Kalina Svetlana Nikolaevna
MBOU "Vada Secondary School"
Circle program
"Environmental
local history"
Circle leader
Kalina S.N.
In hell
ENVIRONMENTAL LOCAL STUDY
Circle "Ecological local history" is part of the implementation of the program for continuous environmental education of students. Introduction to the system additional education circle "Ecological local history" is dictated by a number of objective factors.
First of all, the tasks that modern society sets for school education: the connection of learning with real life, the focus on solving vital problems, the formation of an active life position and new value orientations. All this is directly related to the local lore principle of teaching in education. " Local history allows you to see the world in a drop of water, switch from book rails to real life"- so figuratively defined the essence of local history - the connection of learning with life - the outstanding geographer of the last century N. N. Baransky.
Secondly, the course "Ecological Local History" becomes the educational space within which one of the leading directions is realized school education- ecologization. The priority role of environmental education and local history as “the basis for studying real environmental problems” has made the local history principle one of the key principles in the formation of the ecological culture of schoolchildren.
Thirdly, members mugreceive general information about the nature of their region, about the interconnections and interdependence of phenomena in nature, get acquainted with modern issues of protection and rational use of natural resources in the context of the rapid development of science and technological progress. In the future, students can more deeply study certain areas of environmental protection, conduct experimental and research work..
The theoretical basis of the course was the research of F. M. Bakanina, N. F. Vinokurova, G. S. Kamerilova, G. S. Kulinich, V. V. Nikolina, V. M. Smirnova, L. L. Trube, B. I. Fridman and others, made at the Faculty of Natural Geography of the Nizhny Novgorod State Pedagogical University.
The pedagogical basis of the course is the ideas of personality-oriented education and problem learning, creating conditions for the formation of the subjective experience of the emotional-value and activity attitude to the nature of their region.
The purpose of the circle "Ecological local history"- formation of an ecological culture of a PERSON based on the involvement of students in various types of activities: cognitive, communicative, practice-oriented to study the unique territory of their native land.
The main objectives of the course:
1. Formation of a system of personally significant environmental knowledge, reflecting the natural and socio-economic uniqueness of the NATIVE region.
2. Formation of a value attitude towards one's socio-natural environment and man as part of nature.
Z. Development of patriotic and civic feelings, responsible attitude towards one's Motherland, native land.
4. Formation of subjective experience in making environmentally sound decisions at a specific territorial level.
The most important condition for the formation of ecological culture is the mastery of the conceptual apparatus of ecological local history, which reflects the nature of the relationship between man and nature: an ecological problem, an ecological situation, an ecological and geographical position, ecologically significant conditions and factors. Natural resource potential, nature management, environmental quality, environmental safety (danger), sustainable development, environmental forecasting.
The main requirements for mastering the content by students:
Know the research methods of your region; causes, manifestation, consequences, ways of solving environmental problems of the Nizhny Novgorod region; historical stages formation of the ecological situation on the territory of the region and the possibility of its optimization in different historical times, the ideas of sustainable development of the Nizhny Novgorod region;
Be able to analyze the necessary data from various sources to study and solve the environmental problems of their area; assess the natural resource potential of the territory of the Nizhny Novgorod region, the ecological state of individual components of the NATURE of the region, as well as the ecological situation of specific territories and the region as a whole; apply knowledge in specific practical activities to improve the ecological situation of their area;
Express their attitude to the ecological state of the territory of residence, the natural and cultural values of their area, to the state of their health and the health of those around them.
The program is designed for 3 years. The content of the program (68 hours for each year of study) includes theoretical classes (32 hours) and practical work(26 hours), time is provided for preparation and participation in various environmental competitions (10 hours).
Introduction. (2 hours). Getting to know the work plan mug, with public events in which members will take part mug. Conducting safety training.
Nature protection in Russia, in the Nizhny Novgorod region and in the Vadsky district, its significance. Laws on the protection of nature, specially protected natural areas, Red Book. The role of promoting knowledge on the protection and reproduction of natural resources.
Section 1
Learning to know my land(2 hours)
Topic 1. How does a person know his land?. Man knows the world around him. Ways of knowing. Culture: art, religion, science, forms of reflection of the relationship between nature, man, society. Reflection of the nature of the region in the works of writers and artists.
Theme 2 What does it mean to be a nature explorer? Nature Explorer - who is he? Qualities that an explorer of nature should possess. Outstanding researchers of the Nizhny Novgorod region in the past and present.
Section 2
(6 hours)
Topic 1 . The land where I live(history of development and settlement of the territory of the Nizhny Novgorod region, Vadsky district). Geographical position territory, region (on the map of the country, the world). natural conditions as a factor in the development of the territory. Natural resources. Natural resource potential of the Nizhny Novgorod region. Nature management and its features in different historical epochs.
Theme 2 Nature in legends, folk holidays and crafts of the Nizhny Novgorod region. Beauty and harmony of the nature of the Nizhny Novgorod region. The significance of the uniqueness of local nature in the life of people inhabiting the region. Features of life and culture of the local population. pagan holidays. Mari, Mordovian tales and legends. Motives of nature in the folk crafts of the region (Khokhloma, Gorodets painting, woodcarving, Gorodets embroidery...).
Topic 3. Toponymy of the region about the past of the landscape. Toponymy as a source of information about the past of the region. Differences in the toponyms of the northern and southern zones of the Nizhny Novgorod region. The role of L. L. Trube in the study of toponyms of the Nizhny Novgorod region. Toponymy of the Vadsky region.
Topic 4. Anthropogenic changes in the territory of the region in the past. Spontaneous nature management in the past of the region. The first ecological crises are the result of the activities of pastoralists, hunters, farmers (deforestation, extinction of animal and plant species),
Topic 5. Folk traditions of nature conservation in the Nizhny Novgorod region. Paganism about the rules of human relationship with the environment. Folk forms of nature conservation, Pagan cults. Mari sacred groves on the territory of the region. plant cult. The cult of water. Russian folk traditions and beliefs. Orthodox Church and nature conservation. Natural and cultural heritage of the Nizhny Novgorod region.
Topic 6. My land today. The natural resource potential of the region is present stage. Strengthening the economic impact on the nature of the Nizhny Novgorod region. The main types of modern nature management. Growth of cities and population of the Nizhny Novgorod region.
Section 3
(14 hours)
Ecological situation in the Nizhny Novgorod region
Topic 1. Consonance is complete in nature. Performing photographs, sketches, writing poems, essays that convey the features of the nature of the region, the attitude of students towards it. Excursion to the local history museum.
Topic 2 Nature and man - unity or struggle? Versatile connections of man, society with the natural environment. The universal value of nature: environmental, economic, hygienic, scientific, aesthetic, ethical. Changes in the nature of the Nizhny Novgorod region by man. The impact of these changes on human life and health.
Topic 3. Environmental problem what do we know about it? Ecological problem. Classification of environmental problems. Their origins. The essence of environmental problems as a contradiction in the relationship of man with the environment. Consequences of environmental problems. Ways to solve environmental problems.
Topic 4. The ecological state of the components of nature in the Nizhny Novgorod region. Air quality in the Nizhny Novgorod region, Vadsky district. Sources of air pollution in the Nizhny Novgorod region. Damage from air pollution. The problem of atmospheric air protection in the region.
Water resources, their importance. Assessment of water resources of the Nizhny Novgorod region, Vadsky district. Economic development of the region and water resources. Pollution and irrational use of water resources. Problems of the Volga and Oka, Lake Vadskoe. Problems of small rivers of the region. Rational use and conservation of water resources. Activities for the restoration of small rivers in the region.
Soil resources of the Nizhny Novgorod region, Vadsky district - their significance. Researches of soil resources of the region VV Dokuchaev. Soil fertility of the region. Economic development of soil resources of the region. Ecological problems land fund: pollution, loss of humus reserves, erosion processes. Measures to improve the land fund of the region.
The uniqueness and diversity of biological resources of the Nizhny Novgorod region, Vadsky district. recreational value. Forests, their meaning. Human economic activity and problems associated with the state of wildlife. Deforestation and its consequences. Impoverishment of the flora and fauna of the territory. Activities for the restoration of biological resources. Formation of a system of protected areas.
Topic 5. Chains of environmental problems(environmental problems of the world, Russia, Nizhny Novgorod region, Vadsky district). The scale of interaction between man, society and the environment. Global environmental problems. Ecological problems of Russia. Environmental problems of their region, district. How environmental problems of different scales are connected.
Subject b. Ecological situation in the Nizhny Novgorod region, Vadsky district. Ecological and geographical position. Ecological situations: features, types, formation factors, geography. Natural factors: convergence of three natural zones on the territory of the region, hydrological regime of the region, climatic features, western transport of pollutants. anthropogenic factors. Identification of ecological zones: Volga-Okskaya zone, Zavolzhskaya zone, Right-bank zone.
