Maria Semenchenko
Technological map of OOD for drawing in the second junior group
Technological map of OOD for drawing in the second junior group
Topic: Sun
Integration of educational regions: artistic and aesthetic development, cognitive development, physical development, social and communicative development
Target: development of motor skills in drawing lines, the formation of a conditional connection between the movement of the hand and the resulting trace of a pencil on paper
Tasks:
educational: teach children to convey the image of a bright sun in the drawing, place the drawing in the middle of the sheet, paint over the round shape with continuous lines from top to bottom or from left to right with the entire bristle of the brush, combine a rounded shape with straight lines.
Educational: to develop the creative abilities of each child, fine motor skills of hands.
Educational: to cultivate independence, interest in artistic activity.
Targets: depicts individual objects, simple in composition and uncomplicated in content plots. Selects colors that match the depicted objects. Properly uses pencils, felt-tip pens, brushes and paints. Shows positive emotions during physical activity.
Means of implementation: multimedia (music, visual (illustration depicting the sun, verbal (riddles, jokes)
Equipment and materials: landscape sheets, paints and brushes, jars of water, oilcloth, napkins
vocabulary work: activation in the speech of children of nouns (sun, rays, clouds, etc.)
Methodology:
I. Introduction
AT: children, I will now give you a riddle, and you listen carefully.
Golden Orange
The sky traveled all over.
(Sun)
II. Main part:
AT: let's all go to the window and see if the sun is peeking out? (children go to the window and look).
AT: No, it's not visible. And let's call him! (says a joke)
Sunshine, sunshine
Look out the window!
Sunshine, dress up
Red, show yourself!
Children are waiting for you
The kids are waiting.
AT: the sun does not want to come out from behind the clouds. Guys, let's call the sun together! (children, together with the teacher, say the nursery rhyme again).
AT: let's draw our own sun, and we will have a sun.
Finger gymnastics:
"Hide and Seek"
rhythmically bend and unbend all fingers at the same time
Fingers played hide and seek
And the heads were removed
Like this, like this
And the heads were removed.
AT: I'll show you how to draw the sun. (the teacher shows the tricks drawing circle with a brush and painting it with continuous lines). Let's try with you draw the sun in the air. Raise your right hand up and try draw a circle. (children draw a circle in the air) . Children, what do you think we have forgotten draw the sun? That's right, rays. See how I will paint rays of our sun (children drawing rays in the air) .
Children sit down and start paint. The teacher provides assistance to children who are experiencing difficulties.
Physical education minute:
"Sun"
The sun came out from behind the clouds
We will stretch our hands to the sun.
(Sipping - hands up.)
Hands to the sides then
We'll spread it wider.
(Sipping - arms to the sides.)
We've finished warming up.
Rest, arms, back.
III. Final part:
Conclusion: children look at the drawings, discuss the work done
Reflection:"Sun". A circle from the sun is attached to the board, rays of yellow and blue colors are distributed to the children. Beams need to be attached to sunshine: yellow - I really liked the lesson, got a lot of interesting information; blue color - the lesson is not interesting, it was not
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Technological map of GCD in the second junior group
In the educational field "Formation of elementary mathematical representations"
Topic: "A trip to the zoo"
Prepared by: teacher
first qualification category
Okulova Anna Vladimirovna
Blagoveshchensk, 2017
Subject: Trip to the zoo
NOD type : Formation of elementary mathematical representations
Target : Consolidate knowledge of geometric shapes, answer the question "how much?" "" with the words one, many, none. - consolidate the skills of quantitative counting, the ability to combine objects together according to a common property; learn to correlate a number with a quantity (1-4), introduce with the number 4; develop speech, attention, observation, spatial representations; cultivate industriousness, perseverance, a desire to learn new things, love for mathematics. Raise the desire in children to compare familiar objects in size.
