Creative report on ecology “Cognitive development of preschool children in the process of environmental education. Report on the work done on the environmental education of children of the middle group Environmental education of preschoolers report of the educator

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Report on environmental education in the middle group. Educator: Zemlyanskaya Galina Aleksandrovna.

Environmental education is a way of organizing training and education, in the process of which new value orientations towards the environment and health are formed. In Ozhegov's dictionary "Ecology" is the science of the relationship of plant and animal organisms to each other and to their environment.

The relevance of environmental education is due to: - low level of environmental culture of people; - the need for constant preservation and improvement of human living conditions on Earth; - a low level of human perception of environmental problems as personally significant; - an underdeveloped human need for practical participation in environmental protection.

Problem Our younger generation does not have a high ecological culture, having knowledge of theoretical material, does not know how to apply them in practice and in everyday life.

The upbringing and educational work in the group is based on the creation of a special subject-development environment, long-term and scheduling in accordance with the annual tasks of the kindergarten, the work uses the Typical educational program of preschool education from birth to school, edited by Veraks. The current educational activities in the group were carried out in the following educational areas: "Social and communicative development", "Cognitive development", "Speech development", "Artistic and aesthetic development", "Physical development".

To carry out high-quality work in these areas, I used the following educational tools in my work: - play; - labor activity; - objects of nature; - the objective world. Forms of work: - classes; - excursions; - work with parents; - independent activity of children.

One of the most important conditions for the implementation of the environmental education system is the organization of a subject-developing environment. I try to build the learning process in such a way that children receive basic ecological knowledge in a visual way. To this end, she created an environmental laboratory in the group, where children perform the simplest experiments and conduct observations. A corner of nature in a group serves not only as a decoration, but also as a place for the self-development of children. It contains material for experimentation (cups, tubes, microscope, hourglass, cones, acorns, chestnuts, sea pebbles, etc.).

Throughout the year, children systematically perform the duties of duty in a corner of nature, in a vegetable garden and a flower garden, and also do the work of the whole team. In the group room, we conduct such research, where children can see the importance of water, light, and heat for plant growth. The oats seeded in the box sprouted well. We water one row every day, the second - do not water twice in a row, the third - covered with a dark strip. The children saw that the first row of oats was growing well, the leaves were green and juicy. The second row starts to dry out without water, but we saved it. And in the third row the leaves turned yellow. Why aren't they green? Children themselves conclude that water, light, and heat are needed for plant growth.

Promotions Make a feeder from waste material and feed the birds Making feeders and hanging them on the kindergarten site

Participated with pupil Yura in the all-Russian full-time competition for preschool children "Ecology" With pupil Artem S. We participated in the All-Russian quiz for children of preschool and school age "Spring will ring with a drop." Together with her pupil Varya, we took part in the regional quiz "Nature around us"

TOPIC REPORT

"ECOLOGICAL EDUCATION

PRESCHOOLERS "

in the older group

Senior educator

L. I. Zolotukhina, VKK

"MAN BECAME HUMAN,

WHEN HE HEARED THE WHISPER OF LEAVES

AND THE SONG OF THE FORGE, MURLING

SPRING CRANK AND RING

SILVER BELLS

IN THE BOTTOMLESS SUMMER SKY -

Heard, and holding his breath

LISTENING FOR HUNDREDS AND THOUSANDS OF YEARS

WONDERFUL MUSIC OF LIFE "

V. A. SUKHOMLINSKY

I WANT CHILDREN TO TEACH

LOVE NATURE AND CREATE

GOOD DEEDS IN LIFE:

PLANT FLOWERS, GROW GARDENS,

TO LOVE BUGS AND ANIMALS,

OUR NATURE TO PROTECT,

SEA FOREST DO NOT CLOGGY.

AND TO MAKE IT EASIER FOR CHILDREN

UNDERSTAND AND UNDERSTAND

FAVORITE ECOLOGY

WE WILL DO IT.

The main task of environmental education is

it is the upbringing of kindness and humanity in children, a respectful attitude to nature, to people, to oneself, the upbringing of a sense of responsibility, first of all, for their own behavior and actions.

