phenomena of the synchronous group can serve as an indicator signaling the onset of other phenomena of this group.
Seasonal phenomena, which serve as indicators of natural phenological periods, at the same time acquire the significance of synchronizers of the onset of the time for carrying out seasonal work associated with a particular period. Many seasonal phenomena are already known that are used as indicators of the optimal timing of work and activities in agriculture, in the field of plant protection, and in forestry. However, the possibilities of phenological indication based on the synchronicity of phenomena are far from being exhausted. The further search for reliable phenological signaling systems remains one of the most important tasks of phenology.
Numerous studies have shown that the development of plants
and cold-blooded animals is largely determined by the temperature regime. Active processes of their development begin only when a certain threshold of positive temperatures is reached. Depending on how heat is distributed over time, development can accelerate or slow down. Phenoprognosis based on data on the body's need for heat at different stages of its development is based on this dependence. Knowing the body's needs for warmth and how the temperature regime will develop according to the meteorological forecast, it is possible to predict the timing of the onset of the phases of interest to us and related work.
Temperature conditions are very important, but not the only environmental factors that determine the timing of the seasonal development of living organisms. From meteorological factors, humidity and illumination are of great importance, and from biological factors, nutritional conditions. The phenological forecast will be the more accurate, the more fully the influence of these factors is taken into account.
in their interaction.
From all that has been said above, it follows that the problems of phenological indication and forecasting are solved on the basis of an analysis of the relationships and dependencies between seasonal phenomena. Since each event is variable in terms of its onset and, in mathematical terms, is a variable, the analysis is reduced to clarifying the nature of the relationships between the series of variables, which are long-term series of dates for the onset of seasonal phenomena. The longer these series are, the more accurately the degree of strength of links between phenomena can be characterized. Therefore, to solve the problems of phenological indication and forecasting, it is necessary to create a wide network of long-term phenological observation points.
A detailed study of specific objects is the task of private phenology. Obtaining information that gives an idea of the features of the seasonal development of nature in various natural zones and regions is the subject of general phenology. Certain requirements are imposed on the selection of objects and phenomena included in the programs of general phenological observations:
1. Observation objects should be widely distributed, which is dictated by the need to obtain the same type of observations over large areas.
2. The objects of observation must be well known and unmistakably recognizable.
3. The observed phenomena should be among the most typical for individual seasons and subseasons of the year, since one of the main tasks of general phenological observations is to develop a phenological (bioclimatic) periodization of the year in relation to various natural zones and regions.
Observations of the seasonal development of objects of animate and inanimate nature over several years make it possible to compile a natural calendar of the nature of your area.
1.2 Organization of phenological observations
The organization of phenological observations of scientific importance requires the creation of a permanent phenological circle at the school. It is recommended to involve students in his work, starting from the 5th grade. There is no need for an oversized mug. It is quite enough if 15-20 people are engaged in it.
The main part of the work of the phenological circle is the conduct of regular observations by all its members (including the leader) and the presentation of the data obtained in the form of nature calendars, tables, drawings, etc. The best results are obtained if groups are formed in the circle that observe certain groups of objects according to individual programs:
- observation of hydrometeorological phenomena: the weather, meteorological phenomena; for hydrological phenomena; for dangerous natural phenomena;- observation of animals: insects, amphibians, birds, mammals;
- observations of plants: deciduous trees and shrubs; behind coniferous trees; for herbaceous plants.
It is best to start work on organizing phenological observations in the pre-spring period. Students should be introduced to the goals and objectives of observations, the objects of observation, the signs of the onset of individual phases, the directions of observation for each group of selected objects, and the basic concepts and terms of phenology.