Tasks : continue to teach children to conduct a dialogue with the teacher: listen and understand the question asked and answer it clearly; - consolidate and generalize children's knowledge about the number of objects one, many, none,
Materials and equipment:Soft toys in the form of animals, constructor railway, modules, toy glove "grandfather"
preliminary work:
Expected Result:
GCD progress:
Stage | Methods and techniques | Teacher activity | Children activities | Equipment | Time |
Motivational | Meeting with "grandfather" reading A. Malaev's verse "I'll go for a walk on the street" | Reading a verse | Listening to the verse and getting to know the toy | A toy | |
Reading a telegram about a problem at the zoo | Guys, today our group received a letter that says that the animals have fled and we need to help put things in order! Can we help? | Yes | letter | ||
Children's choice of means of transportation | How can we get to the zoo? Guys there in the distance I see the railway, let's go by train! | Children's answers Let's! | Railway | ||
Travel preparation | Guys, look, the locomotive has broken down and will not be able to take us, let's repair it! What do you think, what parts should be put in order for it to go, round or square? why? And if you put it on the squares, will he go or not? Why? Listening to an excerpt from the song "insect locomotive" | let's Round Children's answers Not Children's answers Children building a locomotive and driving to the gate | constructor | ||
Physical education minute "Zoo gate repair" | We reach the gate: guys, look, the gates of the zoo have collapsed, let's build them: turn on the music | Children build gates to the music and enter them | modules | ||
Encounter with animals | Guys, look, the animals have fled, from which side do you see the bunny? Etc.! We analyze the answers of the children and correct them for the correct ones, above, below, left, right. | Children's answers | Soft toys, doll chairs | ||
Animal Comparison and Quantitative Counting | Let's now count how many animals we found? Let's compare the size of which of the two animals is larger, and if we put another animal next to it, what do we call the one in the middle? | One two three four… Children's answers | Stuffed Toys, | ||
Consolidation of the concept of one many | Look at these animals sitting together all together, how many are there? Is the elephant bored...? | A lot of One | Stuffed Toys, | ||
reflective | Consolidation with children classes | Guys, what good fellows you are, you did a very good job today, let's put the animals in cages,what did you learn to do in class? What parts were used to build a steam locomotive? how many animals did we find? What size were they? Well, animals, late hour, We sat down with you. It's time for us to go home Goodbye, bye! | Children's answers |
Educational area– knowledge
Chapter– FEMP
Topic- Morning. Big small.
Target: introduce part of the day - morning, learn to compare objects in size.
Program content: Introduce part of the day - morning, learn to compare objects in size. Cultivate curiosity.
Dictionary: Morning, big, small
Equipment and m materials: Two pyramids, one paper lantern of any color (yellow, red, blue, green).
Bilingual component : morning - tan, big - ulken, small - kіshkentai, one - bir, many - köp.
O expected result:
Reproduce : Big small
understand : compare big - small
Apply : representation of the morning part of the day.
Technological map of organized educational activities date _________
Educational area– Knowledge
Chapter– FEMP
Topic: Day. A circle. One - many
Target: To acquaint with a part of the day - a day, with a geometric figure - a circle.
Program content: To form the ability to determine the times of day - morning, afternoon. To introduce the circle to the geometric figure, to develop the ability to explore the circle in a tactile-motor way, to cultivate interest in cognitive activity.
Dictionary: circle, day, one-many.
Equipment and m material: illustrations, toys, geometric shapes.
Bilingual component: day - kun
Expected Result:
Playback: one - many
understand : name geometric shapes
Apply : picture of parts of the day - day
Technological map of organized educational activities date _________
Educational area: Cognition
Chapter: FEMP
Subject: Night. A circle.
Target: Introduce the time of day - night.
Program content: Introduce the time of day - night, develop the ability to draw round objects.
Dictionary: Night, circle
Equipment and material: pictures, cards
Bilingual component: night - tun, day - kun.
Expected Result:
Reproduce: time of day - night
Understand: distinguish the time of day
Apply: the ability to give a full answer to a question
Technological map of organized educational activities date _________
Educational area– Cognition
Chapter: FEMP
Topic: Left - right. Item Ratio
Target: Learn to distinguish and name spatial directions from
yourself: left - right.
Program content: To learn to navigate on a sheet of paper: from left to right, to learn to compare objects of different numbers in groups, to distinguish where is the right hand and where is the left hand.
Dictionary: left, right.
Equipment and material: flannelgraph, pictures for flannelgraph, Dunno toy, plot pictures
billing.gross component: on right - on zhakta, on the left - sol zhaktan
Expected Result:
Reproduce: spatial directions away from you
understand: compare familiar objects by size
Apply: ideas about orientation in space
Technological map of organized educational activities date _________
Educational area : knowledge.
Chapter: FEMP
Topic: Morning afternoon Evening Night. Left - right.
Target: : to form the ability to determine the contrasting parts of the day: morning - evening, day - night.
Program content: To teach to distinguish between the times of the day by changing the content of the activities of children and adults, to develop the ability to orient oneself in relation to oneself, to cultivate accuracy in working with handouts.
Vocabulary work: day, night, morning, evening.
Equipment and material : rope- 2 streams: one narrow, the other wide, blue stripes of the same length, but different and the same width; cards day, night, morning, evening; lanterns of different colors.
Bilingual component : kun-day, tun-night
Expected Result:
Reproduces : parts of the day: day-night, morning-evening.
understands : the skills of determining objects in space.
Applies: determine the contrasting parts of the day: morning - evening, day - night.
