Individual project "Forest Life" for a pupil of a family kindergarten of primary preschool age. Project "Life in the forest Project for 2nd graders about the forest

PROJECT ON THE ENVIRONMENT 4 "in" class

FOREST LIFE

OBJECTIVE OF THE PROJECT:

• increasing the environmental awareness of students through the formation of ideas about the role of the forest in human life and nature.

PROJECT OBJECTIVES:

• to acquaint with the peculiarities of flora and fauna of forests;

• identify the environmental problems of the forest that have arisen through the fault of man;

• to teach how to apply knowledge in new conditions when creating a creative product - a book about the life of the forest;

• develop the ability to recognize the problem and transform it into the goal of one's own activity;

• develop cognitive interest and activity, the ability to work with literature;

• to form research skills;

• learn to speak publicly and present your creative product.

• THE PROJECT COVERS THE FOLLOWING WORLD LEARNING TOPICS:"Forests of Russia"; "Forest and Man"; Forest Life.

• INDEPENDENT ACTIVITIES OF STUDENTS: work with literature sources,

• search for information and illustrated material,

• viewing illustrations,

• selection of illustrations for the text,

• selection of illustrations and test for the wall newspaper "Forest Life".

ROLE OF THE TEACHER:

• create conditions for the development of cognitive and creative abilities of students,

• accompany them in the process of project activities,

• learn to interact with each other, with the teacher.

PROJECTED RESULT:

• creation Books "Forest Life"

• creation of the wall newspaper "Forest Life",

• formation of research and creative forms of thinking,

• development of cognitive abilities,

• skills of independent activity,

• ability to publicly speak and present the project.

DESCRIPTION OF THE PROJECT 1st stage. PREPARATION

• Lecture conversation with an employee of the Pravdinsky forestry technical school Golikov Roman Gennadievich, the purpose of which is to get acquainted with the flora and fauna of the Moscow region and its protection.

• Writing an essay “Forest Life”, based on a conversation listened to in order to understand that the forest needs our protection.

• Conducting a class hour on the topic “Visiting the Wise Book”, the purpose of which is to get acquainted with the history of the origin of the book and its components (this knowledge was useful to students when designing the book).

Conducting an extracurricular reading lesson on the topic “Forest is our best friend”, in which students got acquainted with the works of writers: A. Onegov “Cuffy”, G. Skrebitsky “In a forest clearing”, M. Prishvin “Birds under the snow” about the forest. During the conversation, it turned out that a person is not always fair in relation to our mutual friend. Tracking the environmental problems of the forest, the students outlined ways to solve them. One of them is the creation of a book and the publication of a wall newspaper about the forest. So the problem was transformed into the goal of their activity. As a result, students received homework tell parents about the creation of the book, consult what material it may contain and select material for the wall newspaper.

2nd stage. PLANNING

• Collection of ideas and proposals for the release of the book.

• As a result of the discussion, three groups were formed to conduct research and collect information:

• - a group for collecting information about the animal world (illustrations, interesting facts);

• - a group for collecting information about the plant world (illustrations, interesting veils);

• - a group for collecting information about forest protection.

DISCUSSION OF THE COLLECTED MATERIAL

• The 1st group talked about animals and came to the conclusion: put notes about animals, illustrations in the book, using the collected material.

• The 2nd group talked about plants and offered to put their material about plants in the book.

• The 3rd group spoke about the causes of fires and other disasters in the forest, as well as about its protection and protection.

INDEPENDENT WORK OF GROUPS

• The students were given homework to complete their work and prepare for the presentation.

3rd stage. PROTECTION OF RESULTS

• Each group presented their results.

• The 1st group about animals showed their material.

• . The 2nd group had information about plants prepared.

• Group 3 spoke about the protection of the forest.

4th stage. REFLECTION

The groups evaluated the work of each participant. The teacher evaluated the work of the groups as a whole. The guys approached the preparation of their material creatively. Reveal the topic of your assignment. An interesting educational material was presented, in which there is a correspondence between the content and the illustrated material. And together with the creation of the book, they designed the wall newspaper "Forest Life". Interesting notes about the forest and illustrations for them were placed in the wall newspaper.

6th stage. OUTCOME OF THE PROJECT

• The students got acquainted with the peculiarities of the flora and fauna of forests, tried to understand the environmental problems of the forest, showed cognitive interest and activity in creating books and wall newspapers, learned to speak publicly and present their creative product. Their work is appreciated positively.

