Abstract on the topic:

"Method of familiarizationpreschoolers with seasonal natural phenomena ".

Completed by: Konstantinova S.V.

CONTENT

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 the initial stage of preschool education is so important in environmental 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 for teaching and educating children to get acquainted with nature in kindergarten is 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.

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; 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, what is happening in it in different time years of changes. 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 pedagogical process preschool education to nature in order to develop the thinking and speech of children should be given special attention.

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 children preschool age 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, children's ideas about the dependence of seasonal changes on sunlight are consolidated.

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.

They begin to systematically acquaint children with nature 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 of the distinguishing features of the 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 the middle group, children's ideas about the properties and qualities of “objects of inanimate nature are expanded and concretized. 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 of different parts of the day, air temperature, the appearance 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 most fully correspond to the possibilities of cognitive activity of preschool children, 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 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 encouraged to watchphenomena 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 guys watch how they have changedtree leaves: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. Bringing a lot of joy to childrenautumn flowersin the flower garden (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 cleanharvest of 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.

Guys should pay attention tobirds.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.

Watching overinanimate phenomena,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, on the basis of their accumulation of sensory experience and the formation of specific ideas about individual characteristic features of each season.

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 totree leaves.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: "A strong wind blows and shakes the trees." Children begin to shake the leaves with their hands. "Leaves are spinning" - everyone is spinning, raising their hands. "And now the leaves flew to the ground" - the guys throw 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.

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 forflower garden plants.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 conduct a variety of 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 inharvesting.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.

Continuebird watching.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 they can’t see at allinsects: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.

Also, the educator partly reminds, and partly talks about changes in lifeforest animals:a squirrel stores food, a hedgehog looks for a mink, a bear dens, a hare changes its coat.

In the older group, children are introduced in more detail to the connections that are accessible to their understanding ininanimate nature,with the causes of certain phenomena, with the influence of inanimate nature on the life of plants and animals, 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 attention of childrenfor 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 the older preschool age, children continue to get acquainted withautumn flowers.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 WITH.

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 inharvest,however, this year is much more active.

In the older group, the content of the work, which introducesseasonal work of adults.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, primarily forbirds.

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.

The acquaintance continueswith the habits of animals in the autumn.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 should refer to the kindergarten program and determine the amount of knowledge, skills of cognitive or practical activities that should 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 educator 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, will be able to know the world around him more deeply, will strive to create beauty with his own hands together with the educator in his kindergarten, and later 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 the 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 and used as indicators of the optimal timing of work and activities in agriculture, in the field of plant protection, 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 permanent 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 of the relationship 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.................

Irina Narzulaeva
The role of nature in the comprehensive development of the personality of a preschool child

Communication with nature It has a positive effect on a person, makes him kinder, softer, awakens the best feelings in him. Especially great the role of nature in raising children. ecological development affects the whole complex inherent in each personalities of subjective-personal properties and qualities, mental processes and psychological formations. In the process of interaction with the outside world, the corresponding character traits, manners of behavior, forms of reaction, ideas, beliefs, interests, inclinations are formed. characteristic features personalities become self-consciousness, value relations, responsibility for one's actions.

IN preschool institution, the children are introduced to nature changes occurring in it at different times of the year. Based on the acquired knowledge, such qualities as a realistic understanding of phenomena are formed. nature, curiosity, the ability to observe, think logically, aesthetically refers to all living things. Love to nature, the skills of caring for her, caring for living beings give rise not only to interest in nature but also contribute to the formation of the best character traits in children, such as patriotism, diligence, humanity, respect for the work of adults, protecting and multiplying natural resources.

Cognition nature has many implications for mental education child. Nature contributes to the enrichment of ideas about the world, broadens horizons, reveals connections and patterns in nature, develops mental capabilities: quick wits, criticality and independence of thinking, focused attention, analyzing perception, figurative memory, observation.

Child learns to compare facts, analyze them, draw simple conclusions and conclusions, i.e., learns to think actively, creatively and independently. WITH development thinking is closely related child's speech development, vocabulary expansion. An integral part of mental education is sensory culture. It is aimed at improving analyzers, accumulating sensory experience in children, which is the basis for subsequent generalizations, the formation of elementary natural science concepts.

Study of objects and phenomena nature contributes to the development memory - the ability to store perceived information in the mind and reproduce it. Observations in nature develop figurative memory and logical memory.

Communication with nature develops children's thinking is a process of conscious reflection of reality in its objective properties, connections and relationships, inaccessible to direct sensory perception.

preschoolers master a variety of mental operations: analysis, synthesis, comparison, generalization, abstraction, etc. Development mental operations helps to systematize and interpret information coming from the outside world.

In direct contact with nature develops observation and curiosity.

Nature acts as a means moral education. Caring for and watching a bird, fish, squirrel, hedgehog, children learn caring and careful attitude towards them. The response of the animal to care and affection child, his attachment to to kid instills in children kindness and cordiality. Watching life natural nature, children comprehend the essence of the categories of good and evil, learn to love their native nature they develop behavioral skills that meet ethical standards.

Nature promotes aesthetic education. " Nature- a source of creative inspiration, a source of raising all the spiritual forces of a person, not only an adult, but also child». Nature helps to paint in emotional tones all perceptions of the surrounding reality. This is an emotional attitude to the environment nature, an inexhaustible source of beauty, and the system of educational institutions should educate children. At all times and epochs nature had a huge impact on people development his creative abilities, being at the same time an inexhaustible source for all the most daring and profound aspirations of man. The great critic Belinsky believed nature"eternal piece of art". Composer Tchaikovsky, highly appreciating art in human life, wrote: "Delights of contemplation nature above than from art". The many-voiced sound of the Russian land was reflected in the work of talented Russian composers S. V. Rachmaninov, N. A. Rimsky-Korsakov, M. P. Mussorgsky and others. Unique richness of colors nature I. I. Levitan, I. I. Shishkin, I. Grabar and others captured in their canvases.

beautiful in nature limitless and inexhaustible. That's why nature-source for art. beautiful in nature was and remains the subject of its artistic development. Therefore, great artists are always pioneers of beauty in the world around them. The ability to see nature- the first condition for educating the worldview of unity with it, the first condition for educating through nature. It can only be achieved through constant communication with nature. In order to feel like a part of the whole, a person must not episodically, but constantly be in a relationship with this whole. That is why the harmony of pedagogical influences requires constant communication with nature.

Nature is one of the factors affecting development and the formation of aesthetic feelings, it is an inexhaustible source of aesthetic impressions and emotional impact on a person. In people's lives nature occupies a significant place, contributes to the formation and development aesthetic feelings and tastes. Love for native nature brought up from an early age age. "Exactly at

this time it is necessary to instill in children a love for beauty, harmony, expediency, unity that reign in it.

Nature- means of labor education. preschoolers acquire practical skills and skills: caring for plants and animals in the corner nature, Location on; environmental care natural objects in their microdistrict, phenological observations and fixing their results, making simple collections, models. On the basis of a combination of mental and physical labor, children are brought up personal qualities: diligence, conscientious attitude to work.

Communication of children with nature has a beneficial effect on their physical development. Walking with children nature improve general physical condition child. Movement in the fresh air, games in the forest and park, work in the garden and in the flower garden develop muscles and strengthen the nervous system. In the process of getting to know their body, children develop hygiene skills, develops striving to be healthy.

That is, in the process of familiarizing children with nature provides a comprehensive development of the personality of a child of preschool age.