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Square, circle, triangle.
Target : : learn to recognize and name geometric shapes: triangle, circle, square,
Program content: To consolidate the knowledge gained about geometric shapes.
Vocabulary: square, triangle, circle.
Equipment and material:multi-colored snowflakes, one large with a letter for winter, counting sticks, exercise cards.
Bilingual component: circle - domalak
Expected Result:
Reproduce : geometric figures.
Understand: skills of finding geometric shapes in objects.
Apply
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: One - many
Target: : Continue to teach to distinguish between the concepts of "many", "one".
Program content: To teach children to compare objects by quantity, to develop the ability to find one and many objects in the environment. Cultivate curiosity.
Vocabulary: one, many
Equipment and material:Demonstration material - flannelograph: 2 houses, bunnies, a wolf, Christmas trees, carrots. Handout - toy bunnies,
Bilingual component: b i p - one
Expected Result:
Reproduce : concepts one - many
Understand:
Apply
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Number and number 1.
Target: Introduce the number 1 and the number 1;
Program content: Introduce the number and number 1.
Vocabulary: number, number
Equipment and material:3 gnomes, ticket cards, demonstration material (one - many), hook, nail, knitting needle, candle, counting sticks, 3 envelopes.
Bilingual component: b i r - one
Expected Result:
Reproduce : number and number 1
Understand: skills of finding the number 1 in the number of objects
Apply: to complete tasks.
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Evening. Big small.
Target: Introduce time of day evening.
Program content: Introduce the evening to the time of day, consolidate the concept of big - small.
Vocabulary: evening
Equipment and material:doll, toy bear, plane trees, toys: squirrel, hare,
Bilingual component: b i r - one
Expected Result:
Reproduce : ability to find big and small item.
Understand: view of part of the day evening.
Apply: to complete tasks.
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Square
Target: Zach to replicate children's knowledge of geometric shapes;
Program content: To acquaint with a geometric figure - a square, to develop the ability to examine a square by tactile and motor means, to cultivate cognitive interest.
Vocabulary work: square
Equipment and material:
on the a selection of geometric shapes for each child;
magic easels - beautifully designed boxes with a colored bottom and various fillers (cleaned sand, small pebbles, beads, cereals);
"houses for figures" - cards divided into nine cells;
subject pictures (sun, flower, cloud, butterfly) for each child;
tinted sheets of paper, a set for application;
square on a stand
Bilingual component : square
Expected Result:
Reproduce : distinguish geometric shapes
Understand: representation of a geometric figure - a square
Apply : label a position on a piece of paper square
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: One - many
Target: to consolidate the concepts of "one - many - none"
Program content: Learn to compare familiar objects by quantity.
Vocabulary work: one, many
Equipment and material: and hare and bear pears; baskets; 5 dummies of carrots and apples; fresh apples and carrots.
Bilingual component : hare - koyan
Reproduce : one - many
Understand: skills of finding one and many objects
Apply : Compare items by quantity.
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Comparison and equation of groups of objects
Target : continue to teach how to compare two objects in width in ways of overlay and application
Program content: Learn to compare items by quantity, using overlay techniques and applications.
Vocabulary work: overlay, application
Equipment and material: D demonstrative material: presentation, letter, Christmas tree, Masha's layout. Handout: two strips of different widths (yellow and red), 5 pears, 5 strawberries, geometric shapes, strips for laying out handouts.
Bilingual component: b i r - one
Stages
activities
Actions of the educator
Children's actions
Accounting
Motivational - motivating
"The guys brought a letter to our group. Shall we read it?"
Organizational
search
Hello, dear children! Masha is writing to you. I really want to meet you, my girlfriends called me to the forest, and I got lost in the forest. My grandparents are waiting for me at home with flowers and berries.”
Can we help guys?
- And on what we will go to the forest?
- Look guys, Masha walks through the forest with a basket, and what does she collect guys?
Children: flowers and berries.
Educator:
- What berries did Masha collect?
- What color are the berries?
- You have berries (strawberries) on your trays, put them on a cardboard strip, on the top line. How many berries did Masha collect?
- What else did Masha collect?
- What color are the flowers?
- Take 1 flower from the tray and place it on the cardboard strip, on the bottom line. How many flowers did Masha collect?
- Look, guys, Masha has also collected flowers for her grandmother. How many flowers? Say without counting.
- And the berries?
- And what should Masha do so that the berries and flowers become equal?
Educator: Well done.
- She walked, Masha walked through the forest and met a bear. Masha asked the bear how to get home. The bear agreed to help if Masha would play football with him. Masha should play on a wide field, and Mishka on a narrow one, but the trouble is, Masha does not know which field is wider and which is narrower. Can we help Masha?