Our country is rightfully considered the world's greatest forest power - forty-five percent of the RUSSIAN FEDERATION is occupied by forests. In the forest, a person rests, strengthens his health, enjoys the silence, forest smells, and the beauty of nature. From the forest, a person receives a lot for his economy: mushrooms, berries, nuts, wood, furs. But often forests are cut down without control, burn down, animals and birds are destroyed by poachers. Many species of animals, birds and plants are on the verge of extinction. And so that our children can receive a charge of positive emotions and strength for their health, we should take care, protect and develop the forest, which is a wealth for our general full-fledged well-being. To cultivate a sense of the unity of man and nature.

The tasks of educating a humane attitude to all living things, correct behavior in the natural environment, the foundations of the ecological culture of the individual are solved in our preschool educational institution, but the results of observations showed the need to strengthen work in this direction, filling it with new content. Therefore, it became necessary to change the forms of organization pedagogical process to familiarize children with the natural environment. We stopped at project activities. In our group, together with children and parents, we implemented a project FOREST IN HUMAN LIFE, the purpose of which was to create conditions that reveal the cognitive, research, intellectual and creative potential of preschoolers, focused on the dialogical interaction of children, parents and teachers.

Tasks: 1. To clarify and expand children's ideas about the forest as a multi-tiered, multi-storey house - a community where all plants and animals occupy a certain ecological niche and are closely related to each other.

2. Clarify children's ideas about the different meanings of the forest in human life: health, aesthetic, economic.

3. To give children an idea of ​​​​a forester - a person who takes care of the forest: protects from fire, feeds animals in winter, saves from trouble.

4. To educate children in cognitive interest, respect for nature.

On the preparatory stage we solved the following tasks: to acquaint parents about the launch of the project, to find out the knowledge of children about the forest and to select methodological literature and activities for the implementation of the project. To do this, I placed an ad in the corner for parents, had conversations with the children on the topics: “The forest is our wealth”, “What is the use and danger of the forest”, and picked up methodological literature.

During the second phase of the project, teamwork educators, parents and children:

1. Creation of a forest model based on the story "Chains in the Forest".

2. Creation of folders: "Forest and our health", "Forest in the works of poets", "What is made of wood", "What is useful and what is harmful?", "Reserves of the Novosibirsk region", "Forest through the eyes of artists", "Who takes care of the forest”, “Rules of conduct in the forest”, collection “Paper and cardboard products”.

3. Excursion to the forest, children's drawings "My impressions of the forest", making board-printed games.

On the final stage were held:

1. Forest information folder presentations to increase the knowledge of children and parents.

2. Exhibition of children's drawings.

3. Integrated lesson "Forest in human life."

4. KVN “WHAT? WHERE? WHEN?"

On this basis of joint interaction, work on interaction with parents has improved, the position of parents as active participants in the pedagogical process in kindergarten has become more active, the knowledge of children and parents about the forest has expanded: animals, plants, insects, about their relationship, its significance in human life through a joint search information, thus making cognitive process interesting and motivational.

I believe that project activities develop the creative abilities of preschoolers, bring children and parents closer together, and this project provides an opportunity to learn to follow the rules of safety in the forest, to instill love and respect for nature.

MOU "Vokhtomskaya main comprehensive school»

Reservoir" href="/text/category/vodoem/" rel="bookmark">reservoirs, earth and air from impoverishment, and the animal world from extinction, you need to know nature, deeply understand both the laws and the true value. It is not enough just to admire the pink sunset or landscape, one must be able to "see", i.e., to receive a charge of high feelings, nobility and spiritual generosity from communication with nature. And such communication will undoubtedly help the knowledge of nature.

But knowledge alone is also not enough to protect our natural environment from the destructive onslaught of ecologically illiterate people. Need action. Therefore, it is so important to master the ability from childhood, to temper one's will in order to become an active fighter for the protection of one of the main human values ​​- the natural environment.

The upbringing of ecological culture is the most urgent task of the modern socio-cultural situation. An important component of the ecological culture of the student is the formation of conscious environmental behavior.

One of the first tasks is to help children realize that they are part of nature. The rational part of nature is obliged to save the planet. The basis of our work is a great love for nature, for every person, for all living things that surround us.

The project is intended for elementary school students with an environmental focus. The content is aimed at developing the ecological culture of students, a responsible attitude to nature.

