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Olga Vitalievna Dybina
Classes on familiarization with the outside world in the senior group of kindergarten. Class notes
Introduction
This manual will help to successfully organize and carry out work to familiarize children 5–6 years old with the outside world (subject environment and phenomena of social life).
To make it easier for teachers to plan work on this section of the program, the content of the work is presented by topics. Each topic is covered: an approximate course of a lesson, activity or game is offered. The teacher can show creativity when planning lessons, include variable game and problem situations, which will make work with children even more successful and meaningful.
The study of each topic can be completed with a game task (puzzles, riddles, drawings, answers, etc.). Game tasks presented in a workbook (Dybina O.V. I get to know the world: Workbook for children 5–6 years old. - M.: TC Sfera, 2009).
Teachers should pay special attention to the fact that when getting acquainted with the outside world it is impossible to:
- limit yourself only to a monologue-story about objects, phenomena of reality - it is necessary to include as many actions as possible in your classes (sit on a chair, sofa, put on clothes and walk around in them, invite your mother, treat your grandmother, etc.);
– overload children with a large number of questions;
– reduce the organization of work with children only to the form of educational activities.
Familiarization with the outside world must be carried out in accordance with psychological characteristics, choosing adequate forms, means, methods and techniques of interaction to make this process more accessible and effective.
In the older group, familiarization with the outside world is carried out both in the form of games and activities, and in the form of a didactic game itself, when the game rule regulates the actions and relationships of children, and correct solution tasks is to achieve the goal of the game. When organizing and conducting games-activities, didactic games, it is important to create an atmosphere that allows each child to realize his activity in relation to the world around him.
Didactic games can be used both in joint activities children and adults, and independent activity preschoolers, as well as to stimulate children’s activity in the process of learning about the world around them.
The manual presents additional material: options for game-activities, games, exercises, entertainment, intended for use in working with children outside of class, on a walk.
To familiarize children of the older group with the world around them (subject environment and phenomena of the surrounding world), 2 lessons per month are allocated.
The teaching staff of kindergarten No. 179 “Snowdrop” of the ANO DO “Planet of Childhood “Lada” of the city of Tolyatti, the head - Nadezhda Petrovna Palenova, the methodologist - Natalya Grigorievna Kuznetsova, took part in the development and testing of classes to familiarize adults with work.
The manual offers an approximate distribution of material into academic year. The teacher can distribute the material in his own way, in accordance with the holidays of the month (October - Teacher's Day; February - Defender of the Fatherland Day, April - Cosmonautics Day, etc.) or depending on the availability of the material.
Distribution of material for the academic year
Table continuation.
Table continuation.
Table continuation.
Sample lesson notes
September
1. Items that facilitate human work in everyday life
Program content. To form children’s ideas about objects that facilitate human work in everyday life; pay attention to the fact that they serve a person and he must treat them with care; reinforce the idea that objects have different purposes.
Material. Pictures depicting various objects, including objects that facilitate human work in everyday life. Handout: large cards depicting two rows of cells of three cells each (the cells in the top row depict three objects on which labor operations are performed, in the bottom row there are empty cells), and small cards depicting objects that facilitate the corresponding labor operation at home.
Progress of the lesson
The teacher begins the lesson with a conversation: “Guys! Look around carefully and tell us what’s around you.”
Children say that they are surrounded by many different objects and list them.
Educator. What world do all these objects belong to: natural or man-made? (To man-made, since man made them with his own hands.) Why did man invent a table, a bed, a wardrobe, a washing machine, a TV, a car and many other objects?
Children tell us that every object is needed for something, every object performs its own function.
Educator. Right. Each item has its own purpose and is necessary for something. For example, a table is needed in order to write at it, or in order to eat at it. People sit on chairs and cook food on an electric or gas stove. There are objects with which a person works, objects with which he draws, and there are also objects that facilitate a person’s work in everyday life. Do you know such items? My riddles will help you find out some of them.
In our kitchen all year long
Santa Claus lives in the closet.
(Fridge)
I have no legs, but I walk
I have no mouth, but I will say,
When to sleep, when to get up,
When to start work.
(Watch)
He willingly swallows dust,
Doesn't get sick, doesn't sneeze.
(Vacuum cleaner)
Back and forth
The steamer wanders and wanders.
If you stop - grief,
The sea will be perforated.
(Iron)
Children solve riddles and, with the help of the teacher, explain the benefits of these items.
Educator. I will show you different pictures. Be careful! If the picture shows an object that makes a person’s work easier in everyday life, clap your hands, but if it is another object, do not clap.
Then the game “Who needs...?” is played, aimed at developing the ability to determine the purpose of objects that facilitate work in everyday life, to establish cause-and-effect relationships between the labor process in everyday life and the object that facilitates it. Handout material is used: large cards depicting two rows of cells of three cells each (the cells in the top row depict three objects on which labor operations are performed, in the bottom row there are empty cells), and small cards depicting objects that facilitate the corresponding labor operation in everyday life. (Approximate correspondence: bread - bread slicer, clothes - washing machine and so on.)
Children choose one large card. Small cards lie face down on the table. The teacher takes small cards one at a time, shows them to the children, names the item and asks: “Who needs...”.
The child who needs this card answers and explains his choice: “I need a mixer to beat the dough.” The game is considered over when all empty cells are covered. The first one to cover the squares on his card wins.
2. My family
Program content. Continue to develop children's interest in family and family members. Encourage the names and patronymics of family members to be named; talk about their professions, what they are like, what they like to do at home, what they do at work. Cultivate a sensitive attitude towards the closest people - family members.