- You each have 2 strips on the tables, they are different in width, let's compare them and put the ball on your tray on a wide track.
Children: do the task.
Educator:
- Ansar, how did you know which field is wider and which is narrower? We put one strip on top of the other.
- Well done. You all correctly indicated the field to Masha. Shall we show the bear how we can play football?
Fizkultminutka.
I play
I love to play football,
Score a goal. Imitation of kicking the ball.
I stand at the gate, Imitation of gate protection.
And, of course, I'm not lazy. Imitation of bouncing for the ball.
- The bear liked to play, he decided to rest, and show Masha the way to the house. The bear led Masha to the road that leads to the house and said, "Masha go along this road and don't look back and you will go out to the house." Masha ran along the road, and scattered the beads. Masha is crying. Can you guys help Masha collect the beads?
- Look, you have geometric figures on your trays, so we will lay out beads for Masha from them. You listen carefully to what figure I will call, this is what you lay out on your table (the children lay out the beads, then compare it with the sample).
- Well, you coped with this task, well done, so Masha got home.
Answer
watching
complete tasks
perform a physical minute
reflexively-
corrective
Well done you guys, you helped Masha get back to her grandparents. Get on our transport (the one that the children chose at the beginning of the lesson).
They go "in a group" and sit on the floor in a circle.
- Where have we been? (put a Christmas tree on the floor)
- Whom did you help? (lay out Masha's figurine)
- What happened to Masha?
- How did we help Masha?
- And what did you like to do most of all (listens to the children's statement).
- Well done guys, you were all attentive and responsive today. Masha got home and will come to visit us next time.
Expected Result:
Reproduce : skills of comparing two different groups with an object in an overlay way;
Understand: the ability to distinguish and name a circle and a square;
Apply: to complete tasks.
Technological map of organized educational activities date _________
Educational area : Cognition.
Chapter: FEMP.
Topic: Triangle. One is many.
Target : To consolidate the concepts of quantity: one-many,
Program content: Introduce the triangle to the geometric figure, develop the ability to examine the triangle by tactile and motor means, cultivate the desire to study.
Vocabulary work: triangle
Equipment and material: ig Winnie the Pooh stick, balloon, masks, steering wheels, Gyenesh Blocks in bags, sets of small toys and products for the game "Shop", Masha doll; distributing: D / and "Lay out the figure", "Labyrinth".
Bilingual component: triangle - ushburysh
Expected Result:
Reproduce : Name geometric shapes
Understand: ability to distinguish a triangle from a circle and a square
Apply: to complete tasks.
Size: px
Start impression from page:
transcript
1 Technological maps for conducting GCD in the second junior group Topic: "Guys and animals" Age of children, educational area: 3-4 years old, cognition (formation of elementary mathematical representations) Purpose: To consolidate knowledge about geometric shapes Tasks: Cognitive: learn to answer the question " how many? "" with the words one, many, not a single one. - consolidate the skills of quantitative counting, the ability to combine objects together according to a common property; Developing: develop speech, attention, observation, spatial representations; children's desire to compare familiar objects by size continue to teach children conduct a dialogue with the educator: listen and understand the question asked and answer it clearly; - consolidate and generalize the knowledge of children about the number of objects one, many, none, Educational: diligence, perseverance, desire to learn new things, love for mathematics. Expected result: to distinguish and name geometric shapes (circle, square, triangle) Materials and equipment: toys in the form of animals, constructor railway, modules. Preliminary work: reviewing the album “Wild Animals”, Reading S. Marshak’s Poem “Where did the sparrow dine?” Stage Methods and techniques Teacher's activity Children's activity Equipment Motivational (2 min.) Artistic word - Guys, today we have an unusual day, we are going to the zoo today. To our fun zoo. We will meet hares and a bear - Monkey's neighbors. There the lion stands and waits, Who will come to visit them. We go to the zoo together, We need to feed the animals. Let's not offend them with anything, And we'll all play together. Listening to a poem
2 Surprise moment (knocking on the door) -The guys in our group received a letter, it says that the animals in the zoo have fled and we need to help put things in order! Can we help? - yes letter Informative (10 min.) Children's choice of means of transport Preparing for the trip Physical education minute "Repairing the gate to the zoo" Encounter with animals Comparing animals and quantitative counting How do we get to the zoo? Guys there in the distance I see the railway, let's go by train! Guys, look, the locomotive has broken down and will not be able to take us, let's repair it! What do you think, what parts should be put in order for it to go, round or square? why? And if you put it on the squares, will he go or not? Why? Listening to an excerpt from the song “insect locomotive” We reach the gate: guys, look, the gates of the zoo have collapsed, let's build them: turn on the music Guys, look, the animals have fled, from which side do you see the bunny? Etc.! We analyze the answers of the children and correct them for the correct ones, above, below, left, right. Let's now count how many animals we found? Let's compare the size of which of the two animals is larger, and if the answers of the children Let's! Children name geometric shapes (circle, square, triangle) Construction of a train by children and a trip to the gate Children build gates to the music and enter them Answers of children Orientation in space One, two, three, four Answers of children Toy railway constructor modules Toys, puppet chairs Toys,
