Research work "Footprints in the snow". Research work "Footprints in the snow" Project what footprints in the snow tell about
Ministry of Education of the Republic of Belarus State educational institution "Secondary school No. 20 of Orsha"
« winter route
wildlife census »
Supervisor:
Lazarevich Natalia Anatolievna
biology teacher
Orsha 2016
Content
Abstract page 3
Introduction page 4 - 5
Main body pages 6 – 13
Conclusion page 14
List of used sources page 15
Applications pages 16 - 25
annotation
The work was written on the basis of research conducted in the Kopyssky forestry of the State Forestry Institution "Orsha Forestry". The abstract contains drawings, photographs, tables and copies of materials on the registration of animals.
This work can serve educational purposes in matters of environmental protection and understanding the biological and economic value of hunting species, and also has practical significance in planning hunting management.
Introduction
Winter is an important and fertile period for observations. He who cannot read footprints walks in the woods in winter like a blind man. For him, the "white book" of nature is completely closed. In the winter forest, on a snow cover, one can read a detailed record of the night life of the animal by the complex patterns of its tracks. The ability to understand traces is given by long practice and largely depends on visual acuity and the ability to draw correct conclusions based on the most insignificant signs.
In a broad sense, the trace means those changes and signs that the beast leaves on the snow, earth, grass, trees, on those objects that it touches. Traces include signs of lying, burrows, pits, scratches, marks left by teeth, horns on various objects. In a narrow sense, the trace means signs left by the feet of the beast when moving.
Experienced naturalists, whose life and work are inextricably linked with nature, have a great skill in reading tracks. Understanding the traces, they read whole stories from the life of the inhabitants of the fields and forests, as if from a book. Hunters in the footsteps of a fox in the snow determine not only its gender, but also its color.
It is not always possible to determine who owns the footprint. Only during a thaw on the snow are fairly distinct animal paw prints obtained. At the edge of the forest on medium-density snow, the tracks are usually distinct, but superficial. On loose snow in the forest, the footprints of the same animal will be deep, but indistinct.
As the title suggests, this work is devoted to the studywinter route and traces of wild animals, and is interesting in that it aims to determine their number.
The object of study in this research work is the traces of forest animals, and the subject is textbooks, reference books, and methodological literature.
Target:
Educational:
To consolidate knowledge about winter as a phenological period;
Conduct a study of the winter route of forest animals;
Get acquainted with the variety of traces of animals in the snow, learn to determine their belonging;
Summarize observations of changes in wildlife. Educational:
To form an aesthetic perception of the surrounding world, personal involvement in the protection of nature.
Hypothesis: the number of tracks can be used to determine the number of animals.
In order to establish the reliability of the proposed hypothesis and achieve the goal, it is necessary to solve the following tasks:
study the literature on the subject of interest;
present the information received in an accessible form.
To solve the tasks, the following research methods were used:
method of theoretical analysis;
comparative method;
description method;
study and generalization of data.
The study involves the following stages of work:
At the preparatory stage, determine
object of study,
topic,
goals and objectives of the research work,
work deadlines,
information sources,
research methods.
At the practical stage
to study and analyze the reference literature on the chosen topic,
compare and contrast the information available in reference books,
determine ways to apply the acquired knowledge in practice.
The generalizing stage involves correlating the conclusions drawn on the basis of the study with the goals, objectives and hypothesis set at the beginning of the work; presentation of research results.
Main part
We carried out the winter route of accounting for wild animals with the accountant of the Orsha forestry enterprise Marchenko V.S. The length of the forest route is 9.5 kilometers, in calm weather, at an air temperature of 4 degrees on February 2, 2013. The study area is located 30 km from the city of Orsha. With the help of the accountant, the outline of the route was completed. Reference:outline is bnon-scale drawing of the route with traces of hunting animals.Accountant - an individual involved in the accounting of game animals.
Traces of hoofed animals, wolf and lynx are marked on the outline of the route in the form of arrows indicating the direction of movement. The species and, if possible, the age and sex of the animals are indicated next to the arrow by symbols. The number of animals is indicated by numbers in front of the symbol. A single track can only be marked with a symbol, without the number 1. Fatty tracks of one animal are indicated by a broken arrow that crosses the route line as many times as the tracks. Traces of fur-bearing animals are not applied to the outline, but are only recorded by dotting using the “envelope” method.All records in the lands are kept in pencil.
The study of the route of forest animals begins with familiarization with the features of their tracks.
Hare is not uncommon in our forest. He owns such characteristic traces that they cannot be confused with the traces of other four-legged forest dwellers. The tracks of the hare are represented by two large prints in front, slightly obliquely located to each other, and two smaller tracks behind, following one after the other. In a hare, on the tracks, the prints of the hind paws are located in front of the front ones. When jumping quickly, the imprint of the right hind foot is noticeable in front of the left hind foot. The hare is an inhabitant of open places. Its narrow paws are adapted for running through the dense snow of the fields.
For foresters, hare tracks have many special names. So, at the place of night feeding, a complex tangle of traces is called a fat trail. The fat trail consists of small short jumps, it is never straight. From the fattening, the hare goes to rest on the bed. At the same time, it goes with direct, energetic jumps. Often, after walking several tens of meters, the hare comes back. If the back trace goes at some distance from the first one, then such a double trace is called a loop. If the back traces cover each other, then the trace is called a doubling. The track of a huge jump away from the original path is called a discount.
Trackhare - hare can be distinguished from traces of a white hare without much difficulty. Its hind foot print is narrower and pointed in front. The size of the imprint of the front paw is on average 6 × 3.5, the back one is 8 × 4.5 cm, the length of the hind foot is 16.5 cm. A racing hare makes jumps of 240-280 cm. This is a beast of open spaces, and, following its trail, you can see a running line of tracks far ahead.
Front and rear legs of a European hare, white hare
Jumpinghare - hare only the toes and the front of the rear sole are imprinted. In a crouched animal, the soles of the hind paws are imprinted entirely, and traces of the front paws are visible between the prints of the soles of the hind paws. Even shorter jumps are sometimes made by a hare that has quietly descended from its bed. He, as if sneaking and clinging to the ground, almost crawling away from the prone for several meters and only then breaks into long jumps. When moving calmly, a medium-sized hare makes jumps 120–170 cm long (from the front edge of one group of tracks to the front edge of the next group of prints of all 4 paws), while the length of each group of prints is 38–66 cm.
With slightly longer jumps, the hare jumps, overcoming long distances. Frightened or avoiding pursuit, he makes jumps that are almost twice as large as those during calm movement. In such cases, the length of the jumps is about 220 cm, and the length of the group of traces is 130–150 cm.
