Lesson notes in middle group on the topic: “Days of the week.”
Goal: continue to instill dialogue skills, teach children to compose a story on a specific topic using given words, answer questions with complete answers; enrich lexicon children.
The teacher calls the children to him and offers to explain the sayings: “Day and night - a day away.” Why do we say this? What is a day?
Mystery.
One after another in a row
Brother and sister walk peacefully;
Brother wakes up all the people,
And my sister will hardly come,
He immediately calls everyone to sleep,
What is this? (Day and night).
What other parts of the day do you know? (Morning evening). The night is over and the day has not yet come, what is this? (Morning). The morning is over and the evening has not yet come, what is this? (Day). Tell us what people usually do in the morning? What do you do in the morning? During the day? In the evening? At night?
An outdoor game “Day - Night” is played. The teacher says “Day” - the children jump, run, play; “Night” - children squat down and close their eyes.
The teacher invites the children to look at pictures depicting actions in different time days (children wake up, make the bed, do exercises...). Invites children to first arrange the pictures sequentially, and then compose a story using words in speech (morning, afternoon, evening, night). 2-3 stories are heard.
Physical education minute.
Children perform movements according to the text.
Hamster, hamster, hamster,
Striped barrel,
Khomka gets up early,
He washes his cheeks, rubs his neck,
The hamster sweeps the hut,
And goes out to charge.
One two three four five -
Khomka wants to become strong.
Didactic game: “What’s extra?”
Morning, evening, spring, day.
White, red, evening, blue.
Morning, night, summer, evening.
Spring, autumn, day, winter.
Puzzles.
There are exactly seven of these brothers,
You all know them
Every week around
Brothers walk after each other.
The last one will say goodbye
The front one appears. What is this? (Days of the week).
What kind of birds are flying?
Seven in each pack,
They fly in a string,
They won't go back. What is this? (A week).
We talked about the fact that 24 hours is a day. What is the first day of the week? Second? Third? Tell us what you did yesterday, what will you do today? What are your plans for tomorrow?
On the topic: methodological developments, presentations and notes
Abstract of GCD for FCCM in the middle group "My City"
Traveling around the city of Omsk: consolidating children’s knowledge about the name of their hometown, getting to know its sights. Nod is dedicated to the birthday of the city of Omsk....
Summary of direct educational activities on FCCM in the middle group “Journey to the Autumn Forest”
Direct educational activities on FCCM in the middle group. Topic: “Journey to the autumn forest.” Goal: familiarize children with characteristic features autumn weather, nature; once...
Children preschool age- This Blank sheet, which must be filled with important, necessary information. This is the principle that methodologists and teachers are guided by when drawing up educational programs for kindergartens. Wherein Special attention focuses on developing a system of activities that will provide children with basic knowledge, skills and abilities for successful interaction with the outside world. One of these educational courses is the creation of a block of classes aimed at developing complete picture world (FCCM).
The formation of a holistic picture of the world is an educational area that expands horizons and involves consistent acquaintance with the subject, social environment of children, as well as with natural phenomena at a level accessible to understanding at a particular age. In the process of working in classes of different (!) directions in FCCM ("", "Physical Education", "Speech Development", etc.), children realize themselves as an active subject of nature, gain ideas about this or that object, phenomenon, as well as the role of man transforming the world as a result of his creative, scientific, and labor activities.
Forming a holistic picture of the world begins with studying the changing seasons
Goals and objectives of FCCM
The mission of the course to form a holistic picture of the world is:
- development of cognitive and research activity of children;
- enriching and consolidating the store of knowledge regarding objects and phenomena surrounding children;
- development of work skills;
- acquaintance with cyclical changes in nature (in the younger groups, children gain an understanding of the very fact of the change of seasons, in the middle - they learn features each of the seasons, and in older preschool age they get acquainted with the changes in the animal and plant world that accompany winter, spring, summer and autumn);
- education of the basics ecological culture(kids get acquainted with certain natural phenomena, gain ideas about environmental safety and, based on theoretical and practical experience, come to the conclusion about the need to take care of the environment).
To achieve these goals in working on the topics of classes on FCCM, it is necessary to solve such problems as:
- formation of an idea of a holistic understanding of the subject (for example, children in younger group must be able to name the object and its purpose, in the middle one a description of the external and internal appearance is added to this, that is, color, shape, material, and in the older ones - the attitude of a person and his activity to the existence of this object);
- development of the ability to navigate in space (if in early preschool age this means getting to know the premises of the kindergarten, then in middle and high school age it is making the way from home to kindergarten);
- acquaintance with their native land (in the younger groups, children learn to name their city, village, town, in the middle - they learn the name of their street, house number, apartment, and in the older they get an idea about the main attractions of the region, its traditions);
- obtaining and consolidating information about flora and fauna (in the younger group, children get acquainted with the names of animals and their cubs, in the middle group - the habitat, characteristics of breeding, care, in the older group - measures aimed at preserving the flora and fauna on the planet);
- nurturing a caring attitude towards the environment through gaining knowledge about human behavior that is dangerous to nature, as well as about measures aimed at preserving and increasing natural resources.