3 put another animal next to it, what do we call the one in the middle? Consolidation of the concept of one many Look at these animals sit together all together, how many are there? Is the elephant bored? Many One Toys, Reflective (3 min.) Consolidation with the children of the lesson Guys, what a great job you did today, let's put the animals in cages, what did you learn to do in the lesson? What parts were used to build a steam locomotive? how many animals did we find? What size were they? Well, little animals, it's late, We've been sitting with you. It's time for us to go home, Goodbye, bye! Children's answers Topic: "Mom's birthday." Age of children, educational area: 3-4 years, communication (speech development). Goals and objectives: Goal: To teach children to answer the teacher's questions, to compose with the help of the teacher a description of a person, a person's emotions. Tasks: Educational: To teach children to choose adjectives and verbs correctly, to activate the dictionary, to teach clearly, to pronounce words loudly, to fix the pronunciation of sounds [h] [m]. Developing: Develop curiosity, attention.
4 Educational: To cultivate the ability to listen to others, love for mothers and others. Expected result: Reproduce: The ability to make a description of a person, a person's emotions with the help of an educator. They understand: that you need to answer the questions of the educator in a full sentence. Apply: The ability to choose the right adjectives and verbs. Materials and equipment: Musical physical education "My mother", a picture of a magic chest, a game with pictograms (cards), a game with illustrations (animals). Preliminary work: looking at photos from the family album, reading poems about mom. Stages of activity Forms, methods and techniques of work Actions of the educator Actions of children Motivational incentive (2 min.) Circle of kindness Let's stand side by side, Say "Hello!" each other. We are not too lazy to say hello: "Hi" to everyone! and "Good afternoon!"; If everyone smiles Good morning will begin. They get up, repeat after the teacher Conversation - Guys, who brought you to kindergarten today? -Mom, dad, grandmother, etc. - And yet, most of you brought your mother. They call their mothers names. -Guys, what are your mothers' names? (survey of all children). -Well done! Guys, do you love your moms? -Yes. Surprise moment - A little fox came to visit us today. It's his mom fox's birthday today. And he does not know what words to congratulate his mother. What is she like him. Guys
5 let's help the little fox. And we will put all our words in a magic chest. -Let's. Informative (10 min.) Teacher's story Leading questions I ask children leading questions. - When mom hugs you, strokes your head, kisses you. What is she? - When mom smiles, laughs? What is she? - Affectionate (in chorus). -Cheerful. -When mom doesn't scold when you're naughty? -Kind. - If you love your mother, what is she like? -Darling. - Well done, that's how many wonderful words we have collected in a chest for mother Fox. In the meantime, we will close it so that our words are not confused and forgotten. -Good. The little fox is in a hurry to go home, let's say goodbye to him. Say goodbye to the fox Questions -Guys, and now we will answer questions. What happens when mom is happy? - Mouth smiles, eyes are cheerful. What about when mom is sad? - The eyes are sad, the mouth does not smile. -And who upsets mom when she is sad? -Children. - Yes, guys, when children do not listen to their mother, her mood deteriorates, she becomes sad, offended ..
6 Fizkultminutka "What mother taught us" D / and "Where, whose cub?" -Guys, let's show what mothers taught us. -Guys, let's say loudly to moms for teaching us everything. "Mommy thanks." It's good when every child has his own mother. What kind of mothers do animals have? The game "Where is whose cub?". Now I will name the cub, and you will have to raise the card, which shows his mother. Ready? -A rabbit's mother, who? -Do the foxes have a mother? - Do the cubs have a mother? - Do the cubs have a mother? - Do the squirrels have a mother? -Mothers of animals also love their children, just like your mothers. They teach them everything, to wash, clean their fur, run, jump, get their own food. -Well done boys. Show and repeat the verbs - Walk, jump, put your legs up, wash your face, comb your hair, eat with a spoon, stomp your feet, clap your hands. - Hare (raise cards with a hare). -Fox. - She-wolf. - Bear. -Squirrel. Reflective-corrective (3 min.) Evaluation of the lesson Artistic word -Guys, how we learned a lot of interesting things. That our mothers are both kind, and dexterous, and beautiful and fashionable.