Section 4
(4 hours)
Topic 1. Boomerang effect - what is it? Changes in the natural environment under the influence of human activities. boomerang effect. The impact of the modified natural environment on human health. Types of health. Exacerbation of the health problem. Man's ability to adapt to changes in nature. The state of health of the population in the Nizhny Novgorod region, Vadsky district. The main diseases associated with the environmental situation.
Topic 2 Environmental hazard and safety. Ecological danger. Environmental Safety. How to ensure environmental safety. Environmental safety around the world, in Russia, in the Nizhny Novgorod region, Vadsky district. Prevention environmental disasters, accidents. Preservation of human health. Responsibility for one's own health and the health of others.
Section 5
(4 hours)
Topic 1. General principles sustainable development. Sustainable development of the Nizhny Novgorod region and the Vadsky district. Sustainable development and school education.
Topic 2. My suggestions for optimizing the environmental situation. Auction of ideas. Protection of copyright projects. How to ensure environmental safety.
Practical work.
Research activities:
Sociological survey population in terms of people's relationship to nature. Its processing and analysis.
Analysis of environmental publications in the local press.
Toponymy of the Vadsky region.
Definition of trees and shrubs in nature. Identification of layers and their composition in the nearest forest.
Determination of the diversity of meadow vegetation.
Observations of animals and birds in the autumn.
Primroses: what and where?
Reflection of the nature of the region in the works of Vadsky writers, artists, musicians.
Identification of erosion areas.
Rare and protected plants of the Vadsky district.
Ecologically hazardous areas of the region.
Determining the quality of water in a local reservoir.
Analysis of sources of atmospheric air pollution in the district center.
Determination of air pollution in the vicinity of the school at different times of the day.
Determination of traffic load in the vicinity of the school.
Description of unauthorized dumps.
Determination of soil fertility.
Excursions to study the state and protection environment:
Fish farm.
Vadskoe forestry.
Treatment facilities.
Museum of local lore (school and district).
Practice-oriented activity:
Collection of autumn leaves.
Action "Clean Coast"; "Let's make the world cleaner"; "A planet without garbage";
"Leaf fall";
"Feeder";
"Green Patrol"; "Plant a tree";
"Seeds".
Project activity in solving environmental problems.
Project activity "Small rivers".
Promotion of respect for nature.
Presentation of student projects about folk crafts, protected areas, environmental organizations.
Reflection of seasonal changes in nature in the creative work of students.
Making photographs of native nature.
Composition on the topic "A corner of nature that is dear to me."
Meetings with interesting people:
Kuleva N.V. - chief specialist in ecology of the Vadsky district.
CRH representative.
Scientific community on ecology of Vadsky construction college.
Academic plan (total 68 hours)
Program Sections
Number of hours
Introduction.
Learning to know my land
The history of the region where I live
environmental problems in the area.
Environmental danger and safety in the Nizhny Novgorod region
I and ecological situations: we study, evaluate, improve
Practical work.
LITERATURE
1. Bakanina F. M reserved places Nizhny Novgorod Region / F. M. Bakanina, E. V. Lukina. - N. Novgorod, 1991.
2. Bakanina F. M. Monuments of nature Nizhny Novgorod/ F. M. Bakanina, E. V. Lukina. - N. Novgorod: Chuvashia, 1997.
Z. Bakanina F. M. Lakes of the Nizhny Novgorod region / F. M. Bakanina, B. I. Fridman. - N. Novgorod, 2001.
4. Vinokurova N. F. Geoecology textbook. allowance / N. F. Vinokurova, N. N. Koposova, V. M. Smirnova. - Nizhny Novgorod: Publishing House of the Volga-Vyatka Acad. state services, 2002.
5. Geography of the Nizhny Novgorod region: textbook. allowance / ed. G. S. Kulinich, V. V. Nikolina. - N. Novgorod, 1991.
b. The concept of environmental education of students in Nizhny Novgorod in the context of the ideas of sustainable development / ed. V. A. Gluzdova, N. F. Vinokurova, V. V. Nikolina. -N. Novgorod: Publishing House of the Volga-Vyatka Acad. state services, 2002.
7. Trube LL How did the geographical names of the Gorky region /L. L. Trube. - Gorky, 1960.
8. Ecological and geographical problems of the Volga-Vyatka region: interuniversity. Sat. scientific works / otv, ed. E. G. Kolomyts. - N. Novgorod: NGPU, 1994.
9. Environmental problems and their study at school / N. F. Vinokurova, A. A. Kasyan, V. V. Nikolina et al. - M .: Education, 1997.
10. Ecology of Nizhny Novgorod: method. allowance / ed. N. F. Vinokurova, V. M. Smirnova. - Nizhny Novgorod: Publishing House of the Volga-Vyatka Acad. state Services
MUNICIPAL AUTONOMOUS GENERAL EDUCATIONAL INSTITUTION BASIC GENERAL EDUCATIONAL SCHOOL
(KNEVITSKY BASIC SCHOOL)
I approve Agreed Considered
School Director Deputy director for educational work at a meeting of the school methodological association
________ (I.S. Kalinina) _________ (K.A. Talvik) Protocol No. _____
dated “__”__________2013
“___” __________2013 “___” __________2013 Chairman of the SMO
__________ (N.V. Ulanova)
LESSON PLANNING
in German
for class VIII
for 2013/2014 academic year
Compiled by the teacher
Talvik F.H. ,
German teacher
Lesson planning explanatory note training course German for grade 8
Lesson planning in German for grade 8 is based on the Sample program of the main general education in a foreign language - 2005, the basis of the federal component of the state educational standard - 2004, the main educational program of the basic general education of the municipal autonomous general educational institution secondary school village of Knevitsy and the author's program educational institutions in German for grades 5-9 I. L. Bim M .: Education -2006. Lesson planning is designed for 102 hours at the rate of 3 hours per week, 34 academic weeks, 5 hours are allotted for examinations.
AT educational kit includes:
German. Steps 4. Textbook for educational institutions / Bim I.L. Sannikova L.M. Kartova A.S. and others. Book for reading / comp. E.V. Ignatova. - 7th ed., revised - M., Enlightenment 2007.
German. 8th grade. Audio course for the textbook.
Additional literature:
Collection of exercises on the grammar of the German language for grades 5-9 of educational institutions / I.L. Bim, O.V. Kaplina. - 4th edition, revised. - M .: Education, 2005.
Tests on the grammar of the German language. / E.N. Bolshakova. St. Petersburg, Publishing House "MiM" - 1998.
Lesson planning of the German course for the 8th grade
№ Topic of the lesson
It was great in summer. (23 hours)
1 Repetition of vocabulary on the topic "How I spent the summer"
2 Compilation of dialogues: How I spent the summer.
3 Where and how do German children spend their summer? Reading. Listening.
4 My hobby. Repetition of vocabulary on the topic: Hobby.
5 Our summer impressions. Monologue: How I spent my summer.
6 Youth tourist bases. Reading.
7 Reading. On the campsite.
8 Letter writing: How I spent my summer.
9 Listening. Weather forecast.
10 Repetition of the past tense of the verb.
11 Introduction to the past tense in German
12 Past tense. Fixing the topic.
13 Acquaintance with subordinate clauses of time.
14 Use of wenn, als, nachdem in subordinate clauses of time.
15 Meeting friends after the holidays in the school yard. Listening.
16 Holidays are over (repetition of lexical and grammatical material).
17 Where and how do Germans prefer to spend their holidays? (Introduction to statistics)
18 Acquaintance with the work of G. Heine "Lorelei"
19 Repetition of lexical and grammatical material.
20 Home reading. Shvanki. (Smart donkey)
21 Home reading. (Flooded bell)
22 Test work on the topic "Summer holidays".
23 Test work on the topic "Summer holidays".
And now it's school. (20 hours)
24 Acquaintance with the education system in Germany.
25 School teacher. How do children want to see it? Reading.
26 Education system in Germany. Repetition of vocabulary.
27 Waldorf schools are stress-free schools. Reading with understanding of the main content of the text.
28 Waldorf schools are stress-free schools. Reading.
29 Repetition of lexical and grammatical material.
30 School exchange. What is it for?
31 Meaning foreign language in our life? Drawing up a monologue.
32 Listening on the topic "School".
33 Future tense in German.
34 subordinate clauses definitive.
