The grape pickers went to their work early in the morning. They spotted a man in a black wide-brimmed hat by the road. He bent over the ground, examining something. Imagine the surprise of the women when in the evening, returning home, they found this man there, in the same position. Who was this strange man and what did he do all day? It was a wonderful French scientist-entomologist Jean-Henri Fabre. On that day, he watched the behavior of a small wasp, which made itself a burrow near the road.
It must be said that Fabre devoted his entire long life (1823-1915) to the study of insects. Sparing no time and effort to observe wasps, bees, butterflies, beetles, he became the world's best expert on insects. Fabre described his discoveries in books that are still admired by scientists and nature lovers from different countries.
J. A. Fabre
Observation - this is one of the methods, or methods, of studying nature (from the Greek word "methodos" - method, technique).
Our planet cannot be imagined without insects
The observation method is used, of course, not only by researchers of insects and other animals, but also by scientists of various specialties, for example, astronomers. Recently, in July 1994, telescopes around the world were pointed towards Jupiter. An event happened that happens once in a thousand years. Jupiter collided with comet debris flying at great speed. Scientists have managed to carefully observe this cosmic catastrophe. Explosions from the fall of a comet many times exceeded the power of all atomic weapons accumulated on Earth. Giant eddies with a diameter of up to 5000 km appeared over Jupiter, and “wounds” remained on the planet itself 150-200 km deep.
Experiment
But observations in nature are not always enough. To better understand many phenomena, researchers are conducting experiments (experiences)... The word "experiment" in translation from the Latin language just means "experience", "trial". This is another method of studying nature. When conducting an experiment, a person repeats, reproduces in the laboratory this or that natural phenomenon. At the same time, he closely monitors how it happens. If necessary, the researcher repeats the same experiment many times. With the help of experiments, you can, for example, find out what happens to bodies when heated and cooled, which bodies are attracted by a magnet and which are not, which substances conduct electric current and which do not. Experiments help to investigate not only inanimate bodies, but also plants and animals. You can, for example, establish how different fertilizers affect the growth and development of plants. With the help of experiments, the behavior of animals, their language, memory, intelligence, the ability to find their way is studied.
It was found, for example, that migratory birds are guided by the sun and stars during their travels. Very interesting experiments helped to find out. In the fall and spring, the birds were kept in a special cage from where they could see the sun. The birds turned in the direction they would fly if they were free. When scientists changed the direction of the sun's rays with the help of mirrors, as if they had moved the sun, the birds turned after him. So it was proved that they are guided by the sun. Similar experiments were carried out at night. As long as the birds saw the night sky, they were positioned in the right direction. But then they were placed in a planetarium and began to change the position of the stars in the artificial sky. And the birds, trusting this sky, turned in the wrong direction. This meant that they were truly star-guided.
Measurement
Very often, when studying nature, another method is used - dimension... Measure, for example, the size and mass of bodies, their temperature, speed of movement, time of occurrence of certain phenomena. To do this, use measuring devices: a ruler, scales, thermometer, stopwatch or clock, etc. Biologists often need to know the number of animals of a particular species in any territory. To determine this, they count how many times animals have met, their tracks, burrows or nests in a certain area. The number of birds is determined in the spring by their voices.
Scientific research equipment
Magnifying devices
Measuring instruments
Laboratory equipment
Test your knowledge
- What are the main methods of studying nature?
- What can you learn from observation?
- What is an experiment?
- What measurements are taken when studying nature?
- What can be measured with a stopwatch? And with the help of scales?
Think!
- Give examples of observations you made while studying nature in elementary school.
- What experiences did you do in elementary school in the World Around class?
- What magnifying devices do you know?
- What specialties do scientists use the telescope for their observations? Who uses a magnifying glass?
- Which units of measurement from the right column correspond to the values \u200b\u200bgiven in the left column?
Nature is studied by various methods. The main ones are observation, experiment (experience), measurement.
Elena Skrebtsova
Observation in nature
Observations of inanimate nature
1. Watching the sun
purpose: to clarify the knowledge of children about the sun, talk about its meaning for life on Earth, form elementary skills related to the implementation observation, develop observation, coherent speech, enrich vocabulary, develop interest in the world around you
Art word:
Autumn sun
go out on the tracks.
Autumn sun
warm our palms.