Environmental education- this is not rote memorization and reproduction of the studied material by a child, but understanding and comprehension, the ability to explain one's position and vision of the harmony of nature.

Implementation ways:

* Using programs:

"Young ecologist" S.N. Nikolaeva

"Our home is nature" N.A. Ryzhov

"Environmental classes with children" T.M. Bondarenko

"Experimental activities of children"

A.E. Chistyakova T.P. Tugusheva

"Organization of experimental activities of children 2-7 years old"

E. A. Martynova I. M. Suchkova

"Walking with children and exploring everything in the world" A. Rusakov

* Development of activities for older preschoolers

"Air"

"Properties of wood and metal"

"Medicinal plants of the Voronezh region"

"Vitamins A, B, C"

Project "Growing tomatoes from the tops of plants"

* Organization of the work of the circle "Path to nature"

* Creation of an emotionally rich atmosphere in the group.

The system of pedagogical interaction:

* joint activity of the teacher and the child

* independent activity of children

* joint work of children and parents

Forms of training:

Classes, excursions.

Productive activities - experimenting, drawing, keeping a diary of observations.

Reading fiction, theatrical activities.

Observations in a corner of nature, on a walk.

Games: active, didactic, board games.

Various forms of conversation: by illustrations, by questions about what has been read.

Labor activity in a corner of nature, on the site of the d / garden.

Experimentation, search activity.

The work was aimed at:

* development of speech

* development of logical thinking

* awakening imagination and fantasy

* generalization of ideas about nature

* development of communication skills in children.

Interesting conversations were held:

"This is the sorceress water"

"Why should water be conserved?"

"What is melt water?"

"What kind of snow is it?"

"This amazing air"

"A journey into the world of wooden things"

"Metal properties"

"Protect the forest"

"Insects"

"Medicinal plants"

"Primroses"

"What are they - birds"

"The power of wind and water"

"Rules for the care of indoor plants"

Experiments:

Different needs of indoor plants for moisture, light, warmth.

Searching for the light.

Air, ways to detect it

How magnets work on objects.

Experiments with wooden objects.

Experiments with metal objects.

Experiments with water.

Determination of food by taste.

Germination of beans and pea seeds.

Growing seedlings of flowers.

Growing seedlings of vegetables.

Children not only watched, but took part in it themselves.

“The child begins to feel like a discoverer, experiences the joy of experimenting with objects of nature, and discovers something new.”

Exhibitions of drawings were organized on the topic:

"Autumn has come to visit us"

"Gifts of the Black Earth Region"

"Autumn Garden"

"In the winter in the forest"

"First spring flowers"

"Space Distance"

From natural material were made:

Herbarium of autumn leaves;

compositions on the topic:

"Winter bouquet"

"Winter patterns".

A competition was organized (joint work of children and parents) on the manufacture of bird feeders.

The action "Feed the birds in winter" was held

The work carried out on the environmental education of preschoolers allowed:

* foster interest;

* to form an ecological worldview;

* teach to understand and appreciate nature;

* expand and deepen your ideas about the world around you;

* develop your cognitive skills through experimental activities.

Perhaps this will solve the global problem of mankind in the future.

After all, before you change the world, start changing yourself.

Municipal budgetary preschool educational

institution kindergarten number 25 "Romashka"

smt. Mundybash

Ecology report

Senior educator:

Lyasina A.N.

2016

We all have one planet -
There is no other such in the world!

Don't ruin the Earth, people!
We will not have another Earth!

The works of teachers who studied the processes of familiarizing children with the objective world and nature in the second half of the 19th and early 20th centuries (E.N. Vodovozova, E.L. Likheeva, K.D. Ushinsky et al. .) - Their research has largely determined the nature of modern scientific searches that study the influence of familiarization with the world around them on the mental development of a child (L. Zenger, A.V. Zaporozhets, N.N. Poddyakov, etc.).

The child's ecological consciousness gradually rises to a higher level, if interest is created, an attitude towards the perception of nature, classes affect the feelings of the child, cause empathy. It is important that a child can evaluate human behavior in nature, express his or her judgment, opinion, and also understand and accept the position of another. At about 4-5 years of age, the elements of the child's ecological consciousness begin to emerge more clearly: interest in nature, in certain types of activity, emotional reactions, deeper assessments of behavior in nature.