The organization of phenological observations usually begins with the selection of a site and observation routes. The observation site must meet the following requirements:
1) convenience for visiting for many years, i.e. this site and the route of its visit should be located in the immediate vicinity of the observer (on the way home from school) and its visit should not be associated with a big waste of time and effort;
2) the typicality of the site for a given area, i.e. places of constant observations in terms of relief and vegetation should not differ sharply from the surrounding area;
3) woody plants on the site should not be represented by single specimens, but rather large groups (at least 5-10 pieces). Preference should be given to middle-aged groups of normally developing trees and shrubs;
4) herbaceous plants must also be represented by a sufficiently large number of specimens.
In cities, places of observation are usually school sites, parks, squares, and well-planted streets. It must be borne in mind that the climate of cities is somewhat different from the climate of rural areas, this affects the timing of the development phases of the plants and animals found here.
After sites are selected and observation routes are outlined, it is necessary to describe them in detail. Without an accurate characterization of the observation sites, it is difficult to compare and analyze phenological information coming from different observers. It is advisable to supplement the description with a schematic map indicating the location of the main plant objects. This provides continuity in observations continued by another person.
Having chosen places for observations, proceed to the selection of objects of observation. The idea of the seasonal development of nature and its patterns is formed from observations of the course of development of its individual components. The more of them, the deeper and more complete the picture of the seasonal development of the natural complex will be. However, since it is practically impossible to cover an infinite number of natural objects with observations, it is necessary, in accordance with real possibilities, to select a relatively small part of them. Certain requirements are imposed on the selection of objects and phenomena included in the programs of general phenological observations:
1) objects of observation should be widespread, which is dictated by the need to obtain the same type of observations over large areas;
2) the objects of observation must be well known and unmistakably recognizable;
3) the observed phenomena should be related to the most characteristic for individual seasons of the year, since one of the main tasks of general phenological observations is to develop a phenological (bioclimatic) periodization of the year in relation to various natural zones and regions.
It is necessary to observe at least 10 trees or shrubs of the same species. Selected copies should be marked with indelible labels, clearly visible from afar. To observe herbaceous plants, it is enough to establish a permanent area 5–5 m in size, clearly delineating its boundaries. Of course, this should be a site where the species of interest to you should be found especially often.
Places where certain species of animals can be found should also be selected - areas with trees and shrubs for bird watching, lawns for watching insects, ponds.
After choosing a route and sites for observation, you should draw up a map-scheme, indicating on it the location of all objects of interest to you, including plants with labels. The map of the site that has been drawn up will serve as a guide for subsequent observations.
The regularity of observations is the most important condition for obtaining reliable phenological data. The scientific and practical value of observations depends on how accurately the dates of the onset of seasonal phenomena are determined. And this means that the more often observations are made, the less likely there is to be an error in determining the date of occurrence of the phenomenon. Daily observations give the most accurate results. However, this is not always possible. At different times of the year, the pace of seasonal development is not the same. In the spring, the phenomena change quickly, so in the spring, observations must be carried out daily. Quite large breaks are allowed in summer, and at the end of summer and autumn, during the period of ripening of fruits and seeds or the departure of birds, the need for more frequent observations again arises. In winter, observations can be made once every 10 days. If possible, the time of day at which observations are made should also be constant. It is recommended to spend them in the morning, because at this time most plants bloom and birds are most active. However, there is no strict regulation here.
The rules for registering phenological observations as a whole should ensure the accumulation of error-free phenological data, well comparable over the years and clearly defined, so that in the future there will be no difficulties in their use. When registering phenological observations, the following rules must be observed:
1. Records must be kept in a notebook with a simple pencil. Writing with a ballpoint or gel pen is not allowed, because when the book gets wet, the text disappears. Do not keep notes on separate sheets, because they are easy to lose.
2. Registration of observation should be carried out directly in the course of their observation - "in the field". Postponing notes, relying on memory, you always run the risk of missing something or making a mistake.
3. The form of diary entries is at the discretion of the teacher, and it is important that once adopted, it is regularly observed from year to year.
4. In the diary for each exit, after indicating the date and hours of observation, the following should be noted:
weather conditions and phenomena in inanimate nature;
changes (phenomena) in the plant and animal world.
