KSU Maloubinskaya high school
Mini-center "Rucheyok"
Summaries of classes under the program "Zerek Bala"
Second junior group (3-4 years old)
Educational area"Cognition"
Subarea "Construction"
Compiled by: preschool educator
education and training Pavlova N.V.
year 2013
Introduction
Target: the formation of simple constructive skills in younger children preschool age.
Tasks:
1. Teach the construction of building materials and paper.
2. To teach to construct buildings according to their own design, to combine them according to the plot and to play up, the desire to complete the construction begun.
3. Develop the ability to work individually and in a team, establishing friendly relationships with peers.
4. Develop creative imagination, artistic taste.
Construction from building materials
Learn to build the simplest buildings from parts of different colors and shapes, use techniques: attach, attach parts, placing bricks, plates vertically and horizontally, put them in a row, in a circle, around the perimeter of a quadrangle, put them tightly to each other, or at a certain distance ...
To develop the ability to change buildings, building on or replacing some parts with others, for example: "Paths" (for cars and pedestrians wide and narrow), "Fences for kids and camels" (high and low), "Gates" (low, high, wide, narrow).
Encourage children to name the main details of the building material (cube, brick, plate, prism), their color, size. To teach to distinguish parts of a building by size (large - small, long - short, high - low, narrow - wide).
Paper construction
To form the ability to transform sheets of paper into three-dimensional forms using paper design methods: crumple, tear, twist (for example, grass, dandelions, birds).
Lesson notes
1.Constructing from paper
Theme:"Book"
Target: Learn to fold a rectangular sheet in half, combining the corners and sides. Exercise in bending the sheet in half. To cultivate diligence, the desire to do something pleasant for loved ones.
The sample is a book. Various books, notebook, album. Album sheet of paper for each child, felt-tip pens.
Bilingual component: book - kitap
The course of the lesson.
The teacher invites children to look at books, a notebook and an album; name the differences and similarities of these items. He offers to make a present for mom - a beautiful book.
Shows and explains how the book will be made: “Look carefully and remember how we will make the book. We take a rectangle, put it on the table with the long side facing us (accompanies the display on the sample). We bend it exactly in half in the middle so that the corners and sides of the opposite parts of the rectangle exactly coincide. Iron the fold from top to bottom, holding the book with your hand "
Children fold sheets of paper. The teacher recalls the techniques of folding a sheet in half. Invites children to draw pictures in a book as they wish.
Lesson summary.
The teacher lays out the books on the board, draws the attention of the children to the fact that there are many beautiful books. Asks questions: “What did we do? How did you do it? What did Medet (Murat) draw in his book? Did you like making a book? "
He offers to present a book to mothers when they come for the children in the evening.
2.Constructing from paper
Topic: "Multicolored leaf fall"
Target: Expand children's ideas about changes in living and inanimate nature in autumn, tell about the natural phenomenon of leaf fall. Teach children to tear off paper in small pieces. Develop fine motor skills, the consistency of both hands.
Demonstration and handout material: Thematic posters "Autumn", "Leaf fall"; a bouquet of autumn leaves; strips of green, red, yellow, orange paper;
Bilingual component: sheet - zhapyraқ, autumn - kuz, orange - sar ғ ylt, yellow - sary, red - Kyzyl, zhasyl - green.
The course of the lesson.
The teacher invites all children to look at beautiful bouquet from autumn leaves, pronouncing the color and size of the leaves.
Reads V. Shipunova's poem "Autumn Bouquet":
Let's collect the autumn bouquet
For grandmother's birthday.
Green leaf, burgundy leaf,
Here comes the green leaf again
Yellow leaf, golden leaf ...
We will take them home.
We need a lot of leaves.
Let them attack again.
Draws the attention of children to paintings depicting autumn.
The teacher says: « Summer has passed, autumn has come. It's cold outside in autumn, the leaves on the trees are now not only green, but also what? (yellow, red). The sky is dark in autumn, there are clouds on it, probably, it will rain. The wind is blowing and the leaves are flying from the trees "
Suggests making colorful leaves and showing how the leaves fall to the ground. And multi-colored paper will help us to do this. Asks what color let's take paper(red, yellow, green, orange). He distributes strips of paper of different colors to the children and suggests tearing them into pieces to make small, light sheets.