Familiarization of younger children with nature should begin with the immediate environment.

In the group room, it is necessary to create conditions for the initial acquaintance of children with nature: with the help of toys, pictures, they are introduced to domestic and wild animals; teach to recognize these animals and their babies.

Together with the teacher, children can feed the birds and watch how they peck the seeds; on a walk or from the window of the group room to watch the birds that fly to the site. During the observation, children observe the structure of birds, their habits.

In older groups, knowledge about nature deepens and concretizes about the living conditions of plants and animals; about plants (trees, shrubs, herbaceous plants; indoor plants).

You should also introduce preschoolers to the vegetative reproduction of indoor plants (cuttings, leaves, mustaches).

Children should be introduced to eco-positive and eco-negative human behavior in nature, educate curiosity and observation, and develop ecologically correct behavior in nature.

When acquainting children with insects, children are introduced to their movements (they fly, jump, crawl), they call the characteristic sounds of insects (buzzes, chirps). They are also introduced to the breeding cycle of butterflies (they lay eggs on plants, from which caterpillars appear, from caterpillars - pupae, from pupae - butterflies).

Observing wildlife, children notice the structure of plants; watch their growth and development.

It is advisable to consolidate the knowledge of children in didactic games: "Edible-inedible", "Wonderful bag". And also to consolidate knowledge in role-playing games: "Dining room", "Feed the doll to the Light", etc.

In everyday life, the teacher organizes observations of plants in a corner of nature, involving younger children in fulfilling individual assignments. Children 6-7 years old are on duty independently.

In the fall, children should be involved in collecting autumn leaves. In winter, children can help adults shovel snow to tree trunks, shake off snow from shrub branches. In the spring, children should be involved in feasible work - planting onions, transplanting indoor plants. In summer, children loosen flower beds, watering flower beds and garden beds. For this, adults create all possible conditions both in group rooms and on walking areas:

Of particular importance is the assessment of the activities of children who can analyze the performance of their actions and those of their comrades.

In environmental education and upbringing of children, labor assessment is of great importance. The task of the educator is to direct children to a positive assessment, although it is necessary to emphasize the shortcomings, if they were present in the work. To assess the result of labor activity, children are introduced to proverbs and sayings.

Artistic work - work with natural material, where children of senior preschool age create figures of people, animals and birds from acorns, cones, leaves and other materials - helps to consolidate a humane attitude to nature, conveying the expressiveness of the image, creating general compositions "Forest Glade", " Fairy-tale heroes "and others.

It is also necessary to deepen the emotional and benevolent attitude of children towards living beings in the process of communicating with them, to develop interest in their native land, to form ideas about the environmental problems of the village in which the children live; foster respect for the work of rural residents.

Of great importance is reading fiction by such authors as: E. Blaginina "Two greedy bears", M. Gorky "Vorobishko", K. Chukovsky "Cockroach", D. Samoilov "The elephant has a birthday", I. Bunin "Leaf fall", Y. Akim "First Snow", A. Pushkin "The sky was breathing in autumn", A. Fet "Mama, look out of the window" and many others.

Also, knowledge is acquired through conducting GCD and experimentation, where children in independent activity comprehend the relationship in the surrounding reality.

Nature reacts in a peculiar way to the violent intrusion of man into its territory: various species of animals and plants are rapidly disappearing on the planet, and the vacated places are filled with harmful and dangerous organisms, including pathogens; the recent increase in allergic and neuropsychic diseases is characteristic, the number of children with congenital anomalies is growing.

For centuries, man has been a consumer in relation to nature: he lived and used its gifts, without thinking about the consequences. And you need to start with the smallest. It is in preschool age that the assimilation of the basics of environmental knowledge is most productive, since the baby perceives nature very emotionally, as something alive. The influence of nature on the child is enormous: she meets the baby with a sea of ​​sounds and smells, secrets and riddles, makes him stop, take a closer look, and think. The beauty of the surrounding world gives rise to a feeling of affection for the place where you were born and live, and, ultimately, love for the Fatherland.