The relevance of the project is due to the importance of the environmental issues that life itself puts before us.

General selection principles content content is:

Consistency

Unity of consciousness and activity

visibility

Personal orientation

Objectivity

Scientific

Accessibility for primary school students.

Practical orientation.

The project includes and reveals the main content lines: the ecology of the nearest natural and social environment (your school, your house, apartment, surrounding animals, plants).

2. Fulfillment of a practical task ("experimenters")

3. Design of the task ("illustrators")

4. Formulation of conclusions ("analytics")

5. Application of results (“researchers”)

The third group implements the block "Medicinal plants of our area".

Target:

Tasks:

1. Summarize knowledge about medicinal plants in our area;

2. Find out the significance of medicinal plants for humans;

3. To educate respect for nature;

4.Develop research skills;

It consisted of a number of tasks:

1. Questioning children.

2. Questioning of adults.

3. Carrying out research observations.

4. Work with a computer in the library.

Stage 3.

Practically active.

Each group performs tasks that are determined through joint discussion.

1. "Our smaller brothers."

"Search"

Conducts search work on the selection of material about the animals of our region on the Internet, using educational and scientific - popular literature, conducts a survey of the population of the village, interviews the population, photographs. Introduces children to children's books about the animal and plant world. They organize excursions into nature “Whose footprints are these”, “Birds have arrived”.

"Journalists"

Prepare reports on the wintering of various animals. Prepared reports: "The life of animals in the spring"; "Birds Have Arrived" "Insects in Spring". Organize competitive programs, games, competitions:

Cognitive game "In the forest for riddles"

Games "Whose pen is this?", "Whose nose?"

Process and print material on the computer on the topic. Book exhibitions are organized: “How wild animals hibernate”, “Migratory birds”.

The group asked the guys about the changes in nature in the spring.

The journalists composed mini stories of natural history and ecological content.

"Artists - designers".

Draw pictures on the topic.

Making out the book "Surprises of the Forest Clearing"

Bird feeders were made at labor lessons. They hung them around the school and near their homes. The children did not forget to feed the birds. They were very interested in bird watching. The children told about their observations at the lessons of the "World around", and also the children from kindergarten.

We started making birdhouses for migratory birds. We plan to start a journal where we will record our observations of birds:

Which birds arrived first;

Which are the latest;

Where do they nest?

2. "The forest is our friend."

1. Section "Forest types".

This group is offered cut cards with the image of twigs and fruits of various trees.

"Experimenters" lay out the cards into 2 groups.

"Analysts" draw conclusions about the existence of coniferous and deciduous forests.

“Illustrators” draw up cards “Into the forest for riddles. Vegetable world"

2. Section " Animal world».

Children are given the task to draw up cards "The animal world of our area"

"Testers" are preparing a story for this section.

3. Section "Birds of our area".

4. Section "Guess whose footprints are these?".

Search work in nature. Children watch animal tracks in the snow.

They determine whose traces they are, write them down in notebooks. Find

material about traces seen in nature.

5. Section "The value of the forest in human life."

Children receive a “crumbled” poem by S. Marshak “What do we plant when planting forests?” and a picture depicting a forest, as well as a set of subject pictures from the series “What does the forest give us?”.

"Experimenters" make up a poem from lines.

"Illustrators" look for pictures on the Internet.

"Testers" compose the text of the message "The value of the forest in human life."

3. "Medicinal plants of our area."

Target: study of medicinal plants in our area.

Tasks: generalize knowledge about medicinal plants in our area;

find out the importance of medicinal plants for humans;

cultivate respect for nature;

develop research skills;

Each of the children chose a plant they would like to observe.

Children are doing research.

1 task.

Questioning children.

Questionnaire questions:

1. What medicinal plants of our area do you know?

2. What benefits do they provide?

3. What should I do to prevent these plants from disappearing?

The survey involved 12 people. We concluded that children know the medicinal plants of our area, what benefits they bring and how to preserve them.

2. Made a presentation "Medicinal plants of our area."

Possible obstacles in the course of project implementation and possible ways to overcome them

	Possible obstacle	Ways to overcome
	Not everyone willingly participated in the project. Difficulties in completing the task. Minor computer skills.	Conversations, excursions, work in interest groups. Consultations of children with project leaders. Visits to the circle on informatics.

Conclusion:

During design work students learned a lot. The work helped them understand that they are part of nature and should take good care of it. Then nature will appear before people kind, giving its wealth and the joy of communication.