(G. Lapteva)
The sun is a bucket,
Come up quickly
Sanctify, warm
Calves and lambs
More little guys
Sunshine, light it up!
Red, shine!
Conversation:
Why is everything on the street so beautiful, sparrows chirping loudly? It's all because of sun: it lit up everything around, everyone felt warm and cheerful. The sky is clear, without clouds. Raise your face to the sun. It caresses the faces of children with its warmth. And even if you close your eyes, you will still feel the sun on your face. Try it, it's nice!
In autumn, the sun is not as warm as in summer. There is less heat. Therefore, people dress warmer. And summer will come and it will be hot again.
2. Watching the sky
purpose: to teach children to see the features of the autumn sky (dark, low, clouds cover the sun, to expand the understanding of seasonal changes in nature and weather, introduce natural phenomenacharacteristic of autumn, teach to see familiar objects in the form of clouds, develop imagination, cognitive interest, coherent speech
Art word:
Foliage covers the whole earth,
Black fields are reddening.
And the day is bored in gray clouds
And the poplars surrendered to the wind ...
(G. Novitskaya)
An eagle flies across the blue sky, spread its wings, covered the sun. (Cloud)
Conversation:
Watching the sky(dark, gray, low, to observe behind low and fast moving clouds, to consolidate the concept "cloud" (dark clouds)... Discuss with the children what color the sky is, why the sun is not visible, why clouds and clouds float across the sky.
3. Watching the wind
purpose: to expand children's ideas about the wind, to learn to notice the movement of trees during a gust of wind, to create the wind, to determine its direction with the help of spinners, to teach to identify the presence and the most obvious properties of the wind, to show the relationship natural phenomenarelated to the wind
Equipment: turntable toys, col. paper strips, ribbons
Art word:
The breeze is blowing
The checkbox is developing
Balls fly to the sky
They want to become clouds.
Oh yes, the wind is the breeze,
Helped the balls fly! (G. Lapteva)
Conversation:
Take a closer look at the leaves on the trees. What is happening to them? They move. It is the breeze that greets them. He strokes them, tickles them. The breeze wants to play with them. We don't see the wind, but we can see how it plays with turntables and ribbons. Want to play with the wind? (children are given turntables)
4. Watching the rain
purpose: teach children to characterize the weather (cloudy, gray sky, many clouds, develop an interest in phenomena nature, pay attention to how it rains ( eg: drizzle, falls from the clouds down to the ground in large drops, form an idea of \u200b\u200bseasonal phenomena, enrich vocabulary, develop coherent speech
Equipment: watering cans of various shapes and sizes, umbrellas
Art word:
Rain, rain, drop,
Water saber.
I cut a puddle, cut a puddle,
Cut, cut, not cut.
And tired and stopped. (I. Tokmakova)
Conversation:
The autumn wind drove a cloud of water across the sky. The wind began to dance and jump on a thick cloud. Autumn rain poured out of it. Rains fall and merge into puddles. In autumn the rain is cold and the puddles are cold. We went out for a walk after the rain. Take a breath. How did you feel? The air is fresh and pleasant. Look at the grass. What can you say about her? What is she like? And what is the path? She's wet too. It was a rain, scattered everywhere its raindrops. Let's still look for him wet footprints: on a bench, on flowers, on a ladder. Everything around became clean and bright. The grass is wet and the paths are wet, there are damp benches. The rain washed the trees and roofs. And now everything around is clean and bright.
5. Observation behind the first ice in puddles
purpose: to draw the attention of children to the crust of ice that covered the puddles, to help identify the properties of ice (thin, transparent, to find out why the water in the puddles froze, to learn to establish the simplest relationships in nature, lead children to understand the connection natural phenomena - the sun warms up during the day, the ice on the puddles melts, there will be frost at night, and the water will turn into ice again
Art word:
November, November
Morning herbs in silver.
Like silver saucers
Puddles glisten at dawn.
Conversation:
Look at the puddle that you noticed. There is a crust of ice on the puddle. What ice? (Transparent, thin)... Why did the water freeze? (Due to frost)... Ice is thin and fragile. If you step lightly, the ice will crack.
6. Hoarfrost observation
purpose: identify and expand children's ideas about the properties of snow, develop speech, thinking, imagination, foster interest in inanimate phenomena nature
Art word:
Frost fell on the meadows,
Nibbles the legs of the geese.
Geese, geese! ha-ha-ha!