Love for nature begins with the knowledge of its inhabitants, and we hope that by educating preschoolers with a humane attitude towards everything living and inanimate, we will help preserve our planet in the future.

During the year, our guys cleared walking areas, planted mini-vegetable gardens on the windowsills, watched the development of plants.

The teachers showed various theatrical performances on ecology, held entertainment, painted flower beds, and decorated plots.

Also, the campaigns "Feed the Birds", "Wood for the Veteran" were held.

Next year we will continue to work with children on environmental education.

Ecological education of preschoolers "
Analytical report of the preparatory "B" group for the 2016-2017 academic year
Vera Semyonovna Proshunina, educator of the first qualification category
Municipal State Preschool Educational Institution
Pavlovsky kindergarten №7

All good things in people come from childhood!
How to awaken the origins of good?
Touch nature with all your heart:
Surprise, learn, love!
We want the earth to bloom
And they grew like flowers, kids,
So that for them the ecology becomes
Not science, but part of the soul!
2016-2017 was declared the year of ecology.
Nowadays, when the world is on the brink of environmental disaster, environmental education, more than ever, is one of the pressing problems of our time. To preserve nature on the planet, educated people are needed. Her fate will depend on them. Everyone was once a child. That is why the role of preschool educational institutions is so important. After all, the first foundations of ecological culture are laid in preschool childhood.
The natural world is amazing and beautiful. However, not everyone is able to see this beauty; a variety of colors, shapes, a variety of colors of the sky, leaves, water ... the ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth in a finished form, but is brought up. Nature is an endless source of emotional states, an inextinguishable desire to learn. Therefore, in my work, I pay great attention to the ecological education of children.
The goal of environmental education in our work with preschoolers is to form a positive attitude towards nature, to educate nature defenders, to give environmental knowledge, to teach children to be merciful, to love and protect nature (earth, water, air, flora, fauna), in a businesslike way, which means , carefully dispose of her wealth.
Tasks:
The development of positive moral qualities that encourage children to comply with the norms of behavior in nature, in society.
Education of ethical and aesthetic feelings, development of emotions by means of nature.
Formation of cognitive, practical and creative skills of an ecological nature in preschool children.
Implementation ways:
Creation of conditions, greening of the developing environment, software.
Improving the environmental literacy of teachers, their professionalism in the field of environmental education.
Updating the content, forms and methods of working with children in accordance with the programs used. Introduction of a regional component.
Ensuring direct communication of children with wildlife, involvement in active nature conservation activities.
Environmental education of parents, promotion of environmental knowledge.

The intended result is:
- improving the ecological culture of pupils and their parents;
- reassessment of pedagogical values, their professional purpose; desire to improve the educational process;
- education of environmentalists;
- creative activity of pupils;
- introduction of new technologies of education, training, development.
As a result of the work done:
children have a desire to communicate with nature and reflect their impressions through various activities;
formed a consciously correct attitude to objects and phenomena of nature;
the beginnings of the ecological culture of children were formed;
children receive practical knowledge of nature conservation;
the speech skills of children are developed;
children learn to experiment, analyze, draw conclusions.
The main directions of my work are the formation of a subject-developing environment, interaction and co-creation with children and parents.
A developing subject-spatial environment should ensure the maximum realization of the educational potential of space and materials. Working on the development of the subject environment, we strive to make it as rich as possible, multifunctional, accessible and safe. According to these requirements, a corner of nature has been designed in the group, which introduces children to houseplants, wild and domestic animals, observing the weather and much more. Practical, research activities play an important role in the environmental education of preschoolers. For this, an experimenting corner has been designed with a set of materials for experiments, a card index of didactic games and walks.
When interacting with children, we use various forms of work. But experimentation takes a special place - in each experience the cause of the observed phenomenon is revealed, children are led to certain judgments and conclusions. During the experiments, knowledge about the properties and qualities of natural objects (about the properties of snow, water, plants, about their changes, etc.) is clarified. Experiments contribute to the formation of a cognitive interest in nature in children, develop observation, mental activity.
Books helped us a lot in our work on ecology. These are Suteev's tales about plants and animals, stories by V. Bianka and M. Prishvin, "Alyonushka's tales" by Mamin - Sibiryak D. N., stories by N. Charushin and V. Permyak, as well as by Georgy Skrebitsky. . Poems of Russian poets about autumn (A.S. Pushkin, S. Yesenin, A. Pleshcheev.)
V. Chaplin "Zoo Pets", poets about spring (poems about spring)