35 Reading the dialogue "Before the lesson".
36 Repetition of vocabulary on the topic "School subjects".
37 Repetition of lexical and grammatical material.
38 Test work on the topic "Education system in Germany".
39 Troubleshooting. Regional studies. Facts, documents "Education system in Germany".
40 An introduction to the German classic Pied Piper from Hameln. Reading.
41 Country studies "German street of fairy tales".
42 Reading. "Sundial" J.P. Hebel.
43 Regional studies. Christmas in Germany.
We are preparing for a trip to Germany (28 hours)
44 What do we know about Germany? Repetition of geography material.
45 With whom do young people travel in Germany? Statistics.
46 Choose the purpose and path of travel.
47 Choose the purpose and path of travel. Learning to give advice.
48 What shall we ride on? Repetition of vocabulary on the topic "Transport".
49 Acquaintance with vocabulary on the topic "Clothes".
50 We choose clothes for the road. Accusative case in German.
51 Repetition of vocabulary on the topic "Food"
52 We buy small things. Shop dialogue.
53 Reading on the topic "Preparing for a trip to Germany."
54 Making rules for travelers.
55 Listening on the topic "Preparing for a trip to Germany."
56 Weather forecast for Germany.
57 Repetition of lexical material.
58 Use of the indefinite personal pronoun man.
59 Relative pronouns when describing people, cities.
60 Relative pronouns when describing people, cities.
61 German friends are preparing to receive guests from Russia. Repetition of vocabulary on the topic "Apartment".
62 Drawing up a program of stay in Germany.
63 Repetition of lexical material. Drawing up dialogues "In the store."
64 Repetition of lexical material. Filling out an application when traveling abroad.
65 Monetary unit of Germany. Regional studies.
66 Repetition of the lexical material "Party before the trip."
67 What can happen on a trip? Repetition of subordinate clauses.
68 Repetition and systematization of the studied material on the topic "Preparation for a trip to Germany."
69 Protection of projects "Travel plan".
70 Let's rest before the road. Reading "The Traveling Bird" by H. Fallada.
71 Acquaintance with the biography and some works of B. Brecht.
Traveling in Germany (31 hours)
72 Repetition of country-study material about Germany.
73 Journey through Berlin. Regional studies.
74 Acquaintance with Bavaria. Reading.
75 Journey through Munich. Reading.
76 Journey along the Rhine. Reading.
77 Journey along the Rhine. Reading.
78 Drawing up a dialogue - questioning "Excursion".
79 Drawing up the dialogue "In the restaurant."
80 Repetition of vocabulary on the topic "Station".
81 Acquaintance with types of trains in Germany.
82 Drawing up a dialogue "Purchasing a ticket".
83 Drawing up a travel program.
84 Repetition of ways of forming nouns in German.
85 Repetition of vocabulary on the topic "Journey".
86 Listening on the topic "Journey".
87 Repetition on the topic “Related clauses”.
88 Acquaintance with Passiv.
89 Acquaintance with Passiv.
90 Drawing up the dialogue "Excursion around Cologne".
91 Manners and customs, holidays in Germany. Repetition of geography material.
92 My favorite holiday. monologue speech.
93 Repetition of lexical and grammatical material. Preparing to defend the project.
94 Defense of the project “Journey through the cities of Germany”.
95 Defense of the project “Journey through the cities of Germany”.
96 Acquaintance with the biography of J. S. Bach.
97 Reading "Mignons Lied" by I.V. Goethe.
98 Repetition of lexical and grammatical material.
99 Repetition of lexical and grammatical material.
100 Annual total test. Listening. Letter.
101 Annual final examination. Reading. speaking.
102 Analysis of control work.
Preschool department
MOU OOSH s. Konergino
Program "Tirkykei (Sun)"
environmental and local history education
Compiled by: Ostapchuk T.N., deputy. directors
for early childhood education
MOU OOSh s. Konergino,
Iultinsky district, ChAO
2010
Introduction
- Rationale for relevance
The concept of the Sun as a source of life, light, perhaps, is not as developed among earthlings as among the inhabitants of the North. The sun, good weather, which determines the work of a hunter or reindeer herder, was opposed by a long polar night with severe frosts and blizzards, when all supplies ran out. It was during this period that the courage and steadfastness of a person, the generosity and responsiveness of his soul and heart were especially manifested. The nature of the North determines the way of life of people, their economic activity, labor skills and culture of life.
The environmental and local history program "Tirkykei (Sun)" is aimed at developing the emotionally positive attitude of the child to the places where he was born and lives, the ability to see and understand the beauty of the surrounding life, the desire to learn more about the features of the region, nature, to form the desire to bring all possible help to people labor, native nature, his edge. Attaches to cultural heritage his people; fosters respect for their nation, understanding of their national characteristics, self-esteem as a representative of their people and a tolerant attitude towards representatives of other nationalities.
Ecological and regional education of children, first of all, forms the moral position of the child in relation to the world, his holistic perception. Knowledge plays a special role in the development of a deep, conscious feeling in children. In solving these problems, we need to give children natural history ideas about Chukotka, the history of the region, culture, and traditions of the peoples inhabiting it. National upbringing gives the personality originality, individuality, endows with its mentality, spirituality. The principle of cultural conformity and regionalism of the social and moral education of children ensures the formation of various spheres of the child's self-awareness based on the culture of his people, the immediate social environment, on the knowledge of the historical, geographical, ethnic features of the social reality of his region.
I would like to believe that our children, when they grow up, will treat all living things with care, will retain love for their native land for the rest of their lives.
- Goals and objectives
Education of love for the native land, its nature;
Introducing children to the national culture;
Acquaintance with the folk calendar; traditions and past of Chukotka;
Development of the creative abilities of the child.
The program sets the following tasks.
1. Form the foundations of ecological culture, a humane attitude towards all living things.
2. Raise a child's love for home, the land where he was born; respect for their people, their customs and traditions.
Z. To form the need to study the history and culture of the Chukchi people; awareness of one's "I", as part of one's people.
4. To form an artistic taste and love for beauty; develop creative abilities, introduce children to national culture
2.Main part
- Content
The program of environmental and local history education "Tirkykei" (Sun) is designed to work with children aged 3-7 years, it is a partial program for any comprehensive program of preschool education. The program consists of four sections, united by a common theme and having an integrated character. The main participants in the pedagogical process are children, their parents and the teaching staff of preschool educational institutions. The solution of the tasks set is carried out by teachers in all types of activities: both in educational and in free. The work is carried out frontally, in subgroups, taking into account the individual interests and capabilities of children, and is closely related to their daily lives.
1. Acquaintance with the nature of Chukotka.
2. Byt, the historical past of the indigenous people.
3. Indigenous culture.
4. Folk and applied art of Chukotka.
In each age group, the tasks of getting acquainted with the nature, culture, life and history of the indigenous peoples of Chukotka are specified.
Section 1. Acquaintance with the nature of Chukotka.
Tasks:
- expand ideas about the flora and fauna of Chukotka: knowledge about the nature of the immediate environment, the ability to observe characteristics and seasonal changes;
- to form emotional responsiveness and humane attitude to nature; ecological culture of children
- lessons,
- games,
- conversations,
- excursions, trips to the tundra, to the sea, etc.
Give a holistic view of the tundra ecosystem (about permafrost, environmental conditions, adaptation to it, the role of man in conservation and the rules of behavior in it). Continue to acquaint with objects of inanimate nature (rainbow, fog, northern lights, snowstorm, blizzard). To develop the ability to observe the characteristic features and seasonal changes in nature, to expand and clarify ideas about the flora of the tundra. To form a figurative perception of nature, by means of emotional impact: the endless tundra in bloom, the smell of herbs, the abundance of mushrooms and berries, the sound of the sea, the northern lights open up the richest opportunities for raising children. To form the best in communion with nature moral qualities personalities: attachment to native places, sensitivity, responsiveness, kind attitude towards all living things. When conducting observations in nature, excursions to the tundra, targeted walks to the sea, to promote the appearance in children of a certain emotional contact with nature. Allocate time for independent communication of the child with nature; develop inquisitiveness and curiosity in children. Without suppressing the activity of children, during observations, excursions, conversations, teach them to notice and determine the change that has occurred in nature, compare phenomena, and select the right words to characterize them. To acquaint with the types of plants suitable for nutrition and having medicinal properties, to form a healthy lifestyle.
Continue to acquaint with the fauna of the tundra and the sea.
Use the works of writers and poets of Chukotka, who describe the nature of their native land with great love (Yu. Anko "Live Pictures", K. Geutval "River", "Northern Lights", A. Kymytval "Friends", "Meeting with Umka", P . Lamutsky "Deer", etc.), bring the child closer to nature, its inhabitants.
To expand ideas about indoor plants in a corner of nature, the features of caring for them, to cultivate a caring attitude and responsibility for the task assigned. Develop ecological thinking in the process of conducting elementary experiments.
Encourage the desire of children to reflect their impressions in visual activity, design. Use natural materials (shells, pebbles, sand, stems and leaves, flowers, moss) in your work to make various crafts.
Use paintings, photographs, illustrations, video materials about the nature of Chukotka.
Involve parents in the formation of children's ecological culture, emotional responsiveness and humane attitude to native nature.
Section 2. Life, the historical past of the indigenous people
Tasks:
- to acquaint children with the features of national identity in clothing, jewelry, household items and their purpose;
- to acquaint with the native land, way of life, traditional dwelling;
- to acquaint with the historical past of their people;
- to attach to everyday and family culture of ancestors.