Wear slippers, take care of your paws. (E. Avdienko)
Frost lay down on the branches of the spruce,
The needles turned white overnight. (S. Marshak)
Conversation: The teacher asks children a riddle. What is it? Frost. The teacher draws the attention of children to a light white coating on benches, paths, on iron objects. Explains the difference between frost and snow. To conclude that frost, like snow and ice, is frozen water. It got colder outside. You need to dress warmly so as not to get sick.
7. Observation for people in autumn clothes
purpose: to acquaint children with the peculiarities of autumn weather, to form the ability to establish the simplest relationships between changes in autumn weather and people's behavior, the choice of clothes
Art word:
Red boots
Annushka on her legs.
Annushka will walk through the puddles,
Yes, wear boots.
Conversation:
Autumn came. Has brought cold. All people put on warm clothes and shoes. It is important not to get sick. When healthy, you can play outside. We will dress properly and be healthy.
8. Observation following footprints in the sand
purpose: to identify and expand children's ideas about the properties of water and sand, develop speech, thinking, imagination, foster interest in inanimate phenomena nature
Art word:
If I stomp my foot
On a damp track
That will remain, friends,
A trace from a wet leg.
Leaving traces is not laziness
I'll stomp all day. (G. Lapteva)
Conversation:
Autumn weather is cool. Recently it rained, wet the paths, flower beds, sand. let's check: Will there be a footprint on wet sand? (Examining footprints left in the sand) Whose footprint is bigger? Whose less? Who else left footprints on our site? Let's compare these footprints.
9. Observing the fog
purpose: introduce this natural phenomenonlike fog, remind you of the different states of aggregation of water, develop curiosity
Art word:
Someone dragged the forest away at night.
He was in the evening, and in the morning he disappeared!
Not a hemp, not a bush left,
Only white emptiness all around.
(I. Tokmakova)
Conversation:
During fog, objects become difficult to see. What does fog look like? (on steam, smoke, cloud) What is fog? (breath of the earth)... The earth, soil, plants breathe accumulated heat, and cold air sinks to the ground. They mix and get fog - the smallest particles of water. There are very, very many of them, they move quickly, and the air becomes not transparent.
Observation of wildlife
1. Bird watching
purpose: to form in children a general idea of \u200b\u200bbirds, their habits, to acquaint them with certain species of birds (crow, dove, sparrow, to form emotional responsiveness, to instill a desire to take care of birds, to foster goodwill, love for nature
Art word:
Autumn looked into the garden -
The birds flew away.
Outside the window in the morning rustling
Yellow blizzards.
The first ice under your feet
Crumbles, breaks.
The sparrow in the garden will sigh
And to sing - he is shy. (V. Stepanov)
Conversation:
Look, sparrows have come to our site. What does the sparrow say? (Pee-pee! Chick-tweet) The sparrow is funny! He chirps loudly, which means he is talking to us. The sparrow jumps on two legs, fluffs the feathers, twists its head. With the onset of cold weather, it becomes more difficult for birds to find food for themselves. They come to the person for help, for a treat. The teacher with the children feeds the birds. We must not forget to feed the birds. We call birds feathered friends, feathered ones, because they have feathers.
2. Observation behind the leaves of trees, falling leaves
purpose: develop the ability to distinguish concepts: "Leaf fall", "Leaflets", "Tree", enrich vocabulary, broaden ideas about autumn phenomena nature, generate interest in the artistic word
Art word:
The birdhouse is empty -
The birds flew away, the leaves on the trees
Also does not sit.
All day today everyone is flying, flying ...
Apparently, also to Africa
They want to fly away. (I. Tokmakova)
Conversation:
Leaves fell from the trees to the ground. This phenomenon is called "Leaf fall"... The leaves lie like a beautiful carpet. When they are stepped on, the leaves rustle, as if say: "Autumn"... Has autumn painted the leaves in different colors? What color are the leaves? A beautiful bouquet can be made from the leaves, which can be put in a vase, presented to mom, and if you dry them correctly, you can make applications from the herbarium (Children collect leaves)
3. Observation for autumn flowers
purpose: expand children's ideas about living nature, about flowering plants, to acquaint with the plants of our area that bloom in autumn, to teach to convey the impressions received in speech
Conversation:
On a walk, the teacher brings the children to a flower bed where oak trees and marigolds grow.