Progress of the lesson
The teacher reads out the lines of poetry and invites the children to determine the topic of the lesson:
Very wise grandfathers,
Two grannies are beautiful.
Dad, my mommy -
This is all mine...
(Family)
The teacher focuses the children’s attention on the word “family”, asking them to answer the question: “How many words does “family” consist of?” Let's check". Children name family members and keep count (two grandmothers, two grandfathers, mother, father and child). Next, the children determine the characteristic difference of each family - the similarity of family members. Children tell which family member they are like.
Look at me -
Who am I like?
Cherry eyes like dad's
Sunny smile - mothers.
Hair color like grandpa's
The nose is definitely that of a granny.
Everyone in the family worked hard,
So that I was born like this!
Then the children determine the second characteristic difference of the family - a common surname. They are asked to name the names and surnames of their parents.
Physical education minute
I have a family -
She is very friendly.
Mom and I bake pancakes (Imitation of movements.)
Unprecedented deliciousness!
My grandfather and I are digging beds. (Imitation of movements.)
My grandmother and I plant flowers. (Imitation of movements.)
Dad and I play football - (Imitation of movements.)
We score the ball into the goal.
I love you very much (Wrap your arms around yourself.)
Your sweet family.
The teacher draws the children's attention to the fact that in addition to the last name and first name, each person has a patronymic. The patronymic is given to the child by the name of the father, for example, if the father is Sergei, then the child’s patronymic is Sergeevich.
The game “Name the middle name” is played.
The teacher calls the man's name, and the children say what his middle name will be; girls call the middle name for daughters, and boys for sons:
Alexander - Alexandrovna - Alexandrovich;
Oleg – Olegovna – Olegovich;
Ivan – Ivanovna – Ivanovich;
Vasily - Vasilievna - Vasilievich.
After completing the game, each child is asked to say his full name, patronymic and surname.
Next, the teacher talks with the children about the occupations and professions of adult family members. Draws the children's attention to the fact that all adults care about their children. At first, grandparents took care of their mothers and fathers, raised them, and now mothers and fathers take care of their children and parents. Be sure to note that when children grow up, they will also take care of their parents.
The game “Professions of my parents” is being played.
Children stand in a circle. The teacher throws the ball into the player’s hands and asks the question “What does your mother do?” The player answers with the full answer: “My mother works as a salesperson” - and returns the ball to the teacher.
Next, the teacher reads the phrases written on the board: “ Friendly family», « A strong family», « A happy family", "Caring family", " Loving family», « Healthy family- and invites the children to choose words that characterize their families and explain why they think so.
To summarize, the teacher says that the children will grow up and each will have their own family. And this will be the most best family, where adults will take care of children and elderly parents, and children will obey adults and help them in everything. And most importantly, everyone will love each other and treat each other with respect.
3. What does the object tell about itself?
Program content. Encourage children to highlight the features of objects: size, shape, color, material, parts, functions, purpose; continue to improve the ability to describe objects by their characteristics.
Material. Chips (at least 10 pcs.); subject pictures: electrical appliances, tape recorder, TV, telephone, washing machine, etc.; algorithm for describing an object.
Progress of the lesson
The teacher invites the children to play the game “What the object will tell about itself.” Assignment: describe the object shown in the picture using an algorithm.
Children choose a leader, determine the order, and, if necessary, repeat the meanings of the conventional symbols of the algorithm.
The presenter selects any picture depicting an object and shows it to the children. The first participant takes the algorithm, names one of the features of the shown object, receives a chip from the presenter if the statement is correct, and passes the card with the algorithm to the next participant. He acts similarly. In case of an incorrect statement, the leader says: “Error” and passes the right of action to the next participant. If a participant, having received a card with an algorithm, takes a long pause, then after three claps from the leader, he loses the right to move and gives the card with the algorithm to the next participant. The game ends when all the features of the item according to the algorithm are listed and the presenter has no more questions or the chips have run out. The participant with the most chips wins.
The presenter has the right during the game to ask questions that clarify or complement any feature of the subject.
Sample questions:
– How to use the item correctly?
– Which parts of the subject are the most important? (Without what the item would not work?)
– Who participated in the creation of the item?
– What did people use when this item was not available?
– What would happen if this item disappeared from people’s lives now?
– What professions do people need this item for?
If the game continues, the player with the most chips becomes the leader.
Then the teacher invites the children to “transform” into various objects of the man-made world. Children take turns describing “themselves,” that is, the objects they have become: what shape, color, size, what material it is made of, what it is needed for, what parts it consists of. The rest of the guys guess the object. The teacher invites the children to remember everything they still know about this object: about its past, where this object can be seen, etc. Children who find it difficult to describe the object should be asked to use the algorithm.
4. About friendship and friends
Program content. Expand knowledge about peers, reinforce the rules of a friendly attitude towards them: share a toy, talk politely, affably, if one of the children in the group is sad, talk to him, play, always help, help out your friends.
Material. An envelope containing a letter and a map.
Progress of the lesson
At the beginning of the lesson, an audio recording sounds: “Guys, help!” (3 times). The teacher invites the children to determine who is calling them for help. Draws their attention to the mirror; The audio recording sounds again: “Yes, I am the mirror. There's a problem in our kingdom. The evil king has quarreled all the adults and children of our kingdom. And now it’s called “The Kingdom of Crooked Mirrors.” But this is still half the problem - today the king decided to execute the most honest, brave, kind boy, who was not affected by his witchcraft. His name is Gurd. He needs your help. If you are friendly and brave guys, then hurry up - there is very little time left.”