- conversations;
- conducting thematic excursions;
- visiting the mini-museum
Continue to acquaint children with the dwellings of the indigenous people (yaranga, its types and purpose), traditional means of transportation (sledges, snowshoes, whaleboats), with types of national clothing and footwear (camleyka, kukhlyanka, kerker, torbas, siskins, fur mittens and a hat, its purpose: men's, women's, children's, festive - ritual and everyday, etc.), with features of national identity in clothing, jewelry. Determine the types of materials used for the manufacture of clothing (deer skins, dressed leather, chintz, polyethylene film, etc.), the features of the manufacture of Chukchi shoes, the types of leather used, materials, purpose. Learn to distinguish the elements of the pattern on national clothes and shoes.
Expand ideas about ancient household items and household utensils, their purpose - a wooden dish for food; wooden beater; skin scraper; men's toolbox; women's sewing bag; board for dressing and cutting skins, etc.
To attach to everyday and family culture of ancestors, to follow family traditions. To form an interest in your pedigree; look at photographs of relatives, find family similarities. Learn to take part in household chores, respect the work and activities of other family members. Introduce recipes of national cuisine (yukola, kopalgyn, kykvatol, dishes from seal liver, kidneys, leaves and herbs, deer meat, fat, etc.)
To attach to labor skills, industrial activity of adults (boys with early age taught to follow the herd, to fish, to use a knife, lasso, firearms, to put nooses on hares, partridges, etc.). To educate industriousness, endurance (from childhood, boys were taught to endure the cold, sleep in the open air, stay with the herd for days and in a snowstorm and in the rain; girls were taught to run a household associated with a nomadic lifestyle: they became their mother's daily helpers in the household: looked after the younger ones, dressed skins, twisted threads from sinews, sewed, embroidered, etc., learned to care for deer if there were no other helpers in the family). To form national character traits as the cultural and historical experience of the immediate environment is assimilated. To cultivate love and respect for adults: parents, educators - a sense of camaraderie, kindness and responsiveness to each other.
Give an idea of the origin of the Chukchi and Eskimos; about reindeer and coastal Chukchi. To acquaint with the historical past of their people: archaeological finds, ancient tales and legends, the museum center in the city of Anadyr "Heritage of Chukotka".
Section 3. Indigenous culture.
Tasks:
- attach to the folk calendar of Chukotka;
- cultivate love for folk dances, traditional games and holidays; develop strength, dexterity, attention; feeling of kindness and responsiveness to each other;
- to acquaint with the work of poets and writers of the North; folklore of the northern peoples: riddles, proverbs, sayings, charms, amulets, fairy tales, etc.
Forms of organized children's activities:
- lessons;
- circle for teaching dances of the peoples of the North;
- dramatization of fairy tales and stories of northern peoples;
- folk holidays and entertainment: "Northern Lights", "Kilvey", etc.;
- folklore gatherings with grandmothers.
To acquaint children and introduce them to the folk calendar of Chukotka, associated with economic cycles (among the reindeer Chukchi with the autumn and winter slaughter of deer, calving, herd migration to summer pastures and return). To cultivate love, the desire to take part in traditional holidays and games. Develop endurance, strength, agility, attention, accuracy; cultivate courage, determination, feelings of camaraderie, kindness and responsiveness to each other through national games . To teach children the dances of the peoples of the North, a variety of motor skills and abilities, through folk dance to gain experience in the creative understanding of music. Introduce national musical instruments for dancing (female and male yarar; vanyarar - from the Chukchi language - "tooth tambourine"; jew's harp; t e l and t e l - a two-bladed turntable; vyyutkunei, vyulgyn - an object that imitates the sounds of a blizzard; a whistle from a willow with an internal slot, venivyrgyrgyn - rod rattles, etc.). To teach children folklore melodies (throat singing, imitating the voice of a deer, birds) and songs, intonation perception.
Generate interest in art folk art, to give children of all ages to feel the beauty of their native land and people (myths, fairy tales, where the main character is Raven Kurkyl; historical legends, legends and everyday stories). To expand and deepen knowledge about the folklore of the peoples of the North: to acquaint with riddles, proverbs, sayings, signs, conspiracies, amulets.
Continue to acquaint with the work of poets and writers of the North: Yu. S. Rytkheu, Yu. Anko, V. G. Keulkut, A. A. Kymytval, S. Terkigin, M. V. Valgirgin, V. Tyneskin, Z. Nenlyumkina and others Arouse the desire to stage everyday fairy tales, about animals, etc. Develop creative imagination and speech by means of the artistic word.
To acquaint children with the flag and coat of arms of Chukotka, the city of Anadyr, the native village of Konergino, with famous and famous people CHAO.
Section 4. Folk and applied art of Chukotka.
Tasks:
- to acquaint children with the types of Chukchi ornaments and their symbols;
- to teach basic practical skills: applications from fabric, leather, fur; beading; modeling from dough, plasticine;
- arouse interest in the products of craftsmen: artistic processing of leather, fur, bone;
- classes in fine arts;
- circle work: beadwork, paper construction, drawing and applique of folk ornaments, etc.
Nature of Chukotka
Folk and applied art of the peoples of Chukotka.
Introduce children to the plant (trees, grass, flowers) and wildlife (deer, wolf, bear; snow bunting, seagull); objects of inanimate nature (water, snow, rain; sand, pebbles); natural phenomena.
Give a general idea of \u200b\u200bdwelling - yaranga; purpose of household items.
Expand ideas about national clothes and shoes.
To acquaint children with Chukchi melodies and songs, fairy tales, mobile and role-playing
Games.
To acquaint with samples of folk - applied art; types of national ornaments; applications from paper, fabric; molding from plasticine.
Average age
Expand ideas about the plant (dwarf birch; wild rosemary, blueberries, lingonberries, mushrooms) and the animal world ( polar bear, arctic fox, hare, fox; partridges, geese, ducks; features of their appearance, habitat).
Continue to acquaint with objects of inanimate nature (rainbow, fog, northern lights, snowstorm, blizzard).
Give an idea of the tundra, permafrost. To develop the ability to observe the characteristic features and seasonal changes in nature.
form
To acquaint with national clothes (kamleika, kukhlyanka, kerker, torbasa, siskin, fur mittens and hat), learn to distinguish the elements of the pattern on them.
To deepen ideas about the dwelling of the peoples of the North: yaranga; its structure and purpose. Give an idea about reindeer vehicles, dog sleds, helicopters, snowmobiles, all-terrain vehicles
To acquaint with the historical past of your people
Continue to acquaint with the folklore of the northern peoples: memorize small poems;
tell northern tales;
riddles about animals and plants.
Take part in entertainment based on national material;
continue to introduce mobile and role-playing games
peoples of the North. Introduce children to the flag and coat of arms of Chukotka, the native village of Konergino.
To acquaint with the folk calendar of Chukotka.
Continue to introduce the types of national ornaments and their symbols.
To teach basic practical skills (applications from paper, fabric, beadwork; modeling from dough, plasticine).
To acquaint with the products of craftsmen.
Develop creative imagination and speech.
| older age |
|||
| Nature of Chukotka | Life, the historical past of the indigenous peoples of Chukotka. | Culture of the indigenous peoples of Chukotka. | Folk and applied art of the peoples of Chukotka. |
| To expand and deepen the understanding of the plant (trees and bushes; grass, moss, lichen) and the animal world (seals, walruses, whales, sandpipers, cranes, sea eagles), fish species (sockeye salmon, pink salmon, char, grayling). Give a holistic concept of the "tundra" ecosystem (about permafrost, environmental conditions, adaptations to it, the role of man in its preservation and rules of conduct). To develop the ability to observe the characteristic features and seasonal changes in nature. To form an ecological culture of children; emotional responsiveness and humane attitude to native nature. | To acquaint with the features of national identity in clothing, jewelry, household items and their purpose. Learn to distinguish the elements of the pattern on national clothes. To acquaint with the traditional dwelling, way of life. Expand your understanding of household items. Attach to household and family culture of ancestors. To acquaint with the historical past of your people. | Expand and deepen knowledge about the folklore of the peoples of the North: introduce riddles, proverbs, sayings, signs; with the work of poets and writers of the North. Tell and dramatize fairy tales (about animals, household, etc.). To acquaint with musical culture, folk musical instruments: yarar, etc. Teaching children the dances of the peoples of the North. Take part in national holidays. Introduce children to the flag and coat of arms of Chukotka, the city of Anadyr, the native village of Konergino. Attach to the folk calendar of Chukotka. | Continue to acquaint with the types of national ornaments and their symbols, clothing decoration. To teach basic practical skills (applications from fabric, leather, fur; beadwork; modeling from dough, plasticine). To acquaint with the products of craftsmen (artistic processing of leather, fur, bone). Develop creative imagination and speech. |
- Implementation plan
Thematic planning of work with children 3-4 years old.