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1 1 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution higher education CHELYABINSK STATE PEDAGOGICAL UNIVERSITY (Chelyabinsk State Pedagogical University) Faculty of Primary School Teacher Training Department of Mathematics, Natural Science and Methods of Teaching Mathematics and Natural Science The Importance of Phenological Observations in Environmental Education of Primary School Students Graduation Qualification Work (direction Pedagogical Education The focus of the bachelor's program "Primary Education" ) Work for the defense of 20, head. Department of MEIMOMIE Belousova N.A. Completed by: a student of the OF-408 group / Saykhuzhina Yana Rifovna Supervisor: Ph.D. ped. Sci., Associate Professor of the Department of MEIMOMIE Osolodkova Elena Vladimirovna Chelyabinsk 2016

2 2 CONTENTS INTRODUCTION 3 CHAPTER 1. Theoretical foundations of the problem of phenological observations with younger students Phenology as a system of scientific knowledge about seasonal changes in nature History of phenological observations with junior schoolchildren Phenological observations as a condition for ecological education of junior schoolchildren Methods for organizing phenological observations in the ecological education of junior schoolchildren.25 Conclusion on the first chapter CHAPTER 2. Experimental work on the study of phenological observations in the environmental education of junior schoolchildren Studying the level of ecological knowledge of junior schoolchildren Recommendations for primary school teachers on conducting phenological observations Conclusion on the second chapter. 43 CONCLUSION...44 BIBLIOGRAPHY 46 APPENDIX.50 Introduction

3 3 Observation as one of the fundamental teaching methods has been known for a very long time, but in modern methodology The teaching of natural science has not lost its relevance, but, on the contrary, has acquired new features and is mandatory for the natural disciplines. In the formation of the ability to observe, students develop observation (the ability to see, mark, explain natural phenomena) The initial course of natural science has a propaedeutic value in mastering the disciplines of the natural science cycle by students (S.V. Alekseev) On how fully younger students master the basics natural sciences, depend on their success in the further development of biology, geography, physics, chemistry. The content of the material studied in the lesson, its specificity dictate the use of certain methods and techniques in their reasonable combination. Research has established that younger students can understand the causes of many natural phenomena, a holistic perception of nature. Methodist scientists (Z.A. Klepinina, V.M. Pakulova, A.A. Pleshakov and others) proved that knowledge about nature should be presented by the methods of natural sciences, that is, observation and experience. They enable students to fully understand natural patterns, see the relationship between the components of nature, contribute to the development of independence and the activation of mental activity. IN primary school children's direct observations of nature should be scientific, accessible and fun. Nature enriches the outlook, general awareness of schoolchildren, develops observation, attention, thinking, aesthetic feelings. Cognitive interest, the need to acquire new knowledge are formed if you constantly take care of expanding the horizons of the child. The most effective means of complex influence on

4 4 the formation of the child's personality are excursions and walks, including those for the purpose of conducting phenological observations. Conducting phenological observations is a necessary condition for studying the course " The world“Observations of the weather and the phases of development of plants and animals continue while studying biology and geography, therefore it is very important in the preparatory course to acquaint children with the rules for conducting observations, to develop their initial skills in selecting objects and fixing the results of observations. The purpose of the study: to make recommendations for conducting phenological observations with younger students. Object of study: the process of conducting phenological observations with younger students. Subject of study: natural objects of the school site, serving as a means of organizing pheno-observations with younger schoolchildren. The objectives of this work: 1. Analyze the methodological literature on this issue. 2. Organize experimental research work to identify the level of development of the skills of younger students to conduct pheno-observations. 3. Make recommendations for conducting phenological observations with younger students. In the course of the work, the following research methods were used: The study of methodological literature, pedagogical research, statistical processing of the results obtained. The practical significance of the work lies in the fact that recommendations have been developed for conducting observations of seasonal changes in nature with younger schoolchildren.

5 Chapter 1 Theoretical foundations of the problem of phenological observations in the environmental education of junior schoolchildren Phenology as a system of scientific knowledge about seasonal changes in nature. An integral feature of our planet is regularly alternating annual changes, perceived by us as a change of seasons. Each natural zone, each territory has its own seasonal phenomena and calendar dates for their onset. Seasonal rhythm captures all geological shells. Seasonal changes reach the greatest diversity in the biosphere - the world of living organisms, all of whose vital activity is determined by adaptations to the seasonal rhythm of the abiotic and biotic components of the Earth. Phenology (from the Greek φαινόμενα phenomena) is a system of knowledge about seasonal natural phenomena, the timing of their occurrence and the reasons that determine these terms, as well as the science of the spatio-temporal patterns of cyclic changes in natural objects and their complexes associated with the annual movement of the Earth around the Sun. Phenological observations are observations of periodic phenomena in the life of nature. The foundations of phenology were laid by the French scientist R. Reaumur in 1735. Phenologists register the onset and end of the seasonal phases (phenophases) of the development of animals and plants (for example, birch bud budding, the beginning of May beetle flight, fish spawning, rowan fruit ripening, etc.) and various natural phenomena (river openings, the first thunderstorm, the first snow, etc.). Observations are carried out (according to an agreed program) at stationary observation posts located in various

6 6 geographical areas. Long-term data are drawn up in the form of phenological spectra and "Calendars of Nature" Phenology is a system of knowledge about seasonal natural phenomena, the timing of their onset and the reasons that determine these timings. The term "Phenology" was proposed by the Belgian botanist Ch. Morran (1853). Biophenological observations and studies are carried out at the level of individual organisms, populations, biocenoses (cultivated and wild) and the biosphere as a whole. Geographic and phenological observations and research are aimed at studying the seasonal dynamics of entire natural complexes, including their biotic and abiotic components. These studies are carried out on the scale of individual tracts, landscapes, provinces, countries and natural zones. The annual circle of nature of geocomplexes and biocenoses is subdivided into natural, or phenological, seasons and subseasons. The beginning of observations of seasonal phenomena in connection with gathering, hunting and primitive agriculture dates back to ancient times. The formation of modern scientific phenology dates back to the 18th century. In 1734, the French scientist R. Réaumur began to study the dependence of the seasonal development of crops and insects on the temperature level. In 1748, K. Linnaeus began to conduct phenological observations in the Uppsala Botanical Garden and in 1750 organized the first network of observation posts. By the middle of the 19th century, phenological observations covered all the major countries of Western Europe and Russia. A.I. Voeikov and D.N. Kaigorodov played an important role in the development of phenology in Russia. In the 20th century, phenological observations and research spread to all countries of Central Europe and the USA, and later to other countries (India, etc.). A seasonal phenomenon is the state of an 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 some

7 7 days, on each of these days the external severity of his condition 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) is the main information element of the phenological study of nature. The specific date of the onset of the observed seasonal phenomenon. The phenological phase (phenophase) is 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 period - the length of time (in days) between the individual phases of the object's development. The interphase period is the interval not only between successive phenophases, but also between two phenophases of the development of a given object.

8 8 Phenological interval - a period of time (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. 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. Phenological indicator (indicative phenomenon) is 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 signaling 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 time-separated seasonal phenomena, it is possible to predict the probable date of the onset of another phenomenon (predictable) by the date of the onset of the first (indicative) event. phenomena of interest to us

9 9 is constant. Therefore, by the time of occurrence of one event, it is possible to predict the probable date of the onset of another. This is the simplest form of phenological forecasting, based on the relative stability of the time intervals between the onset of seasonal events. Quite often, when high forecast accuracy is not required, 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, and solar radiation. Now a detailed study of specific objects of nature 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. 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 one or another natural object, in its exact reference 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 butterfly in adulthood will be characterized by the dates of spring awakening,

10 10 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. 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. 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, constitute 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 terms. 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. The traditional method of phenological information is visual observations, i.e. registration of the timing of the onset of seasonal phenomena. In order to achieve comparability of phenological observations,