Labor activity is an integral part of FCCM
Techniques for FCCM classes
There are four groups of techniques with the help of which the teacher implements the goals and objectives of organizing classes in FCCM.
Verbal techniques
For preschoolers, adult speech is of key importance in the process of mastering speaking skills. In younger groups, pupils, listening to teachers and parents, enrich their passive vocabulary and also begin to form an active one. In the middle group, thanks to verbal methods of interaction, children learn the basic grammatical structure of the language (agreement in gender and number, sentence structure, etc.). In older preschool age, children, through speech perception and active participation in dialogue with each other and the teacher, learn to compose coherent statements, master the basics of composing logical and emotionally expressive monologues.
Explanation
With the help of this type of verbal techniques, the teacher conveys to children the essence of one or another fact related to the formation of children’s ideas about the world around them. The explanation accompanies not only the stage of presenting new material, but also illustrates each level of mastering and consolidating the topic. For example, when considering the question “Pets” in the first junior group, the teacher not only describes the inhabitants of the farm, that is, he conducts the stage of familiarization with the material, but also explains the procedure for completing the task to consolidate the topic: how to build a house from cubes for the animals living on the farm.
Explanation accompanies any type of activity
Puzzles
This is one of the most effective ways motivate children to work. In addition to the fact that searching for answers to riddles requires kids to activate their thinking process, it also awakens a kind of excitement: everyone tries to guess and answer faster than others. Thus, the teacher manages to set the children up for further interaction.
In my practice, when working on the topic “Space” in preparatory group, before talking about planets solar system, the profession of an astronaut, I invite children to activate the basic knowledge acquired last year with the help of such riddles:
- A bottomless ocean, an endless ocean, Airless, dark and extraordinary, Universes, stars and comets live in it, There are also inhabited, perhaps, planets. (Space);
- The planet is blue, beloved, dear. She is yours, she is mine, And it is called... (Earth);
- A man sits in a rocket. He boldly flies into the sky, And in his spacesuit he looks at us from space. (Space).
Poems
This technique is also most often used to motivate children, as it allows not only to give an idea of the topic of the lesson, but also helps the children remember the material they have already studied. The method for practicing this technique is that the teacher reads a rhyme to the children, then during the conversation the topic is discussed. However, when preparing a lesson at FCCM, poems can be used to reinforce the material. For example, when considering the topic “My Home” in the middle group, at the end of the main stage of the lesson, I offer the children the following poem:
- The house we live in is located around the corner. It is large, multi-story, with a new elevator, very important! He wears a dashing hat, taller than all the neighboring houses!
After listening to the rhyme, the children and I talk about the following questions:
- “Where is the house located?”;
- “How can we describe a house?”;
- “Does the house in the poem look like the one you live in?”
This is interesting. In the middle group, the list of questions for conversation should include one or two that are problematic for the development of children's critical thinking skills.
Poems can be illustrated with pictures
Short stories
A special role in the group of verbal techniques should be given to short tales. I usually use such sketches to introduce a topic. For example, I start a lesson on the topic “Health” in the preparatory group with “Tales about Wise Health.” “In one kingdom, in one state, Health lived and thrived. It loved people very much: it encouraged everyone to exercise, advised them to eat fruits and vegetables, and took care of the cleanliness of the air. But people began to brush aside such goodness: they relied more and more on ointments, tablets, and syrups. Then Health was offended and decided: “If I am dear to someone, then he will behave correctly and take care of me. And those who ignore me, let them run after me.” And so it has been since then: those who take care of their health are healthy, and those who have more important things to do are looking and looking for Health, but all to no avail. It’s true what they say: it’s easy to lose health, but oh, how difficult it is to find it!”
After listening to a fairy tale, I ask my students the following questions:
- “What do you need to do to be strong and healthy?”;
- “Why should you take care of your health?”;
- Do you think that to be healthy, it’s enough to take pills and syrups?”
Reading
We are talking about reading short texts on a topic. For example, brief information about the peculiarities of life and habitat of animals in certain natural zones in senior group. Moreover, in groups where there are people who can read, children can read such passages themselves. In addition to the fact that the opportunity to demonstrate your skills has important To increase the child’s self-esteem, the work also has a motivational mission, pushing children who do not yet know how to read to master this important skill.
Reading is especially effective if some passages are read by the children themselves.
Group of visual techniques
Children perceive the world primarily through the visual channel, so providing the educational process with sufficient clarity is a fundamental task for the teacher.
Pictures, illustrations
These visual elements accompany any type of activity of preschoolers. Especially if we are talking about the kind of information flow that children encounter in FCCM classes. It is very important that the illustrations are:
- clear (blurry black and white pictures not only do not attract attention, but also do not convey the whole essence of the concept or phenomenon being explained);
- understandable (do not clutter up the illustrations with a large number of depicted details - this will distract children from the essence of what they need to focus on, for example, if in a lesson in a younger group they are working on the topic “Wild Animals”, then grouping mammals, viviparous, herbivorous, of course, it will be very informative, but it is unlikely to be completely memorable for kids);
- complete in meaning (for example, if the pictures illustrate the process of growing beans, then two pictures with seeds and a young shoot will not be enough to understand the stages of growth; “intermediate” stages are needed).