Demonstration material helps in the work. To improve the quality of our work, we include health-preserving technologies. Their goal is to provide the child with the opportunity to strengthen health, to form in him the necessary knowledge, skills, and skills for a healthy lifestyle.
Brief description of activities carried out with children. (2016 - 2017)
During the year, the senior group held activities with children according to the annual thematic plan:
Evenings of riddles (puzzles) on the themes: "Animals", "Man", "What kind of birds are these?", "Winter's Tale".
Quiz "Animals", "Bird connoisseurs", "Winter has come".
Themed days were successfully held: "Earth Day", "Bird Day"
Regional competition "Vegetable garden on the window"

Campaigns: "Let's help feathered friends", Regional campaign for Victory Day
"Let's decorate the earth with flowers" "Let's save all life on earth"
.Holidays. Traditions. "Autumn" of ecological orientation, "Day of health" on an ecological theme.
Photo exhibition "Nature and Animals of the Voronezh Region"

Educators and children took part in competitions for the design of the group by the beginning of the school year, design of the group for the new year, in the competition of autumn handicrafts "Autumn round dance". Regional competition "Vegetable garden on the window"
In the course of the activities carried out, positive results were obtained:
1. Positive dynamics in the success of pupils with whom individual work was carried out in educational areas.
2. Parents are actively involved in the life of the group and kindergarten; attend classes and other events with the participation of children, fill out questionnaires based on the results

The leading activity of preschool children is play. Therefore, we are actively using gaming technologies. They are closely related to all aspects of the upbringing and educational work of the kindergarten and the solution of its main tasks.
Project technology
Their goal: the development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
Information and communication technologies
Games - travels are brighter through multimedia presentations. Movements, sound, animation attract the attention of the child for a long time, they have a stimulus for the cognitive activity of children.
Contests of children's drawings “Seasons”, “The world through the eyes of children”, “How I spent the summer”, “Leaf fall”, “Winter is winter”, “The snow is melting, the meadow came to life” were held. Or such a competition "The best craft from natural material." Children try to involve parents, grandmothers, grandfathers, sisters and brothers at home in making crafts. The following work was also carried out:
Analytical sessions
1. GCD on the topic: "The nature of our land"; "The fauna of our land;" Trees and bushes, flowers of our kindergarten. "Ivan Surikov" Winter "
Conversations with children:
1. "Getting to know the Red Book"
3. Special offer "Bird feeder"
Making feeders by parents
4. Action: "Garbage does not suit the earth"
Ecological subbotnik
5. Exhibition of drawings "The Earth is our common home" (for Earth Day)
6. Promotion "House for a starling"
7. Spring Kindness Week
9. Exhibition of handicrafts from natural materials "What autumn has brought us"
10. Sinichkin day (Day of meeting of wintering birds (Walk)
11. Ecological game "Riddles of nature"
13. Watching videos "How people protect nature"
Working with parents.
Parents are full participants in the educational process. Realizing this, I try to more actively include the families of my pupils in the educational process. Only by relying on the family, by joint efforts, can one raise an environmentally literate person. When working with parents on the ecological education of children, we used both traditional forms of work (parent meetings, consultations, conversations, and non-traditional (business games, round table, discussions).
I worked with parents continuously, I pay great attention to joint activities of children and adults (environmental actions, entertainment, exhibitions, joint projects). These forms of work enable parents to get to know their children better.
As a result of work on environmental education was the implementation of the project "Cultural field plants in our area." This is a cognitive research, long-term project. Terms of implementation - (May-October)
The participants in this project activity were the pupils of the senior group - educators - parents.
Relevance of the project topic: the project is aimed at expanding and generalizing knowledge about cultivated field plants in the Pavlovsk region, on how to care for plants, on understanding the importance of vegetables in human life. All work on the project was carried out in accordance with the requirements stipulated by the program of the VII type.
The content of the project has been expanded through the use of a regional component and the involvement of parents in the educational process.
The goal of the project: creation of conditions that stimulate interest in research activities, disclosure of the creative and intellectual potential of preschoolers with special educational needs, involvement of children in practical activities for the cultivation of cultivated garden plants in the South Urals.
Tasks:
1. Learn how to properly care for plants.
2. Give a visual representation to children about the need for light, heat, moisture, soil for plant growth.
3. To develop the cognitive and creative abilities of children.
4. Create conditions for the participation of parents in the educational process.
5. To form consciously - the correct attitude to the nature of the native land, to human labor.
Project idea: to create a vegetable garden on the site of the kindergarten. Get a harvest of field plants grown by the preschoolers themselves.