Marigolds are short and tall, of different golden-orange shades. The flowers are small and large, the leaves are dissected, variegated, with a pungent odor. They grow quickly, bloom until frost. Oaks are plants with small or large flowers of different colors. It blooms for a very long time, until late autumn. Grows well in sunny areas.
5. Birch watching
purpose: clarify the characteristics of a tree, fix the names of parts, teach how to compare objects.
Art word:
Autumn has come, our garden has turned yellow,
The leaves on the birch burn like gold.
Do not hear the merry songs of the nightingale,
The birds flew away to warm lands.
... Birch trees with yellow carvings
Shine in azure blue ... (I. Bunin)
Conversation:
How do we recognize birch among other trees? What color is the trunk of a birch? (White with black spots.) What parts of birch do you still know? (Trunk, branches, root.) What color are the branches? Why does a tree need a root? What color are birch leaves in autumn? (Yellow.) What color were they in summer? (Green.) Look what a beautiful tree! It is tall and slender. It has a thin white barrel with black stripes. What do you think they are for? (The tree breathes through these strips)... Flexible thin twigs. The wind loves to fly to the birch and play with its branches. The branches bend to the ground, and then straighten again.
When a birch leaf falls cleanly, the year will be fruitful.
In nature and weather, changes are constantly taking place, now it snows, then it rains, then the sun bakes, then there are clouds. All these are called natural phenomena or natural phenomena. Phenomena of nature are changes that occur in nature independently of the will of man. Many natural phenomena are associated with the change of seasons (seasons), therefore they are called seasonal. Each season, and we have 4 of them - spring, summer, autumn, winter, are characterized by their own natural and weather phenomena. It is customary to divide nature into living (these are animals and plants) and inanimate. Therefore, phenomena are also divided into phenomena of living nature and phenomena of inanimate nature. Of course, these phenomena overlap, but some of them are especially characteristic of a particular season.
In the spring, after a long winter, the sun warms up more and more, ice drifts on the river, thawed patches appear on the ground, buds swell, the first green grass grows. The day is getting longer and the night is shorter. It is getting warmer. Migratory birds begin their journey to the regions where they will raise their chicks.
What natural phenomena happen in spring?
Snow melting. As more heat comes from the Sun, the snow begins to melt. The air around is filled with the murmur of streams, which can provoke the onset of floods - a clear sign of spring.
Thawed patches. They appear wherever the snow cover was thinner and where more sun fell on it. It is the appearance of thawed patches that suggests that winter has surrendered its rights, and spring has begun. The first greens quickly make their way through the thawed patches, on them you can find the first spring flowers - snowdrops. Snow will lie in crevices and depressions for a long time, but on the hills and in the fields it melts quickly, substituting the islands of land under the warm sun.
Frost. It was warm and suddenly froze - frost appears on the branches and wires. These are frozen crystals of moisture.
Ice drift. It gets warmer in the spring, the ice crust on rivers and lakes begins to crack, and the ice gradually melts. Moreover, there is more water in reservoirs, it carries ice floes downstream - this is an ice drift.
High water. Streams of melted snow flow down from everywhere to the rivers, they fill reservoirs, water comes out of the banks.
Thermal winds. The sun gradually warms up the earth, and at night it begins to give off this heat, winds are formed. While they are still weak and unstable, but the warmer it becomes around, the more the air masses move. Such winds are called thermal, they are characteristic of the spring season.
Rain. The first spring rain is cold, but not as cold as snow :)
Storm. At the end of May, the first thunderstorm may thunder. Not so strong yet, but bright. A thunderstorm is a discharge of electricity in the atmosphere. Thunderstorms often occur when warm air is displaced and raised by cold fronts.
Grad. This is a drop of ice balls from a cloud. The hail can be as small as a tiny pea to a chicken egg, and it can even pierce through the glass of a car!
These are all examples of phenomena of inanimate nature.
Blooming is a spring phenomenon of living nature. The first buds appear on trees in late April - early May. The grass has already pierced its green stems, and the trees are preparing to put on green outfits. The leaves will bloom quickly and suddenly and the first flowers are about to bloom, substituting their centers for the awakened insects. Summer is coming soon.
In summer, the grass turns green, flowers bloom, leaves turn green on the trees, you can swim in the river. The sun warms well, it can be very hot. The summer is the longest day and the shortest night of the year. Berries and fruits ripen, harvest ripens.