Materials for games - important element visibility
Demonstration
The variants of this visual technique are worth dwelling on separately.
- Displaying presentations with information about a particular object or phenomenon being studied. This is a very convenient way when the topic is very broad, there is a lot of information, and you cannot limit yourself to just pictures. One of these can be considered “Cosmos. The first cosmonaut" in the senior and preparatory group.
- Watch video. These could be training videos, for example, on how to conduct an experiment with water. Or, for example, cartoon excerpts on a current topic.
- My own example. In this case, the teacher himself shows certain actions that the children need to master. For example, the order of performing movements to the song “The Giraffe Has Spots” when studying the topic “Parts of the Body” in the preparatory group.
https://youtube.com/watch?v=ABHpLCbcw68 Video can’t be loaded: Experiments with water for children. Mom's school. TSV (https://youtube.com/watch?v=ABHpLCbcw68)
Video: doing a warm-up together to the song “The Giraffe Has Spots”
https://youtube.com/watch?v=9qu2TwyyJII Video can’t be loaded: Giraffe has spots | Children's song about animals | Children's songs with movements for babies | Lyulyabi TV (https://youtube.com/watch?v=9qu2TwyyJII)
Lapbook
A visual aid that combines materials of different nature on a specific topic is called a lapbook. Such project folders may contain:
- illustrations and brief information on the topic;
- suitable games (board games, word games, etc.);
- children's work (drawings, applications, etc.) that were completed during the consideration of the issue.
A laptop is usually designed as a booklet or folder.
Practical techniques
In this group, in addition to drawings, applications, and crafts, which usually perform the function of consolidating acquired knowledge, it is worth including experimental activities, without which it is very difficult to comprehend the essence of some natural phenomena.
For example, in the middle group, in order for children to understand the types of states of aggregation of water, I offer the following experience: with winter walk We bring a lump of snow to the group, put it in a bucket and after some time we observe its transformation into water. Having scooped up the water with a spoon and heated it, we observe how the water turns into steam.
This is interesting. Usually, experimental activity covers topics related to the study of the properties of water, sand, air, and plant growth.
Table: card index of experiments for classes in FCCM
| Age group | Phenomenon under study | Goals of the experiment | Progress of the experiment |
| First junior group | Dry and wet sand | Show the kids that they can only shape a Easter cake with wet sand. | Children pour dry sand into a cake mold and try to make a figure. Failure. Fill the mold with wet sand - the cake is a success. |
| Second youngest | Air | Show how air supports objects | Children crumple one sheet of paper and leave the other flat. Then both are launched through the air: the smooth one flies smoothly - the air supports it, and the second one descends faster - it is more difficult for the air to support it due to the unevenness on the surface. |
| Average | Water as a source of growth and life | Show that to sprout onions you only need water. | Children put bulbs in water. Change the water regularly, observing how green shoots appear. |
| Senior group | Air and water | Show that air is lighter than water | Children try to “drown” toys filled with air in a container of water. |
| Preparatory group | Where does a rainbow come from? | Show that a rainbow on a wall or ceiling is the result of a refracted ray of light being reflected in water. | We place a container of water by the window, place a mirror in it on a stand and “catch” a sunbeam. We observe a rainbow on the ceiling or wall. |
Information gained from experience is better remembered
Gaming techniques
Play activity is the leading one for preschool children. Therefore, this is the most productive way to organize cognitive process, which also creates a positive microclimate in the group and sets the guys up for work.
Table: types of games at FCCM
| Group | View | Name (age group) | Goals | Content |
| Didactic | Desktop-printed | "My House" (medium) | Learn to make shapes from suitable parts. | Children make houses from architectural parts made of cardboard. The kids describe the house from the inside and outside. |
| Sensory | "Magic bag" (second youngest) | Learn to identify material by tactile contact. | Kids put their hand into the bag, find an object and, without pulling it out, guess what it is. | |
| Musical | “Sad Rain” (first youngest) | Learn to correlate natural phenomena with the mood of music. | The teacher shows pictures depicting rain. Puts musical excerpts different moods. Children determine which music best suits the illustrations. |
|
| Movable | Running and jumping training | “Sunshine and Rain” (second youngest) |
|
The kids squat down on the designated “house” areas. At the signal “The sun is out,” children run around the playground. To the words “The clouds have come” they return to their “homes”. |
| Development of attention | “Show it right” (preparatory group) |
|
The teacher names a part of the body by touching it with his hands. Children repeat. The teacher confuses the kids: he names one thing, but touches another. Children must match the name with the movement. |
|
| Theatrical | Dramatization | “In the Forest” (senior group) |
|
In a role-playing play, the children show how to and how not to behave in nature. |
| Director's | "Teremok" (middle group) |
|
Children use cone theater toys (characters are drawn on cones that are put on fingers or moved around the table) to show the fairy tale “Teremok” told by the teacher. |
How to compile a card index of topics on FCCM
Since FCCM occurs in the course of work in classes of different educational orientations (“Familiarization with the environment,” “Music,” etc.), the card index of topics is of an integrated nature. Typically, the teacher draws up a calendar-thematic lesson plan in all areas, indicating aspects of the topic related to the educational field of the FCCM. However, some methodological sources recommend drawing up a plan based on the educational area of work with a specific age group. In this case, the teacher identifies certain elements of the content parts (blocks) necessary for him to prepare the lesson.