Squirrel the trail is easy to recognize: four prints - two in front, two behind, then again four prints. They are not the same: the front ones are long, in the form of stripes. These are the prints of the hind legs of the squirrel, they are much shorter, but also not round. The squirrel, like the hare, when jumping, brings its hind legs forward. But her jumps are short, so the prints of the larger hind legs are only slightly ahead of the smaller front ones. Both front legs descend at the same level, with toes slightly to the sides. The front paw of the squirrel is noticeably smaller than the back one and has 4 rather thin fingers with short (up to 5 mm) claws. Convex calluses are clearly visible on the lower surface of the paw. They can be seen on clearer prints as 5 indentations. The hind tarsus is larger and five-fingered; the 1st (inner) toe is noticeably shorter than the others. In winter, the soles of the paws are more overgrown with wool. The size of the imprint of the front paw is about 4 × 2 hind 6 × 3.5 cm. On the ground or on fine snow, the squirrel moves in light jumps, as if playing leapfrog.
With a normal, unhurried course on the ground or shallow snow, the length of the jumps is 66-86 cm. The length of the group of prints is about 12 cm, the width of the track is 11 cm. In deep snow, the squirrel jumps in shorter jumps, about 43 cm long. In this case, all 4 prints located much closer to each other, and often the imprints of the hind and fore legs merge. The width of the track in this case decreases to 8 cm. And only on the shortest jumps, when the animal is looking for something in the forest floor or carefully jumps to a puddle to get drunk, the prints of the front paws on the tracks may be slightly higher than the prints of the hind ones.
Traces of squirrel jumps a - front paw of the fox, b - hind paw of the fox
Atfoxes there are 5 fingers on the front paw, but the 1st finger (it is located on the inside of the paw) is located high and is not visible on the tracks. The print of the front paw of the fox looks somewhat larger than the print of the back paw due to its greater width. The size of the prints of the front paws of foxes is (6.5–7.5) x (4.6–5.7), and the hind ones are (6.5–7.0) x (4.0–4.8) cm. behind the fingers, the metacarpal crumb ("heel") looks like an inverted heart. In front it is narrowed, from top to bottom it is expanded. Moreover, its outer lower edge seems to be pulled back more, which often helps to distinguish right prints from left ones. The posterior margin of this crumb is markedly concave. The hind paw also leaves a four-toed imprint. Compared to the front, it looks narrower and more slender. The metatarsal cushion of the hind foot is more rounded behind and does not have a crescent-shaped notch. The lateral toes are usually slightly more set back than on the front feet. The claws are usually slightly shorter than on the front paws.
Small step. Often used in search traffic. In this gait, the hind paw, falling into the imprint of the front paw, does not completely cover it. The bottom track is undercovered by about a third. Step length is about 31 cm or less.
A small lynx is the most common move of a fox, while the hind legs exactly fall into the tracks of the front ones and a covered track is obtained - the animal seems to be walking along a thread. The prints stretch in an even chain, only slightly shifting the centers of the right prints to the right of the midline, and those of the left prints to the left. The length of the steps is 20–40 cm, more often about 30 cm.
Moving at a large trot, the fox leaves paired prints at long intervals: prints of the hind legs slightly in front, prints of the forelegs slightly on the side and behind. At the same time, in different animals or at different times, the traces of the hind legs can be located either on one side or on the other. Step length 42–53 cm.
A disturbed animal runs away at a gallop, and in some cases it can also switch to the fastest gait - a quarry. An animal running at a gallop leaves traces of a four-bead, where each paw is imprinted separately, but quite close to one another. The hind legs are located in front of the front and are more widely spaced. Often one of the front legs is located much behind the others, as if lagging behind them. The length of the animal's jumps is 145–150 cm, the width of the trail is about 12 cm.
Fox tracks in different gaits. Front and back legs of a marten
a - step (even line, the hind paw falls into the imprint of the front one): b - small trot (the imprint of the hind paw partially covers the imprint of the front one); c - a wider lynx (imprints of the hind and fore paws are located separately, but close to each other; the imprint of the hind paw is more often located in front of the trace of the front paw); g - gallop; d - quarry (namet).
Trackmartens easy to recognize in the snow. The beast itself is no larger than a small cat, only up to 1.5 kg, but its wide five-fingered paws leave large prints. The length of each print is from 6 to 8, the width is 4–6 cm, the prints of the hind legs are slightly longer. In winter, the soles of the animal are heavily pubescent, so often the details of the paw and the outlines of the fingers are poorly visible on the tracks. Sometimes you just see two oval pits placed close to each other. Then, at a wide interval, another pair of pits, and so on. Most often, the marten walks in twos, when the prints of the back and front pairs merge, falling into one another.
Somewhat less often, one can meet a three-pointer, in which one of the hind legs is somewhat inaccessible or crosses the trail of the front. The marten switches to the four-figure when she has to run away from someone or chase someone.
Walking stride lengthmoose , according to various authors, from 50 to 120 cm. Most often, he takes steps of 70–90 cm. When moving at a trot, they lengthen to 150–180 cm. When galloping, the animal makes jumps of 3 m or more. On a slow move, he places his hind foot almost exactly in the print of the front, therefore, on the track of a walking elk, most of the prints are doubled, to some extent covered. Sometimes the hind foot hits the front footprint so precisely that a fully covered double footprint can easily be mistaken for a single footprint. The lateral (2nd and 5th) toes are well developed in the elk.
The ratio of the size of the prints of the front legs of moose of different sex and age:
a - adult male (15.5x12 cm); b - adult female (14x11cm); c - three-year-old male (12x11cm); g - one-year-old male (10.5x9cm); d - calf in July (6x5cm).
Boar - a large heavy animal, and the prints of its feet are clearly visible not only in the snow, but also on more or less loose soil. From traces of other ungulates, footprints of a wild boar are usually distinguished quite easily. Even at a slow pace of the animal, not only the hoof marks of the 2 middle fingers (3rd and 4th), but also the lateral stepson fingers remain on the ground. Hoof sizes for wild boars of different ages: in 10-day-old piglets, the front hoof is 2.2 × 2.1, the hind hoof is 1.8 × 1.6 cm, in a one-year-old gilt it is 5.5 × 4 and 5.2 × 4 cm, respectively, and in a 3.5-year-old boar - 9 × 7 and 8xb.2 cm.
In the male, the footprint is wider and considerably blunted anteriorly. The boar is quite short-legged, so its steps are noticeably shorter. The step of an adult animal is from 45 to 62 cm. At a gallop, the animal moves in jumps, making jumps of 1.5–2 m. In addition to footprints, it leaves many other traces of its activity.