Reviews:

This project found a significant emotional and cognitive response among students, and work on it contributed to the successful solution of a whole range of didactic and developmental tasks.

It was interesting to work on the project. For us, this work is very exciting. I worked in a group of graphic designers. She drew pictures, designed an exhibition of books dedicated to wintering animals.

Mykolaets Valeriya

At first, it was not entirely clear to me what to do. And then, when we outlined a work plan and started to do everything, it became just interesting.

Bystrov Lesha

Participating in the project, we were already typing on a computer and working with the Internet.

Petukhov Vitaly.

I enjoyed making feeders and birdwatching. I also printed the text of the book "Forest Clearing Surprises" about snakes that live in our area.

Smirnov Sasha.

After completing the project, the children shared their impressions with classmates and teachers. The guys presented their project at the “Seeker” conference on design and research activities of students.

Financially - technical support Events:

Internet, camera, computer.

Literature:

Magazine " Primary School» № 6, 2003.

V. Bianchi "Forest Newspaper".

Green Pages.

Atlas-determinant "From earth to sky".

Search for information on the Internet.

Annex to the project "Forest is our wealth"

MOU Vokhtomskaya basic comprehensive school of the Parfenevsky district of the Kostroma region.

Scenario of an excursion to the forest for children 7-11 years old

Prepared and hosted:

Vokhtoma

year 2009

Target:

Formation of ecological culture.

Tasks:

To instill love for the native land;

- to form conscious ideas about the norms and rules of behavior in nature.

The course of the tour.

Leading:

Today we will go on an extraordinary journey of mystery. And where - guess for yourself.

Student:

The house is open on all sides.

It is covered with a carved roof.

Come into the green house

You will see miracles in it. (forest)

Leading:

Parfenevsky district is located in the forest zone. Forests occupy 84% of the total area of ​​the district or 209425 hectares.

Did you know that more than 20 thousand items are obtained from the forest: food products, vitamins, building materials, raw materials for chemistry, feed for livestock, healing air ...

Student:

I have longer needles than a Christmas tree.

I grow very straight - in height (Pine)

Leading:

Every fifth tree in our forests is a pine. Together with oxygen, the tree enriches the air with volatile substances - phytoncides, which have a detrimental effect on tuberculosis pathogens.

What other trees are conifers?

Student:

prickly, green,
Chopped down with an axe.
prickly, green,
Comes to our house (spruce)

Pupil:

A relative has a Christmas tree

non-thorny needles,

But unlike the tree,

Those needles are falling (larch)

Leading:

And what are the needles of a pine tree and a Christmas tree called? (needles)

We are already in the deciduous forest. And here is the first meeting.

Leading:

One hectare of birch forest evaporates 47 thousand liters of water per day. This includes water purification, air humidification, and future rains. Birch is a medicinal tree. But do not forget that one large birch tree damaged by an ax can lose up to 200 liters of juice in the spring. Songs are sung about the birch.

What songs and poems about birch do you know?

Student:

I crawled out of crumbs - barrels,

Roots started up and grew.

I became tall and powerful.

I'm not afraid of thunder or clouds.

I feed pigs and squirrels

Nothing that the fruit of my chalk (oak)

Leading:

Oaks are found in our area. They reach 20-30 meters in height, live for years.

What tree is this?

Pupil:

Takes from my flower

The bee is the most delicious honey.

And yet they offend me:

Thin skin is torn off (linden)

Leading:

Linden brings great benefits to a person. This is lime honey. This tree lives 300-400 years.

Guess what tree this is?

Student:

green in spring,

Sunbathed in summer

put on in autumn

Red corals (rowan)

Leading:

In winter, mountain ash feeds birds. Its fruits are also useful for humans. They have no less carotene than carrots, parsley, sea buckthorn.

Student:

Like a snow globe is white.

It bloomed in spring.

A gentle scent exuded

And when the time has come

She became at once

Everything from the berry is black (cherry)

Leading:

This forest beauty has been treating people since ancient times.

But the forest is not only trees, but also berries, flowers, mushrooms. We all love wild flowers. What do you know about them?

Pupil:

Golden and young

Became gray within a week.

And two days later

Bald head.

I'll hide in my pocket

Former ... (dandelion)

Student:

First out of the ground

On the thaw

He is not afraid of frost

Though small (snowdrop)

Pupil:

The blue bell hangs

He never rings (bell)

Leading:

Bluebells, snowdrops, some types of tulips and peonies, and primroses are listed in the Red Book.