The goal is to systematize children's knowledge about plants, their purpose and use.
Objectives: To clarify and consolidate the existing knowledge of children about water and its properties. To acquaint children with the properties of water in practice - through experiments.
Analyzing the results of the project activities, we can conclude: the knowledge of children about water and its properties has expanded, children have become better oriented in the environment; increased interest in cognitive activity. The children developed a steady interest in creative, search and research activities; the skills of independent creative thinking were formed.
Parents are also involved in project activities. Through the developed memos and recommendations, they learned about the activities carried out in the group and consolidated the knowledge acquired by the children at the preschool educational institution at home.
Our joint creative activity is held under the motto:
Develop, play, create!
Let it be the rule for us:
“It didn't work out today
- it will definitely work tomorrow,
You just have to want! "
In the afternoon, the activities were implemented in cultural practices. So in the "Creative Workshop" the following work was carried out:
Manufacturing of ecologically oriented handicrafts -
September
1. "Caterpillars in a pear" (corrugated models).
2. “Our cheerful vegetable garden that just doesn’t grow here” (making fruits and vegetables from salted dough).
3. "Dahlias" volumetric applique
October
1. "Autumn fantasies" (from natural material)
2. "Baby elephant" (from natural material)
3. "Swan" (from natural material).
November
1. "Rowan" (quilling, origami).

Cooperation with the families of children in the environmental direction, joint organized events not only helped to ensure the unity and continuity of the pedagogical process, but also brought into this process a special positive emotional coloring necessary for the child. Only through joint efforts can we solve the main task - to educate an environmentally competent person.
I would like to believe that love for their native nature will remain in the hearts of my pupils for many years and will help them live in harmony with the world around them.

Municipal budgetary educational institution: Morozovskaya basic general education school

Report on the environmental education of students at MBOU: Morozovskaya secondary school for 2014-2015 academic year. year

The choice of the ecological direction in the activities of MBOU: Morozovskaya secondary school of the Morozov farm in the Volgodonsk district of the Rostov region was determined both by the location of the settlement and the school, and by the deterioration of the environmental situation in the country and in the Rostov region. Our farm is located near the Don River. A large number of enterprises of various directions with high scientific potential are located in the region and district. The Rostov nuclear power plant is located on the territory of the region.

The man of the future is a comprehensively developed personality who lives in harmony with the world around him and himself, acting within the framework of ecological necessity. The formation of ecological culture is a person's awareness of his belonging to the world around him, of unity with him, the awareness of the need to take responsibility.

Consequently, one of the most important tasks of the modern school is to increase the environmental literacy of students, equip them with the skills of economical, careful use of natural resources, and the formation of an active humane position in relation to nature.

The success of environmental education at school depends on the use of various forms of work, their reasonable combination.

Greening the educational process includes:

1. Object weeks

2. Conducting integrated lessons in various subjects;

3. Conducting class hours and extracurricular activities;

4. Organization of research projects;

5. Questionnaire survey of schoolchildren;

6. Carrying out environmental actions;

7. Manufacturing of stands and wall newspapers;

8. Exhibitions of handicrafts made from natural materials;

9. Exhibitions of drawings;

10. Photo exhibitions;

11. Contests and games, competitions, KVN;

12. Demonstration of presentations, environmental performances, etc.

All these forms of education are aimed at developing a holistic ecological worldview and ethical values ​​in relation to nature in students.