7 -And who wants to tell about their mothers? Let's all read a poem about mom together, repeat after me. - There are many mothers in the world, children love them with all their hearts. There is only one mother. She is dearest to me. Who will she answer I This is my mommy! -Well done boys! If desired, they tell Read a poem with the teacher. Title of the theme: "Journey to the forest." Age of children, educational area: 3-4 years, communication (speech development). Purpose and objectives: Purpose: Formation of the grammatical structure of speech and development of communicative qualities. Tasks: Educational: activate spatial prepositions in speech (before, on, behind, under) with the simultaneous use of case forms; to teach the sound pronunciation of vowels and consonants; to form the ability to compose a coherent story according to graphic diagrams. Developing: develop logical thinking, memory, observation. Educational: education of a caring attitude towards animals, a sense of concern for them .. Planned results: shows a steady interest in various activities; is able to use simple charts to make sentences and a coherent story, applies learned information, ways of performing activities under the guidance of an adult. Educational resources: attributes for design; toys (bunny, fox, wolf, squirrel, crow); schema maps; music; projector.
8 Preliminary work: looking at the album “Wild Animals”, memorizing the greeting “Friend” Stage of the lesson Time Forms, methods of work Teacher’s activity Pupils’ activity Integrative qualities Motivational, indicative, organizational (3 min.) Circle of joy The teacher invites the children to stand in a circle for speech tuning : All the children gathered in a circle, I am your friend and you are my friend. Let's hold hands together and smile at each other! Children with the teacher stand in a circle, smile at each other. They are interested but listen, adequately emotionally react to the attempts of an adult to interest in a cognitively problematic task; respond to the emotional state of adults and children. Video recording The teacher invites children to watch the video letter. and help the Fairies. Children listen to the video letter and agree to help. Main (10 min.) Artistic word - And we will go to the forest on a cheerful train. Well, here we are in the forest! Hello, forest, dense forest, Full of fairy tales and miracles! What are you talking about with foliage On a dark, stormy night? What are you whispering at dawn, Covered in dew as in silver? Who is hiding in your wilderness? What kind of animal? What bird? Open everything, do not conceal: You see we are our own! Author: S. Pogorelsky inviting children to the forest. Draws the attention of children to a wonderful chest. Build a steam locomotive. To the cheerful music, they imitate the movement of a train. Children approach the chest, open it Use grammatically correct speech, with
9 Reflective-evaluative stage (2 min.) Word game "Hide and seek with a crow" Physical education minute Leading questions Breathing exercises Summing up Questions The teacher suggests continuing the journey. Draws attention to a bird sitting on a tree. The game "Hide and seek with a crow." The teacher offers to sit down to rest in the clearing. Exercises in the pronunciation of the sounds "a", "o", "y" and the sound combinations "ma-ma", "mo-mo", "mu-mu". The teacher plays the physical education minute "Frost". The teacher draws the attention of the children to the bag, explains the appearance of the parrot. Offers to tell him about winter. The teacher reminds about the purpose of the trip. Does breathing exercises with children. The teacher asks to stand one after another, depicting a train. The teacher summarizes with questions. The teacher offers to say and find cards there. The cards make suggestions. Children pay attention to the bird, name and find its location. Children listen to a fairy tale, pronounce the sounds “a”, “o”, “y” in isolation and the sound combinations “ma-ma”, “mo-mo”, “mu-mu”. Children repeat the text after the teacher and perform movements. Children find a parrot in a bag, show sympathy for him. Make up a story about winter according to graphic pictures. The children find the animals in the house and return them to the forest. Children do breathing exercises. Children imitate the movement of the train to cheerful music. Children answer questions, share their impressions. making sentences that are understandable to peers. They reproduce patterns of motor, speech actions. Actively join in joint games. They show interest in unfamiliar movements and actions of an adult and try to repeat them. Apply learned information, ways of performing activities under the guidance of an adult. Name the animals and their conditions of existence in winter. Apply learned information, ways of performing activities under the guidance of an adult. Reproducing action patterns. Willingly answer questions, interact and communicate with adults and peers.