Elements of work on FCCM are presented in different classes
Table: example of compiling calendar and thematic planning for FCCM in the middle group (fragments)
| month | block | Organized educational activities | Joint activities between adults and children | Independent activities of children |
| Theme: “Our kindergarten, our group” | ||||
| September | "Kindergarten" | Goals:
Lesson structure:
|
Didactic game “What is the object made of?” Goals:
Didactic game “Outfits of Mother Earth” Purpose: to clarify and expand children’s ideas about the change of seasons, about the main features of each season, and the natural phenomena characteristic of it. |
Didactic game “Puppet kindergarten”. Goal: to support children’s desire to imitate workers preschool- their caring attitude towards students, their ability to find a way out of difficult situations. |
| "Let's get acquainted!" | Goals:
Vocabulary: kitchen worker, medical worker, music and sports halls, building
|
Didactic game “Where did the bee fly?” Goals:
Didactic game “Seasons” Objectives:
Experimental activity “How to see the air.” Goal: to introduce children to the concept of “air”, its properties and role in human life. |
Consideration indoor plants. Goal: to teach to recognize, distinguish and correctly name indoor plants. | |
| Theme “Autumn. Gifts of autumn. Autumn Fair" | ||||
| "Gifts of Autumn" | Goals:
Vocabulary: vegetable garden, garden bed, vegetables.
|
Didactic game - What is it made of? Goals:
Didactic game “Prepare the bunny for winter.” Goals:
Experimental activity “The air sings and whistles.” Goal: to introduce children to the concept of “air”, its properties and role in human life. |
Visual activity. Target: encourage children's desire to reflect their impressions of autumn changes in nature. |
|
| Golden autumn | Goals:
Lesson structure:
|
Didactic game "Seasons". Goals:
Experimental activity “Wind, wind, you are powerful...”. Goal: to introduce this natural phenomenon, like the wind, the reasons for its occurrence, its role in the life of living organisms.
|
Ecological game “Find a tree by description.” Goal: consolidate knowledge about trees. | |
Lesson time plan
The scheme for developing classes on FCCM is a clear structure for presenting the content over certain periods of time. And if the nature of the content depends on a specific topic, then the timing of the lesson is determined sanitary standards on conducting classes with preschoolers:
- in the younger group - 15 minutes;
- on average - 20 minutes;
- in the senior class - 25 minutes;
- in the preparatory room - 30 minutes.
The elaboration of the essence of the topic occurs in three stages:
- introductory part (updating basic knowledge on the topic, motivation to continue working on it);
- the main part (work that reveals the content of each of the thematic blocks under consideration, as well as physical education, breathing or finger exercises);
- the final part (the teacher’s assessment of the children’s activities during the lesson, as well as from the middle group the children’s reflection on the quality of their work).
Each stage of the lesson must be fit within a certain time frame.
Table: examples of FCCM lesson notes for different age groups
| Subject | Introductory stage | Main stage | The final stage |
| First youngest | |||
| "Trees" | - Guys, you are walking down the street, playing on the playground, driving in a car, what surrounds you? Children: - People, cars, houses, trees, etc. …> | <… Дети отгадывают загадки о деревьях, рассматривают картинки…> <… Когда листья начинают появляться на деревьях? What color do the leaves on the trees turn in summer?..> |
|
| Second youngest | |||
| "Mushrooms" | A squirrel comes running to the group and says that the squirrel mother asked them to collect mushrooms in their forest, because winter will soon come, and if they do not stock up on good mushrooms, they will starve. - Tell me, please, where do mushrooms grow?..> | <… Игра малой подвижности «Мы идём в осенний лес» We are going into the autumn forest. (Children walk in a circle) And the forest is full of miracles! We will look for mushrooms (Place palm to forehead) And collect them in a basket. (Squatting, picking mushrooms) Children sit on chairs. - There are a lot of mushrooms in the forest, but not all mushrooms can be eaten by people. Some mushrooms are called edible and can be eaten, while others are inedible and cannot be eaten by humans. A mushroom consists of a stalk, but what is on the stalk? - Hat. Here is a white mushroom (Show picture)...> <…- Что можно приготовить из грибов? ..> |
The teacher thanks the children for their work. |
| Middle group | |||
| "Birds" | Children today our lesson will be dedicated to the birds. I want to start it with a riddle...> | <…Давайте вспомним, чем мы кормили на нашем участке птиц? (зёрна, крошки хлеба, семечки, ягоды рябины). - Guys, let's think about what will happen if we don't have birds? (There will be many insects, and they will eat all our harvest, gnaw through the bark of the trees, and then the trees may dry out)…> <…Дидактическая игра «Не сорока, не ворона и не чайка, а какая это птица отвечай-ка». На коврике раскладываются изображения птиц 10 шт. Дети должны назвать этих птиц. - Well done, you completed this task, and now I’ll check if you remember which of our birds are migratory and which are wintering...> |
Well done guys, today you learned a lot about our friends birds, their characteristics and habits...> |
| Senior group | |||