Roe deer trail Boar trail
Track sizesroe deer: adult male (4.5–5) x (3–3.5) cm, step 35–45 cm, trail 12–16 cm, young animal - respectively Zx(1.9–2.3) cm, 35– 40 cm, 5–8 cm, adult female - 4 × 2.5 cm, 40 cm, 10 cm.
With a calm movement on dense ground, the roe deer keeps the hooves closed, and the nails do not leave marks on the ground. The trace track consists of double imprints located alternately on one side, then on the other from the middle line of the animal's movement.
When galloping, the hooves in the front part move apart like tongs, and on the front legs are always somewhat wider than on the hind legs. Behind the track, you can often see the indentations left by the marigolds. And since the lateral toes are lower on the front legs than on the hind ones, the footprints on the prints of the front legs are imprinted more often or more clearly.
These are the tracks we found in the snow, which means that these animals can be found in the Kopys forestry.
Wild animals usually have a very secretive lifestyle. Due to their well-developed senses, hearing and vision, birds and animals can notice a person much earlier than he notices them. Therefore, to unravel the secrets of their life to an observant person, the traces left by the animals help.
According to them, animals are tracked down and then found, their number, sex and even age are recognized. Therefore, in the practical part, we decided to determine the number of some forest animals.
The relative accounting technique is simple and consists in the following. On the territory of the economy, routes are planned that should cross the main types of lands of the economy: coniferous and deciduous plantations, burnt areas, clearings, swamps, floodplain, agricultural and other lands. It is desirable that the length of the routes in each type of land be proportional to their area on the farm. Routes should not coincide with well-traveled roads and clearings. They need to be laid along unbeaten paths, narrow sights, and if there are none, then by compass. Routes should be mapped on the farm and marked on the ground so that they can be re-laid in subsequent years.
Accounting is carried out in steady weather, when there are no sharp changes in temperature and atmospheric pressure. In order not to be associated with powders, accounting is carried out for two consecutive days. On the first day, the so-called troweling of tracks is carried out, when the observer passes the route and crosses out all the traces encountered with a ski pole. On the second day, fresh traces that appeared during the day are counted. If, according to weather conditions, fresh traces are easy to distinguish from old ones (two days old), the count can be carried out without grouting, that is, within one day. After the end of the accounting, the received data is processed, table 1 is filled in. Accounting for traces of animals
Conclusion: this part of the forest was visited by 3 species of large ungulates. The largest number of traces left white hare, marten and wild boar. These data coincide with the report of the Orsha forestry enterprise: white hare (192), martens (190), wild boar (171) traces.The indicator obtained during winter route accounting (ZMU) is relative. It allows you to compare the abundance of animals in space and time. To move to an absolute indicator - the density of animals, a conversion factor (K) is used to take into account the relative abundance. The data obtained are entered in table 2.
Calculation of the number of game animals according to ZMU
Accounting indicator Pu =N/ L * 10Density index Pp \u003d Pu * K,
whereN- the number of tracks per day,
L– route length,
K - conversion factor (reference value).
Conclusion: Analyzing the data in the table, we see that it is not possible to determine the estimated number in the study area. This is due to the fact that the extrapolation area is used in the calculation. The length of the route was determined by 13 sites. We conducted observations and calculations only in the forest. Therefore, the accepted number was taken from the statement for the entire economy. Analyzing the density indicator, you can see that it is higher in wild boar, hare, hare, marten. It can be assumed that their number in this area is higher than the average value for the leshoz. The density is much lower in roe deer and hare.
The data obtained is compared with the previous year's figures to establish the increase in the number of forest animals in table 3.
Expert assessment of the number of game animals
Conclusion: according to an expert assessment of the number of animals, it is clear that tabular data are not always confirmed in reality. Therefore, the calculated figures are taken as the maximum number of animals that can live in a given area according to the number of track records. The number of animals in the leshoz increased slightly compared to the previous year.Conclusion
Findings:
winter route accounting of game animals can be the main accounting method for elk, deer, roe deer, wild boar, hare and hare, fox, marten, squirrel, hazel grouse, gray partridge and an additional accounting method for bison, wolf, lynx, capercaillie, black grouse;
the accounting indicator obtained with ZMU is relative, it allows you to compare the abundance of animals in space and time;
the number of animals in the leshoz is increasing, which indicates effective measures for the protection of animals;
hunting animals are registered, their number is predicted.
food links in the forest ecosystem are not broken.
Continue the joint work of students of the school and the Orsha forestry.
To study the summer census of forest animals.
Keep a record of the number of animals in the studied area.
If necessary, feed wild boars and roe deer with the forestry workers, use salt licks for elks and hares.
Monitor the number of wild boar, as there is a threat of infection with African plague.
After the work done, we realized that each of us can master the art of reading traces. But this will require patience, perseverance in achieving the goal. We must read more literature, visit nature more, be observant always and everywhere, and try to answer the question of all changes in nature: how and why did this happen?
List of sources used
1. Doleysh K. "Traces of animals and birds" Agropromizdat, 1987.
2. Konyushko V. K. "Pages of ecological local history" Minsk, NIO, 2000.
3. Oshparin P. G. "Traces in nature" Moscow, Nauka, 1990.
4. Minets M. L., Shepelevich N. V. "From the experience of organizing research work" journal "Biology: problems of study" 2007.
5. Rukovsky N. N. "In the footsteps of forest animals" Moscow, Timber industry, 1981.
6. Formozov A. N. "Satellite Pathfinder" Moscow, 1989.
7. Rules for conducting a hunting economy and hunting. Approved by Decree of the President of the Republic of Belarus dated December 8, 2005 No. 580 “On some measures to improve the efficiency of hunting and fisheries management, improve their state management”.
We are on a tour of the marten trail
White hare footprint Squirrel footprint
Fox footprint Roe deer footprint
Trail of a hare, a hare, Trail of a squirrel
boar trail elk trail
Map - site diagram Before the tour briefing
Elena Kvasha
PROJECT by section
"Getting to Know the Surroundings"
TOPIC "Footprints in the snow"
Target
: clarify children's knowledge about the life of animals and birds in winter.
Tasks:
Talk about the life of animals and birds in the winter.
To teach to draw conclusions, to see the interconnection of all living things in nature.
Learn to identify who owns the footprints.
To broaden the horizons of children on the basis of material accessible to their understanding.
To instill observation, interest in the life of animals and birds, love for the natural environment.
To instill in children love for the Motherland, native land
Project participants:
Children of the preparatory group
Group educators
Parents.
Project type:
Short-term, group.
Project type:
Educational.
Problem:
On a walk, after a snowfall, the children saw a lot of footprints, familiar and unfamiliar. They were very interested in whose footprints they were. We decided to ask our parents, look in books and learn more about the tracks of animals and birds, as well as how they hibernate.
Hypothesis:
Children will learn more about the life of animals and birds in the winter, they will be able to determine who owns the tracks.