5. The diary should include not only the necessary data, but also information about other phenomena that have attracted attention.
6. Records should be as complete as possible, with the necessary explanations, so that not only from fresh memory, but many years later, they can be easily read and understood.
Students are encouraged to keep a nature calendar in the form of a sketchbook or regular notebook. Brief information about the place of observation is written on the first pages: location, relief, nature of the soil, general characteristics of the flora and fauna. A map of the route is also pasted here. On the following pages, the phenomena that will be observed are recorded in chronological order (preferably separately: meteorological, hydrological, botanical, zoological).
Schoolchildren can draw up the results of their observations in the form of wall tables with drawings, photographs, excerpts from literary works.
CHAPTER 2. MATERIALS AND RESEARCH METHODS
2.1 Visual and quantitative phenological methods
Visual methods of phenological observations of plants and animals are common and common, especially for those objects that serve as indicators of the boundaries of natural seasons and subseasons for comparability. The classical method of phenological observations is visual observations carried out in selected areas. Each seasonal phenomenon included in the observation programs is accompanied by its diagnostics, i.e. a verbal, and if necessary, a geographical description, in order to avoid differences in interpretation.
Phenological observations of indicator biological objects are carried out either on individual model specimens or on local species of the population (the second best, since no personal characteristics of the individual are observed). With a certain scatter in the timing of phenophases, there is an insignificant scatter in the indicators of the flowering and leafing phases, the timing of fruit ripening and the autumn death of foliage have a greater scatter. Phenological observations are comparable when observing the population.
Phenologists-observers have long agreed to mark the first onset of the phase in a fairly large area or when passing through a homogeneous territory along a fairly long route (at least several hundred meters). In this way, the appearance of the first flower, the first blossoming leaves, the first meeting with species of migratory birds returning from wintering, the first call of the cuckoo is noted. These observations refer to the representatives of the population with the earliest onset of phenophases. The phenodata obtained in this way are used to compile phenological reference books, maps, calendars of nature. In a number of guidelines, it is recommended to take the day when 5-10% of the population composition entered the phase as the beginning of the phenophase.
The method of marking phenophases by the beginning or end of their presence in the biosystem has justified itself. However, there are particular seasonal processes to which it is not applicable. These are processes that begin or end very gradually - in this case, a quantitative account of the processes over a number of periods of observation, for example, the melting of snow cover from the appearance of the first thaw to the disappearance of the last snow spot or the dynamics of the highest water level - it is necessary to fix the dates of the beginning and end of the phenomenon .
Along with visual methods of phenological observations, more accurate quantitative methods (for example, taking into account the dynamics of abiotic components of geosystems) or biotic growth of grass stand mass by periodically weighing dried samples.
Botanists take into account the dynamics of leaf fall with the help of baskets - traps. At ornithological stations around the clock register spring and autumn flights of birds.
This kind of accurate quantitative accounting of the dynamics of various seasonal phenomena is provided by the work of special services.
2.2 Observations using technical means
With the development of high-speed land transport, phenological studies using technical means began to be undertaken. They partially still retain the visual methods so characteristic of classical phenology. But the human eye begins to be noticeably replaced by physical instruments, special cameras and photoelectric receivers.
Aerovisual phenological observations from airplanes and helicopters are successfully carried out over forests, swamps, tundras, deserts and cultural landscapes. It is always possible to capture seasonal structural and color differences. The first stage in observations is the development of a permanent flight route. The route is plotted on a large-scale map of the area. Flights are carried out every 8-10 days. Flight altitude 60-100 meters. During aerial observations, all phenological aspects are perfectly distinguished.