11 11 carried out by various persons, programs of phenological observations, methodological instructions for them, atlases of plant phenophases and seasonal phenomena of the animal world are published. Processing observations of phenological networks makes it possible to establish geographic and phenological patterns reflected on phenological maps. The average multi-year rate of advancement of seasonal natural phenomena in the latitudinal, longitudinal and vertical (in the mountains) directions is different in different geographical zones, in different seasons and for different groups of phenomena. In the central regions of the European part of the USSR, spring-summer seasonal phenomena of the plant world move from the south in the north at an average speed of about 1 km per day, birds fly at a speed of about 1 km. per day In the longitudinal direction, the rate of progress of seasonal phenomena is determined mainly by the position in relation to the Atlantic Ocean; in app. spring comes earlier in the regions than at the same latitudes in the depths of the continent. (But the transition from winter to summer in the depths of the continent takes place faster than on the shores of the oceans, and, despite the late spring, bread in the Volga valley ripens earlier than in France.) In the mountains, spring-summer seasonal phenomena are late with the rise for every 100 m by an average of 3 days. In some years, seasonal natural phenomena can occur with significant deviations from the average long-term periods, which complicates the management of agriculture and other seasonal branches of the national economy. Phenological observations for scientific purposes serve, firstly, as a method for studying biological and geographical objects, and secondly, method of establishing phenological patterns, the use of which is designed to increase the efficiency of applied phenological services. In order to identify phenological and geographical patterns, networks of phenological observations have been created in most countries. In the USSR with

12 such a network worked in the system of local history organizations; in 1939 transferred to the Geographical Society of the USSR. In it, there were about 3,500 volunteer correspondents. With the help of local phenological organizations (Moscow, Vilnius, Riga, Krasnoyarsk, Irkutsk, etc.), the network is managed by the phenological sector Geographic Society. The result of long-term phenological observations at one point is summed up in the Calendar of Nature, i.e., in a reference table or graph with average long-term periods of the onset of seasonal phenomena of local nature. A reference point in the timing of the onset of a large number of seasonal phenomena is the Calendar of Nature. Phenological observations for scientific purposes are botanical. zoological and geographical scientific institutions. Integrated observations are carried out by geographical scientific institutions with the aim of understanding the structure of geocomplexes or ecosystems. Complex phenological observations are also carried out state reserves in the form of "annals of nature". Phenology registers and studies seasonal phenomena in the world of plants and animals, as well as the dates of the establishment and melting of snow cover, freezing and freezing of water bodies, etc. Both in plants and animals, seasonal developmental phases are recorded. In plants: swelling and opening of buds, leafing, flowering (beginning and end), ripening of fruits and seeds, autumn flowering of foliage, leaf fall. In mammals: awakening from hibernation, the beginning of mating (rut), the appearance of juveniles, seasonal molts and migrations. In birds: nesting, oviposition, hatching and departure of chicks, and in migratory also spring and autumn migrations. In arthropods: awakening of hibernating individuals, hatching of larvae, emergence of adult insects from pupae, egg-laying, development of larvae, pupae, emergence of new generations, diapause, etc. The object of observation is specific plant and animal species, as well as elements of inanimate nature undergoing throughout the year

13 13 cyclic changes, i.e. climate elements (air temperature, atmospheric precipitation), water bodies (rivers, lakes, ponds, coastal areas of the sea). People began to observe seasonal natural phenomena in ancient times, since their life depends on it. Phenology is still of great practical importance. Knowledge of phenological patterns helps to plan the optimal timing of agricultural work (plowing the land, sowing, harvesting, etc.), which are clearly seasonal in nature, and to zone crop varieties. Phenological knowledge is also necessary in forestry, since in order to control forest pests it is necessary to know the timing of their development, the stages of growth and development of damaged crops. Forestry also needs accurate phenological observations of plant development in relation to weather conditions. This helps to determine the optimal time for collecting seeds, sowing them in a nursery, etc. Phenological knowledge is also widely used in beekeeping, hunting and fish farms, medicine, meteorology, road and military affairs. 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.

14 14 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 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. Phenological observations for special purposes are carried out 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 characterization of 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. 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 were 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.

15 15 Phenological observations of students are closely related to work in the educational and experimental area. Phenological work at school becomes effective and useful only when the teacher constantly supervises the observations of the pupils and takes a direct part in them. So, 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. Having the data of phenological observations, schoolchildren can learn to calculate the timing of the onset of a particular phenomenon and related work The pedagogical value of taking into account seasonal changes in nature when working with younger schoolchildren was also pointed out by K.D. Ushinsky: “If the teaching does not want to be dry, abstract and one-sided, but strives to develop the child in all its harmonious natural integrity, then it should never lose sight of the place and time. I do not find a better way how to take a subject for reading and conversations the area that surrounds the child and the time of the year when the teaching takes place, so that the impressions are alive in the child and can be verified by his own experience and feelings. K.D. Ushinsky considered nature one of the most powerful agents of human education, and natural history was the most convenient subject for accustoming the child's mind to logic.

16 16 Ushinsky considered the whole system of studying nature, assimilation of ideas and concepts about it in explanatory reading, highlighting the method of observation as the most effective in the knowledge of nature. In his books "Native Word", "Children's World", he included rich material on wildlife, involving seasonal observations. The ideas of K.D. Ushinsky for the pedagogical and literary activities of Dmitry Dmitrievich Semenov, a talented teacher-geographer. He began working with K.D. Ushinsky in 1860. D.D. Semenov developed a methodology for conducting excursions, compiled the manual "Fatherland Studies". In 1862. Three parts of "Lessons of Geography" by D.D. Semenov. K.D. Ushinsky gave this textbook a high rating. In the preface to the textbook, the author wrote: “It is best to start teaching geography from the vicinity of the area where students live. Through comparisons of close objects with distant ones, through entertaining stories, children quietly receive the most correct concepts of various natural phenomena,” this is how the foundations of the local history principle of education were first expressed. . The development of natural science methods in the second half of the 19th century is associated with the name of Alexander Yakovlevich Gerd. He substantiated the system of studying nature in elementary school, from the inorganic world to plants, animals and humans. AND I. Gerd attached great importance to conducting pheno-observations. He wrote: “In the spring, children make daily observations on the awakening vegetation, the development of the bud, the arrival of birds, in the fall, on the wilting of flowers, changes in the color of foliage, the ripening of fruits, on an ant heap or a beehive, etc.” In 1901 The gymnasiums had a program compiled by the professor of the forestry institute, the famous naturalist D.N. Kaigorodov. He saw the task of the school as "to teach children to know

17 17 nature, and after all, nature means: to be able to consciously perceive impressions from objects and phenomena of the surrounding nature. To learn to know nature means to join it, to be not a stranger to it, but close, one's own, to feel oneself an inseparable part of it. It should be noted the merit of the teacher and in the development of methods for conducting phenological observations. “If you have marked the opening day of a local river (pond, lake), you have already made a phenological observation. If you marked the day when the cuckoo cuckooed for the first time, the lark sang, the first swallows appeared, the birch tree turned green, the first spring thunderstorm passed, the river was covered with ice - you have already made a number of phenological observations,” he wrote in the book “On School Phenological Observations”. The methodology for conducting lessons in elementary school at that time was developed by the famous methodologist Leonid Safonovich Sevruk. In 1902 He published the textbook "Initial course of natural science" and the methodological manual "Methodology of the initial course of natural science". The scientist shared the thoughts of A. Ya. Gerd that in the lower grades, children should receive knowledge about nature as a whole. Sevruk considered observations in nature to be the leading teaching methods. The development of the content of education at the beginning of the 20th century was carried out by the well-known natural methodologist Ivan Ivanovich Polyansky. He believed that the material for the initial course of natural history should be what surrounds the child, those “objects and phenomena that children encounter in a given area: trees surrounding the school, plants grown by man, domestic animals, layers of earth and stones observed nearby, a nearby stream ” and “only gradually, as the child develops mentally, can one transcend the limits of what surrounds him and transfer his imagination to distant lands.”