Introduction:
Man and nature are inseparable. We live in a time when little attention is paid to environmental protection. Man has been destroying nature for so long that it begins to slowly die. It is the children who can change this state of affairs when they grow up. Therefore, it is necessary to pay great attention to the environmental education of the younger generation. Everything learned in childhood becomes the basic foundation of later life. If a child learns from childhood that without need it is impossible to cut down trees or kill all animals indiscriminately: both large and small, then he will follow this rule all his life.
If the child is interested in the tracks of animals and birds in the snow, he will be able to find out which of them passed. His mental development progresses, and he himself learns a lot of new and interesting things.
Children's inquisitiveness allows you to find out how the surrounding nature works.
The story of life in the forest, written in the snow, is inaccessible to children. But they can see traces of familiar animals, those that live nearby and learn about their lives.
The development of the child in the course of research activities is most productive, because it occurs with the participation of active interest.
Sample results:
Exhibition of drawings "Traces of animals and birds", "Winter landscapes"
Forms of work:
1. Collection, analysis and systematization of materials about the life of animals and birds in the winter.
2. Cognitive activity on the topic: "The life of animals in winter"
3. Folder-slider for parents: "Develop the cognitive activity of children"
4. Learning by heart a poem.
5. Reading and discussion of fiction and educational literature.
6. Guessing riddles about animals and birds.
7. Problem situations.
8. Situational conversations and individual conversations.
9. Looking at albums about animals and birds.
10. Reviewing encyclopedias.
11. Watching cartoons.
12. Replenishment of the fund of illustrative and informative material.
13. Didactic games.
14. Outdoor games.
15. Coloring coloring pages and silhouette images.
16. Modeling, drawing.
17. Making animals and birds in an applicative way.
18. Designing animals and birds from paper: toys from cylinders.
19. Walks and observations of living objects.
Project stages
1. Initial stage.
Setting goals and developing the content of the educational process.
Working with parents: folder-slider "Develop the cognitive activity of the child." Involve parents in the collection of materials on the topic.
2. Active stage.
Joint activities of the teacher with children.
Activities. Forms and methods of work.
Game activity.
1. Didactic games:
"Only this letter"
"Zoological Lotto"
"Find the Extra"
"Whose house"
"Bird Dining"
"Seasons"
"Whose footprints"
cognitive development.
1. Watch cartoons of animals and birds:
"Masha and the Bear"
"The Man and the Bear"
"The Fox and the Wolf"
2. Cognitive activity on the topic:
"Conversation about winter"
"A Conversation About Who Winters How"
"Conversation about wintering and migratory birds"
"Excursion to the winter park"
"Pet Conversation"
3. Walking and observing living objects.
On site after a snowfall.
For pets in winter.
For winter birds.
For the crow.
For pigeons.
For a tit.
For a cat.
For the dog.
4. Problem situations:
Who passed here.
Can animals not leave footprints in the snow.
Why is the ice crust on the snow dangerous for animals and birds (nast)
5. Reviewing encyclopedias.
Wild and domestic animals.
Animals and birds of our forests.
Forest life.
The world around us
6. Viewing albums:
Wild animals.
Footprints in the snow.
Speech development.
1. Reading and discussion of fiction and educational literature:
M. Sholokhov "First winter morning"
A. Liverovsky "Winter"
V. Bianchi "A terrible story for the new year"
N. Sladkov "Fashion of the season"
N. Sladkov "Conversation of a bear and a magpie"
E. Shim "Boar and Fox", "The Sun by the Ear"
Fairy tale "The Fox and the Mouse"
Fairy tale "About a hare and a squirrel"
V. Bianchi "On the trail", "Black grouse"
L. Tolstoy "Hares"
2. Memorizing poems:
A. Fet "A wonderful picture"
S. Yesenin "Winter"
I. Bunin "First Snow"
S. Yesenin "Powder" (excerpt,
A. Pushkin "There is a sorceress - winter"
F. Tyutchev "The Enchanting Winter"
3. Situational conversations and individual conversations:
Who are these animals and birds.
Whose footprints are these?
Moms and babies.
Who eats what.
Is it possible to find out by the tracks whether the beast is running or sneaking.
productive activity.
1. Modeling animals and birds from plasticine.
2. Drawing "Winter Forest", "Visiting the Snow Queen", "Footprints in the Snow", "Bullfinches"
3. Production of animals and birds by the method of broken application.
4. Coloring coloring pages and silhouette images (working with a stencil).
5. Designing animals and birds from paper: toys from cylinders.
6. Compilation of an album for viewing "Animals, birds and their footprints in the snow"
Physical development.
1. Walks.
2. Games for health:
nimble tit
Birds sit in nests.
The hedgehog stomped along the path.
3. Outdoor games:
"Footprints in the snow"
"Fox and Hares"
"Wolf and Hares"
"Owl"
"Bird Flight"
"Hunters and Beasts"
4. Physical education lesson "Winter hut of animals"
Fundamentals of life safety. Conversations:
"Interrelation and interaction in nature"
"Let's save and protect nature"
"Contact with Animals"
Final lesson-quiz
"Connoisseurs of the winter forest"
3. Summing up
Album of applications "Animals and Birds"
Exhibition of drawings "Winter Forest", "Visiting the Snow Queen", "Traces of animals and birds"
Exhibition of cylinder toys.
Album for viewing "Animals, birds and their footprints in the snow"
Quiz "Connoisseurs of the winter forest"
I would be glad if anyone can use this material!
Frolova Ekaterina
A study on how to recognize an animal by its tracks and how to find out its habitat.
Download:
Preview:
II regional scientific and practical conference
« First Steps into Science”, dedicated to the 200th anniversary of the Victory of Russia in the Patriotic War of 1812
Primary School Section
Nomination: biology - animal world
Educational and research work on the topic:
Work completed
student 1 "A" class MBOU secondary school No. 6 of Sergach
Frolova Ekaterina, 7 years old
Supervisor
Parfenova Evgenia Mikhailovna,
primary school teacher MBOU secondary school No. 6 of Sergach
Sergach
year 2012
Introduction.________________________________________________________________________2
Main part._________________________________________________________________3-11
Studying the literature on animal tracks. Finding information in
Internet________________________________________________________________3-6
Visit to the Sergach forestry ____________________________6
Inspection of the territory of the arboretum, forests in the area of "Silver Keys", nearby fields _____________________________ 7-12
Conclusion ___________________________________________________________________________13
List of used literature __________________________________________14
Purpose of the study:
Recognize the animal by its tracks.
Find out its habitat.
Research objectives:
1. Study the literature on animal tracks.
2. Visit the Sergach forestry and ask the foresters about the animals that live in our area.
3. Visit the surroundings of the arboretum, the forest in the Silver Springs area and nearby fields in search of animal tracks.