Finger gymnastics " Autumn leaves»
One, two, three, four, five - (bend fingers, starting with the big one)
We will collect the leaves (clench and unclench the fists)
Birch leaves, rowan leaves,
Poplar leaves, aspen leaves, (bend fingers, starting with a large one)
We will collect oak leaves
We will take the autumn bouquet to mom
(step on the table with the middle and forefingers)
Independent activities of children.
Children sit at tables, pick up strips of paper (one of each color) and tear it into small pieces. The teacher helps children who find it difficult to complete the assignment.
Lesson summary.
The teacher reads a poem and invites the children to throw the colorful leaves they have prepared high above them and spin around.
Leaves are falling,
In our garden, leaf fall.
Red, yellow leaves
They wind in the wind, fly.
Praises children: "How many guys have made colorful leaves!"
3 construction from paper
Theme: "Christmas tree"
Target: Teach children to fold a square diagonally, combining corners and sides. Develop imagination, teach to see a Christmas tree made of folded paper of a certain color, shape. Develop fine motor skills, consistency of both hands. To bring up accuracy, the desire to do the craft with high quality.
Demonstration and handout material: Snowman toy, faux Christmas tree... Blanks of green squares 10x10 cm.
Bilingual component: tree - shyrsha, snowman - aққala
The course of the lesson.
Guys, look who came to visit us! Yes, this is a snowman, he is in a hurry to the animals with a Christmas tree! Look, what is his Christmas tree? (green, prickly, branched, fluffy). What does the tree look like? (on a triangle, bag, mountain). The Christmas tree is a beauty, but the Snowman is in trouble, he has only one tree! Here is a snowman and is afraid that every forest kid will want to decorate a Christmas tree in his house. How can we help him? (Make trees for the animals).
Shows and explains how the Christmas tree will be made: “Look carefully and remember how we will make the Christmas tree. We take a green square, put it on the table with an angle to ourselves (accompanied by a demonstration on the sample).
We bend it from ourselves exactly in half diagonally so that the corners and sides of the opposite parts of the square exactly coincide. We iron the fold from the middle to the edges on one side and on the other, holding the tree with our hand "
Finger gymnastics"Herringbone"
Before us is a Christmas tree: (Fingers are intertwined, from thumbs- the top of the "herringbone")
Bumps, needles. (Cams; index fingers exposed).
Balls, flashlights, ("Balls" from the fingers up, down).
Bunnies and candles, ("Ears" from the index and middle fingers; both palms folded, fingers clenched)
Stars, little people. (Palms folded, fingers extended; middle and index fingers are on the table or looking down.)
We'll be dressing her up for the holiday soon.
Independent activities of children.
Now let's go back to the tables and once again remember how we will work. Children in the no-queue name the stages of work based on the template and get to work. The teacher encourages the desire of children to make several Christmas trees. In the course of the lesson, he helps children who find it difficult, makes reminders.
Lesson summary.
Now look at what green beauties we have turned out and now there are enough of them for all forest dwellers to meet New Year!
4 paper craft (teamwork)
Theme: Dandelions in Spring
Target: Form the ability to transform sheets of wet paper yellow color into volumetric round shapes (crumple). Develop imagination, teach to see flowers in wads of paper of a certain color, shape and size. Foster an interest in teamwork.
Demonstration and handout material:
Bilingual component: dandelion – baқbaқ, the sun -Toүn, grass - NSөп, green - zhasyl, yellow - sary.
The course of the lesson.
The teacher talks with children about spring, about green grass, about the beauty of a green meadow, shows illustrations of landscape compositions.
Asking questions: " What is depicted in this picture? (dandelions, grass, butterflies.) What is a dandelion? (petals, flowers.) What color are the dandelions? (yellow) How else can you say: what dandelions? (beautiful, spring.) What can dandelions compare to? (with the sun)
Let's make paper dandelions and combine them into large panel... Asks what color we will take the paper. We will make the dandelions by crushing paper into round shapes, and place them on this green meadow (unfolds whatman paper on the table)
The teacher resembles a method for making a dandelion: a sheet of yellow paper, slightly moistened with a wet cloth and crumpled well, forming a round shape. Then we put the resulting flowers on a green meadow.
Finger gymnastics.