| No. p / p | Subject | Forms of work | Timing |
| Acquaintance with the native land | Classes, conversations, display of illustrations, videos, didactic games | ||
| 2 | My native village Konergino | Excursions, conversations | |
| Animal world of the tundra | showing illustrations, classes in fine arts, familiarization with the outside world. | ||
| 4 | Flora of the North | Excursions to the tundra, conversations, collection of herbarium. | |
| 5 | Tales of the northern peoples. | Reading | |
| 6 | Northern folklore (riddles, proverbs, sayings) | Conversations, games, entertainment | |
| 7 | Songs and dances of the northern peoples | Music lessons, entertainment | |
| 8 | We are smart and strong | Physical entertainment, outdoor games | |
| 9 | Acquaintance with the life of the indigenous peoples of the North | Excursions to the study of local lore, conversations, showing illustrations | |
| 10 | | Display of a didactic doll in national clothes, art classes, didactic games | |
| 11 | Acquaintance with the professions of indigenous peoples. | Excursions, conversations, role-playing games |
Thematic planning of work with children 5-7 years old.
| № | Subject | Work form | Timing |
| 1 | Acquaintance with the materials of the study of local lore. | Excursions, conversations. | |
| 2 | Acquaintance with the flag and coat of arms of Chukotka, the district city of Anadyr | Classes, conversations, viewing illustrations | |
| 3 | My native village Konergino | Excursions, conversations. | |
| 4 | Acquaintance with famous and famous people of the village (V. Rovtytagin, P. Ettylin, S. Terkigina, A. Komchegirgin) and Chukotka. | showing photos, albums, books | |
| 5 | Animal world of the northern region | looking at pictures, albums | |
| 6 | Flora of the North | Excursions to the tundra, to the sea, herbarium collection, classes | |
| 7 | Acquaintance with life and housing indigenous peoples | Excursions to the study of local lore, conversations using illustrations | |
| 8 | Acquaintance with national clothes | Examination of national clothes, classes in fine arts | |
| 9 | Tales of the northern peoples. | Classes, reading, dramatization | |
| 10 | Northern folklore (riddles, sayings, proverbs, amulets, legends). | Conversations, didactic games, entertainment | |
| 11 | Folk calendar of Chukotka, calendar national holidays: Northern Lights, Kilvey, Young Deer Festival, Rilen. | National holidays, entertainment | |
| 12 | Songs and dances of the peoples of the North | music lessons, classes in the dance group "Severyata" | |
| 13 | Grandma's gatherings | Meeting-holiday | |
| 14 | Holiday entertainment | Chukchi poems, dances, songs, round dances | |
| 15 | Acquaintance with the professions of indigenous people | Excursions, role-playing, outdoor games | |
| 16 | Crafts of the peoples of the North | Demonstration of products of folk arts and crafts, classes in fine arts, the work of the circle "Skillful Hands" | |
| 17 | Acquaintance with the museum center in the city of Anadyr "Heritage of Chukotka", archaeological finds, with ancient tales and legends | Conversations, viewing photographic materials, paintings, video materials. |
- Implementation mechanism
With the teaching staff
Parents.
The conditions for the most effective solution of the problems of environmental and local history education are:
A complex approach;
The teacher's knowledge of the natural, cultural, historical features of his region;
Properly selected material (according to the principle of accessibility and understandability);
Thematic structure of the material;
Creation of a subject-developing environment;
Joint work of kindergarten and family.
The role of the educator in the environmental and local history education of children is significant. Educators work with children in Everyday life, in play activities, as well as in the classroom and in circle work, activate and guide parents.
Educators independently mastered a wide range of knowledge on ecology and local history. There are still many undisclosed opportunities for influencing the comprehensive development of children and improving the methodological skills of everything. teaching staff.
The content and methodological components of this program are aimed at ensuring that the preschooler learns the moral values of goodness, understanding the importance of caring for nature, for the world around him; mastered the rules of conduct, adequate to the cultural values of the people. I could use the acquired skills and abilities in independent activities (labor, fine arts, games, music, constructive, etc.). The basic stage in the formation of love for the native land in children should be considered the accumulation by the child of the socio-cultural experience of life.
Planning activities with children on environmental and local history education
| Activities | Work form | Security |
| Speech development | Lessons Didactic games Display of illustrations, paintings, albums Excursions to nature and local studies office | Watching videos. Works of poets and writers of the North Albums: "Our land", "Chukotka ornaments", "The Image of a Mother in Chukchi Poetry", "National fur clothes". Story pictures. Didactic game "Who lives where, what eats?". |
| Game activity | Conducting outdoor games and role-playing games Didactic games | Attributes for outdoor games: tug-of-war, snowshoes, running bags, leather balls, lassoes, deer antlers, harness, sled. Kamleiki, headbands. Yaranga |
| Physical development | Outdoor games for children of the peoples of the North Physical education minutes on northern topics Sports holidays and entertainment | Card file of games. Scenarios of holidays, entertainment |
| Visual activity | Subject drawing of landscapes, animals and plants of Chukotka. Creation of national ornaments (in application, drawing). Sculpting animals and birds in motion. Manual labor (beading, leather, fur appliqués) | Toys depicting animals, illustrations, albums with ornaments, landscapes. Stencils of animals, birds |
| Musical activities | Learning dances, songs, round dances of the peoples of the North Listening to the melodies of the peoples of the North | Music library. Costumes for national dances. Albums: "Ergyron", "Chukotka" |
| Theatrical activity | dramatizations folk tales and stories | Attributes for heroes. Dramatization notes |
| constructive activity | Creation of the layout of the yaranga, nart. Construction from natural material | natural material (pebbles, shells, sand, twigs, grass) |
| Elementary natural representations | Acquaintance with the map of Chukotka Experiments with sand, water, snow, ice | Globe, map of Chukotka. Natural material. |
| environmental education | Excursions to nature Observation of natural phenomena on walks Herbariums of plants of our tundra | Plant herbarium. Houseplants. Illustrations "Nature of Chukotka" |
| local history | Excursions to the study of local history (acquaintance with the exhibits of the mini-museum; materials for acquaintance with the native land) | Exhibits of the mini-museum: yaranga model; sleds of sea hunters, riding, cargo, children's wagon; arcana; snowshoes; fat man, a wooden dish for food (kemen), a knife for cutting meat and fish (pikul); sticks for dressing skins (vykvepoygyt); snow beater; fur pouch; sheaths for knives. Didactic dolls in national clothes |
Conclusion
- Estimated end result
1. Children's awareness of the moral value of goodness, understanding the importance of caring for nature, for the world around them; possession of rules of conduct that are adequate to the cultural values of the people.
2. The formation of interest in knowledge of a historical and ethnographic nature; ideas about the main occupations of the inhabitants of Chukotka, their way of life and way of life; features of work, national clothes, utensils, national cuisine, traditions and customs.
3. Development of creative imagination and speech by means of the artistic word, folk arts and crafts. Mastery different ways beading, fur appliqué, etc.
4. Mastering a variety of motor skills and abilities, as well as the experience of creative understanding of music through folk dance.
5. The use of the acquired skills and abilities in specially organized joint and independent activities: labor, visual, gaming, musical, constructive, etc.
Implementation of program goals and objectives will allow:
Improve the methodological skills of the teaching staff;
Create an educational space for deepening knowledge.
- Criteria for evaluating effectiveness
Diagnosis of environmental and local history knowledge in older children.
| Section name | Grade |
|
| 1. Acquaintance with the nature of Chukotka. | 1 floor | 2nd floor |
| 1. Name the wild animals of the North, their cubs. (tundra - wolf, fox, bear, arctic fox, wolverine, eurage, lemming, squirrel, hare; marine - seal, seal, walrus, whale; fish species - sockeye salmon, pink salmon, char, grayling). | ||
| 2. Name the birds of our region (geese, ducks, crane, gull, partridge, sandpiper, snow bunting, owl, sea eagle, eider). | ||
| 3. Name the flora (trees and bushes; herbs, moss, lichen, berries, mushrooms). | ||
| 4. The landscape of our area (plains, depressions, hills). | ||
| 5. Seas and oceans that wash Chukotka (Arctic Ocean - Chukchi and East Siberian; Pacific Ocean– Bering Sea) | ||
| 6. The richness of the bowels of the earth of Chukotka (gold, copper, silver, coal, oil, gas, precious stones). | ||
| 2. Byt, the historical past of the indigenous people. | ||
| 1. Name your village, region (district), the capital of Chukotka. | ||
| 2. What is the name of our kindergarten, the address of the kindergarten? (Street Chukotskaya, 21). | ||
| 3. What northern peoples live in our district? (Chukchi, Eskimos, Evens, Koryaks, Chuvans, Yukaghirs and people of other nationalities: Russians, Ukrainians, Belarusians, Buryats, Tatars). | ||
| 4. What do the peoples of Russia have in common? (People of different nationalities help each other, work together; celebrate common holidays; cherish and protect nature). | ||
| 5. Know the seasons (sequence, months, the main signs of each season, riddles and poems about the seasons). | ||
| 6.Transport: land, water, air (modern and traditional). | ||
| 7. What is the name of the dwelling of the indigenous people, what is it made of? (Yaranga). | ||
| 8. What is the name of the national dress, what is it made of? (Kamleyka, kukhlyanka, kerker, torbasa, siskin, fur mittens and hat). | ||
| 19. Name the old household utensils (a wooden dish for food; a wooden mallet; a skin scraper; a men's tool box; a women's sewing bag; a board for dressing and cutting skins). | ||
| 21. What traditional professions of the inhabitants of the North do you know? (Reindeer herders, seal hunters, hunters, seamstress). | ||
| 22. Name the famous, famous people of Konergino, Chukotka. | ||
| 3. Indigenous culture. | ||
| 1. Name the state symbols of Chukotka (coat of arms, flag, anthem). | ||
| 2. What folk holidays of the inhabitants of Chukotka do we celebrate? (Kilway, Young Deer Festival, etc.). | ||
| 3.What national games do you play? | ||
| 4. What folk musical instruments do you know? (Yarar, etc.). | ||
| 5. What folk dances do you perform? | ||
| 6. Name the writers, poets of the North, their works (Antonina Kymytval, Zoya Nenlyumkina, Sergei Tirkygin, Mikhail Valgirgin, Victor Keulkut, etc.). | ||
| 7. Name fairy tales, riddles, proverbs, sayings of the peoples of the North. | ||
| 4. Folk and applied art of Chukotka | ||
| 1. Name the types of decorative and applied art (artistic processing of leather, fur, bone, wood; beading). | ||
| 2. What types of Chukchi ornaments do you know? | ||
| 3. What does their symbolism mean? | ||
| 4.Where and what are they used for? | ||
Grade: 0 - don't know
1- knows uncertainly
Appendix.