The forest generously shares its berry reserves with people.

What kind of berries does the forest put in our baskets?

Student:

In the heat of the stumps

Lots of thin stems.

Each thin stem

Holds a scarlet light.

Unfolding the stems

We collect lights (strawberries)

Pupil:

I am red, I am sour

I grew up in the swamp

Ripe under the snow

Well, who knows me (cranberry)

Student:

Sweet, fragrant,

She grew up in a shady forest.

I can grow in a garden

I will visit you in the summer.

I consist of small lobules,

Very juicy, tasty, scarlet (raspberry)

Pupil:

The sun scatters arrows

pines ignite,

What kind of berry is ripe

Is it blue?

On the bushes, under the leaves

Someone threw the beads -

All glades in blue dots

By green pines (blueberries)

Leading:

The forest treats generously, but take only berries from it. A blueberry shrub can grow for 300 years, but if you break it, uproot it, then a new bush with fruits will appear only after 7-8 years. Solve the riddle.

drilled the earth,
Left the box
Himself came into the world
Covered with a hat (mushroom)

And who among us did not pick mushrooms in the forest?

From the history.

“Parfenevtsy made the collection and sale of mushrooms the main source of their livelihood. Over the decades, the settlement turned into the mushroom capital of Russia: countless thousands of tubs with milk mushrooms, mushrooms, dried mushrooms of all kinds and qualities came from here.

In the early 50s of the 19th century, Kornilov, a well-known publicist at that time, wrote in the Moskvityanin magazine: “Parfeniev is the center of the mushroom industry. The best mushrooms are delivered from Parfenyevo, which is famous for its porcini mushrooms, like Tsaritsyn - for watermelons and Kizlyar - for grapes »

Pupil:

I grow up in a red cap

Among aspen roots

You will see me a mile away

My name is ... (boletus)

Student:

Along forest paths

Lots of white legs

In colorful hats

Noticeable from afar.

Collect, do not hesitate

This is ... (russula)

Pupil:

Summer is the first sign:

Under the birch in the cold

brown mushroom

On a spotted root (boletus)

Student:

In the forest glade

Under the mighty pine

The old man stands

It has a white cap on it.

Who happens in the forest -

He will recognize him (boletus)

Pupil:

He looked timidly

From a moss tussock

A chain of ripe cranberries

Raised above the head (mokhovik)

Standing on a strong foot
Now lies in a basket. (Porcini)

Leading:

And what mushrooms can not be collected? Why? What is the right way to pick mushrooms?

Is it possible to imagine a forest clearing without insects and birds?

Pupil:

He comes every year
Where the house is waiting.
Knows how to sing other people's songs
And yet it has its own voice (starling)

Student:

Coloring - grayish,
Habit - furtive,
hoarse screamer -
Famous person.
Who is she? .. (crow)

Pupil:

Little boy in a gray coat
Snooping around the yards, picking up the crumbs,
At night he wanders - he steals hemp.
(Sparrow)

Student:

Carpenter with a sharp chisel
Building a house with one window.
(Woodpecker)

Leading:

Woodpeckers are forest nurses. They do not spoil healthy trees, but hollow out the bark of those that are affected inside by bark beetles.

Pupil:

Jumping spring -
green back -
From grass to blade of grass
From branch to path (ant)

Student:

housewife
Flying over the lawn
Pat over a flower -
He will share honey (bee)

Leading:

Bees pollinate more than 50 types of crops. One bee pollinates from 4 to 16 thousand flowers per day.

Student:

Who in the forest without axes builds a hut without corners (ant)

Leading:

It is difficult to imagine a forest without large and small animals.

Pupil:

Here are the needles and pins
They crawl out from under the bench.
They look at me
They want milk (hedgehog)

Student:

Who from the tall dark pines
Did you throw a bump at the kids?
And into the bushes through the stump
Flashed like a flame? (squirrel)

Pupil:

Does not like seeds from cones,
And he catches poor gray mice.
Among the animals, she is a beauty!
Red cheat ... (fox)

Student:

What kind of forest animal
I stood up like a column under a pine tree
And stands among the grass -
Ears bigger than head? (hare)

Leading:

This is where our journey ended. But we have not solved all the forest riddles yet. Books and new travels will help to learn something new about the forest. But do not forget that you need to protect nature. Take care of the forest. Its inhabitants, and you will preserve the beauty of the earth.