Introduction
Once, the whole family went for a walk in the forest on skis. And for the first time I noticed that there are a lot of incomprehensible signs, dots, dashes, commas on the snow. Mom said that these are traces of various animals and birds. Apparently, there were forest dwellers here - they walked, jumped and did something. I wanted to understand these incomprehensible signs, mysterious letters, and I decided to study them.After all, those who cannot read footprints walk in the forest like a blind man in winter; the wonderful “white book” is completely closed to him.
I believe that my research will be of interest not only to me, but also to my classmates.
Hypothesis:
If I learn to distinguish animal tracks in the snow, I will learn more about the animal itself and will be better able to navigate the winter forest.
Main part
My research consisted of three stages:
Stage 1:
Stage 2: Visits to the Sergach forestry.
Stage 3 : "Looking for Traces"
Stage 1: Studying the literature on animal tracks. Finding information on the Internet.
I turned to the encyclopedia Gudkov V.M. “Traces of animals and birds”, and this is what I learned:
“Traces of animals, i.e., the imprints left by them in the snow, are of great importance for people: they look for (track down) on the tracks of animals, learn about their habitat, recognize their number, gender, age, and also whether the animal is injured and even how badly wounded.
Wild animals lead a secretive lifestyle. Thanks to well-developed instinct, hearing and vision, animals and birds notice a person earlier than he does them, and if they do not immediately run away or fly away, then they hide, and their behavior becomes atypical. The traces of their life activity help the observer to unravel the secrets of the life of animals. By this they mean not only the imprints of limbs, but also all the changes that animals make to the surrounding nature. In order to properly use the discovered tracks, you need to know who they belong to, how long ago they were left by the animal, where the animal was heading, as well as how it moved. How to learn to recognize animal tracks? To determine the freshness of the trail, it is necessary to link together the biology of the animal, the state of the weather at the moment and a few hours ago, and other information. For example, in the morning a trace of an elk was found, not powdered with snow that had fallen the day before from the afternoon until the evening. The freshness of the trace is beyond doubt - it is nocturnal. The freshness of the trace can be determined by touch. In the cold in dry snow, a fresh track does not differ in looseness from the surface of the surrounding snow. After some time, the walls of the trace harden, and the stronger, the lower the temperature, the trace “hardens”. Any other track left by a large animal becomes stiffer over time, and the more time passes since the formation of the track, the harder it becomes. Traces of small animals left on the surface of deep snow do not harden. It is important to find out whether the beast has been here since the evening or passed an hour ago. If the trail is old, more than a day old, then it is useless to look for the beast that left it, it is already far away, out of reach. If the trace left is fresh, then the beast may be somewhere nearby. To determine the direction of movement of an animal, one must know the peculiarities of the positioning of the limbs of different animals. Looking closely at a single track of a large animal left in loose deep snow, one can notice the difference between the walls of the track along the path of the animal.
On the one hand they are more gentle, on the other more abruptly. These differences arise because the animals lower their limbs (leg, paw) gently, and take them out of the snow almost vertically upwards. These differences are called: dragging - the back wall and dragging - the front wall of the track. The drag is always longer than the drag, which means that the animal moved in the direction in which the short, that is, steeper walls of the track are directed. When the animal takes out the leg, it presses on the anterior wall, compacting it, while the posterior wall is not deformed. Sometimes, in order to accurately determine the direction of the movement of the animal, it is necessary to rush it, observing the handwriting of the trail. The gait of the animal, or the gait of its movement, is reduced to two types: slow or moderately fast movement (step, trot, amble) and fast running in successive jumps (gallop, quarry). Animals with an elongated body and short limbs most often move at a moderate gallop. They are simultaneously repelled by the hind limbs and fall exactly into the imprints of the forelimbs. The legacy with such a gait is paired prints of only the hind limbs (most mustelids).
Sometimes, at a slow gallop, one or both hind paws does not reach the prints of the front paws, and then groups of tracks of three and four prints appear, called three- and four-foot prints. Less commonly, long-bodied and short-legged animals go to the quarry, and then in a jump they put their hind legs in front of their front ones, and therefore the prints of their hind legs are ahead of their front ones (hares, squirrels).
To determine the freshness of the trace, you need to divide the trace with a thin branch. If the trace is easily divided, then it is fresh, if it does not divide, it is old, more than a day old.”
Then I decided to find images of animal tracks on the Internet, download such a picture for myself, so that later I could check with these images and guess whose tracks we would meet.
After studying this information, I proceeded to the second stage of my research.
Stage 2. Visit to the Sergach forestry
Mom and dad brought me to the forestry. After talking with the foresters, I learned that many animals live in the vicinity of our area - these are moose, martens, ferrets, ermines, wild boars, foxes, hares, squirrels.
They showed me these animals in the museum of the Sergach forestry
I liked them so much that I even more wanted to learn to distinguish their traces. What if I get lucky and see someone live?
Stage 3 : "Looking for Traces"
3.1 Visiting the arboretum
So we went to the arboretum. Having driven quite a bit, I noticed winding traces from Christmas tree to Christmas tree, apparently, these are traces of the "crime" of the naughty squirrel.
I read that on snow and earth, the squirrel moves with light jumps. The jumping of the animal resembles a game of leapfrog. The squirrel, leaning on its front paws, carries its hind legs further along. Because of this, on the tracks, the prints of the larger hind legs are ahead of the traces of the small front legs. Having learned to accurately recognize squirrel tracks, it is not difficult to find other traces of the activity of these rodents. First of all, these are cones of coniferous trees gnawed by the animal, the seeds of which are the main food for most squirrels in winter.A little to the side, I saw a bitten bump.
Apparently, these are traces of an elk, becauseon the trail of an elk, far behind the main hooves, prints of lateral, additional hooves are clearly visible
(traces of the 2nd and 5th fingers).
3. 2 Inspection of the surroundings of the forest near the "Silver Keys"»
Then we went to the forest near the Silver Keys.
The first thing I found in this area were the tracks of a hare. Apparently it was a white hare. From the forester's story, I remembered that the white hare's paws are relativelywider and rounder, the toes are quite wide apart, and therefore the track of the hare's paws in the snow is almost round. In a hare, on the contrary, the paw is relatively narrower, the fingers are set close to one another, and therefore the footprint is more elongated and oval.
And I also got the impression that he was running away from someone, since the tracks from each other were at a great distance. The fox must have scared him.
My hunches were justified.
After driving a little, I saw her footprints.
The fox's mood can also be determined by the fox's trail. she was preparing to attack her prey.
3.3 Survey of nearby fields.
It turns out that there is life in the desert fields. There I found many different animal tracks. Some I immediately recognized.