The teacher, stimulating the children's interest, finds out what they understood from the mirror's message. After listening to the guys, he draws their attention to the clue envelope, which contains a map and a letter. The map shows a route consisting of five tasks. The letter deciphers the tasks.
Exercise 1. Sing a song about friendship.
Children offer options and perform the “Song of Friendship.”
Task 2. Name five proverbs about friendship and friends.
Children say: “An old friend is better than two new ones”, “One for all and all for one”, “Die yourself and save your comrade”, “Friendship is strong through deeds”, “Friends are known in trouble”. If the children experience difficulties, the teacher provides help.
Physical education minute
Children, standing in pairs, imitate the habits of animals in accordance with the text of the poem.
Everyone in this world is friends.
Adults and children are friends
The birds are friends with each other.
Snakes are friends under the mountain.
Hares are friends on the lawn,
Bears and wolves are friends in a flock.
Fish are friends under water.
You are with me, and I am with you! (Hug the child standing next to you.)
Task 3. Game "Who is this friend?"
The teacher reads the poetic lines, and the children, if they do this, a true friend, clap their hands and say: “Yes!”, and if they should not do this, then they remain silent. (You should definitely lose the first situation so that the children understand the rules of the game.)
He is always with me in trouble,
I'm behind him like a mountain.He will console you if I cry,
He will solve the problem with me.Never eats on the sly -
Plums, pears, chocolates.He won't get cocky
And teasing and calling names.It's always dirtier than the night.
He tramples the flowers in the flowerbed.He doesn't start fights
And it doesn't hurt dogs.He took it from the kids -
A doll, a bear, a dump truck.He will help water the flowers
And put away the toys too.He will share a toy
A book, a doll, a rattle.He values our friendship
He is always in a hurry to help me.
Task 4. Children are invited to draw a sun that will disperse the clouds over the tower in which Gurd is imprisoned.
Required conditions:
– everyone needs to draw together at the same time;
– 5 seconds are allotted for drawing.
The teacher invites the children to discuss the main condition - to draw everyone together, and even for a while. Leads them to the conclusion: everyone should draw at once, distributing the work; one child draws a circle, and only then all children simultaneously draw a ray.
Children stand around a table on which there is a sheet of Whatman paper. The teacher gives the command and counts down the time.
Task 5. The teacher writes the word Gurd on a piece of paper, then takes a mirror, puts it on a sheet of paper and asks the children to read the resulting word. It is this word that will be the key to the tower. The children read in chorus: “Friend.” As soon as the children say this word, the sound of broken glass is heard, and then the voice of the boy Gurd is heard: “Thank you, guys, it’s me – Gurd. You saved me, and now I will definitely teach the children of my country to be friends the same way you are friends. And when we all become friends, we will definitely come to visit you. Thank you! Goodbye friends!"
The teacher and children say goodbye to Gurd. In conclusion, the teacher says that the children coped with the tasks thanks to friendship. Today they showed everyone how to be friends, what friends should be and how to cherish friendship.
5. Paper Collector
Program content. Expand children's understanding of different types paper and its qualities; improve the ability to identify objects based on material characteristics.
Material. Samples of different types of paper; paper objects (album, newspaper, box, etc.).
Progress of the lesson
The teacher lays out samples of different types of paper on the tables in advance. Children look at the paper, and the teacher encourages them to highlight its qualitative characteristics, asking questions about what it is like, how it can be determined - smooth or rough, thick or thin. The guys iron the sheets, feel them, and answer questions.
Then the teacher invites the children to crumple a sheet of paper (crumples), tear it into pieces (tears), pull the edges in different directions (the integrity of the sheet is damaged, therefore the material is fragile), put the sheet of paper in a container with water (gets wet). The teacher demonstrates burning paper using an alcohol lamp and matches. Children, together with the teacher, create an algorithm for describing the properties of paper.
Then the teacher reads out a telegram from a collector who collects different kinds paper. He travels to cities and villages and tells everyone about his collection. But in our city he had trouble: a strong wind blew, and his collection scattered, and part of the collection ended up in the group. The teacher invites the children to look for paper samples (the teacher hides them in advance in the group room). Children bring found samples.
There is a knock on the door, a collector (an adult) comes in, meets the children, talks about his hobby and reports that he has recorded all types of paper. He invites the children to organize their work as follows: he names the type of paper, and the children show a sample. As the class progresses, the collector explains the purpose of each type of paper. Next, each child describes the properties of the found type of paper based on the compiled algorithm.
In conclusion, a didactic game “Find similarities and differences” is played.
The teacher names the type of paper, and the children must find on the table an object made from paper of this type (cardboard box, newspaper, album, flower from corrugated paper etc.). In this way, the teacher leads the children to understand that all the objects found are made of paper, but different types of paper.
6. Kindergarten
Program content. Talk to children about why kindergarten it is called that way (because children are “grown”, cared for and cared for like plants in a garden). Show the social significance of the kindergarten: parents work, they are calm, because in their absence the kindergarten staff takes care of the children. Kindergarten employees should be thanked for their care, respected for their work, and treated with care.
Material. Pictures depicting kindergarten workers (teacher, assistant teacher, cook, laundress, etc.).
Progress of the lesson
The teacher asks the children to guess the riddle:
On the trees there are pears, cherries,
A whole row of apricots,
There's no end in sight for the apple trees
This is our fruit... (garden).
Shows an illustration of orchard and pins it on the board.
Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be said: cares for trees, protects them from diseases, fights pests, waters them, grows them.
It contains roses and tulips,
And the daisies rustle.
Gladioli, peonies -
This is our flower... (garden).
The teacher shows the children an illustration of a flower garden and pins it on the board.
Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be said: cares for flowers, protects them from diseases, fights pests, waters them, grows them.
The teacher asks the third riddle:
What a wonderful house this is
There are a lot of guys in that house.
They play and sing songs in it.
This house is our children's house... (garden).
The teacher shows an illustration of a kindergarten and pins it on the board. Focuses children's attention on the repeated word "garden".
Asks questions: “Who works in kindergarten? What is their job? After listening to the children’s answers, he hangs pictures on the board depicting representatives of the professions that the children name. Arranges pictures in the form of daisy petals in a circle, leaving the middle free.
The teacher leads the children to the conclusion: all these people work for children. A center with the image of children is attached to the center of the daisy.
Attention! This is an introductory fragment of the book.
If you liked the beginning of the book, then full version can be purchased from our partner - distributor of legal content, LLC liters.
Nomination: lesson notes on the topic of tools.
Summary of a lesson in the senior group on familiarization with the outside world
Subject: Formation of the concept “Tools”
Goals:
1)
Expand children's understanding of different types of tools, their use in work by people of different professions;
2) Replenish vocabulary, develop logical thinking children;
3) Cultivate an interest in why tools are needed.
Equipment: set of tools, Dunno.
Preliminary work: examination of tools.
Progress of the lesson:
Introductory part:
(There are tools on the table: rolling pin, ruler, brush, hammer, pliers, screwdriver)
Dunno:(Sits near the activity model in the form of an object ladder). I don't have much space on the second step. I wanted to put everything from this table on the second step, but there wasn’t enough space. (On the second step are Materials, and these are Tools). Why are you confusing me...?! A wooden ruler, a metal and wooden hammer, a bristle shoe brush... (They are made of materials, you need to work with them).
Educator: Yes, Dunno, the children explain it to you correctly. These items have another common word. Tell him!
Children: Tools!
Educator: Tools. How do adults recognize tools among other objects?
Dunno: I guessed: everything with handles is tools! A hammer with a handle is a tool, but remove the ruler... You can put mom’s bag here, it has handles... There is also a handle on the door (look at it). There’s just no way to put it here...
Children: Laughing!
Educator:(Laughs with the children). Yes...I got everything mixed up! We need to clarify whether the door and the bag can be called tools?!
Main part:
Educator: Dunno, what question are you solving?
Dunno: Why do you say “tools” when they are so different?
Educator: We need to prove to Dunno how a shovel, a watering can and a rake are similar?
- Katya, tell me!
Children: I believe that a shovel, a watering can and a rake are similar in that they work with them).
Educator: Right! A tool is an object that is used to perform some kind of work. Let's say together, when is an object called a “tool”?
Children: Tools are objects that are used to do some kind of work.
Dunno: I won’t be able to remember them, there are so many of them...
Educator: Dunno, you don’t need to memorize, you need to learn to ask yourself a question.
— What question should you ask yourself in order to decide whether an object can be called a tool?
Children: Can they work?
- What can they do?
Educator: Right!
Dunno: I have such an item, but I don't know what it is?
Educator:(Shows a tool that the children have not seen or know - a caliper. The dictionary defines it as follows: “a measuring instrument (sliding gauge), consisting of a metal ruler with a scale printed on it and two jaws - one fixedly connected to this ruler and the other sliding along it; used to measure the thickness of objects or the width of a hole").
Educator: Ask questions to decide if it is a tool or not?
Children: What is the name of? (Calipers).
- Why is it needed? (It is needed in order to measure)
Educator: Well done! You can use a caliper to measure the thickness of an object, you can measure the inside.
- So what is it, since they do work with it - measure the thickness of an object or the width of a hole?
Children: Tool.
Educator: What's his name?
Children: Calipers.
Educator: Now let's rest a little.
Finger gymnastics
Tanya, take a needle,
Let's sew a shirt and a T-shirt,
Pants, blouse and dress,
And we will dress the Katya doll. Show the index finger of the right hand - a needle. Rotate the index finger around each finger of the left hand. Repeat with the other hand.
Educator: Guys, look, what about this? (shows binoculars)
Dunno: I understood it. But this, of course, is not a tool; it does not look like a caliper.
Educator: Ask yourself questions.
- What's the first question?
Children: What's his name?
Educator: If it’s not similar, then the name is different.
- Answer!
Children: Binoculars.
Educator: What's the second question to ask?
Children: Why is it needed? or
-Can they do the work?
Educator: Have you ever looked at it?
Children: Yes!
Educator: What did you see?
Children: On the one hand, everything is small, and on the other, everything is big.
Educator: On the one hand, when you look through these pieces of glass, what was far away will become close, and you will see everything. And if you turn it over and look, what is close becomes far away and becomes small.
- Who needs binoculars, do you think?
Children: When you go to the theater.
Educator: What about at work?
Children: To the captain!
Educator: What is the captain of the ship doing to them?
Children: He checks the road, looks far ahead, watches for oncoming ships so as not to collide, or objects that could interfere with the ship.
Educator: So, can binoculars be called a tool?
Children: Yes.
Educator: Are there any other instruments in the group?
Children: They call it.
Educator: Let's help Dunno select tools from among different items!
— How will you determine?
Children: Ask yourself the question: What are they doing?
Educator: Here hourglass!