| "Mother" | - Who loves you kids dearly? Who will love you kids? Without closing your eyes at night, does everything take care of you? She's all pink... (dear mother)...> | <… Вы ещё маленькие, и многие домашние дела вам не по силам. Но многие дела вы можете выполнять сами. Динамическая пауза. We stand in a circle and throw the ball to the children. – How do you help your mother with housework (picking up things, watering toys, flowers, vacuuming, going for bread, etc.) ...> <… Выполнение аппликации «Подарок для мамы»…> |
At the end of the lesson, I ask what the children learned in today’s lesson and what conclusions they drew for themselves. |
| "Food" | <… Ходит Митя, как Кощей, Ни супов не ест, ни щей. Падает от слабости А любит только сладости. - Why do you think the boy Mitya was thin and weak? (children's answers) ...> |
<… Finger gymnastics"Baker"...> <… Лепка из солёного теста «Баранки и калачи». Exercise “Pies with filling”: - Children, if you put apples or cabbage in the dough, what will happen? (pies). Children are given pictures of vegetables, fruits and berries. They form the corresponding adjective. For example: this is cabbage, you can bake a cabbage pie...> |
|
| Preparatory group | |||
| "My Fatherland" | -Hello guys! Today, we will reveal the secret of one very important word. Are you ready to find out the secret? (Children's answer) But first let's remember familiar word. Listen carefully and remember his secret. So, the word “native”. Let's play the game "Choose a Word." We need to come up with the words “native”, “native”, suitable word. Remember who or what we can call family (mom, dad, brother, sister, home, kindergarten, city, region)…> |
<… Кто из вас знает, как называется наша страна, в которой мы живём? (Россия) - That's right, this is Russia. What is it like, our Russia? (Big, beloved, beautiful, huge, rich, strong). - The Russian people have composed many proverbs and sayings about the Motherland, as a sign of love and pride for their country. Who knows some of them...> |
- Did you like what we did today? What did you like about it? Well done? guys, you were all active today, you all tried. |
Video: fragment of a lesson at FCCM for the second junior group on the topic “Transport”
https://youtube.com/watch?v=9K4qztRrgeA Video can’t be loaded: Fragment of a lesson on FCCM “Transport” in the second junior group (https://youtube.com/watch?v=9K4qztRrgeA)
Video: example of a FCCM lesson for senior preschool age on the topic “The Wealth of Our Planet”
https://youtube.com/watch?v=CCij1sgJZG8 Video can’t be loaded: Lesson on FCCM “The Wealth of Our Planet Earth” at MBDOU “Staropismyansky Kindergarten” MO “LMR” RT (https://youtube.com/watch?v=CCij1sgJZG8)
Formation of a holistic picture of the world is an important area preschool education, which is implemented in classes different topics and directions. As a result of systematic work, children gain ideas about the living world and inanimate nature, expand their horizons regarding the role and place of a person in it, and also learn to evaluate certain phenomena and facts through the prism own experience. All this contributes to the development and education of a harmonious personality, capable of adequately responding to any manifestations of the surrounding world.
Abstract thematic lesson
in the middle group
“Spring is coming to us with quick steps” was composed by Tatyana Viktorovna Topol.
Tasks:
1. Give ideas about the change of seasons, help remember the names of the spring months; about the changes that occur in early and late spring in nature.
2. Develop elementary skills research activities, logical thinking, physiological breathing, eye; the ability to draw straight lines in different directions.
3. Lay the foundations environmental education; to cultivate a caring attitude towards nature, humane manifestations in behavior and activities in nature.
4. Activate the dictionary using words: nouns (March, April, May, thawed area, thaw, stream, icicle, rays, drops, snowdrop, bud...); adjectives (early, long-awaited, bright, sonorous, fragile, transparent, shiny, slippery...); verbs (murmurs, darkens, melts, swells, arrives, bakes...); learn to answer questions with complete answers, use evidence-based speech.
Progress of the lesson:
Guys, guess the riddle and you will find out what time of year today’s lesson will be devoted to.
Comes with goodness
Blows with warmth
Red in the light of the sun,
And her name is... (spring)
Are you excited for spring? We have been waiting for spring for a long time, so what kind of spring is it? (Long awaited). What mood do you get when you talk about spring? (Fun, good, perky, beautiful, ...). Let's remember what other moods there are.
Didactic exercise“Find the mood. Show your mood"
(Using pictograms)
You can say - spring mood? What's the sun like in spring? (Spring). What are puddles like in spring? (Spring). What is the sky like in spring? (Cloud, streams, trees, grass, thawed patch, icicle, rain, day)
Let's tell you what happens in spring. Start your answer with the word "spring"...
In spring... the sun shines brightly.
In spring the snow melts.
In spring thawed patches appear.
In spring, puddles appear.
Buds swell in spring
Birds arrive in spring.
Icicles appear in spring.
Streams flow in spring.
Do insects wake up in spring?
In spring, wild animals change the color of their coats.
In the spring, the animals give birth to cubs.
In spring, the first flowers appear: snowdrops, coltsfoot.
In spring grass appears.