They were mouse tracks.
Look at them:
And these are my pictures of unsolved traces. Can you guess who they belong to?
Conclusion:
I learned to recognize many animals by the tracks left in the snow, I began to know much more about them. Now I am often called the "little tracker", and I am very pleased with this. I think that I have become better able to navigate in the winter forest. And my research doesn't end there. In the summer, I will definitely work on animal tracks left on the ground and create casts of these tracks, and then I will tell you about it. See you soon!
List of used literature and information resources.
1. Gudkov V.M. Traces of animals and birds. Encyclopedic reference book - determinant. M. Veche. 2008.
2. Lasukov R. Animals and their traces. M., Forest Country, 2009
3. Oshmarin P. Gyu, Pikunov D.G. Footprints in nature. M., Science, 1990
MBOU “Rebrikhinskaya secondary
comprehensive school"
Theme of the educational and research work: "Mysteries in the snow"
1st grade student
Head: Filippova Yu.N.
v. Rebrikha, 2017
Table of contents
Introduction________________________________________________________________3
Main part __________________________________________________________5
Conclusion ____________________________________________________________ 13
List of sources ____________________________________________________________ 14
Applications
Introduction
At the beginning of this winter, my grandfather and I, he is my hunter, went to the forest. On the newly fallen snow, I noticed prints that were incomprehensible to me, I asked: “What is this?”. And grandfather replied that these were traces of forest dwellers. Then I began to examine them, and noticed that they are different, I wanted to know who left them? Of course, on that day, grandfather helped me solve this riddle, but I really wanted to learn how to deal with such mysterious “Riddles in the Snow” myself, so, having discussed this issue at home, my mother and I decided to study this topic and create this project.
Target: study the traces of the vital activity of animals in our area, learn to read them.
Tasks:
Study the literature on the topic.
Issue an information poster, conduct a survey and a quiz in the class.
Process the results and draw conclusions.
Create an assistant album.
To conduct observations of footprints in the snow in our area.
Create a presentation, speak to peers, talk about the work done, in order to interest them.
Methods:
observation.
Interview.
Poll.
Photographing.
Study and generalization.
Excursion.
Quiz.
Main part
Winter is the right time for those who want to observe the life of animals in the wild: in the forest and in the steppe, in the field and in the meadow. Because in winter there is snow in our area and anyone who runs through the snow will leave his mark, and you can learn a lot from the tracks.
I turned to the scientific literature on the life of animals and birds, this was the encyclopedia of Gudkov V.M. "Traces of animals and birds", and that's what I found out.
Wild animals lead a secretive lifestyle. Thanks to well-developed instinct, hearing and vision, animals and birds notice a person earlier than he does them, and if they do not immediately run away or fly away, then they hide, and their behavior becomes atypical. The traces of their life activity help the observer to unravel the secrets of the life of animals. By this they mean not only the imprints of limbs, but also all the changes that animals make to the surrounding nature.
In order to properly use the discovered tracks, you need to know who they belong to, how long ago they were left by the animal, where the animal was heading, as well as how it moved. How to learn to recognize animal tracks? To determine the freshness of the trail, it is necessary to link together the biology of the animal, the state of the weather at the moment and a few hours ago, and other information.
A true tracker should be aware that tracks, by their nature, can be of various types:
Traces of movement - prints of paws and other parts of the body (tail, belly); broken bushes, stuffed paths, etc.;
Traces of foraging activity - remains and stocks of food, traces of searching for food, feeding tables, bites and creases of plants, traces of pursuit and dragging of prey, etc .;
Traces associated with the device of the shelter - burrows, lairs, beds, passages under the snow, etc .;
Traces of vital functions of animals - excrement, urinary points, traces of molting and grooming of the hairline, corpses of dead animals;
Information traces - traces of the transmission of territorial information, indicating the occupation of the site - scratches and bites on trees and the ground, secretions of musk glands, sound signals.
Thus, traces can tell us not only about what animals and where they live, but also about their habits and way of life.
To determine the freshness of the trace, you need to divide the trace with a thin branch. If the trace is easily divided, then it is fresh, if it does not divide, it is old, more than a day old. Here are the traces of some animals (Appendix 1).
When walking or trotting, the animals rearrange their limbs crosswise: the front right and hind left paws are brought forward, then the other pair. With a slow step, the front limb of the animal touches the ground a little earlier than the rear, and when moving at a trot, the front and rear limbs of opposite sides fall to the ground at the same time.
With a slow step, the prints of the hind paw remain somewhat behind and to the side of the print of the front. With an average step, the animal places its hind foot in the print of the front. At a large trot, the print of the hind foot may be located somewhat in front of the front line. Therefore, according to the pattern of prints, one can judge whether the animal moved slowly or quickly. Amble - a movement in which the animal simultaneously moves both right or both left limbs.
To engage in winter observation, you also need to be patient and not be afraid of the cold. In the cold, hands are especially cold when you have to take off your mittens to write down your observations or sketch a trail. True, you can get used to the cold over time. And besides, it's pretty labor intensive.
Another thing is small animals, the inhabitants of our forests: forest voles, mice, shrews. For one excursion into the forest, you can trace the traces of several animals. And learn a lot about them.
Much more can be learned from the tracks. For example, if observations are made after a recent snowfall, then the time of day is determined quite accurately when the animals left their shelters and ran through the snow. Going on excursions in frost or thaw, you will learn how animals react to the weather.
After studying literature, with my mother's help, I decided to make an assistant album about the traces and life of some animals and birds living in our area. I think it will help all pathfinders - both experienced and beginners. (Annex 2)
Then I conducted a survey among the guys in the class to find out if they often visit the forest in winter, can they read footprints in the snow? (Appendix 3)
After studying a lot of literature, watching TV channels about the life of animals and birds in the winter, I decided to hold a quiz with my peers. Mom and I created an informational poster and designed the quiz questions.
(Annex 4)
Further, together with our class teacher, we showed a presentation - riddles about the tracks of animals, in order to expand the knowledge of children on the topic “Traces of animals”. (Appendix 5)
Within a few days, a poster and quiz questions were posted on the information stand. The guys studied the information with interest, I told them everything that I managed to learn on this topic, answered their questions, they also got acquainted with my assistant album, and then the class teacher and I held a quiz. (Appendix 6)
In the quiz, the guys had to answer 8 questions. The result presented in the table was obtained. (Annex 7)
The table shows that the information provided on the poster helped most of the guys cope with the first four questions of the quiz. And it was difficult for the guys to answer the remaining four questions, since they had to work with additional sources. Therefore, I conclude that my classmates received certain knowledge from my poster, assistant album and my stories. Therefore, the work I have done has benefited the guys.