10 thank each other and hug. Children thank and hug each other. Title of the topic: "Modes of transport". Age of children, educational area: 3-4 years, cognitive development. Purpose and objectives: Purpose: to introduce children to the concept of "transport" Tasks: Educational: to introduce children to the concept of "transport", as well as modes of transport (land, air and water); expand vocabulary. Developing: development of fine motor skills of hands; improvement of coordination of movements. Educational: education of goodwill. Planned results: Distinguish and name modes of transport. Educational resources: Demonstration material: a screen, two balloons, two multi-colored envelopes with illustrations for riddles (airplane, truck); audio recording "Blue Wagon"; record player; toys (car, plane, boat and train); a bag with a surprise Handout: attributes for the didactic game "Helper Machines" Preliminary work: looking at illustrations; monitoring of transport: conversations. Stages of the lesson and time Forms, methods and techniques of work Joint activities of the teacher and children Independent activity of the child Result Organizational moment (1 min) Circle of joy All the children gathered in a circle, I am your friend and you are my friend. Let's hold hands together and smile at each other! Stand in a circle and repeat after the teacher. Organization of motivation for educational activities Motivation-oriented Conversation Questions - Guys, who came to kindergarten on what (answers of several children) Answers of children. The desire of children to learn new and interesting things
11 (1 min) - So you guys came by car, and some on sleds, and someone came on foot. - Do you know what travel is? Travel is. - Guys, do you like to travel? (will ask the children if they went somewhere) - So what can you travel on? - Correctly! By car we drive on the road, by plane what do we do? That's right, we fly through the air, we travel by train by rail. But how do we move on water, on what? Children answer on a boat, ship, etc. (The teacher puts a car on the table, a plane boat). Search (2 min) Conversation Riddles - Guys, what is on my table? Children's answers (airplane, car, boat, train). - And in one word you can call it transport! (The teacher asks to repeat the children in chorus and individually) - Correct. This is transport. What is transport for? Children's answers (ride, fly, swim, travel). - Right. Transport helps people move and travel. Do you love to travel? Children's answers (yes). “Then we’ll go on a trip right now.” And on what? - let's guess the riddle: The brothers were equipped to visit, clung to each other, And rushed off - the path is far, Only they left smoke. And we will go with you to the song. (The song sounds - Denis Korablev - Blue Wagon) Having passed two circles around the tables, the music subsides, grumbling, rustling is heard for Answers of the children Guess the riddle. The desire of children to learn new and interesting things
12 screen. The train stops. The teacher focuses the attention of the children on the noise. -What? What's that noise? What's the matter? (looks behind the screen) Who is this? (unprecedented balloon creature appears from behind the screen) Practical (9 min) Questions Finger game -Guys, do you know who it is? The teacher pretends to listen to Zlyurik, then turns to the children - This is an evil and harmful Zlyurik. He is always dissatisfied with something. And he doesn't want to let us travel. And he has already prepared traps for us everywhere (and traps are tasks that we must complete). What to do? (children's answers) (the teacher notices an envelope on the screen. He takes it out and reads it.) An amazing bird rushes very quickly in the sky. The pilot flies up on it. What kind of bird? - That's right, the plane! (one ball bursts) -look, Zlyurik began to burst from anger! (the assistant removes the zlyurika behind the screen) And he runs away somewhere. - Well, now no one bothers us to fly on an airplane! But first you need to start the engine. Finger game: Zhu, zhu, zhu (fingers are clasped into the lock, the thumbs of both hands I start the motor. make rotational movements) our plane U-u-u-u-u-u-u They turned around, circled, And landed on the ground. (again heard Answer questions. Perform the tasks of the educator. Draw conclusions. Perform the tasks of the educator. Guess the riddle
13 Fizkultminutka "Airplane" Makes a riddle Didactic game "Machine helpers" noise and rustling) - Well, what is it? Zlyurik is not happy with something and interferes with us! Look, Guys! Zlyurik again threw us an envelope. What is in it? Reads This is what kind of hero Raised dust along the road? On the asphalt straight ahead Rides with a load (Again the ball bursts) -again Zlyurik is angry! What does he need this time? -Yeah, this time Zlyurik wants you, Guys, to tell you what cars are for. The guys must have been sad. There are so many of us out there that we have fun, it's interesting, but he alone is bored and sad. So maybe he's being mean? Let's make Zlyurik happy and invite him on a journey by CAR! The game "We are drivers" We are driving a car We press the pedal The gas is turned on and off We look intently into the distance. Wipers consider drops Right-left cleanliness. Hair ruffles the wind We are drivers anywhere! - Look how happy Zlyurik is! He really liked to ride with you in a car, but it's time for him to fly, because now he is kind and also wants to please the kids in other kindergartens! Let's say goodbye to our unusual guest. Goodbye! The assistant takes Zlyurik out of the group. Perform game actions Perform actions according to the text. Carry out the tasks of the teacher. They draw conclusions. Perform game actions Orientation in space Show knowledge of the name and purpose of transport Game "We are drivers"
14 Perform game actions Reflective - evaluative (2 min) Evaluation of the lesson Surprise moment What did we do today, what did we do? (traveled by plane, train, car) -And how to call it all in one word (transport) -and what kind of transport we have (air, water and land) There is a knock on the door. The teacher comes out and brings the bag (the inscription “To the children of the “Sun Rays” group from Zlyurik” is on it). He informs the children that Zlyurik sent this package - and it contains a surprise for the children. To the music, the teacher pours out balloons and the children are given a little time to play with balloons. Children's answers. Rejoice. They play. Conclusions. Encouragement of children. Reflection. Prepared by: teacher of the second junior group 2 Kurkina Yu.G.