18 18 I.I. Polyansky believed that if pheno-observations are carried out from year to year, then they “eventually involve the observer, turn into a need. Bringing closer to the surrounding nature, they are very valuable and because they make you carefully peer into the environment, foresee what phenomenon should be expected in the next queue. The study of the sequence and connection of phenomena makes it possible to foresee. For example, the spring arrival of black swifts almost unmistakably indicates the approach of a warm air current. Thus, from the history of natural science education in Russia, one can follow how the methodology for organizing school phenological observations developed. Phenological observations as a condition for the ecological education of younger schoolchildren the development of the main general education program indicates "the formation of a holistic .. view of the world" among younger students. This involves consideration of the relationship between man and the surrounding world, the relationship between man and the surrounding nature. The last component is the object of ecology, and the formation of knowledge, relations in this area is environmental education. Environmental education in practice is not implemented in a "pure form", it almost always includes aspects of other areas of education: civic, patriotic, aesthetic, moral, physical. There are no guidelines for environmental education in the requirements of the Federal State Educational Standard for meta-subject results, since the guidelines set there are universal.

19 19 to all areas of education. But we must pay special attention to the establishment of cause-and-effect relationships, because ecology is a science that studies the relationship, the relationship of living organisms with environment. In general, all the requirements of a meta-subject nature: both the possession of logical operations and the development of ways to solve problems of a creative nature can be realized in the process of environmental education. Thus, the environmental environmental education of junior schoolchildren meets the requirements of the Federal State Educational Standard for primary general education. 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 during training sessions to 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 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.

20 20 Formation of high ecological culture among people is impossible without ecological 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. Tasks of phenology Now a detailed study of specific objects of nature 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. 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.

21 21 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. 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, constitute 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 terms. That is why, in order to obtain a clear picture of the seasonal development of nature on a broad geographical plane, long-term parallel observations are required at a large number of points. 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 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 comes from

22 22 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 is important in connection 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 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

23 23 synchronicities 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 is the simplest form of phenological forecasting, based on the relative stability of the time intervals between the onset of seasonal events. Quite often, when high forecast accuracy is not required, 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, and solar radiation. 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- very important, but not the only one among environmental factors that determines the timing of the seasonal development of living organisms. Of the meteorological factors, humidity and illumination are of great importance, and of

24 24 biological - 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. 1.4 Methodology for the organization of school phenological observations in the environmental education of younger students. To organize observations of seasonal phenomena in nature, the teacher needs to know the basic rules for conducting them. 1. Select a permanent observation site. It should be located near the school or where the children live. When comparing observations, remember that the microclimate is different in different parts of the city. Therefore, the same phenological phenomena (for example, the flowering of an apple tree) can be observed at different times in the center and on the outskirts, in the southern and northern parts of the city. 2. The selected area in terms of its relief and composition of vegetation should be characteristic of the surrounding area. Mark several types of trees and shrubs growing next to each other and in sufficient numbers. Notice how they affect the timing of seasonal

25 25 changes in the conditions in which the plants are located (sunlight, elevated or low land), and their age. 3. Determine the name of the trees, shrubs and herbaceous plants in your area. It can be various types of plants, shrubs and trees. Separate records are kept for each species. Phenological observations with younger students can be carried out on excursions. Excursions into nature can be represented as a special kind of independent cognitive and practical activity of students, which is aimed at their self-education and self-development. A child of primary school age has the potential to develop in him an interest in the study of nature. To teach children to see the beauty of their native nature, peer into it, acquire the skills to communicate with it will help the method of targeted excursions into nature. Observing various natural phenomena in natural conditions, children acquire knowledge, they develop the perception of various colors and sounds of their native nature. They celebrate seasonal changes. In early spring, the teacher draws the attention of children to the awakening of all living things from winter sleep - swelling of the kidneys, the appearance of the first, quickly greening blades of grass, snowdrops. Children watch the silver earrings of alder, willow appear. At the beginning of the excursion, the teacher draws the children's attention to the beauty of the surrounding nature, teaches them to peer into the richness and variety of shapes, shades of color, listen to the sounds of nature, enjoy the smell of mowed grass, fallen leaves, wild and forest flowers. During excursions, children get acquainted with a variety of plants and animals. in natural conditions, learn to notice the changes that occur in their lives with the change of seasons. On this basis, some natural relationships are revealed and it is shown what kind of help from a person these or those plants and animals need. Where possible, practical participation is organized

26 26 children in nature conservation (for example, bird feeding). When conducting excursions, there is an opportunity in real conditions, on concrete examples introduce children to environmental rules of behavior. In rural areas, children are introduced to agricultural work by organizing meetings for them with grain growers, vegetable growers, livestock breeders (most often these are the parents of students). In such classes, the teacher relies on the observations of students, on their practical experience. Children tell what animals they have on the farm, how they help their parents take care of them, etc. Taking part in the care of indoor plants and pets, working on the school plot, in the garden, in the garden, children learn in practice, that all living things need water, warmth, light, they understand how important plants and animals are for a person, how a person takes care of them. Specific ideas about the objects and phenomena of the surrounding nature, about the work of people in nature are clarified and consolidated in the course of didactic and role-playing games requiring recognition, classification, correlation. (For example, a teacher distributes fallen leaves from various trees (maple, oak, birch, at his signal, children should run up to the corresponding tree). G.I. Kolesnikova suggests posing problem situations and during excursions, and during classes in the classroom, at the school site, during the game.Cognitive situations are often offered by the teacher.For example, he shows a picture: in a snowy forest clearing - traces of a squirrel, a hare, mouse minks are visible in the snow, maple fruits and lindens, eaten cones, gnaws on aspen bark. Questions are raised: what animals have been here? What can be said about them from this picture? Children are prepared for the answer, since they received the necessary knowledge in previous classes.

27 27 Important in educational terms are such problem situations that require students to solve one or another moral problem. For example: "Friends, returning from the forest, saw a hedgehog. Lena was delighted and put it in a basket to take it home. Katya stopped her friend and said something to her. Lena took the hedgehog out of the basket and let him go." Questions are posed: what do you think Katya said to her friend? Is she right? Didactic (cognitive) games most fully meet the requirements of environmental education and upbringing of primary school students. G.P. Moisner notes that the main property of didactic games is that in them cognitive tasks appear to the student in a hidden form. While playing, the child does not think to learn - learning here proceeds unintentionally. Children are fascinated by games with cards, riddles about plants and animals, quiz games: "What grows in this area?", "Who lives?", Various landmarks, flower clocks, natural puzzles, etc. Using didactic games in the classroom , excursions, walks, during camping trips, when preparing homework, in classes in an extended day group, allows you to significantly expand students' knowledge of the relationship between man and nature, about the objects of the natural environment that you need to know in order to skillfully use and protect. teaching methods make excursion classes to get acquainted with the outside world not only useful, but also interesting, attractive for children.Natural history material is studied by students from grade 1. When introducing schoolchildren to the outside world, knowledge is accumulated and formed about the diversity of objects of inanimate and living nature, their changes In grade 2, natural history knowledge is expanded, objects of nature are studied in connection with seasonal changes, therefore, students get acquainted with many phenomena in nature according to the seasons. For example, plants are studied at different times of the year.