As a result of the ongoing work on environmental and local history education, it was possible to improve the emotional and psychological state of children, arouse in them an interest in the natural environment, their village, people, enrich their artistic and creative activities. The vocabulary of preschoolers has been enriched, speech has become more expressive, emotional.
The results obtained confirm the effectiveness of the introduction of the environmental and local history direction into the educational process.
Employees and parents collected materials for the mini-museum "Land of Chukotka" to introduce children to household items, clothing, housing, etc., in which during excursions the child "plunges" into the historical past of the northern people, gets acquainted with the traditions and culture of Chukotka . Manufactured didactic materials, albums; attributes for games, dances: leather balls with patterns; headbands, etc. Collected literature in the Chukchi and Russian languages (stories, fairy tales, poems of poets of Chukotka) for acquaintance and classes.
Instilling love in children native land, educators introduce the wonderful world of Chukchi nature, teach to take care of the world around: plants, animals, water, earth, air, people. They educate not only love for their native land, but also a tolerant attitude towards representatives of other nationalities, a respectful attitude towards a working person and the results of his work, defenders of the Fatherland, state symbols, state traditions and public holidays. Older children are introduced to the state symbols of the Chukotka autonomous region and Russia; peoples living on the territory of Russia and the region.
In our preschool department, systematic work is carried out with children and parents to familiarize them with the spiritual and moral values of the Chukchi people: the study of life, customs and rituals, traditions of the indigenous people. Educators introduce the historical past and culture of their native land, the work of writers of Chukotka, the art of the peoples of the North, bring up interest and respect for national culture, folk art, traditions, rituals, the folk calendar of their people and peoples living nearby, bring up love and respect for adults - parents, educators; a sense of camaraderie, kindness and responsiveness to each other. This knowledge provides a unique example of a harmonious relationship between man and nature and people with each other. Children get acquainted with the folk and applied art of Chukotka:
art crafts (artistic processing of leather, fur, bone, wood; types of ornaments and their symbols); they are trying to be interested in the products of craftsmen. In specially organized and independent activities, they learn practical skills of appliqué made of paper, leather, fur; modeling from dough, plasticine; beadwork. Through drawing, children get acquainted with folk patterns, decorate clothes, mittens, scarves, torbasas with national ornaments; sculpt figurines of birds, animals, etc.
They develop an interest in the work of indigenous people - hunters, reindeer herders, fishermen. On excursions and walks to the sea, to the tundra, observations are made, conversations with children about their native nature, about the work of adults. Employees create conditions for enriching children with impressions, and in role-playing games: "Hunters", "Fishermen", "Reindeer herders" - children reflect this knowledge and impressions. By such methods, we bring up in children respect for people of these professions, the desire to be as strong, courageous, dexterous and hardy; we develop balance, the ability to overcome negative qualities: irritability, resentment, greed, laziness.
For role-playing, outdoor games on the Chukchi theme, children are provided with paraphernalia: kamlikas, headbands; caps for outdoor games. AT senior group a yaranga was made where you can retire and play. The game material in the play corners in the groups changes periodically, is updated depending on the interest, mood of the children, the season, etc. Pupils are happy to take part in national outdoor games: "Eurazhka and an owl", "Vazhenka and deer", "Hunters and hares", "Repulse of deer", "Running in snowshoes", "Bunochka and all-terrain vehicle", "Hares and wolf" , "Mice and Fox" and others.
Traditionally, we spend the spring holiday "Kilvey" and entertainment with the use of games and dances, round dance songs, artistic words: poems in the Chukchi language, poems of poets of the North, proverbs and riddles about the North, etc.
The kindergarten has a record library of Chukchi melodies, songs for listening, dances, round dances, which is used for entertainment and holidays based on national material.
As a result, children of all age groups have an idea about the main types of traditional labor, household items, costumes, folk holidays and customs. They show empathy, sympathy for the heroes of folk tales, stories; interest in works of folk art, strive to participate in national holidays (perform folk songs, dances, lead round dances, read poems by national poets). Through the artistic word, children form an idea of good and evil; obedience and disobedience; the ability to think, analyze their actions. Acquaintance with folklore works makes them feel the beauty of their native land, people.
The people for a long time accumulated experience in establishing links between nature and the world of people. This experience took the form of signs, sayings, riddles, songs, fairy tales and legends. Riddles, for example, are used to test knowledge, observation and ingenuity, in festive communication. Work on familiarization with folklore is carried out simultaneously with the expansion of children's knowledge about the world around them, educating the need to communicate with nature and come to her aid, participate in labor activity. Older children take care of plants, participate in putting things in order in the immediate environment.
Drawing, sculpting and applique classes contribute to solving the problems of children's speech development: the accumulation and enrichment of vocabulary, the development of coherent speech, correct pronunciation, the ability to describe what they see, talk about the created image. In the process of preparing and conducting classes, favorable conditions are created for the formation of such personality traits as inquisitiveness, initiative, mental activity and independence, and the development of creative imagination. To enrich the mind of a child with various ideas, some knowledge means to provide abundant food for children's creativity.
Purposeful work on the introduction of environmental and local history helps to expand and enrich the amount of knowledge of children about the world around us, affects their emotional sphere, contributes to the manifestation of accumulated knowledge in various types of productive activities: drawings, applications, making crafts from various materials, objects and decorations of the national life of the peoples of Chukotka.
The integrating potential of works folk culture, with its characteristic unity of verbal - poetic, musical, choreographic, fine - applied arts, allows you to build a holistic process of education and upbringing, combining the work of educators, children and parents with a single meaning, starting with spiritual - moral, aesthetic development and ending with physical.
References
| No. p \ p | Name | Author, year and place of publication of literature |
| 1 | development program and educational program DOW: compilation technology, concept | N.V. Miklyaeva, Iris Press, Moscow, 2007 |
| 2 | Development of copyright curricula | GOU CHIRO and PC, Anadyr, 2006 |
| 3 | The Arctic is my home | Z.P. Sokolova, Moscow, Northern expanses, 2001 |
| 4 | Chukotka. History and culture | Team of authors, Moscow, 2005 |
| 5 | Geography of the ChAO | Yu.N.Golubchikov, Moscow, 2003 |
| 6 | Northerners (poems, poems, fairy tales) | Team of authors, GUIPP "Omsk Printing House", 2000 |
| 7 | Village teacher about folk art crafts of Siberia and Far East | Comp. Metlyanskaya, Moscow, Enlightenment, 1983 |
| 8 | Folk choreographic art | M.Ya. Zhornitskaya, Moscow, ed. "Science", 1983 |
| 9 | Dance culture of the Chukchi. | E. A. Rultynet, Magadan, 1989 |
| 10 | Holidays and rituals of the peoples of Chukotka | Comp. M.K. Takakawa, Magadan, 1990 |
| 11 | Sun Festival | L.A. Savelyeva, Magadan KI, 1995 |
- Introduction………………………………………………………………………… 2
- Goals and objectives………..…………………………………………………….... ..3
- Content……………………………….………… ……………………. .. .3
- Section 1. Acquaintance with the nature of Chukotka ……………………………….3
- Section 2. Life, the historical past of the indigenous people………………… .4
- Section 3. Culture of Indigenous Peoples…………………………………………..5
- Section 4. Folk and applied art of Chukotka………………………. 6
- The content of the work according to age …………………………………….7
- Thematic planning of work with children 3-4 years old…………………..9
- Thematic planning of work with children 5 - 7 years old…………………..10
- Planning activities………………………………………….11
- Intended end result………………………………………….13
- Issues of diagnostics of ecological and local lore knowledge
- Appendix………………………………………………………………… . fifteen
- Used literature………………………………………………….. 17
- Contents…………………………………………………………………….18
Preschool department
MOU OOSH s. Konergino
Program "Tirkykei (Sun)"
environmental and local history education
Compiled by: Ostapchuk T.N., deputy. directors
for early childhood education
MOU OOSh s. Konergino,
Iultinsky district, ChAO
2010
Introduction
- Rationale for relevance
- Goals and objectives
2.Main part
- Content
- expand understanding of the flora and fauna of Chukotka: knowledge of the nature of the immediate environment, the ability to observe characteristic features and seasonal changes; to form emotional responsiveness and humane attitude to nature; ecological culture of children
- classes, games, conversations, excursions, trips to the tundra, to the sea, etc.