In summer there are natural phenomena such as:
Rain. When in the air, water vapor is supercooled, forming clouds consisting of millions of small ice crystals. The low temperature in the air, below zero degrees, leads to the growth of crystals and to the heavier frozen drops, which melt in the lower part of the cloud and fall out in the form of rain drops on the earth's surface. In summer, the rain is usually warm and helps to water the forests and fields. Summer rain is often accompanied by a thunderstorm. If it rains and the sun is shining at the same time, they say that it is "Mushroom Rain". Such rain happens when the cloud is small and does not cover the sun.
Heat. In summer, the sun's rays fall on the Earth more steeply and heat its surface more intensely. And at night, the surface of the earth gives off heat to the atmosphere. Therefore, in summer it is hot during the day, and even sometimes at night.
Rainbow. Occurs in humid atmospheres, often after rain or thunderstorms. A rainbow is an optical phenomenon of nature, for the observer it appears in the form of a multi-colored arc. When the sun's rays are refracted in water droplets, an optical distortion occurs, consisting in the deviation of different colors, the white color is broken into a spectrum of colors in the form of a multi-colored rainbow.
Flowering begins in spring and lasts all summer.
In the fall, you no longer run on the street in a T-shirt and shorts. It gets colder, the foliage turns yellow, falls off, migratory birds fly away, insects disappear from sight.
Autumn is characterized by the following natural phenomena:
Leaf fall. As they go through their year-round cycle, plants and trees shed their leaves in autumn, exposing bark and branches, preparing for hibernation. Why does the tree get rid of the leaves? To prevent the falling snow from breaking the branches. Even before the leaves of the trees dry, turn yellow or turn red, and, gradually, the wind throws the leaves to the ground, forming a leaf fall. This is an autumn phenomenon of living nature.
Fogs. The earth and water are still warming up during the day, but in the evening it gets colder and fog appears. At high air humidity, for example, after rain or in a damp, cool season, the cooled air turns into small droplets of water that hover above the ground - this is fog.
Dew. These are water droplets from the air that fell on the grass and leaves in the morning. During the night, the air cools down, water vapor that is in the air comes into contact with the surface of the earth, grass, tree leaves and settles in the form of water droplets. On cold nights, dew drops freeze, causing it to turn to frost.
Shower. This is heavy, "pouring" rain.
Wind. This is the movement of air currents. The wind is especially cold in autumn and winter.
As in spring, there is frost in autumn. This means light frost outside - frost.
Fog, dew, downpour, wind, frost, frost are autumn phenomena of inanimate nature.
Snow falls in winter, it gets cold. Rivers and lakes are frozen in ice. In winter, the nights are longest and the shortest days, it gets dark early. The sun barely warms.
Thus, the phenomena of inanimate nature characteristic of winter:
Snowfall is the fall of snow.
Snowstorm. It is snowfall with wind. It is dangerous to be outside in a blizzard, it increases the risk of hypothermia. A severe blizzard can even knock you off your feet.
Freezing is the formation of a crust of ice on the surface of the water. The ice will last all winter until spring, until the snow melts and the spring ice drift.
Another natural phenomenon - clouds - happens at any time of the year. Clouds are droplets of water gathered in the atmosphere. Water evaporating on the ground turns into steam, then, together with warm air currents, rises above the ground. So water is transported over long distances, the water cycle in nature is ensured.
Unusual natural phenomena
There are also very rare, unusual natural phenomena, such as the northern lights, ball lightning, tornadoes and even fish rain. One way or another, such examples of the manifestation of inanimate natural forces cause both surprise and, at times, anxiety, because many of them can harm a person.
Now you know a lot about natural phenomena and you can definitely find those typical for a particular season :)
The materials were prepared for a lesson on the subject of the world around us in grade 2, the Perspective and School of Russia programs (Pleshakov), but will be useful for any primary school teacher, and parents of preschoolers and younger students in home teaching.
Sections: Working with preschoolers , Ecology
Nature with its diversity, colorfulness and dynamism attracts children and gives them many joyful experiences. A child's perception of nature is sharper than that of an adult, since he comes into contact with it for the first time. By supporting and developing this interest, we bring up many positive personality traits, such as cheerfulness, a sensitive attitude towards all living things.