The most promising for scientific analyzes and generalizations are spectrophotometric aerial methods. Special devices take into account the components of the light flux emanating from the surface of the geocomplex. In this case, the spectral coefficient of brightness of individual sections of the light flux is calculated. Advantages of the method: this method is objective, does not depend on the subjective perceptions of the eyes of individual observations and allows you to obtain accurate quantitative characteristics of the light flux. The ranges of the radiation sensitivity of the method are wider than the conventional light method.
The aerial photographic method of phenological observations consists in periodically photographing key areas on black-and-white, spectral-zonal or color film. Seasonal changes in the configuration and color properties of the observed site are documented. Compliance with the standard methods of meteorological observations during research has entered the blood and flesh of specialists. Exactly the same position has been reached in phenology. The use of statistics clarifies phenological and geographical patterns that are elusive visually or logically. Phenologists are required to master the basics mathematical statistics.
2.3 Mathematical modeling in phenology
Phenoclimatic regularities would seem hopelessly complex if they were described adequately to real correspondences in nature, in all infinite detail. Schematization is the selection of the most important, characteristic ones from an infinite number of connections, as well as a convenient and concise description of phenoclimatic patterns. This description is usually given the form of mathematical dependencies. The process of translating physical and biological representations into mathematical expressions is called mathematical modeling.
Meteorologists and hydrologists have developed a number of mathematical models links between the timing of the onset of some abiotic seasonal natural phenomena and the main environmental factors that determine them. These formulas are used for short-term forecasts of spring and autumn frosts, freeze-up and river openings. It is more difficult to model the relationship between abiotic environmental factors and flora and fauna.
An important task in modeling is to establish the cardinal values of the temperature environment. Cardinal - above and below which life is impossible and the temperature level at which the vital activity of the biota is most fully manifested. In the biota of each landscape, the cardinal points of its components sometimes fluctuate over a fairly wide range. Practice has developed a number of approximate values applied to entire natural areas. For landscapes of the temperate climate zone, the boundaries of the beginning and end of active life
etc.................
Olesya Lisiy
Project: "Phenological observations in the system of familiarization of preschoolers with natural phenomena"
Project: "Phenological observations in the system of familiarization of preschoolers with natural phenomena." From the experience of the educator MBDOU No. 30 Lisy Olesya Nikolaevna
Once, while playing for a walk, a pupil of the group asked me a question: “Why is the turntable spinning on the street, but not on the veranda?”
The other children of the group also became interested in this issue and joined in the discussion of the problem. As a result of the discussion, we came to the conclusion that the reason for everything is the wind. Wind is nothing but the movement of air. So in the middle group, our first project "Air" was born.
We with children and parents were carried away by studying the phenomena of inanimate nature. At the same time, an idea arose to update and enrich the weather site in our kindergarten with new devices, with the help of which children can replenish their natural science knowledge not just from stories and pictures, but by performing practical actions with special devices and meteorological devices while familiarizing themselves with natural phenomena.
Relevance of the problem:
IN preschool children are introduced to nature, the changes taking place in it, at different times of the year. Based on the acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and treat all living things aesthetically are formed.
Psychologists have proved that in children of the first seven years of life, thinking is visual-effective and visual-figurative. Consequently, the pedagogical process in kindergarten should mainly be based on visual and practical methods. It is especially important to observe this principle in the implementation of natural science and environmental education. In order for the pedagogical process to be effective, in 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, because modern research teachers testifies 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 is assimilated instantly, fixed forever, until the end of life and are lost last of all with aging.”
So why is it important to develop the ability to observe as early as preschool? Because, from early childhood, a child shows natural inquisitiveness and curiosity, which help him navigate the environment. And wherever the observation process takes place - on a walk, or an 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 methodical literature and most importantly - the lack of focus of teachers on this type of activity.
Thus, the topic of my experience was formulated: "Phenological observations in the system of familiarizing preschoolers with natural phenomena."
Familiarization of preschoolers with the surrounding world of nature is considered within the framework of educational field « cognitive development and provides for the solution of such tasks How:
Formation of primary ideas about animate and inanimate nature;
Education of a humane, emotionally positive, careful, caring attitude towards the natural world and the world around us as a whole.