- to acquaint children with the features of national identity in clothing, jewelry, household items and their purpose; to acquaint with the native land, way of life, traditional dwelling; to acquaint with the historical past of their people; to attach to everyday and family culture of ancestors.
- conversations; conducting thematic excursions; visiting the mini-museum
- attach to the folk calendar of Chukotka; cultivate love for folk dances, traditional games and holidays; develop strength, dexterity, attention; feeling of kindness and responsiveness to each other; to acquaint with the work of poets and writers of the North; folklore of the northern peoples: riddles, proverbs, sayings, charms, amulets, fairy tales, etc.
- lessons; circle for teaching dances of the peoples of the North; dramatization of fairy tales and stories of northern peoples; folk holidays and entertainment: "Northern Lights", "Kilvey", etc.; folklore gatherings with grandmothers.
- to acquaint children with the types of Chukchi ornaments and their symbols; to teach basic practical skills: applications from fabric, leather, fur; beading; modeling from dough, plasticine; arouse interest in the products of craftsmen: artistic processing of leather, fur, bone; develop creative imagination and speech.
- classes in fine arts; circle work: beadwork, paper construction, drawing and applique of folk ornaments, etc.
| younger age | |||
| Nature of Chukotka | Folk and applied art of the peoples of Chukotka. | ||
| Introduce children to the plant (trees, grass, flowers) and wildlife (deer, wolf, bear; snow bunting, seagull); objects of inanimate nature (water, snow, rain; sand, pebbles); natural phenomena. | Give a general idea of \u200b\u200bdwelling - yaranga; purpose of household items. Expand ideas about national clothes and shoes. | To acquaint children with Chukchi melodies and songs, fairy tales, outdoor and role-playing games. | To acquaint with samples of folk - applied art; types of national ornaments; applications from paper, fabric; molding from plasticine. |
| Average age | |||
| Expand ideas about the plant (dwarf birch; wild rosemary, blueberries, lingonberries, mushrooms) and the animal world (polar bear, arctic fox, hare, fox; partridges, geese, ducks; features of their appearance, habitat). Continue to acquaint with objects of inanimate nature (rainbow, fog, northern lights, snowstorm, snowstorm). Give an idea of the tundra, permafrost. To develop the ability to observe the characteristic features and seasonal changes in nature. To form emotional responsiveness and a humane attitude towards native nature. | Introduce national clothes (kamleika, kukhlyanka, kerker, torbasa, siskin, fur mittens and hat), learn to distinguish between pattern elements on them. Deepen ideas about the dwelling of the peoples of the North: yaranga; its structure and purpose. To give an idea about the means of transportation on reindeer, dog sleds, helicopters, snowmobiles, all-terrain vehicles To get acquainted with the historical past of your people | Continue to acquaint with the folklore of the northern peoples: memorize small poems; tell northern tales; riddles about animals and plants. Take part in entertainment based on national material; Introduce children to the flag and coat of arms of Chukotka, the native village of Konergino. Introduce the folk calendar of Chukotka. | Continue to introduce the types of national ornaments and their symbols. Teach basic practical skills (applications from paper, fabric, beading; modeling from dough, plasticine). Introduce the products of craftsmen. Develop creative imagination and speech. |
| older age | |||
| Nature of Chukotka | Life, the historical past of the indigenous peoples of Chukotka. | Culture of the indigenous peoples of Chukotka. | Folk and applied art of the peoples of Chukotka. |
| Expand and deepen the understanding of the plant (trees and bushes; grass, moss, lichen) and the animal world (seals, walruses, whales, sandpipers, cranes, sea eagles), fish species (sockeye salmon, pink salmon, char, grayling). Give a holistic concept of ecosystem "tundra" (about permafrost, environmental conditions, adaptations to it, the role of man in preserving it and the rules of behavior). To develop the ability to observe the characteristic features and seasonal changes in nature. To form an ecological culture of children; emotional responsiveness and humane attitude to native nature . | Introduce the features of national identity in clothing, jewelry, household items and their purpose. Learn to distinguish the elements of the pattern on national clothes. Introduce traditional housing, way of life. Expand ideas about household utensils. the past of his people. | Expand and deepen knowledge about the folklore of the peoples of the North: introduce riddles, proverbs, sayings, signs; with the work of poets and writers of the North. Tell and stage fairy tales (about animals, household, etc.). Introduce musical culture, folk musical instruments: Yarar and others. To teach children to dance the peoples of the North. To take part in national holidays. To introduce children to the flag and coat of arms of Chukotka, the city of Anadyr, and the native village of Konergino. Attach to the folk calendar of Chukotka. | Continue to acquaint with the types of national ornaments and their symbols, clothing decoration. Teach basic practical skills (applications from fabric, leather, fur; beading; modeling from dough, plasticine). Introduce the products of craftsmen (artistic processing of leather, fur, bone) .Develop creative imagination and speech. |
- Implementation plan
Thematic planning of work with children 3-4 years old.
| No. p / p | Subject | Forms of work | Timing |
| 1 | Acquaintance with the native land | Classes, conversations, showing illustrations, videos, didactic games | |
| 2 | My native village Konergino | Excursions, conversations | |
| 3 | Animal world of the tundra | Display of illustrations, classes in fine arts, familiarization with the outside world. | |
| 4 | Flora of the North | Excursions to the tundra, conversations, collection of herbarium. | |
| 5 | Tales of the northern peoples. | Reading | |
| 6 | Northern folklore (riddles, proverbs, sayings) | Conversations, games, entertainment | |
| 7 | Songs and dances of the northern peoples | Music lessons, entertainment | |
| 8 | We are smart and strong | Physical entertainment, outdoor games | |
| 9 | Acquaintance with the life of the indigenous peoples of the North | Excursions to the study of local lore, conversations, display of illustrations | |
| 10 | Display of a didactic doll in national clothes, art classes, didactic games | ||
| 11 | Acquaintance with the professions of indigenous peoples. | Excursions, conversations, role-playing games |
Thematic planning of work with children 5-7 years old.
| No. p / p | Subject | Work form | Timing |
| 1 | Acquaintance with the materials of the study of local lore. | Excursions, conversations. | |
| 2 | Acquaintance with the flag and coat of arms of Chukotka, the district city of Anadyr | Classes, conversations, looking at illustrations | |
| 3 | My native village Konergino | Excursions, conversations. | |
| 4 | Acquaintance with famous and famous people of the village (V. Rovtytagin, P. Ettylin, S. Terkigina, A. Komchegirgin) and Chukotka. | Display of photos, albums, books | |
| 5 | Animal world of the northern region | Looking at pictures, albums | |
| 6 | Flora of the North | Excursions to the tundra, to the sea, herbarium collection, classes | |
| 7 | Acquaintance with the life and habitation of indigenous peoples | Excursions to the study of local history, conversations using illustrations | |
| 8 | Acquaintance with national clothes | Examination of national clothes, classes in fine arts | |
| 9 | Tales of the northern peoples. | Classes, reading, dramatization | |
| 10 | Northern folklore (riddles, sayings, proverbs, amulets, legends). | Conversations, didactic games, entertainment | |
| 11 | Folk calendar of Chukotka, calendar national holidays: Northern Lights, Kilvey, Young Deer Festival, Rilen. | National holidays, entertainment | |
| 12 | Songs and dances of the peoples of the North | Music lessons, classes in the dance group "Severyata" | |
| 13 | Grandma's gatherings | Meeting-holiday | |
| 14 | Holiday entertainment | Chukchi poems, dances, songs, round dances | |
| 15 | Acquaintance with the professions of indigenous people | Excursions, role-playing, outdoor games | |
| 16 | Crafts of the peoples of the North | Demonstration of products of folk arts and crafts, classes in fine arts, the work of the circle "Skillful Hands" | |
| 17 | Acquaintance with the museum center in the city of Anadyr "Heritage of Chukotka", archaeological finds, with ancient tales and legends | Conversations, viewing photographic materials, paintings, video materials. |
Tatyana Ryabova
The work plan of the ecological and local history circle "Magic Chest" for older preschoolers
I bring to your attention a long-term plan for the work of the ecological and local history circle "Magic Chest" for children of senior preschool age. This is the result of my experience in familiarizing older preschoolers with the nature of my native land. This topic is always relevant. Instilling love for native nature, caring for it are the tasks of patriotic education. Starting work on this topic, I got acquainted with various programs on environmental education: S. Nikolaeva "Formation of environmental ideas in preschool children" ;. N. Ryzhova "Nature is our home"; T. Shpotova "Color ecology". I read a lot of literature about nature: V. Bianki, E. Charushina, materials from the magazines "Kuznetskaya Land", "Hoop", "Preschool Education", "Preschool Education". I analyzed the section "Development of ecological ideas" of L. A. Wenger's Program "Development" (our kindergarten worked under this Program). The material given during the work of the circle, and the material of the Program "Development" by L. Wenger are complementary. Circle tasks:
To educate children in emotional responsiveness, the ability to see and understand the beauty of their native nature, to form aesthetic feelings;
To develop interest in native nature, the desire to learn more about the features of the native land;
To form a caring attitude towards nature, to awaken the desire to protect it from destruction, and, if necessary, to restore it.