Then I conducted a second survey, in order to find out if any of the guys were interested in my research, and if they wanted to learn how to read footprints in the snow. The result is presented in the table. (Annex 8)
From the results of the quiz and the table, I concluded that my study gave a positive result. My classmates became interested in learning how to read footprints in the snow, visit the winter forest, learn information about the life of animals and birds in winter.
Having studied the literature on the topic, having gained some knowledge, I wanted to put them into practice, to make observations of footprints in the snow. I turned to my grandfather. (Annex 9)
My grandfather, Gennady Sergeevich Manokhin, has been a hunter since childhood. From the age of 10, his older brother began to take him to the forest and show him the treasured places. And since that time, for 55 years, he has known the wonders of our nature. He knows every corner of our region, knows the name of every bush, forest edge, forest, such as, for example: Rakity, Ozerki, Remki, Senkin's brigade, Pituhi, Danube, Volchiy log, Gypsy log, Troitsk, Khutor. He knows all the animals and birds that live in our area.
Grandfather loves the forest very much, and tries to help as best he can: he sows oats for top dressing, puts salt in feeders, and plants potatoes for wild boars.
With age, grandfather began to go to the forest almost every day, just to look, to breathe fresh air. And how many interesting stories does he know? Here is one of them.
Once in the winter, once again, my grandfather went skiing into the forest. Having gone far from home, to the forest, he noticed traces of a wolf, and not one, there was a pack of them. He was not afraid that they might attack him and followed in their footsteps. It was already getting dark, and in the distance he saw them. A pack of large wolves slowly walked around the fork, probably in search of food. And then the wolves noticed my grandfather. Grandfather was frightened, but he did not dare to turn around and leave, the wolf could feel fear and attack. Grandfather stood to the last and, in the end, the wolves gave up, they turned around and ran away. Even in our area it can be dangerous to walk into the woods alone.
Having talked with my grandfather once again, I learned a lot of new and interesting things for myself, and he promised to show me the surroundings of our region, and then a new stage of my research began.
1 day of observations.
My first observation of animals and birds surrounding my house and their tracks. It's a cold January day outside, the sun is shining brightly. Frost pinches the nose and the tips of the ears. Leaving the house, immediately on my way, I came across traces of a dog and a cat. (Annex 10)
By their location, it was clear that the dog ran into our fence in search of food, but ran away without finding anything. And the cat tracks showed that she was walking slowly, measuredly. (Annex 11)
Approaching the cherry and currant bushes, I saw a lot of traces of some birds that were pecking at the berries left after the summer. Pieces of food lay next to the footprints. (Appendix 12)
Going further into the garden, where the snowdrifts are quite deep, in the distance along the flat surface I could see someone's small footprints. At first I thought that these were birds, but as I got closer I realized that these were not bird tracks at all, it must have been a mouse running through. (Appendix 13)
On this, my first day of observations ended, I think that it was successful. Previously, I would not have paid any attention to these traces, but now I began to study, look closely, determine the direction. This is very interesting for me.
2nd day of observations.
It is not very warm outside, but the sun shines very brightly, blinding the eyes. Today I managed to see a red fox, although far away. She ran in a field near the road. (Appendix 14)
It was very interesting that it was very close to the human habitation. Watching her from the road, I noticed that she ran towards the landfill, maybe there she wants to find food for herself. I shouted after her, she turned, but was not frightened and did not run away, but stood, looked and ran further in the same direction.
Today I managed to see the footprints of other animals. (Annex 15)
It was a vole mouse. I decided to walk some distance, in the opposite direction from the fox's movement, next to the fox's track. Usually she runs at a light trot, and her tracks stretch in an even chain, and where she fed there is a hole in the snow. (Annex 16)
The animal hunted mice. The fox, roaming the field, listens to the rustle and squeak from under the snow. The tracks say that the fox stopped. She jumped forward and scattered the snow with her paws. This time, she probably did not manage to catch the vole, and her tracks are moving on.
Returning late in the evening, already in the dark, at the turn to Rebrikha, to our surprise, a fox was sitting on the side of the road. Whether it was the same or different, we could not find out. Slowly driving myo, I was once again convinced that the foxes are not afraid of us. She continued to sit and follow us with her eyes.
The day went well. For the first time in my life I saw a live fox.
3rd day of observations.
The wind blows faintly. The snow is sparkling white. Easy to breathe frosty air. (Annex 17)
Near the houses in the village, the number of birds has noticeably increased. Despite the silence and cold in the forest, I soon became convinced that many different birds can be seen in the forest. Moving along the road, towards the forest, we saw a flock of hazel grouses running across the road. Since there was a lot of snow this year, the first time they did not manage to climb onto the side of the road. It was very interesting to watch this.
Today I still managed to see bullfinches, one was with a red breast, and the second with a gray one, it must have been a couple. Together they flew from branch to branch, from tree to tree, keeping up with each other.
Sparrows and doves surround us everywhere. They can be seen near every house.
Creating this project, my parents and grandparents and I decided to help the birds in winter and made them feeders.
Conclusion
The animals of our area are adapted to the long and cold winter in different ways. In some animals, I saw a change in the color of fur, wool. Walking in the footsteps of animals, studying their characteristics, I concluded that hares, squirrels, foxes, woodpeckers, black grouse, moose lead an active life all year round. So doing this work, I replenished my knowledge about the life of animals, learned how to conduct surveys and process them, and now I can also recognize many animals by the tracks left in the snow, but, of course, not all, but only some, I began to better navigate in the winter forest. I myself really enjoyed solving “Riddles in the Snow”. Now I am often called "little tracker", and I am very pleased with this. Perhaps this will help me in the future, as I dream of becoming an investigator. In the meantime, I think that my research will not end there. In the summer, I plan to work on animal tracks left on the ground, and I will definitely tell you about it.
List of sources
Bianchi V.V. Forest newspaper. – M.: Pravda, 1986.
Biological excursions: Book. for the teacher / I.V. Izmailov, V.E. Mikhlin, E.V. Shashkov, L.S. Shubkin. – M.: Enlightenment, 1983.
Gudkov V.M. Traces of animals and birds. Encyclopedic reference book - determinant. M. Veche. 2008.
Dinets V.L., Rothschild E.V. Animals. – M.:ABF, 1998.
Forest life, Your first encyclopedia, Moscow, Makhaon, 2008.
Lasukov R.Yu. Animals and their traces: Pocket guide. – M.: Rolf, 1999.
Rukovsky N.N. In the footsteps of forest animals. – M.: Agropromizdat, 1988.
Formozov A.N. Pathfinder Companion. – M.: MGU, 1989.
Photo from personal archive.
http:// www. ebftour. en/ articles. htm? id=770 .