The formation of ecological culture is a necessary component of all the main directions of education.

Educational work at the school is carried out in different directions. The ecological direction is represented by the "Ecologist" detachment, whose members are responsible for the sanitary condition of the classrooms, monitor the duty at school, class, help in organizing environmental events, actions, subbotniks, excursions, and hikes.

Ecological calendar MBOU: Morozovskaya OOSh

for 2015

Within the framework of the subject week, an integrated lesson in biology, geography and chemistry "Water is the main source of life" was held (teacher of biology Danilchik EV, teacher of chemistry and geography Tyunina NV), where environmental problems of irrational use of water were considered.

For the formation of a holistic idea of ​​the small homeland - the Don Territory and an adequate understanding of the place of a person in it in grades 1-4 in extracurricular activities, the course "Pre-science" was introduced. During the year, the guys carry out environmental projects and research work.

Extracurricular activities "Donovedenie".

The school has a circle "Young ecologist" (teacher N. Tyunina), the main goal of which is the formation of an ecological culture and the promotion of a healthy lifestyle among children and adolescents.

In the classroom, the circle analyzes the ecological situation in the farm and the region, the region reveals and develops the creative, intellectual abilities of students.

Classes at the circle "Young ecologist"

Students of grades 5-6 Tyunina V. and Basova S. took part in the municipal stage of the All-Russian Children's Ecological Forum "Green Planet" and in the regional socio-ecological competition "Creation of a gallery of Donskoy nature" Tyunin V.

The greatest interest is aroused by students in the implementation of projects with which they regularly participate in scientific and practical conferences.

Municipal stage of the regional competition of research works "My Motherland - Don Land" Danilchik Natalia Grade 8 3rd place. Head: Danilchik E.V.

Regional scientific-practical conference "Search and Creativity - 2015", nomination "The spiritual world of modern youth"

Bordachev V., Ermakov A.

9th grade students.

(biology teacher Danilchik E.V.)

Activities of the ecological circle "Young ecologist"

Ecological subbotniks and actions

The school has a "Magic Brush" circle for students in grades 1-4 and 5-6.

In the municipal stage of the all-Russian competition of children's social drawing "Forest is afraid of fire" students Tsuman Daria 1st grade, Tyunina Victoria 5th grade, Kupchik Ekaterina 5th grade received diplomas of the participants.

.

Winners of the open competition "World of Security" in Rostov-on-Don

Kupchik Ekaterina 5th grade 2nd place, Tyunina Victoria 5th grade 3rd place. Head: Brizh Zh.V.

In order to study the effectiveness of environmental education, diagnostics of the level of upbringing and questioning of students are carried out. In determining the level of education, the methodology of Stepanov P.V., Kapustin N.P. is used. according to which one of the criteria is the attitude to nature. This criterion consists of a careful attitude to the earth, to plants, to animals, the desire to preserve nature in everyday life and work, to help nature.

The proposed materials will help in determining the level of education and self-development of their pupils.

A survey of participants in the educational process (10 teachers, 79 students, 66 parents) showed:

What does “ecology” study? - found it difficult to answer 6% of the interviewed;

Am I an ecologically cultured person? - 11% gave a negative answer;

Would I like to actively participate in environmental activities? - 93% gave a positive answer

Characteristics of the level of education of students in grades 1-9

Comparative characteristics of the dynamics of the level of education of students in grades 1-9

2015-2016

Performance indicators can also be:

· The quantity and quality of children's creative, design and research work;

· Participation of schoolchildren in environmental competitions;

· Practical involvement of children in the environmental activities of the school.

Our time requires a new person - a researcher of problems, and not a simple performer. Our task, as teachers, is to educate an active, creative person capable of conducting an independent search, making our own discoveries, solving emerging environmental problems, making decisions and taking responsibility for them. We must learn to live in harmony with nature and teach this to our children. There should be no place for indifference!

The report was prepared by the teacher of geography: Tyunina N.V.