(senior group)
September
The game "Wonders of the Magic Chest"
Purpose: to consider objects of animate and inanimate nature collected during excursions and targeted walks in summer, early autumn by children and parents (collection of stones, plant seeds, vegetables, photographs of animals and plants, herbariums of plants, river water, etc.); to consolidate the ability to classify objects of animate and inanimate nature.
Conversation "Kuzbass - big house for animals and plants"
Purpose: to introduce children to the diversity of the wildlife world Kemerovo region; to consolidate the ability of children to classify objects of wildlife.
October
GCD in the educational field "Cognition": "Forest is a multi-storey building for many residents"
Purpose: to give children an initial idea that the forest is a community of plants and animals living together in the same territory, the life of forest inhabitants depends on each other, the main thing in the forest is trees, they create shade, shade-tolerant shrubs, grasses grow under them, berries, mushrooms; in the forest on the ground and on trees, bushes, many animals live - there they find food, can hide, build nests and shelter.
GCD in the educational field "Cognition": "For mushrooms, for berries ..."
Purpose: to introduce children to mushrooms and berries of the Kemerovo region; expand knowledge about edible and inedible mushrooms, berries of our region; to acquaint with the rules of collecting mushrooms and berries.
November
Conversation "Forest inhabitants of our region"
Purpose: to expand children's knowledge about wild animals; show the diversity of the animal world of the Siberian forest; cultivate love for nature.
The story "Something about insects ..."
Purpose: to introduce children to the insects of our region, to give an idea of the relationship of any living organism with the environment; develop respect for all living things.
December
KVN "Winter Forest"
Purpose: to consolidate children's knowledge about the forest as a community of plants and animals, about the multi-tiered forest, about the characteristics of the life of forest inhabitants in winter conditions; cultivate love for nature.
Conversation "What grows in our meadow"
Purpose: to introduce children to the plants of the meadow of our region; talk about medicinal herbs; learn to distinguish and correctly name meadow flowers; cultivate respect for the native nature; introduce the rules of conduct in the meadow.
January
Conversation "Who lives in the meadow"
Purpose: to introduce children to the animals of the meadows of our region; cultivate respect for nature.
Performance - game "Meadow biocenosis"
Purpose: to identify and consolidate the knowledge of children about the meadow, animals and plants of the meadow of our region.
February
The teacher's story "Plants of our reservoirs"
Purpose: to acquaint children with the flora of the reservoirs of Kuzbass; educate respect for the nature of the native land.
Conversation "Who lives in the rivers and lakes of Kuzbass"
Purpose: to introduce children to animals living in the reservoirs of Kuzbass; talk about their life and adaptation to living conditions.
March
Quiz What? Where? When?"
Purpose: To identify and consolidate the knowledge of children about the flora and fauna of the reservoirs of our region.
Conversation "Plants and animals of our city"
Purpose: to introduce children to the plants and animals of the city of Kemerovo; to educate in children the desire to help the "residents" of the city, to treat them with care.
April
Conversation "Our corner of nature"
Purpose: to clarify and summarize the ideas of children about plants and animals of the corner of nature of the group; arouse in children an interest and desire to care for plants and animals in a corner of nature.
Conversation "Ecological path of the kindergarten"
Purpose: to clarify the ecological knowledge of children, revealing the relationship between objects of nature, as well as a person, based on specific rules of behavior; cultivate respect for nature.
GCD in the educational field "Knowledge": "Nature protection in the Kemerovo region"
Purpose: to give children an idea of how the inhabitants of Kuzbass take care of nature, want to preserve it, therefore they create reserves - territories where nature (plants, animals) is protected, and economic activity is prohibited; reserve - Kuznetsk Alatau; to cultivate love and respect for the nature of the native land.
The final quiz "Why experts" (with the invitation of parents)
Purpose: to reveal the knowledge of children about the nature of their native land, obtained in the older group.
The plan of the ecological and local history circle "Magic chest"
(preparatory group for school)
September
Conversation "Kuzbass - our native land"
Purpose: to give children an idea of geographical location Kuzbass; to tell about climatic conditions. To acquaint with the symbols of the Kemerovo region.
Conversation "The city in which we live"
Purpose: to expand children's understanding of their hometown; introduce the symbols of the city of Kemerovo; educate the desire to maintain cleanliness and order in your city.
October
The story "Coal is the wealth of Kuzbass"
Purpose: to talk about the minerals of the Kemerovo region; Learn about the history of the discovery of coal.
Conversation "Rivers of Kuzbass"
Purpose: to introduce children to the rivers of Kuzbass: large and small (Tom, Kiya, Yaya, Chulym, Chumysh, etc.); cultivate respect for water.
November
The story “The Red Book of the Kemerovo region. Plants"
Purpose: to give children an idea of the Red Book; to acquaint children with the red book of the Kemerovo region, protected plants; develop respect for nature.
The story "The Red Book of the Kemerovo Region Animals"
Purpose: to introduce children to animals protected by the Red Book; develop respect for nature.
December
Conversation "Green Pharmacy of Kuzbass"
Purpose: to expand children's knowledge about medicinal plants; introduce children to medicinal plants of our region.
Quiz "Animals and plants of Kuzbass"
Purpose: to identify and consolidate children's knowledge about plants and animals of the Kemerovo region.
January
Conversation "Animals in the city in winter"
Purpose: to expand children's knowledge about animals living in the city; to educate in children the desire to help animals in difficult times for them.
Conversation "Winter in the Siberian taiga"
Purpose: to form in children an idea of \u200b\u200bthe life of animals in the forest, their adaptation to the winter period; teach children to establish cause and effect relationships between natural phenomena, draw conclusions.
February
Conversation "Wintering of the inhabitants of reservoirs"
Purpose: to expand the knowledge of children about the inhabitants of the reservoirs of Kuzbass; to form an idea about the life of animal reservoirs, their adaptability to the winter period.
Conversation "Inhabitants of our corner of nature"
Purpose: to clarify the types of plants and animals that are in the corner of nature; form an idea: plants and animals are living beings. Living conditions for the inhabitants of a corner of nature are created by people (a teacher, children, they take care of them, look after them; in turn, it is good for people to be in a room where there are a lot of green, flowering plants, a beautiful aquarium, singing birds.
March
GCD in the educational field "Cognition": "Inspection, feeding and transplanting indoor plants"
Purpose: to consolidate children's knowledge about the conditions necessary for the growth and development of indoor plants, about caring for them (watering, loosening, pruning); recall that in early March, with the onset of spring, plants begin to grow rapidly, for this they need to be transplanted into fresh soil and fed; continue to educate children's interest and arouse the desire to care for indoor plants.
Conversation "How birds meet spring"
Purpose: to expand the knowledge of children about migratory and sedentary birds living in the Kemerovo region; educate respect for birds.
April
The story "Ancient inhabitants of Kuzbass"
Purpose: to introduce children to the ancient inhabitants of Kuzbass; arouse interest and desire to learn new things from the history of their native land.
GCD in the educational field "Knowledge": "Reserved places of our region"
Purpose: to acquaint with the reserved places of the Kemerovo region; to cultivate a sense of pride and belonging to the natural attractions of the native land, to arouse the desire to visit these places. Museum-reserve Tomskaya pisanitsa.
Spring conversation
Purpose: to form in children a generalized idea of \u200b\u200bspring as a season; introduce the signs of spring, folk proverbs and proverbs about spring; teach children to describe the events of nature using the icons and drawings of the calendar of nature.
Final quiz "Connoisseurs of the nature of Kuzbass"
Purpose: to identify knowledge about the nature of the Kemerovo region, obtained in the classroom environmental and local history circle.