Observation is the main means of knowing nature. It makes it possible to acquaint children with natural phenomena, the relationship between living and inanimate nature. It is observation that helps preschoolers to see the changes that occur with plants depending on environmental conditions or created by man. Observation of distances can be carried out with children, starting with the younger group, since already at this age they learn to establish relationships in nature, notice the dependence of plant growth and development on different conditions. Preschoolers look at the world around them with great interest. The tasks that I have planned are to teach them not only to look, but also to see what changes occur in nature during the year.
As a result of observation, children learn to analyze and compare. The comparison takes place only under the condition that the image reflecting the previous state of the object is sufficiently distinct to be compared with the features of the object that are present at the moment. Considering that the observation process is stretched out in time (you can observe it once a week), the image of the previous object in the child's mind may turn out to be indistinct, and this will not allow a comparison at the proper level and reveal the nature of the changes that have occurred. As a result of observations, it is necessary to fix an object of nature (draw or photograph).
In the process of comparing drawings or photographs, children form ideas about the growth and development of plants.
To see the changes taking place with plants, it is necessary to conduct observations regularly. This is one of the observation conditions. The choice of the object and the content of the observation are also important. I chose vegetable crops as an object for our observation. They quickly grow and gain weight, and these changes are clearly visible to children. The first vegetable observed was onion, which sprouts easily in indoor conditions.
The purpose of this observation was to show children the effect of light, heat, moisture and nutrients on the growth of vegetables. The observations were carried out in 4 stages.
- Stage 1. We examined the bulbs with the children. I noticed that the upper part of the bulb is narrow, and the lower part is wide, which is called the bottom, roots grow on it, it should be in the ground. Green feathers grow from the top, it should be above the ground. Show children how to properly plant a bulb in the ground.
- Stage 2. Planting bulbs in the ground. Each child took one onion and planted it himself in the ground. After that, I showed the children how to pour water on an onion. At the same time, she explained to the children why we watered the plants (moisture is needed for the onion to sprout)
- Stage 3. On the fourth day after planting, the bulbs developed small green feathers.
- Stage 4. In the process of further observation, the children noticed that the feathers of the onion grew, became longer at this stage, it is necessary to bring the children to the fact that all conditions are necessary for the growth of plants: moisture, light, warmth.
In order to reinforce in children the notion that all plants need three conditions for growth: moisture, light and heat, in the summer I monitored beets.
The purpose of this experiment is to show children that the seed is alive, a new plant grows from it. And also show the influence of conditions (heat, light, moisture, air, nutrients) on the growth and development of plants.
- Stage 1. Considered beet seeds that were soaked in water for germination. Three days later we looked with the children what happened to the seeds. The children saw little sprouts. They concluded that the seed was alive.
- Stage 2. The sprouted seeds were planted in prepared soil. After planting, watered well.
- Stage 3. A week later, the children saw that green borings appeared in the ground. Together with the children, we watered them every morning and watched what would happen next.
- Stage 4. Then observations were carried out once a week to better see changes in growth. The children noticed that the leaves of the beets increased in size. Each time after the observation, I had a conversation with the children that vegetables grow so quickly because they are watered, the ground is loosened, and it is warm and light outside.
- Stage 5. The final stage of observation. These are comparisons of plant drawings at different stages. In the process of observation, children not only understand the relationship between plant growth and natural conditions, but also begin to be more careful with plants.
I would like to continue similar work in the future. In senior, preparatory groups, conduct cyclical observations throughout the year. So, for example, to observe the changes taking place with mountain ash at different times of the year (spring, summer, autumn, winter), depending on the environmental conditions. In spring, draw the attention of children to the beauty of rowan inflorescences - a combination of green and white. In summer, watch out for the appearance of small green berries. And in the fall, it is necessary to draw the attention of children to the beauty of the autumn mountain ash, to the brightness of its dress. In winter, pay attention to clusters of bright red berries. In winter, the tree sleeps, the trunk has become darker, because the flow of sap has stopped, there are severe frosts outside. You can also conduct a cycle of observations of coltsfoot during April and May.
Thus, we can say that with the correct organization, observation becomes not only a factor of mental education, but also a moral one: a child develops clear ideas about the patterns in the growth and development of plants, an understanding of the relationship between the development of a plant and environmental factors that ensure its survival. The knowledge gained allows preschoolers to better understand the properties of a living organism, develop the correct attitude towards plants and animals, and independently design their behavior in relation to living things.