28 28 A special place here is given to monitoring changes in plant life in autumn, winter, and spring. Change, movement, development are universal properties of environmental objects. If the child has ideas about these properties, he will quickly learn to generalize what he sees. Observing the phenomena of wildlife, children get acquainted with the growth and development of living beings, see how they are adapted to seasonal conditions. Changes in nature are strictly sequential in nature, determined by time intervals. A special role in the knowledge of natural changes in nature is played by comparison, which makes it possible to identify stable and changing features of objects. V.M. Pakulova believes that in order to consolidate, clarify and systematize sensory representations, the results of observations should be recorded in calendars and albums of nature. They become especially valuable when they reflect naturally changing natural phenomena. Every day, children observe and mark the weather with icons, in the form of a picture, the state of wildlife (flora and fauna). Work is also underway with the "Calendar of Observations of Plant Growth". Every week, under the guidance of a teacher, children make a sketch of a growing plant in it, depict the conditions (weather and labor operations) under which the plant develops. By the end of its development (ripening of fruits and seeds), a series of calendar pages accumulates, clearly reflecting the consistent growth and changes characteristic of the plant. The pages, assembled into a screen, turn into a graphic model of the development of a particular living organism. 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 more likely the error in determining the date of occurrence of the phenomenon becomes

29 29 less. 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. Phenological observations cannot be placed within the framework of training sessions. They demand free communication with nature during extracurricular and extracurricular times. The results of such observations should be recorded in special phenological diaries. “Diaries of observations on nature and human labor activity” for students in grades 1-4 were created by E.A. Valerianova, and later Z. A. Klepinina and G. N. Akvileva. They are based on tasks for observations in nature, grouped by season. Within the season, tasks are distributed according to a certain logic: first, tasks are given for observing inanimate nature, then for plants, animals, and human labor. This order reflects the natural relationships in nature. In each season there are tables for the weather (cloudiness, precipitation, temperature, wind). To record such observations in the diary, conventional signs denoting weather phenomena are given. In the mid-90s of the last century, the federal Observation Diaries ceased to be published. In the second issue of the journal "Pedagogy" for 1995, an article by D. I. Traitak "Natural science, how it should be in elementary school" was published. In it, the author complained: “In teaching natural history, the contact of students with

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Occupation __________________ date ____________

Subject: Phenological observations. Significance of phenological observations for humans. Preparation and observation technique I

CIspruce: to acquaint with phenological observations, their significance for humans.

Lesson progress:

Org.moment

Significance of phenological observations for humans.

Preparation and methods of observations.

Anchoring

2. Significance of phenological observations for humans.

The science that studies phenomena in nature is called phenology(from the Greek phenomenon - phenomenon and logos - study). Observing certain phenomena for several years, it is possible to establish a connection between the time of their onset and the optimal timing of agricultural work, sowing and planting trees, measures to protect forests from fires, harmful insects and diseases, determine the optimal timing of hunting, etc. .d.

3.Preparation and methods of observations When organizing phenological observations, first of all, it is necessary to allocate a site for general observations, which should characterize the average conditions for the given region. If observations will be carried out in a forest park, then a route is chosen: it can be of any length and width, as long as it contains the objects necessary for observation. Having chosen places for observations, proceed to the selection of objects. In forest parks or squares, at least 10 trees or shrubs of the same species are observed. Instances are marked with labels that are visible from afar. Also, places are selected where certain types of animals can be found - areas with trees and shrubs for bird watching, lawns for insects, ponds.

The route has been chosen. Now you need to draw up a schematic map, indicating on it all the located objects that interest you, including plants with labels. The frequency of site visits depends on the season. In winter, you can 1 time in 10 days. With the approach of spring, at least 1 time in 3-5 days. In late spring, the site should be visited daily.

It is very important to record observations correctly. You must have a large notebook and a simple pencil. To fill in the calendar of nature, you can take a sketchbook. On the first page, write down information about the place of observation: location, relief, nature of the soil, general characteristics of the flora and fauna. Paste the route map here. On the following pages, write down in chronological order the phenomena that will be observed (hydrometeriological, botanical, zoological).

Observations of meteorological phenomena at the following points:

The appearance of the first thawed patches

Disappearance of solid snow

Disappearing snow in the forest

Restoration of snow cover in spring

Last frost in spring and first in autumn

First appearance of snow cover

The appearance of unstable snow cover.

If there is a reservoir:

1. the appearance of rims (water on top of ice along the coast)

2. ice movement

3. ice breaking

4. disappearance of ice on stagnant water bodies.

5. the appearance of "snezhura" (thin ice floating on the surface of the reservoir)

6. save (the formation of narrow strips of immovable ice off the coast)

7. freezing.

Natural hazards include:

Hailstorms: thunderstorms that caused fires, damage to power lines, communication lines, splitting of trees, windbreaks caused by storms or wet snowfalls; ice floes that caused breaks in wires, breakage of branches, summer floods from rains, as well as spring floods: storms, tornadoes. If such phenomena occurred, they should be described, indicating the date and time.

When observing plants, the following phenomena are noted.

Start of sap flow

Swelling of the kidneys.

Budding.

Unfolding of the first young leaves

Beginning of flowering

End of flowering

Beginning of fruiting

Mass fruiting

Start coloring the leaves.

Beginning of leaf fall.

End of leaf fall.

With the onset of spring, the main thing is to establish the first appearance of migratory birds and the passage of the first flock. When observing nesting, be careful, walk slowly and quietly, one at a time, use binoculars. Observation is best done in the morning hours. Observations of the autumn migration begin in August.

Anchoring

How did you understand the definition of phenological observations? Where do you start your observations?

I READ OUT A BEAUTIFUL AND FAIRY DESCRIPTION OF NATURE IN WINTER.

Occupation ____________________ date _______________________

Topic: Phenological observations. The study of patterns in the course of seasonal natural phenomena. Organization of observations. (practice)

Purpose: to continue to acquaint with phenological observations, to study patterns in the course of seasonal phenomena, to teach the organization of observations.

Lesson progress:

Org. moment

The study of patterns in the course of seasonal natural phenomena.

Organization of observations.

Anchoring

2. The study of patterns in the course of seasonal natural phenomena.

Since the West Kazakhstan region is located in the continental region of a temperate climate, the seasonality of climatic conditions and, in general, local weather is well expressed here.

The beginning of spring when the temperature rises above 0 0 C. The astronomical beginning of spring is March 20 (21), the end is June 21 (22).

Phenologists attribute the beginning of spring to the arrival of rooks, the end - the time of flowering of apple trees and lilacs.

4 phenological seasons of spring: and snowmelt, revival of spring, the height of spring, pre-summer - from lilac bloom to rosehip bloom. On the territory of the region, the duration of spring is usually 45 days. The temperature is from 0-15 0 C. There are March frosts that harm agriculture, as well as late ones in the 1st decade of June. Usually from March 28th to May 10th. Beskunak - from 8 to 18 April.

Summer comes in mid-May. Summer is hot (41-42 0 С), dry. Sometimes it doesn't rain until 2 months. Autumn. September 22 (23) - the astronomical beginning of autumn. 4 seasons: early autumn (end of August - end of September), golden autumn - (end of September - mid-October), deep autumn (from mid-October - end of October), pre-winter (end of October to end of November) There are first frosts on September 10. Snow falls and melts and so on until December.

Winter. Astronomical beginning of winter on December 21 (22) - end - March 20 (21). Phenologists mark the beginning of winter with the freezing of water bodies and the establishment of a solid snow cover. 3 seasons of winter:

Pre-winter (from the end of November - to December 22), radical winter (December 22 - mid-February) and winter break (from mid-February to March 20) In WKO, the beginning of winter is usually November 19-22. The soil freezes to a depth of 1.5 m and deeper.

Feature of winter: temperature instability: frosts up to -40 0 C and thaws up to +5- +10 0 C. Also a feature of our winters: strong winds of a blizzard (blizzard). The duration reaches up to 50 days in some years. The duration of winter is 4-4.5 months.

3. Organization of observations.

	1.Daily note the state of the weather, put up the appropriate picture. 2. Continue to watch the snowfall: note when it falls thickly, in large flakes, when it falls in rare snowflakes. Admire how the snow glitters in the sun. 3. Conduct an experiment showing the melting of snow in warmth. Ask why the snow melted in the heat? What's left in the bowl? 4. Catch a snowflake on a mitten and on a palm, explain why the snowflake melted. 5. Invite children to clear the paths from snow, rake it into a pile for snow buildings. 6. In the evening in clear weather, pay attention to the moon and stars, admire the beauty of the evening sky.
Vegetable	1. Consider trees in winter dress. Admire them. 2. Pay attention to spruce, pine: they have green needles in winter.
Animal world	1. Continue bird watching on the site: recognize the tit, bullfinch. Compare birds by voices, external signs. 2. While feeding birds, notice how they find food, fly up to it, how they peck it.