- Is this a tool?
Children: Yes! They can measure time.
Educator: Book stand?
Children: The tool serves to make it convenient to watch and read a book.
Educator: Bucket?
Children: Tool. In order to wash the floor so that the group is clean.
Lesson summary:
Educator: Dunno, do you understand what tools are?
Dunno: Yes! Tools are objects that are used to do some kind of work.
Educator: What questions should you ask yourself to know that it is a tool?
Children: What's his name?
- What can they do?
- What is it for?
Educator: That's right, well done guys!
— At home, ask your parents to show you the instruments that we didn’t see in the group!
Nomination: abstract open class in the older group.
Position: teacher of the highest qualification category
Place of work: MADOU No. 232 “Combined kindergarten”
Location: Kemerovo, Kemerovo region
Topic: Our school
Target: explain to children that school is educational institution for children preschool age; introduce the school staff and talk about their responsibilities. Expand, clarify and specify children’s knowledge about school. Refine knowledge on lexical topic. Strengthen the ability to answer in complete sentences. Cultivate activity and perseverance. Instill in children a desire to learn. Instill respect for the work of teachers and the work of school employees. Activate the dictionary: school supplies, recess, bell, teacher's room. Teach children to take care of nature, recognize and distinguish plants growing in the school yard. Help children adapt to school. Find yourself some friends.
Methodical techniques: question and answer, games, riddles, looking at illustrations, conversation.
Equipment: illustrations on the theme “School”, colored pencils, school supplies, reflection “School”
Bilingual component: ұғ alim – teacher, line-syzғ yay, eraser-ө shirgish, notebook-dә pter
Stages of activityTeacher's actions
Motivational and incentive
Organizational search
Reflexive-corrective
Guess the riddle:
*
There is a cheerful bright house,
There are a lot of agile guys in it.
There they write and count, they draw and read
… (
School-
mektep
)
Conversation:
What is school?
Do you think there have always been schools? No. There was a time when schools did not exist at all. How did the children study? After all, it is very important that children learn, that adults tell them everything they know.
In ancient times there were no schools, and each child was taught by his mother and the tribe in which the child grew up. Children were taught to care for animals and plants, take care of babies, cook food and even sometimes hunt.
Over time, we noticed that there are people who know how to teach children better than others, who know more than others. The profession of TEACHER appeared.
The teacher taught not only his own children, but also all others. Schools appeared - places where people came to study. In hot countries, schools were right under open air, and in cold ones - in houses. Children were taught only literacy and counting.
But in modern schools Children learn a lot - reading, writing, mathematics, working on a computer. Children will learn a lot of interesting and important things about nature, people’s lives, technology, and travel. And the schools themselves have become completely different - bright, spacious, large.
What do you think you will learn when you go to school?
( The teacher places the painting “To School” on the stand)
What can you call this picture? Give it a name. Why?
Why do you think these children go to school and not to kindergarten?
How to call children who go to school in one word?(pupils, schoolchildren, first-graders).
What does schoolchildren have in their briefcases?
How can you call all these objects in one word? What time of year do children go to school?
Name the professions of the people working at the school.
– What do you think is happening?(He was late for school, the teacher scolded)
.
– Why does the teacher scold Vanya?
-Listen to the story “Why Vanya was late for school.” I'll tell you the beginning of the story, and then you continue.
In the evening, dad brought Vanya a new computer game. And he said: “You’ll play tomorrow, because it’s too late today.” Now I have to pack my briefcase and go to bed, and when my parents fall asleep...Vanya slowly turned on the computer and decided to play a little, but he got so carried away, stayed too long, and didn’t notice. How late the night came. When Vanya went to bed, he didn’t even remember that he needed to pack his briefcase. In the morning the alarm clock rang, Vanya woke up and saw that he had not packed his briefcase in the evening. Vanya took a long time to collect his school things; when he arrived at school, class was already in progress. And when the teacher scolded Vanya, he thought...
– Guys, what was he thinking?(That you need to pack your briefcase on time and listen to your parents.)
Bilingual component: mektep - school, balalar - children, mұғ alim – teacher, line-syzғ yay, eraser-ө shirgish, notebook-dә pter
Fizminutka:
– Well done boys. And now everyone has stood up, I’ll check how you know the letters and how attentive you are, if I show you this letter, you need to stand quietly(A), if this one, you need to squat(ABOUT), and if this one - clap your hands(AND). We rested, calmed down and sat down.
Poem "Miracle School"
How we live together, have fun, learn notes, sing songs.
School, school is our home, And we cannot live without school.
Our school is a miracle, It’s so fun for all the people,
It’s so great for all people in it, Let it be so!
Every student knows for sure that without school the world dims instantly.
Our kids love school. School, school is the best time!
What is the difference between a school and a kindergarten? Do you think children are friends with each other at school? You will also find friends here. And maybe for life. Why are friends needed at school?
d/i “Tell me which one?
»
- What kind of plastic felt-tip pen?Plastic
What kind of wooden ruler?Wooden
A metal bell - what kind of bell?Metal
- A notebook made of paper - what kind?Paper
And what kind of pencil case?Plastic
Rubber eraser - what kind of eraser?Rubber
Leather briefcase - what kind of briefcase?Leather
Listen and correct the sentence"Nonsense"
The brush painted Lena. (Lena painted with a brush )
A textbook to learn from Vasya. (Vasya study from a textbook )
Vova put the pencil case in his briefcase. (Vova put the pencil case in his briefcase )
The pen wrote a letter to Tanya. (Tanya wrote a letter with a pen )
Olya reads the alphabet. (Olya reads the alphabet)
Bilingual component: mektep - school, balalar - children, mұғ alim – teacher, line-syzғ yay, eraser-ө shirgish, notebook-dә pter
Result: What new and interesting things did you learn about the school? What should be done to keep the school yard and inside the school clean?