It rains in spring.
(Children answer, the teacher displays pictures with signs on the easel in two “paths”: early, late spring).
What kind of spring are we having now? (Early)
Outdoor game “Spring, red spring”
Spring, red spring! (children walk in a circle holding hands)
Come, spring, with joy,
With joy, with joy, (they go the other way)
With great mercy:
With high flax, (stop, raise their arms up, stand on their toes, inhale)
With deep roots, (squat, lower arms, exhale)
With abundant bread. (holding hands, they run in a circle).
Breathing exercise “Oh, how it smells!”
Offer to check what spring smells like: air, grass, first flowers - deep breath, exhale slowly; sniff - a few short breaths, a long exhalation with the word “Ah!”
Spring has prepared a surprise for you. Guess what it is?
Hanging outside the window
The bag is icy.
It's full of drops
And it smells like spring (Icicle)
That's how many icicles there are. Take one at a time.
Touch the icicle, what is it like? (Cold, wet, slippery, smooth, icy, sharp).
What is its shape? What does she look like? (For carrots).
Look at her, what is she like? (Transparent, shiny, shimmers in the sun...)
What happens to an icicle in heat? (melts).
Take an icicle in your hand, what do you see? (Droplets flow down the icicle). Listen to the drops ringing. (Place the tray).
When a lot of icicles melt at once on the street, it turns out to be droplets.
Finger gymnastics “Drip-drip-drip rings drops”
Drip-drip-drip - drops ringing
April has come to us.
(Children drum their fingers on the table, imitating playing the piano)
Listen to the poem. (Child reading the poem “Drops”).
The spruce warmed up in the sun,
The pine tree has melted,
It's April
The drops are ringing
It's spring outside.
What month name did you hear in the poem?
What other spring months do you know?
Let's say together: “March, April, May - don’t forget them.”
So what shines brightly, warms, and bakes in spring?
Let's call the sun.
Call “Sunny” (with clapping)
Bright sunshine, dress up! (claps on shoulders, crossing arms over chest)
Red sun, show yourself! (claps hands)
Put on the scarlet dress, (clap your knees)
Give us a red day! (clapping overhead).
(I bring in a drawn sun with one ray).
While the sun was getting to us, it gave away all its rays. We need to somehow correct the situation. Let's play with the beam.
Visual gymnastics “Ray up, ray down”
Ray up, ray down,
Smile at the children as a ray of rays,
Look to the right, to the left,
Go around the sun.
What can be done? (Children's answers).
Children complete the rays with felt-tip pens, and the teacher draws in eyes and a smile.
The sun thanks you for your help and invites you to play with his friends - the sunbeams.
Playing with mirrors
A bunny jumps on the wall
And winks at me.
Jumped into the picture
Lingered on the shoe
Danced on the ceiling
Hidden in the corner.
So he hid in the crib.
He plays hide and seek with us.
1, 2, 3, 4, 5 -
We're going to look for him.
(If there is no sun, then after the riddle the children will see problematic situation, which they explain: “no sun - there can be no sunbeams”).
What colors do you think should be used to paint spring? Children's answers: yellow for the sun, blue for the sky, green for the leaves.
You and I already know how, like wizards, to get a third from two colors. - Name what color you will get in this case (show cards).
Our lesson ends. You all made me happy. But spring does not say goodbye to us, we will notice its traces everywhere. Do you agree?
Municipal budget preschool educational institution"Kindergarten No. 7 of a general developmental type in Gorno-Altaisk"
LESSON SUMMARY By
NGO "Cognition" (FCCM) in the middle group.
Theme: "Amazing Bubbles"
prepared by the teacher:
Samoilova Anna Vitalievna
2014
Lesson notes on OO "Cognition" (FCCM) in the middle group.
Topic: "Amazing Bubbles."
Target: Introducing children to ways of forming soap bubbles.
Tasks:
Educational:Continue to develop the ability to independently conduct “research”, select necessary equipment, reflect, generalize the results of experiments. Exercise in distinguishing odors, correlating the smell with a specific object. Activate and systematize children’s ideas about the properties of soap and water: soap dissolves in water, when the soapy water is shaken, bubbles form, when the soap is lathered, the water becomes cloudy and acquires a soapy aroma.
Educational: Develop quick thinking, creative imagination, and the ability to reason logically. Develop cognitive interest to the environment in the process of experimentation;
Educational: Foster a sense of mutual assistance, mutual respect, and the ability to work in a team.
Integration educational areas: cognition (formation of a holistic picture of the world, cognition (formation of elementary mathematical representations, communication, socialization, reading fiction, artistic creativity(drawing)
Materials and equipment: Bubble – balloon, mysterious box, drawings and diagrams “How to get bubbles”, plastic spoons, containers with water, glasses, napkins, gouache, paper, pieces of soap, cocktail straws, food coloring, aprons, easel, music.
Dictionary : aroma, bubbles, clear (cloudy) water, fragrant (fragrant, odorous) soap; soap: foams, glides, shimmers in the light, inedible, lathers.
Progress of the lesson:
I Organizational moment:
Children, look at your hands.
What are they like for boys? (they are big, strong)
What about girls? (gentle and affectionate).