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Technological map of educational activities in the 2nd junior group
Age group: 2 youngest
Form of organization: group
Spatio-temporal resource: 15 minutes
Educational areas: "Speech development"
Preliminary work: Examining illustrations depicting spring, birds, reading poems about spring, observing birds that fly to the walking area, compiling a descriptive story based on the painting "Spring", observing changes in nature.
Software and methodological support: an exemplary basic general educational program of preschool education "From birth to school" / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva - M .: Mosaic-Synthesis, 2014; Finger and gesture games in verse for preschoolers 2010 St. Petersburg "Childhood-Press"; “Spring has come to us”, Narrative pictures and photographs of seasonal phenomena, paper flowers: snowdrops; paints, sponge, colored paper, puppet theater toy bear, magnetic easel.
Target: Development of active speech of children of primary preschool age. Expanding the understanding of seasonal changes (changes in the weather, plants in spring, the behavior of animals and birds).
Tasks:
Educational:.continue to acquaint with the characteristic signs of spring;
expand children's ideas about the features of nature in the spring;
to consolidate children's knowledge about living and non-living nature in the spring;
continue to teach children to describe familiar objects, identifying their characteristic features.
Developing: develop children's speech, enrich and activate their vocabulary;
develop interest in natural phenomena;
develop auditory and visual attention, thinking and memory of children;
develop observation, resourcefulness.
Learn to use adjectives in speech.
Understand and answer adult questions in sentences.
Educational: develop interest in new words;
cultivate a sense of love for the native nature;
educate interest in the knowledge of the world around;
cultivate the ability to work in a team.
Planned result: have elementary ideas about spring; know the characteristic signs of spring; know the four primary colors; participate with interest in outdoor games and game improvisations; answer the questions completely, detailed, reasoned.
Psychological mood: The teacher with the children examines the pictures about spring, birds
Introductory organizational: Guys, look out the window, how brightly the sun is shining, how warm it is outside.
-Spring has come. Everyone rejoices at the arrival of spring birds, animals, trees. Are you excited about spring?
Reads a poem: The snow has melted, the meadow has come to life
The day is coming, the heat is coming
It happens in the spring
Gentle spring awakens
All nature from sleep.
The sun shone brightly
Looked into every house.
Guys, what time of year is it?
-That's right, spring, spring-red has come to us. Tell me children there is a lot of snow on the street?
- Is the sun shining outside? -Well done boys. The sun began to shine brightly with the advent of spring.
Motivational-incentive:(airplane sound)
- Oh, guys, what's that sound?
- Probably, on this plane, someone flew to visit us, I'll go and see.
(the teacher goes out the door, brings in a white bear)
Update: He asks the children to look into the problem. Asking questions. Direction of children's activities with leading and problematic questions: “Guys, look who came to visit us?”, “Do you know where this bear lives, what is the weather like there?”, M: Hello friends! Yes, I live in the north, where it's always cold. Ah, I heard you have spring. I came to you to find out what spring is, will you tell me?
Perception and assimilation of the new:- Mishka listen to the poem with the guys
“Spring has come to us”, author: E. Karganova. (picture on the board)
If the snow melts everywhere
The day is getting longer
If everything is green
And in the fields the stream is ringing,
If the sun shines brighter
If the birds are not up to sleep,
If the wind gets warmer
So spring has come to us.
Did you like the poem? Guys, tell me what is said in this poem?
Dynamic pause: Shows movements, reads a nursery rhyme.
The sun is clear, dress up. The sun is red, show yourself! Put on a scarlet dressGive us a red day!
Practical work:- Guys, look, I have such an interesting cube with pictures. I will throw it to you, which picture will fall out about what you are talking about.
Start with "Spring"
What about the sun in spring?
What about puddles in spring?
Well done guys, you know a lot about spring.
- And let's draw pictures for the bear as a keepsake. And we will draw, the first spring flowers
Who can tell what they are called.
Distributes drawing material, shows a sample.
The final stage. Reflection: Summing up GCD from different points of view: the quality of learning new knowledge, the quality of the work performed, the emotional state, discussing the features of joint work. “Remember who came to visit us?” “Where does he live?” “What did we tell him about spring?” “What did we draw?” The teacher leads the children to think about spring, its signs.