Reflection “School”
Whoever thinks that he is ready to go to school, to first grade, take a cheerful little man; For those who feel that they are not quite ready for school yet, take the sad little man. Thanks guys for your work!
Play: call school employees, listen to the teacher, answer questions, call words in the Kazakh language.
Understand: why children go to school, why it is necessary, rules of behavior at school and on the street.
Apply: they love school and respect the work of people of different professions working at school.
Summary of a lesson on familiarization with the outside world according to the Federal State Educational Standard in the senior group
Topic: "Insects"
Educational area: cognition, communication, artistic creativity.
Activities: gaming, communicative, cognitive-research, productive.
Methods and techniques:
- Visual (show, demonstration);
- Verbal (literary word, conversation, question-answer);
- Practical (entertaining exercises, experiments);
- Pedagogical technologies: student-oriented, research, gaming.
- Health-saving technologies: physical education minutes.
Goals:
EDUCATIONAL:
- Expand and consolidate children’s knowledge about insects, introduce the general concept “insects” into children’s active vocabulary. Continue to practice composing sentences of different constructions using the conjunction because. Continue learning to compose short story based on a series of paintings.
EDUCATIONAL:
- Cultivate a kind attitude towards our little neighbors around the planet.
DEVELOPMENTAL:
- Develop visual and auditory memory.
- Activate and enrich children's vocabulary on the topic.
- Develop coherent speech.
- Develop figurative speech.
- To develop children’s verbal and logical thinking, the ability to establish cause-and-effect relationships, reason, draw conclusions, eliminate the fourth extra object with justification for their answer.
- Continue to teach how to solve riddles and justify your answer.
- Develop gross motor skills, coordination.
- Continue learning to group objects according to basic characteristics.
Preliminary work: guessing riddles, observations, reading fairy tales by K. Chukovsky “The Tsokotukha Fly”, V. Bianki “The Happy Bug”, watching cartoons, appliqué “Butterfly”, modeling insects, looking at toys, pictures, selecting physical education lessons on the topic, selecting illustrative material , selection of games for attention, memory, thinking.
Equipment: subject pictures of insects (butterfly, bee, grasshopper, ant, caterpillar, ladybug, dragonfly). Flower, didactic game “Place into groups”, didactic game “Fourth odd”, D/i “What first, what then” ( story pictures which shows the transformation of a caterpillar into a butterfly). Soft toy- a caterpillar, a table covered with a green cloth on which there are flowers, a letter, insect toys - a bee, a ladybug, a dragonfly, an ant, a beetle, a fly.
Planned results: the child has elementary representation about insects; knows how to maintain a conversation on a given topic; actively and kindly interacts with the teacher and peers in solving gaming and cognitive problems.
Progress of the lesson:
1. Introduction
Educator:
Today we will go to visit the small inhabitants of the forest clearing - insects. Let's prepare for the trip:
“We came out to the forest clearing, raising our legs higher,
Through bushes and hummocks, through the branches of stumps.
Who walked so deftly without tripping or falling?”
Guys, look where we have come? We are in a forest clearing. (the teacher with the children approaches the table covered with a green cloth and decorated with flowers)
When in a fragrant pine forest,
You will sit down on a stump in the spring.
Take a careful look around
You will notice a lot around!
Children, who lives in our grass, on flowers, in the ground, on trees, bushes? (children's answers).
Insects are the oldest and most numerous inhabitants of our planet. They appeared about 250 million years ago and are very well adapted to life on Earth.
Look, there is no one in the clearing, I don’t see a single insect. There’s just a letter lying there, I wonder who it’s from? He reads the letter: “Dear guys, we are in trouble, an evil witch has bewitched us, please help us!”
Educator:
Guys, something happened to the six-legged babies, are you ready to help? (children's answers).
Educator:
And to help our six-legged babies, you and I will also turn into insects. I have a magic flower that will help us. The teacher takes a magic flower and says the words with the children:
Close all your eyes and repeat after me:
Help us, little flower, turn us into insects! Now you and I have turned into insects and we will fly forest clearing. Come on, insects, sit down. And here is the first task from the evil witch: “You need to solve riddles and find pictures - answers.”
2.Riddles. Conversation on the topic.
The teacher reads the riddles, the children guess, find the picture and put it on the flannelgraph.
- She has four wings
The body is thin, like an arrow.
And big, big eyes
They call it...(dragonfly).
Educator:
How did you guess that it was a dragonfly, what words helped you find the answer?
- Drinks the juice of fragrant flowers,
Gives us both wax and honey.
She's nice to everyone
And her name is... (bee).
Educator:
What words helped you guess that it was a bee?
- He is a real worker
Very, very hard working.
Under a pine tree in a dense forest
He builds a house from needles.(ant).
Educator:
What words helped you guess that it was an ant?
- She is bright, beautiful,
Graceful, light-winged.
She looks like a flower
And loves to drink flower juice. (butterfly).
Educator:
What words told you that it was a butterfly?
- She is dearer than all the bugs,
The back is scarlet.
And there are circles on it
Little black dots.(Ladybug).
Educator:
And in this riddle, what words suggested that it was a ladybug?
How can you call in one word those depicted in the pictures?