We love our hands, because they can do anything.
What exactly do you think? (hug a friend, and raise a fallen comrade, and give food to hungry birds, and set the table beautifully, and also help to learn new things)
What a miracle - miracles:
One hand and two hands!
Here is the right palm,
Here is the left palm.
And I’ll tell you, without hiding,
Everyone needs hands, friends.
Strong hands will not rush into a fight.
Kind hands will pet the dog.
Clever hands know how to sculpt.
Sensitive hands know how to make friends.
Take the hands of those who are next to you, feel the warmth of the hands of your friends who will be your good helpers.
Educator : Children, do you like fairy tales? Do you want to listen to a fairy tale? Then listen:
“Once upon a time there was a soap bubble, and his name was Bubble. He was very handsome, but his life was very short, and he had no friends. Is it good to live without friends? And why? (children's answers) So Bubble was bored without friends, so he turned to us today with a request to help him make friends with other soap bubbles. Bubble sent us a box with a letter: “This box contains magic bricks from which bubbles appear. I warmed them, rubbed them and even fed them, but no bubbles appeared. Maybe you can help me? With respect to you, Bubble. »
Educator: Guys, can we help Bubble? (Yes)
II Main part
I wonder what these magic bricks are. To know a subject, you need to get to know it. For this we have assistants. What kind of helpers do you think these are? (eyes, nose, ears, mouth, hands).
Now we will open the box and see the item. You'll probably recognize it right away, but before you name it, let's tell you about it with the help of our assistants.
Educator: Our first assistant is the eyes.
What do they tell you about the subject? What is he like? (rectangular, oval, pink, green, curly, large).
The next assistant is the ears.
What are they talking about? (the object does not make a sound).
Will a mouth and a tongue help us? (no, you cannot put this item in your mouth, it is inedible).
Take this item in your hands.
What do they tell you about the subject? What is he like? (smooth, heavy, cold, hard).
What other assistant can help us? (nose). What does it say about the subject? (fragrant, fragrant, odorous).
Tell me what aroma it reminds you of?
Educator: So we told you everything about this subject. What is it for? (wash, wash, wash hands). Tell me, what is this item? (soap). (a balloon appears - Bubble)
Bubble : I got it, it's soap! But how can I make bubbles out of it - my friends? (children's versions).
Educator : Let's go to the table and see what we need for work. What should you remember when working with soap? (do not touch your eyes or mouth with your hands).
Take your seats around the tables.
Progress of the experiment
Look what's in the containers? (water).
Touch it with your fingers, what kind of water is it? (warm, transparent, wet, odorless).
Take the soap and put it in water and lather it well.
What kind of soap has become? (slippery).
What happened to the water? (became cloudy, foams, has an odor).
We put the soap in soap dishes and wipe our hands with napkins.
Bubble: The soap has been washed out, but there are no bubbles!
Educator: What needs to be done next to make bubbles? (blow air through the tubes). Take the tubes and show how you will blow. Blow on your palm. Now put the tube in the water and blow into it. You cannot drink this water.
What kind of bubbles did you get? (large, small, transparent).
When there are a lot of soap bubbles, what happens? (foam). Look how the bubbles hold on to each other, how friendly they are.
Are we friends? Let's show Bubbles how friendly we are.
Fizminutka: Game “How did we go to the store?”
They also want to live in our cups bubble.
Take your cups, blow some bubbles. (children use straws to make soap bubbles) What do they look like?
What happens if you touch them? (burst).
What if you blow? (will fly). Why? (air inside).
Guys, let's color our bubbles in different colors to make them even brighter and more colorful. What needs to be done, do you think? (children express their versions: add paint to the soap foam).
And now I suggest you draw gifts for our guests, and we will draw with colored soap bubbles.
(children apply a sheet of paper to colored soap foam and leave prints)
III Relaxation
Bubble : Hooray! How many bubbles are my friends! I'll just forget how to make them.
Educator: So that you don’t forget, we’ll tell you now. Children, there are pictures in front of you. Arrange them in order, what we did first, in what order.
(children lay out cards on an easel - diagrams of how soap bubbles are made).
"Bubbles to get,
We need to perform a miracle:
Take a simple piece of soap
And wet it with water.
Wash and stir everything
And wait a little!
Bubbles flew
Light as moths
You can play with them
Catch and fly."
Bubble: Thank you guys! You helped me find friends. I will definitely tell my friends about you!
Goal: to systematize children’s knowledge about kindergarten.
Tasks:
Educational: to promote love for kindergarten, respect for kindergarten staff, and work.
Download:
Preview:
Department of Education of the Administration of the Municipal District Tuymazinsky District of the Republic of Bashkortostan
Municipal autonomous preschool educational institution
kindergarten No. 25 of Tuymazy municipal district Tuymazinsky district of the Republic of Bashkortostan
Abstract
organized educational activities
Educational field "Cognitive development"
Section "FCCM"
Topic: “Our favorite kindergarten”
Age group: middle
Completed by: teacher
Mukhamadullina Z.G.
experience in this position: 10 years
Tuymazy, 2016
Goal: to systematize children’s knowledge about kindergarten.