A student reads an excerpt from Olga Kolova's poem "Parfenyevo"

In the wind, the mountain ash proudly blooms,

The majestic pines rustle ...

Here are centuries, like the kingdom of Berendey,

The wilderness of forests kept our settlement.

Literature:

Magazines "Primary School", "Forest Riddles" Yuri Dmitriev, magazine "Provincial House".

Galina Timchenko
Project "Life in the Forest"

Abstract project activities:» Life in the forest»

Completed:

Timchenko Galina Sergeevna

Junior group teacher

MADOUD. With. 56

Samara, 2016

Information card project

1. Name project"Life in the forest"

3. Frames project: -

4. View project: short term

Type of: information - practice - oriented

5. Purpose: Familiarization with environment with design elements

6. Summary:

Conversation "What is a forest? What trees are in forest? "

Consideration of Doman's training cards "Forest and its inhabitants" "Wild animals"

Watch the video "Hunting Season"

Model of the forest and elk

11. Venue: group room, home

12. Timing: ___5 days

13. Number of participants project: ___15 people

14. Age of children: ___6 ​​years

15. Form of holding: collective

16. Expected result:

product project: a model of a forest and an elk, and later other forest animals

problem: ___

17. Tasks: - to form children's ideas about the forest, its inhabitants

Develop thinking, memory, imagination

Replenish and activate children's vocabulary

Develop creative abilities

Presentation Form:

Information card project ___

Stage Forms of work with the name Tasks Implementation period Time in mode Venue

1. Conversation with children “What is a forest? What trees are in forest?» Formation Problems: do children know what a forest is; staging tasks: the structure of trees, variety, their significance in the surrounding world. Excursion with parents in the autumn forest. Monday Afternoon Group room, home

2. Conversation "Do you know who lives in forest?» Formation of ideas about the inhabitants of the forest. Tuesday Afternoon Group room

3. Consideration of Doman cards "Forest and its inhabitants"; "Wild animals". Viewing an excerpt from the cartoon "Hunting Season" Formation of cognitive research skills as a result of consideration of visual benefits: what is the difference between wild animals and domestic ones; their features and habits; as well as how they are compared to the habits of people by the authors of fairy tales Wednesday Afternoon Group room

4. Collecting and summarizing information about what animals and birds live in forest; what they eat. Making attributes for making a layout "Forest"; animal application "Elk"- sticking colored rectangles and squares of the sample according to the scheme Formation of cognitive and research skills as a result of summarizing the acquired knowledge Thursday Afternoon Group room

5. Layout "The woods" and "Moose"(from constructor Lego(as well as didactic material with other inhabitants of the forest) To systematize the acquired knowledge in order to make a model of a forest and an elk; beat the building - theatrical activity author's fairy tale "Like a calf looking for a way home". Friday Afternoon Group room

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Project author

Karaman Danil Grigorievich

Project name

forest life

Subject, class

The world around 2 class

Brief summary of the project

This project "Forest Life" is a project around the world for 3rd grade students. The project was developed on the basis of the program of A. A. Vakhrushev. The world. Earth dwellers. There are 6 study hours for this project. At the beginning of the work, the children are faced with the main question: “Does everyone need a forest?”, Which they will be able to answer in the course of all the research. The theme of the project was chosen with the aim of in-depth study of the flora and fauna of mixed forests, as well as to study the problem of forest protection. The result of the work of this project is the creation of the encyclopedia "Forest Pharmacy", the creation of a memo on the rules of behavior in the forest, as well as the creation of a photo gallery "Plants and Animals of the Mixed Forest".

Project plan

Questions guiding the project

Fundamental question: Does everyone need a forest?

1. Problem question: Why are plants called breadwinners?
   1. Study question: What is a forest? What plants grow in our forest?
   2. Study question: What does "forest floors" mean?
   3. Study question: What is a forest pharmacy?
2. Problem question: Why are there so many inhabitants in the forest?
   1. Study question: What animals live in the forests?
   2. Study question: What role can animals play?
   3. Study question: What are the connections between living organisms in the forest?
3. Problem question: Why protect the forest?
   1. Study question: What can harm the forest?
   2. Study question: How do we help forest dwellers?
   3. Study question: What rules of conduct should be observed in the forest?

Teacher Publication

Teacher presentation to identify student perceptions and interests

Example of student project activity product

Materials for formative and final assessment

Formative assessment