4. Fastening: What are the features of winter in our area.

Occupation ___________________ date ______________________

Subject: Phenological observations. Keeping observation diaries. (practice)

Target: continue to introduce phenological observations, teach how to keep a diary

Lesson progress:

Org. moment

Keeping observation diaries

Anchoring

2. Keeping observation diaries

A. The purpose of the journal nature is not so much for writing and drawing as for observation. No matter where you live, you can observe nature in one form or another. Come out and watch. Sit silently or take a walk, look around or inspect the subject of your choice. Don't worry about writing or drawing at all; just watch closely.

- felt-tip pens or pencils;
- ruler;


- timesheet-calendar;
- thermometer;
- barometer.

B. Recording observations

Fixing: How do you start keeping a nature diary?

Occupation _______________________ date _______________________

Topic: Phenological observations. Excursion to the weather station.

Purpose: to introduce the concept of phenological observations, to teach to observe nature

Lesson progress:

Org.moment

Phenological observations

Excursion to the weather station

Phenology- the science of changing nature during the year, depending on the season.

The main way to detect changes in nature during the year is observation. This is one of the basic methods of biology.

Supervision in school conditions is carried out on excursions. At the same time, one must not forget about the rules of conduct Outdoors:

1 Observe discipline, follow all the instructions of the head and his deputy, do not arbitrarily change the established route of movement and the location of the group.

2. Going on an excursion, on a hike, put on clothes appropriate for the season and weather, put on sturdy shoes, socks on your feet, and a hat on your head. During the tour, do not take off your shoes and do not go barefoot.

3. Do not taste any plants, fruits and mushrooms.

4. Do not touch poisonous and dangerous animals, reptiles, insects, plants, mushrooms, as well as thorny plants and shrubs.

5. Observe the rules of personal hygiene, timely inform the head of the group or his deputy about the deterioration of health or injuries.

6. Respect local traditions and customs, take care of nature, historical and cultural monuments, personal and group property.

2.Excursion to the weather station

FOR STUDYING WEATHER AND CLIMATE, FOR SOLVING MANY PRACTICAL AND SCIENTIFIC PROBLEMS AT WEATHER STATIONS OBSERVATIONS OF THE STATE OF THE ATMOSPHERE ARE UNDER A SINGLE PROGRAM, AT A STRICTLY SET TIME AND IN A CERTAIN SEQUENCE. The weather station is equipped with a special platform where weather instruments such as a barometer, rain gauge, air and soil thermometers, a compass, a weather vane are located.

Homework: prepare a report on the excursion in the form of a field diary:

1) title page: indicate the type of work, date, last name and first name and class of the student performing the report;

2) description of the observation: what they saw, how nature changed, why these changes occurred, what instruments they saw, what they measure.

3) write a conclusion about what you learned during the excursion.

Occupation ________________________ date ____________________

Subject: observations in nature. Hydrological observations. Diary of observations. Recording observations. Collection of natural material and its design. practice

Target:to teach to observe nature, to be able to keep a diary of observations, to teach to collect material.

Lesson progress:

Org. Moment

Hydrological observations

Observation diary

Recording Observations

Collection of natural material and its design.

Anchoring

2. Hydrological observations

Hydrological observations are systematic observations of hydrological elements, most often their measurements.

water level in a water body (all types)

water surface slope (GP-1)

water flow in a river or canal (GP-1)

water temperature (all types)

water turbidity (GP, OGP)

consumption of suspended and bottom sediments (GP-1)

excitement (IHL, UGP)

raid observations in the waters (OGP, MGP)

water salinity (MHP)

water pollution monitoring (all types)

In addition, some of the posts also carry out meteorological observations: air temperature, precipitation, snow shooting, etc.

3. Diary of observations. The purpose of creating a journal of nature is not so much for writing and drawing, but for observation. No matter where you live, you can observe nature in one form or another. Come out and watch. Sit silently or take a walk, look around or inspect the subject of your choice. Don't worry about writing or drawing at all; just watch closely.

You can take a sketchbook or an ordinary common notebook;
- felt-tip pens or pencils;
- ruler;
- computer with Word editor;
- pictures of rain, snow, sun, etc.
- timesheet-calendar;
- thermometer;
- barometer.

Draw a diary page. It is best to do this in exactly the same way as in the calendar for this month. Let the vertical columns correspond to the number of weeks (together with incomplete ones), and let the horizontal columns correspond to the days of the week. Put down the numbers. It is best to do this in the corner of each cell.

Decide what symbols you will use to mark precipitation and cloudiness. Temperature and pressure must be noted in numbers. It is better to do this with felt-tip pens or pens of different colors. Get into the habit of looking at an outdoor thermometer and a barometer at the same time of day. For example, at 8 o'clock or at 12. You can do this several times a day, like at a weather station. Wind directions are marked with arrows. North is up, south is down, west is to the left, east is to the right. The direction of the arrow indicates which way the wind is blowing.

4.Recording observations

When noticing the weather for the first time, look at the thermometer and write down the temperature. Look out the window and determine whether it is overcast, cloudy or clear. Mark clear weather with the sun, cloudy weather with the sun peeking out from behind the cloud, and cloudy weather with a cloud. Look at the barometer and write down its readings. It is very good if you have a multifunctional device that also shows humidity. It can also be written down. Mark rainfall by drawing a droplet or a snowflake.

5. Collection of natural material and its design.

During the excursions, we collect the leaves of trees and herbs that we like. Then we take some book and lay it between the pages. It will take some time and the material is ready for registration. We take the album and carefully glue or sew the leaves. Twigs and sign. From what tree or what plant. (herbarium) You can have a Latin name and how it is called in the common people.

6. Fixing: What is needed to observe nature? How do you start keeping a diary of observations?

This lesson is over.

Occupation _________________________ date _______________

Subject: observations in nature. Keeping a diary of observations. Excursions with the aim of developing observation on the route, along the ecological path. (practice)

Target: continue to acquaint with keeping a diary, during the excursion to teach observation on the route, ecological path.

Lesson progress:

1.Org.moment

Keeping a diary of observations

Excursions with the aim of developing observation on the route, along the ecological path.

Anchoring

2. Keeping a diary of observations

The student can be offered the following plan for describing the weather for the past month: - calculate and compare how many clear or cloudy days there were in the month; -calculate the number of days with precipitation; - determine how many days in a month there were days with a positive temperature, with a negative temperature; - it will be interesting to identify the day with the highest temperature and with the lowest temperature; - using the thermometer data, calculate the average air temperature for the month (to do this, add all the thermometer readings and divide the resulting amount by the number of days; - calculate the number of days with the north wind direction, south, west and north; - highlight the day with the strongest wind or calm; - determine the day with high atmospheric pressure and with low; ...
- the student can be offered to identify the relationship between changes in air temperature and atmospheric pressure. - determine the days when unusual natural phenomena were observed (fog, rainbow, hail, dew). By the way, in the diary, you can provide a separate column with the name "special phenomena." Analysis and research of the weather can be continued further. Well-being, mood and performance depend on the state of the atmosphere. After all, there are people who painfully react to weather changes. You should know that weather factors affect the human body. Thus, an increase in relative humidity at sufficiently high air temperatures can lead to overheating, and, conversely, a decrease in humidity at low temperatures can lead to hypothermia. The pressure of the atmospheric air is balanced by the internal pressure of a person. And an increase or decrease in atmospheric pressure can also have an adverse effect on the body.
In addition, there are many folk signs of good or bad weather. After all, clouds and wind can predict the weather. By carefully looking at the stars and the moon, you can also determine the type of weather for the next day. Therefore, another task may be to collect information on folk signs that predict the weather in a given area. ...
3. Excursions for the purpose of developing observation on the route, along the ecological path
Ecological trail - a specially equipped and carefully studied, specially protected path (route) through the territory, the surrounding nature of which allows the teacher (educator, teacher of additional education) to transfer knowledge about natural phenomena and objects, create conditions for the development of ecological culture of students.
The following stages can be distinguished in the organization of an ecological trail:
1. Processing the results of a comprehensive ecological excursion (species diversity of flora and fauna, geoecological characteristics, etc.). With the involvement of cultural and historical material of the study area, it allows you to create a holistic view of the ecological features of the reserve
2. Preparation of plates with signatures of the most typical representatives of the animal world, stands about the history and cultural significance of the territory and placing them along the route, at the points of possible detection of these species. The boards can be supplemented with pictures depicting certain representatives of flora and fauna.
3. Preparation by the teacher of a detailed scenario for conducting an excursion along an ecological path with the involvement of cognitive tasks and research tasks for students.
Serious preparation of the teacher for the excursion along the ecological path is the key to its effectiveness.
Routes of ecological trails are selected depending on the goal in such a way that they include both areas of the natural environment, untouched by "wild" nature, and territories that are in the zone of anthropogenic impact.