Tasks:
Educational: promote learning to respond emotionally to the world, distinguish emotional states.
Developmental: promote the development of phrasal speech, logical thinking, the ability to understand the meaning of a riddle, find a solution.
Educational: promote love for kindergarten, respect for kindergarten staff, and work.
Integrated areas: speech, social and communicative development, artistic and aesthetic development.
Tools: multimedia installation: slides with photographs of the kindergarten, group, employees, attributes required for each employee.
Preliminary work: conversation about the kindergarten, meeting the employees.
OOD progress.
Organizing time.
All the children gathered in a circle.
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other.
Starting the day with a smile
Everything will work out for us!
Educator: Children sit down in your seats.
Listen to my riddle.
I go there every day
This is necessary, even if you are lazy.
I already know all the guys there.
I eat and sleep and play with them.
I'm very happy to go there
There's my favorite...
Children's answers: kindergarten.
Educator: let's talk about our kindergarten.
(Slide No. 1. Kindergarten building).
Educator: what kind of building is this?
Children's answers: our kindergarten.
Educator: What is the name of our kindergarten?
Children's answers: Ch ulpan.
Educator: In which city is our kindergarten located?
Children's answers: in the city of Tuymazy.
Educator: what building is this?
Children's answers: d two-story, large.
Educator: and what is this shown on the screen?
(Slide No. 2. Group)
Children's answers: our group.
Educator: what is the name of the group?
Children's answers: Teremok.
Educator: What floor is our group on?
Children's answers: on the second floor.
Educator: What do you think, what are kindergartens for?
Children's answers: h so that children come here to play with their friends when moms and dads are at work.
Educator: why do you like going to kindergarten?
Children's answers: m We play, eat, sleep, study.
Educator: How do children live in kindergarten?
Children's answers: d lively, fun, interesting.
Educator: children, you should be friends with each other, take care of each other, help each other, come to kindergarten cheerful and in a good mood.
Educator: It happens that we quarrel, and then the mood deteriorates, it becomes sad, and when we make up, it becomes cheerful and we smile.
(Slides No. 3, 4. Sad and happy faces)
Educator: show us what facial expression we have when we are angry? Now show me a cheerful expression on your face?
Educator: kids, let's draw on these faces Happy Smiles, and put them in kindergarten. Let there always be kindness and fun in our common home.
Well done, how friendly our kindergarten and our children are.
Educator: Which beautiful name kindergarten - "Chulpan". Who knows what this name means?
Children's answers: z everywhere.
Educator: many people work to ensure that children in kindergarten are comfortable and interesting, so that parents do not worry about them and work calmly.
What professions do people work in our kindergarten?
Children's answers: in teacher, assistant teacher, manager, cook, nurse.
Educator: We’ll play now: I’ll ask riddles, and you’ll guess. And if you guess right, a photo will appear. Just listen carefully.
Kindergarten is fun and nice!
Well, who is the most important here?
Who is sitting in the office?
Who is in charge of everyone?
Children's answers: manager.
Educator: What is the name of our manager?
Children's answers: Elvira Mansurovna.
(Slide No. 5)
Educator: The manager makes sure that the kindergarten is beautiful, cozy, clean and has a lot of toys.
Who teaches you to draw, build, craft, play?
Having seated the children in a circle, will he read them a poem?
Who will figure out now why Anton is fighting?
Children's answers: to the teacher.
(Slide No. 6)
Educator: my profession is called "educator"
Who knows why it is called that?
Children's answers: in teacher raises children.
Educator: how do I raise you? I teach you how to dress and wash your hands properly. What else am I teaching you to do?
The children continue to discuss what they are doing together with the teacher.
Educator: next riddle.
Who will set the table for us?
Sweeping, vacuuming?
Will he wash the windows, walls, floors?
Will you wipe the dust off the table?
Will make sure that here and there
Was everything in place?
Children's answers: p teacher's assistant.
(Slide No. 7)
Teacher: what is her name?
Children's answers: Rasima Zakievna.
Educator:
Comes to us in a white robe
Check what hurts us.
Will be vaccinated according to plan
And he'll treat you to some vitamins.
Children's answers: nurse.
(Slide No. 8)
Teacher: what is her name?
Children's answers: Zalia Rumilovna.
Educator:
Who do we do exercises with?
We play sports
Either with a ball or with flags
We manage deftly...
Children's answers: f izruk.
Teacher: what is her name?
Children's answers: Lyubov Alexandrovna.
Educator:
He plays the piano for us,
Our hall is decorated for the holiday.
Teach you to sing and dance,
Play on spoons and pipes.
Children's answers: m music director.
Teacher: what is her name?
Children's answers: Zulfiya Kamilevna.
Educator: You guys are great, you solved all the riddles.
Now let's play a game“Whose item is this?”
In front of you are pictures with objects. Look carefully, when I name the profession for which this item is needed for work, pick it up.
Educator: Well done! You did everything right.
Educator: I wanted to ask, what do you think is the most necessary profession in kindergarten?
Children argue, whose work is more important and necessary?
Educator: The work of every person is equally important and necessary. And everyone tries to do their job as best as possible.
Educator: children, What did we talk about today? What did you like most about our lesson?