What is the main characteristic of all insects? (All insects have 6 legs.)
Is a spider an insect?
Name insects that are predatory (dragonfly, grasshopper, ladybug)
Why are they called predators? (Because they hunt other insects.)
Name the beneficial insects (butterfly, bee, ant.)
What benefits do bees, butterflies, and ants bring? (Bees pollinate flowers, give us honey and wax. Ants carry the seeds of many plants throughout the forest. Butterflies pollinate flowers.)
Name the harmful insects. (A fly carries germs, a caterpillar eats plant leaves, a mosquito.)
Well done, they guessed all the riddles, and we saved the dragonfly and the bee, but other insects are also waiting for our help, let's move on.
3. Physical exercise “Centipede”
1. A centipede was walking
(children walk with a rhythmic step, slightly springing)
On a dry path.
2. Suddenly it began to rain: Drip-drip-drip!
(children stop and crouch.)
Oh, forty paws will get wet!
3. I don’t need a runny nose
(children walk with their knees high, as if they are walking through puddles),
I'll go around the puddles!
4. I won’t bring dirt into the house.
(children stop and shake one leg)
I'll shake each paw!
(shakes the other leg).
5. And then I’ll drown
(children stomp their feet)
Oh, what thunder from the paws!
4. Game “4 extra”. Making sentences with the conjunction “because”.
Educator:
Look carefully at the pictures and tell me which picture is the odd one out and why do you think so?
- An extra spider because it is not an insect.
- There is an extra ant because it does not fly, while other insects fly.
- There is an extra butterfly because it flies, but other insects do not fly.
- An extra butterfly, because other insects are predatory.
Educator:
Here you and I also saved an ant (an ant appears). Let's continue our journey.
5. Game “Put the butterflies into groups”(on the carpet).
Educator:
Look how beautiful the butterflies have arrived. I propose to arrange the butterflies into groups. Katya, arrange the butterflies. Educator:
Katya, on what basis did you sort the butterflies? The child explains:
I arranged the butterflies according to the shape. Educator:
And now Diana will sort the butterflies into groups, but in a different way. Diana, by what criteria did you sort the butterflies? Child:
I arranged the butterflies by color. Educator:
What other criteria can be used to classify butterflies? Children's answers:
To size. Educator:
Arina, arrange the butterflies by size. Educator:
So we freed the grasshopper and the beetle. What a great fellow you are! (A grasshopper and a beetle appear). Educator:
Let's continue the journey. (Children sit on chairs)
6. Didactic game"What's first, what's next."
The caterpillar appears, grumbling, very unhappy:
Everything is about butterflies, and about butterflies, but they forgot about me. Educator:
No, they didn't forget the caterpillar. We will help you turn into a butterfly. Guys, let's help the caterpillar turn into a butterfly. The teacher conducts a conversation:
What does a butterfly lay first? Children's answers:
A butterfly lays eggs. Educator:
Who comes out of the egg? Children's answers:
A caterpillar emerges from an egg. Educator:
What does the caterpillar do? Children's answers:
It eats leaves and grows. Educator:
Who is she turning into? Children's answers:
The caterpillar turns into a chrysalis. Educator:
Who comes out of the chrysalis? Children's answers:
A butterfly emerges from the pupa, its wings are wet. The butterfly dries its wings in the sun; as soon as the wings are dry, the butterfly begins to fly. Educator:
I suggest you tell how a caterpillar turns into a butterfly, first in a poem with movement, and then using pictures.
7. Physical education lesson - coordination of speech with the “Caterpillar” movement.
This strange house without windows (turn around slowly)
People call it “cocoon”.
Twist this house on a branch (rotate with hands)
The caterpillar sleeps in it. (palms under right cheek)
He sleeps without waking up all winter. (palms under left cheek)
But winter passes by - (waves hands up)
March, April, drops, spring... (clap hands on each word)
Wake up, sleepyhead! (stretch)
Under the bright spring sun (draw the sun with your hands)
The caterpillar has no time to sleep. (they shake a finger)
She became a butterfly! (run in a circle, flapping their arms like wings)
8. Children's stories in a chain:
- A butterfly laid eggs on a flower.
- Then the caterpillar appeared.
- The caterpillar ate the leaves and grew.
- Then the caterpillar turned into a chrysalis.
- Here a butterfly emerges from a pupa. Her wings are wet. A butterfly dries its wings in the sun. As soon as the wings dry, the butterfly begins to fly.
9. Summary of the lesson.
Educator: Our journey has come to an end, what a great fellow you all are for helping the insects. The insects thank you all. Take insects and place them in our forest clearing.
(Children take toy insects and place them in the clearing near the flowers.)
Look how beautiful the clearing has become. Let ants and beetles crawl on the ground, let grasshoppers jump on the grass, let butterflies and dragonflies fly, and let the world we live in always remain blue and green! It's time for us to go back to kindergarten. But first we need to turn into children again. The teacher takes a magic flower and says the words: Close your eyes and repeat after me:
You are a flower, help and turn us into children!
Did you enjoy being insects?
And if you had the opportunity to turn into insects again, who would you like to turn into and why?
Which game did you like best?
You all were great today!
10. Relaxation. "The Flutter of a Butterfly"
Guys, we traveled a lot today and we are tired. Let `s have some rest.
Lie down on the mat, close your eyes and remember when you were insects.