Puchkova Svetlana Sergeevna
Position: educator
Educational institution: MBDOU "Kindergarten of combined type No. 3"
Locality: city of Kursk, Kursk region
Material name: project
Subject:"Footprints in the snow"
Publication date: 31.01.2018
Chapter: preschool education
MBDOU "Kindergarten of the combined type No. 3"
PROJECT
"Footprints in the snow"
for children of the middle group
The project was completed by: Devayeva T.V.
Puchkova S.S.
"Environmental
culture
result
education, which is expressed in the ability
i n d i c i d a
achieve
harmonics
relationship with the natural environment."
M. Bulgakov
Relevance:
On a walk after a snowfall, the children saw a lot of footprints, familiar and unfamiliar. They are very
wondered who left these traces. The children were unable to answer this question. Some
the children answered that it was a cat (dog), even pointing to the tracks of birds. Decided to ask
parents, educators, children of the neighboring (older) group. The information was different: and
correct and not.
Many children (and adults) to the question: “What are footprints in the snow?” answer that it
animal tracks. This unequivocal answer led to the need to explain to children what
any objects, animals, birds and people leave traces in the snow.
Objective of the project: To give children an idea that in nature the traces left in the snow
help to read information about an object or a living organism, expand knowledge and
children's ideas about the world around them in winter; contribute to the development
cognitive activity of children.
Project objectives:
1. Form in children:
the concept of "trace", as an imprint of any object or body;
the ability to consider and study the proposed samples;
the ability to study the traces of animals and birds;
the ability to determine who owns the trail, where it goes.
Develop
cognitive
activity
fantasy
creation,
logical
thinking.
3. Cultivate love for the motherland, native land.
Project duration: 3 winter months.
Project type: information and creative.
Members
project: children
caregivers
teachers of additional education; parents.
Expected Result:
As a result of the project, children will learn that any object can be left on
snow footprint (imprint). They will learn to recognize who owns the traces, name and prove
your point of view. Determine the direction of the tracks.
Increase cognitive and research interest in the wonders of nature.
Stages of work on the project:
Preparatory:
1. Creation of a creative group to determine the tasks based on the problem that has arisen.
2. Development of a plan for the implementation of the project, selection of literature, illustrations, material.
Definition of the purpose and objectives of the project. Collaboration with kindergarten professionals
assistance in organizing a sports event, listening to music
works, drawing traces on paper.
Informing
parents
joint
activity
parents
research
courtyards and city parks.
Basic:
Forms and methods of project implementation:
Experiments and research activities;
observations;
Drawing, modeling;
Examination of illustrations, albums, photographs on the topic "Footprints in the snow";
Independent artistic activity;
Didactic games, board games, folk games.
Final:
Game-journey "Guess whose footprints";
Entertainment "Guess whose footprint"
Album "footprints in the snow" (joint work of children and parents; children and educator;
children's work during independent activities);
Project presentation.
Project implementation activities:
cognitive development
1. Conversation "Wintering and migratory birds."
Give an idea about the life of animals in winter. Learn to look at illustrations
and photos of the habitats of animals, talk about their features.
2. Conversation “Who winters how. Animal nutrition in winter
1. To form in children ideas about the adaptation of animals to the winter cold.
2. Introduce children to the nutritional habits of animals in winter
3. To cultivate a caring attitude towards the animal world.
3. Conversation "How a person helps animals in winter"
Tasks:
1. To form in children ideas about the activities of the forester and forestry in the winter
2. To educate respect for the animal world.
4. Educational activity "The life of animals in winter"
Tasks:
To form children's ideas about the living conditions of wild animals.
Cultivate respect for wildlife.
5. Situational conversations and individual conversations:
“Who are these animals and birds”, “Who inherited, “Moms and cubs”, “Who eats what?”
Artistic and aesthetic development
Modeling (plasticine): "Chanterelle".
1. Continue to form ideas in children about the structure of animals.
2. Develop memory, thinking, attention, volitional processes, the ability to plan your own
activity, predict the result.
3. To cultivate a caring attitude towards the inhabitants of the forest.
Drawing: "Footprints in the snow" (GCD and walks)
Show
draw
using
unconventional
2. Develop observation and cognitive interests.
3. To form the ability to independently search for ways to complete the task.
Independent artistic activity.
Tasks: to develop the observation and cognitive interest of children, the desire for
independent search for ways to solve problems.
on one's own
portray
(prints)
animals,
human,
machines, based on drawings and photographs of traces (prints). use coloring pages and
stencils
Reading fiction.
V. Bianchi "Whose feet are these?", "On the trail"
N. Sladkov "Inhuman steps", "Hare in pants", "Who lives in my house?", "Conversation
bear and magpie"
M. Prishvin "Hedgehog"
Social and communicative development
To form communication skills: the desire for friendliness in relation to
the world around; develop the ability to empathize, sympathize; support
friendly attitude in games.
Develop
observation,
informative
pursuit
research activities.
Develop
visual
perception,
arbitrary
Attention,
motility,
hand coordination.
Experiments: "Traces of cars", "Angels", "I was here", "Whose traces are these?", "Where
traces?”, “Dinosaurs”, “Who flew to the feeder?”
Didactic games: “The fourth extra”, “What has changed”, “Who ran?”, “Where
traces?”, “Seasons”, “Bird's dining room”, “Whose footprints?”, “Find the extra”
Board game "Whose Tail".
Outdoor games "Owl", "Bird flight", "Wolf and hares", "At the bear in the forest"
Game-journey "Journey to the forest"
Entertainment "Find your mark"
Conclusion:
children can:
Tell about the wintering place of a bear, wolf, fox, hare.
Depict traces of a cat and birds on a sheet of paper and in the snow.
reason
direction
researched
determine
belonging
direction.
APPENDIX
Poll of children “Footprints in the snow. Whose are they?
What do I know?
What do I want to know?
Where (or how) to find it?
These are birds
Ko painted
Ask mom and dad
These are dogs
another bear
How do they get
parents
ask,
t e l e v i z o r u,
the Internet
It's a bunny
ask, go to the forest and
look
George A.
It's in the bear forest and
How to see them?
ask,
look
computer
Ko left traces
look,
see
computer
Evelina R.
The dog was running
Ask at the zoo
The car was driving
Who ran here?
Ask mom
Nikita B.
This is a dog
Bigger
small
Ask
look
TV
These birds are walking
What birds went
W o w o t
TV or mom
ask
"Transport Traces"
"Traces of objects in the snow"
"Bird Tracks"
birdies
"Making Footprints"
"Dinosaur footprints"
Birds came to eat
Titmouse tracks
Making cat footprints
Draw cat footprints
"Guess whose footprints?"
"Journey to the Winter Forest"