3 types of excursion:
ecological and botanical, aimed at studying the relationship of representatives of the plant world with the environment;
ecological and zoological, devoted to the study of animal ecology;
- ecological-systemic, (complex) having the object of study of ecosystems of different levels of organization.
When describing a protected natural object, you can use the following plan:
1. Name and area of ​​a natural object.
2. Geographic location (reference to settlements, distance to them, a list of modes of transport that can access).
3. Borders of a protected natural object.
4. Organizational form of a natural object.
5. Information on the history of the study.
6. Feature natural conditions:
6.1. Geological structure and relief.
6.2. Surface waters (rivers, lakes, swamps are marked and described on a map or plan).
6.3. Soils (Based on descriptions of soil profiles, the characteristics of the main types of soils are given, their relationship with moisture and the characteristics of the vegetation cover is noted).
6.4. Vegetation (compiled short descriptions forest, meadow, swamp types of vegetation).
6.5. Fauna (a list of the main representatives of the fauna of invertebrates and vertebrates, environmental conditions their habitats).
7. The fund of a specially protected area (the peculiar preserved biogeocenoses, landforms, rare or listed in the Red Book of Russia species of plants and animals are noted. The cognitive, scientific, aesthetic value of a natural object is highlighted).
8. Types and areas of anthropogenic impact and the consequences of their influence on the protected area.
9. Measures for the protection of a natural object.

Class_________ date__________________

Subject: Observations in nature. The value of observation and the ability to observe. Locations in the forest, in the open.

Target: to teach to observe nature, in the forest, in the open.

Lesson progress:

Org. Moment

observations in nature.

The value of observation and the ability to observe.

Locations in the forest, in the open.

Conclusion

2. Observations in nature.

Nature is everything necessary for human life. Often, both adults and children pick flowers, branches of trees, without thinking about what it takes for a person to grow that tree. How beautiful is nature!
In the spring, the first sprouts appear from the ground, as if they are taking their first steps. In the summer in gardens, in vegetable gardens, flowers bloom in multi-colored lush hats. With the onset of the autumn period, the crowns of the trees turn yellow - the time for golden autumn is approaching. People really like Indian summer.
And though it lasts short term, but brings joy to people, because these are the warmest days of autumn. Winter days often come with a thaw, the sun appears, tolerable frost, and on everything, on everything - frost, all the trees are different, but they bloom in the same way - white. During these periods, nature is unique.
Every person is obliged to take care of the nature of our homeland.
Preserving the beauty and originality of the native land is the common concern of all the people inhabiting it, their duty and sacred duty.

In order to see the first flowers or a frosted birch, it is not necessary to go to the forest, just look around and you will always find an object to observe. It is necessary to maintain a keen interest in nature.

Observations of animate and inanimate nature, natural seasonal changes develop in children memory, attentiveness, the ability to see beautiful things and bring up a careful and thoughtful attitude towards the world around them.

Pay attention to changes in nature. Autumn observations. Leaves turn yellow, fall, birds fly south. Frequent cold rains, slush. Meteorological observations. (Wind. Snow. Hoarfrost, etc.) And also for the animal world (which animals hid in minks. Which birds stay for the winter, etc.) Winter observations. Snow cover, blizzard, snowstorm. Behavior of birds and animals. Who is in hibernation. Pay attention to trees, etc. Spring observations Snow is melting, streams are running. Everything wakes up. The first flowers and the first birds. Summer observations. Which plants continue to bloom. How birds and animals behave, etc.

3. The importance of observation and the ability to observe

In the process of observation, a conscious attitude to the perception of phenomena is manifested. Therefore, observation is always associated with thinking, purposeful selection of observed facts, understanding of their significance. The work of thought sharpens and deepens observation, helps to highlight the basic and essential, to establish connections in phenomena, events, etc.

The success of an observation largely depends on prior knowledge of the observed object. Therefore, the best observers are, as a rule, good specialists in this field. The agronomist's observations, for example, of the quality of young seedlings will be the more effective the more he knows about the sown seed variety, the nature of the soil, and the agronomic methods that can be used.

Observation is manifested in the ability of a person to notice subtle (but at the same time essential for any purpose) details, signs and properties in objects and phenomena.

Observation is not limited to the mere ability to observe. It involves curiosity, a constant desire to conduct a “hunt for facts”. Therefore, such a person is called observant who is able to notice unexpected facts, make conclusions and discoveries like “Eureka!”.

4.Locations in the forest, in the open

Nature is one of the most important riches of our Motherland. One of the parts of this nature is the forest. The forest is our wealth. We must protect and protect it.
Protect, protect - all these are just words. Rarely do they get to the point. Few know how to protect, and if they know how, then for real.
Have you ever been in the forest? Of course there have been. I can't be wrong about this. Do you know the rules of behavior in the forest? How much forest is burned every year because of misbehavior in it! After all, the well-known saying correctly says: “A million matches can be made from one tree, and a million trees can be burned with one match.” And not only matches are made of wood. Take, for example, spruce. She uses the top and branches, needles and bark, the trunk and the part that remains after the log house - the stump. All this is used in various branches of our industry. Medicines, furniture, boards, polystyrene and much more are made from spruce parts, you can’t list everything.

Walks in the forest (or park) are wonderful at any time of the year. And every season has its own beauty. In spring, it is the joy of the appearance of the first foliage and the chirping of birds. In summer - coolness, nightingale singing and a variety of plant species. In winter, a walk in the forest is like a fairy tale, and when you get into the forest, you find yourself visiting Santa Claus and the Snow Maiden. In addition, it is skiing and sledding. But the forest becomes the most beautiful and colorful in autumn. The variety of colors and aromas make a walk in the forest (or park) not only educational, but also beneficial for health.

If you went with your baby to the forest, then the main occupation of the walk will be observation. But this does not mean that outdoor and verbal games, the collection of natural material and other interesting activities are excluded.

The forest resembles a multi-storey building, where all the residents are friends with each other, and each of them brings great benefits to others.

The first (upper) tier looks like a roof. It consists of tall, healthy trees forming a canopy. It covers and protects all living things that are under it.

The second tier is the top tier. Young trees grow there. Until their hour comes, they hide under the crowns of their older brothers. This second tier, almost like in humans, is called undergrowth.

The third tier is the undergrowth. It is made up of shrubs. And although these babies are much shorter than trees, their benefits are enormous. The undergrowth prevents rain from eroding the soil, and the water, rolling down the leaves and branches, is slowly absorbed into the ground. The undergrowth retains moisture, without which all plants would die. Birds also live in the undergrowth. They destroy insect pests. Small and large animals found their shelter in this cozy tier.

Fourth tier. Subshrubs and various herbs grow even lower.

Fifth tier. Mosses, lichens, ferns and mushrooms settled on the lowest floor.

That's how many, it turns out, floors in the forest! Regardless of which tier a particular plant lives on, it certainly benefits the common home - the forest. Have you ever thought about it?