Imagine a beautiful summer day. You are lying on a green meadow. Everything around is calm and quiet. You feel warm and comfortable, you breathe easily and calmly. Imagine that you are light butterflies with large and beautiful wings. Your arms are light and light—like the wings of a butterfly. And your body also became light, light, flapped its wings and flew. With every inhalation and exhalation you float higher and higher in the air. A light breeze gently strokes your wings... (pause - stroking the children). Strokes, gently touches... (name). You feel good and pleased. But now the time has come to return home. Stretch and on the count of three, open your eyes. Smile at each other.
Ekaterina Saenko
Summary of a lesson on familiarization with the surrounding world “Tree and its structure”
Lesson notes ( the world)
Topic: “Tree and its structure”
Tasks:
1. Form ideas about the structure of a tree, the functions and purpose of its parts (root, trunk, bark, branches, leaves).
2. Form ideas about the influence of light, heat, water on plant growth.
3. Activate speech and enrich children’s vocabulary with new concepts.
4. Foster a caring and caring attitude towards plants.
Progress of the lesson:
1 Finger gymnastics “C” Good morning!»
Good morning, little eyes! You woke up?
Good morning, ears! You woke up?
Good morning, hands! You woke up?
Good morning, legs! You woke up?
Good morning, sun! We woke up!
2 A piece of paper flies into the group with a riddle written on it:
Its spring and summer
We saw dressed
And in the fall from the poor thing
All the shirts were torn off.
But winter snowstorms
They dressed him in furs. (Tree)
3 Conversation on the topic “What does a tree have”
Educator: That's right, this is a tree. (The teacher suggests carefully examining the picture and model of the tree). Educator: Guys, can trees move? Children: No, they grow in one place Educator: Have you ever noticed how straight the trees stand? Have you tried to pull a tree out of the ground the way we pull a carrot? What holds the tree so firmly in the ground?
Children: Roots
Educator: The roots go deep into the soil and firmly connect the tree to the ground. The main job of the root is to extract water and nutrients from the soil.
Educator: What comes from the root upward?
Children: Tree trunk
Educator: What is the trunk covered with?
Children: Koroi. Educator: The bark is the “clothing” of a tree; it prevents it from drying out and protects it from insects, diseases, cold and sun.
Educator: What is this? (points to the branches).
Children: Branches
Educator: What is there a lot on the branches?
Children: Leaflets
Educator: Correct. Leaves play an important role in the life of a tree: with the help of leaves, a tree breathes. The leaves help purify the air and replenish the earth with oxygen. They decorate nature and provide shade on a hot day.
Educator: What is necessary for their growth? (Children's answers).
Educator: Trees are living beings, and their growth requires light, water, and warmth. Sunlight and warmth help trees grow. The less sunlight a tree gets, the worse it grows, the leaves become pale and weak. And without heat they do not develop at all. Trees also need water to grow. The trees rejoice when the warm summer rain falls. Trees also receive water from dew, frost and snow.
Educator: Guys, do people take care of trees? How?
Children: water, loosen the soil, cut dry branches.
Educator: Guys, you know that a tree is a home for many living creatures (shows in the illustration).
Children: Answers Educator: Correct. Birds make nests in the branches of trees, squirrels and owls can live in the hollow of a tree, and wild bees can settle. Hedgehogs make burrows among the roots, and various insects live under the bark. Trees are great friends to both humans and all living beings. And we should be grateful to the trees.
4 Physical education minute:
They raised their hands and shook them - these are trees in the forest. Elbows bent, hands shaken - the wind knocks down the dew. We wave our hands smoothly - the birds are flying towards us. Let us show you how they sit down: their wings are folded back.
5 Reasoning game “A tree is also alive”
Goal: development of mental operations and the ability to establish cause-and-effect relationships, develop feelings of love and understanding for the world around us.
Educator: Guys, you now know that trees are alive, which means they can show their emotions and feelings. Let's now try to show our mood using an emoticon; - if the child feels good and happy, then the emoticon will smile; - if the child is sad, then the emoticon will be sad;
Then invite the children to use a smiley to determine the mood of the trees if: (Pictures on the board)
1 If a tree branch is broken? (How will the tree feel good or bad) 2 It is raining. Will the tree be happy or sad? (Fun because a tree needs water to live). 3 A lumberjack cuts down a tree. Will the tree like it or not? (No, if you don’t like it, the tree dies). 4 A strong hurricane wind is blowing. How will the tree feel? (The tree will feel bad. Branches may break and the tree itself may die). 5 The birds flew to the tree. The tree will like it, why? (Yes, he will like it because the birds are his friends, they build nests on his branches).
Bottom line. Educator: It turns out that a tree, like a person, can change its mood, which means trees are alive and need to be protected and protected! What does a tree need in order to live? (water, light, heat). Why are trees specifically planted in cities? (Trees purify the air). Every blade of grass, plant, trees, insects, they all want to live. Remember this!
Publications on the topic:
Summary of GCD on plasticinoplasty in the second younger group on the topic " Autumn tree» Prepared by teacher Drozdova S.A. Goal: continue.
Educational objectives: Learn to correctly name all family members. Give the concepts of “relatives”, “relatives”. Continue to form ideas.
Abstract of GCD Po educational field « Cognitive development(the world around us “Our little brothers”) Topic: “Our little brothers” Educator:.
Topic: “Tree” Objectives: 1. Continue teaching children to sculpt using the new “pressing” technique. Reinforce previously learned techniques: rolling.
Children are invited into a room where colorful feathers are scattered on the floor. The teacher raises one feather and turns to the children: Look.
Program content: -Convey impressions obtained from observations. -Specify the possibilities of use natural material for creating.