Most importantly, in the process of environmental education, children develop a cognitive interest in the natural world, curiosity, creative activity, i.e. personal qualities child, which are presented as targets in the GEF DO.
Thus, in accordance with the requirements of the Federal State Educational Standard for environmental education preschoolers, it was suggested that:
Hypothesis:
The formation of practical skills of working on a meteorological site with meteorological instruments will contribute to the development research skills(the ability to identify the problem, observe, conduct an experiment, analyze, generalize) and educate the ecological culture of preschoolers.
Expected result:
Children should get elementary ideas about the weather and its significance in human life, about the profession of a meteorologist;
Children should acquire skills in the use of instruments for observing the weather;
Have the simplest ideas about air temperature, pressure, wind direction;
Know signs, proverbs, sayings about the weather.
So, purpose my work became:
Teaching children to observe, fix and elementary weather forecasting.
Were determined tasks:
Educational:
To expand children's knowledge of natural objects (air, water, soil, their conditions from the weather;
To teach to predict the weather according to the reaction of inanimate nature;
To form elementary ecological knowledge and ideas through forecasting;
Develop ecological thinking in the process of conducting elementary experiments.
Person-Oriented:
Develop visual materials that have an impact on the development of intellectual and research activities of children.
Develop cognitive activity and curiosity;
Educational:
Raising a caring attitude towards all life on Earth, love for nature;
Education of skills of application of 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 definition of goals and forms of interaction with the subjects of the process.
To do this, I studied scientific materials, teaching aids on this topic, which helped to theoretically prepare for the following events. A survey of teachers was organized in order to study the awareness of the participants in the pedagogical process on this issue, on the basis of which I was later able to prepare information, consultations and a workshop in order to increase the level of knowledge on the topic “Weather and observation of it”.
The next step was the compilation of "Prospective planning for familiarization with the phenomena of inanimate nature."
At that time, working as an educator in the middle group, she organized work to enrich the subject-developing environment both in the group room and on the weather site. Materials, equipment, attributes for cognitive and research activities, the “All Year Round” layout were created with their own hands; selected material for productive activities; didactic games, illustrated material, environmental literature, a card file on the topic “Phenological observations in the system of familiarizing a preschooler with natural phenomena”, which included riddles, poems and signs, was designed.
Practical activities of parents was directed to:
Production of devices-assistants.
Collection of information for the design of albums.
Assistance in the acquisition of exhibits for the mini-museum "I want to know and measure everything."
Activities of educators consisted of the following:
Conduct targeted walks.
Acquaintance with works of art, "smart" books (encyclopedias).
Design and work in the corners of nature, making models "Seasons", "Thermometer".
Activities of organizing teachers carried out in:
Conducting excursions, conversations, experiments and experiments with children according to a long-term plan.
Conducting consultations with educators in order to increase the level of knowledge on the topic “Weather and its observation”;
Consultation for educators "Fixing the results of observations in diaries and calendars";
Speech to teachers of the preschool educational institution on the topic "Observation as a method of environmental education";
Consultation for teachers "Modeling as a method of environmental education."
In the process of getting acquainted with meteorological instruments, it became necessary to develop a unified algorithm for studying them.
Algorithm for getting to know meteorological 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 familiarity with new equipment, reinforcing already existing skills in determining weather readings.
All observations and measurements are carried out with the constant recording of the results obtained in the schemes placed in the corners of nature and weather in groups. Working with schemes also includes summing up the results for the month, for the season (winter, spring, summer, autumn).
Watching 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 effect on surrounding objects.
During the work in this direction, the level of development of the cognitive sphere has significantly increased in children, the practical skills of using meteorological instruments and the skills of fixing the results of observations have improved.
Not only children, but also their parents became interested in the work of the meteorological site. They were pleased that their children were doing interesting things.