You can watch the anthill. Leaving the forest, we will collect colorful leaves and natural material that the beautiful autumn so generously shares with us, and at the same time I will ask the guys why the trees shed their leaves in autumn. It is cold in winter, it is difficult for trees to extract the juices that feed them from the frozen ground. The leaves of the tree are not needed in winter: they will freeze anyway. So the tree is freed from them, so as not to waste its vitality in vain. With the fall of the leaves, the tree stops breathing as actively as in summer, and falls asleep like a sleeping beauty. But you should not be upset, because in the spring the beautiful prince will come - the spring sun, kiss the sleeping tree, warm it, and it will awaken to life again.

Observations in the open. You can watch the vegetation. Weather changes.

Steppes dominate in our region. What steppe vegetation can you name.

What animals and birds do you know?

5. Fixing

Man cannot exist separately without nature. The globe is a home for man. Here he has everything he needs for life; air, water, food. But unfortunately, a person often forgets about this, and treats his planet as if he will amaze, he destroys the surrounding nature, forgetting that it is she who gives him life. Why cut the branch you're sitting on?

Previously, a person thought that natural resources are inexhaustible, and everything can be taken from nature, and in huge quantities. But it turned out not to be so. No one thought about how you can take so much and give nothing in return? Oh no, in return, of course, nature received mountains of garbage, toxic emissions into the atmosphere, soil, and water.

Now the person is beginning to realize his mistake. He understands that you need to take care of your home, because many generations still want to live on this earth. They want to breathe clean air, drink clean water, and admire the world around them.

The most important task of mankind is to take care of the world around us. Our globe should still be blue, it should not be grey. Preserving nature is a rather difficult task in our time, as people behave frivolously in relation to it, but I want to believe that everything will change for the better.

Occupation ____________________________ date _____________________________

Subject: Observations in nature. Signs of weather change. Weather forecasts based on plants and animal behavior.

Target: familiarize yourself with the signs of weather changes by observing animals and birds be able to predict the weather

Lesson progress:

Org. Moment

Signs of changing weather

Weather forecasts based on plants and animal behavior.

Consolidation.

2.Signs of changing weather

Signs of persistent good (slightly cloudy without precipitation) weather

1. Air pressure is high, almost unchanged during the day or slowly and evenly increasing over several days.

2. Wind: quiet at night, intensifies during the day, and calms down again in the evening. It can be of different directions, usually coincides with the movement of clouds.

3. Cloudy: sometimes either cloudless all day or with occasional, cirrus, seemingly immobile clouds, disappearing or not increasing in number by evening. At night it is often cloudless, in the morning cumulus clouds appear, increasing by noon and disappearing again in the evening. Their size is relatively small, the movement is slow and in direction coincides with the wind near the ground. The lower boundary of the clouds during the day rises noticeably above the ground.

4. Precipitation: no rain, heavy dew at night, disappearing in the morning (frost on the grass in spring and autumn). Fog over the lowlands from evening to morning, sometimes causing drizzle on autumn mornings.

5. Air temperature: hot in the sun during the day, cool in the evening and at night (especially in the morning). At night, in the lowlands and the field, it is noticeably colder than in the forest or on the hill. Ground frost in spring and autumn.

6. Humidity: dry during the day, it increases strongly at night.

7. Optical phenomena: the sky at the zenith during the day is a bright dark blue color. Crowns in the clouds near the moon of large diameter. Twilight is short. The stars twinkle faintly, glowing greenish. The evening dawn is yellow, golden yellow or pinkish. The sun sets with a cloudless sky or melting sharply defined clouds.

8. Other signs: smoke from a fire, from the chimneys rises straight up. Swallows and swifts fly high.

Signs of worsening weather (change to bad weather)

1. Pressure continuously decreasing or fluctuating. The faster the drop, the sooner the weather worsens.

2. Wind: increases, becomes smoother, blows day and night. It approaches in the direction of that which brings bad weather in a given area, coincides with the movement of clouds.

3. Cloudiness is increasing. First, cirrus in the form of stripes, horse manes, tongues of flame clouds appear quickly running from the west or south, converging at the horizon. Their number increases, the contours blur, gradually the entire sky is covered with cirrostratus clouds, then denser and lower. The direction of their movement does not coincide with the direction of the wind near the ground. If during the day there were cumulus clouds that accumulated in the form of mountains, high towers in the evening, and their lower edge fell, a thunderstorm is approaching.

4. Precipitation: little or no dew at night, no fog in the lowlands. Surface fog, frost, if it was at night, it disappeared before sunrise. From the low clouds that have appeared, it begins to rain.

5. Air temperature: the difference between day and night temperatures is decreasing. In the evening it becomes warmer than on the same day in the morning. After the rain, there is no cooling.

6. Air humidity: the air becomes damp even during the day.

7. Optical phenomena: during the day at the zenith, the sky becomes cloudy. The crowns of the moon are decreasing. Twilight is getting longer. The twinkling of stars intensifies, especially in the morning. They cast either red or blue. The morning dawn is red, the evening is purple-red. Halo around the moon or the sun in the form of a circle of large diameter. The sun enters, obscured by clouds.

8. Other signs: smoke from fires and chimneys spreads on the ground, the smell of flowers, herbs intensifies, Wastewater. Swallows and swifts begin to fly low over the ground.

3.Weather predictions based on plants and animal behavior

You can find out what the weather will be like not only according to weather forecasts, but also by observing plants, animals and insects. They feel the slightest change and begin to behave differently.
Plants that predict the weather:
It will rain - if the dandelion decided to squeeze his ball.
In the morning the weather will be sunny, but already in the afternoon the weather is expected to worsen - if the marigolds unrolled the corollas immediately after dawn.
Bindweed will close its corolla - it means to be rain, but if the day is sunny, then it will open it in all directions.
Rain cannot be avoided if the mallow flowers begin to wilt, and the clover shrinks.
It is bound to rain if the woodlouse flower does not want to rise within two hours of dawn.
If the wind turns the leaves on the tree down, then it will soon rain.
The oak begins to groan before the rain and the pine rings before the rain.
How to know the weather by insects:
If a cold snap is expected, then the spider weaves a web in a northerly direction, if warming, then in a southerly direction.
Spiders hid - the weather will change.
When insects begin to gather near the yellow acacia, it means bad weather.
Winter will be mild and warm if mosquitoes fly out during the day in autumn.
Grasshoppers began to chirp strongly - the weather will be good in the near future.
If the ladybug that was taken on hand tries to fly away quickly, the weather will be good.
Dragonflies are circling in flocks - you can't avoid rain in 1-2 hours.
Expect a cold if the goose raises its paw.
He began to stand on one leg, then soon there will be frosts.
Sparrows chirp - clear weather, sparrows chirped - there will be bad weather.
Sparrows began to fly in flocks - there will be dry and fine days.
It will rain if the sparrow is bathed in dust.
In winter, crows begin to gather in flocks, croak, behave excitedly - to wait for snow and frost.
In summer it will rain, and in winter it will be a snowstorm, if the crow croaks ..
A crow flies to the clouds - there will be bad weather, hohlitsya - it will rain.
The swallow will take off, then it will start to fall - there will be a storm.
The weather will be warm if the cuckoo is actively singing.
Soon the snow will melt if the rooks arrive before March 14th.
Birds sit on the roof - it will rain, if they sit on the ground, then the weather will be good.
If the birds begin to fly to their nests, then wait for rain and wind, if they begin to sing merrily, then there will be sunny weather.
Dogs:
She began to roll on the ground - it will rain.
Rides in the snow - wait for bad weather.
Hardly digs the ground - it will start to rain.
It lies quietly and in a ball - frosts will come.
It will get warmer if it is stretched to its full height on the ground.
Cat:
If he licks his paw, then the weather will be warm.
Tail - the weather will worsen.
Hides his face or curled up in a ball - frosts are coming.
4. Fastening: What signs of good weather do you know.