Independent activities of children.
The teacher provides children with practical help, teaches them to work carefully, to tear the paper into even strips, place them beautifully against the background and glue them on their own, coordinating their work with the actions of other children.
Lesson summary.
Children admire the work done, note the beautiful combination of yellow and green colors. The teacher says that they all tried. Asks questions: “What kind of meadow did we get? (beautiful, yellow, spring.)
What flowers bloom in our meadow, what are they called? (dandelions)
Reads a poem by M. Polyanskaya:
Dandelions everywhere
On spring grass:
Flashed in the yard
Scattered across the mountain
Hid in a groove.
5 paper construction (teamwork)
Theme:"Bullfinches on a rowan branch"
Target: Continue to teach children to crush soft paper into strong lumps with their fingers, to work independently, carefully. To clarify and generalize the knowledge of children about bullfinch, about trees in winter. Develop imagination, teach to see bullfinches in lumps of paper of a certain color, shape and size. Foster an interest in teamwork.
Demonstration and handout material: a picture depicting bullfinches on a rowan branch; a sheet of Whatman paper with a rowan branch drawn on it, red paper.
Bilingual component: bullfinch - Boztorғ ay
The course of the lesson.
The teacher offers to guess the riddle:
Snow fell, and this bird
Not afraid of snow at all.
We call this bird
Red-breasted ... (bullfinch).
Places a picture of bullfinches on a mountain ash on the board.
He proposes to consider a bullfinch and: draws attention to the fact that the body of the bird is covered with feathers, the feathers are red on the breast, gray on the back, and black on the head. The bullfinch has two wings and flies; there is a tail, a beak, legs with claws. The bullfinch has no neck visible, its head immediately passes into a body, rounded and short. The bullfinch is a very beautiful and important bird.
Tells about the mountain ash. In winter, the trees are bare, without leaves. Snow falls on the trees. In winter, the trees in the snow are very beautiful. The berries are preserved on the mountain ash. White snow lies on the red rowan berries. Birds arrive and peck berries from the mountain ash.
Let's make these paper birds and combine them into a large wall mural. We will make the bullfinches by crushing paper into round shapes, and place them on these branches (unfolds whatman paper on the table)
Shows the method of making a bullfinch: a sheet of red paper, slightly moistened with a wet cloth and crumpled well, forming a round shape. Then we place the resulting bullfinch birds on a rowan branch (pins with a pin).
Finger gymnastics.
Independent activities of children.
The teacher helps struggling children, reminds the way of wrinkling paper.
Lesson summary.
Did you guys enjoy working together? Everyone made one bird today, and when we connected them together, we got a whole flock of bullfinches! Let's decorate our room by hanging a painting on the wall.
Reads A. Chepurov's poem "Bullfinch":
Black-winged, red-breasted,
And in the winter will find shelter:
He is not afraid of colds,
With first snow
Right here!
6 paper construction
Theme: " New Year decoration»
Target: Introduce children to the tradition of decorating christmas tree toys, garlands. Develop children's imagination, teach to see Christmas decorations(balls) in multi-colored paper balls. Exercise children to crumple a large sheet of soft paper into a tight ball, design christmas garland from multi-colored "balls", alternating them by color in a given order. Learn to work together, coordinating your actions with the actions of the children of the group.
Demonstration and handout material: pictures with picture New Years holiday, paper napkins (large in size) 3-5 colors, 5-7 sheets for each child.
Bilingual component: New Year - Zhaң a zhyl, Christmas tree - shyrsha
The course of the lesson.
The teacher reminds the children of the approaching winter holiday; makes a riddle about the tree:
To every house on New Year's Eve
This tree will come
Green and tart
It is called ... (fir tree).
The teacher engages children in a conversation about the upcoming holiday, offers to consider pictures depicting the holiday.
Asks questions: “What is this? (Christmas tree.) What tree? (Beautiful, smart, green.) What is the decoration of the tree? (With balls, toys.) What are we going to hang on the tree? (Toys, lights.) This is a garland. Asem, tell me: what is it? What garland? (Long, multi-colored.) Where is the garland hanging? Asem, tell me: where is the garland hanging? (The garland hangs on the tree) "
Then the teacher reads a poem about a decorated Christmas tree by E. Blaginin "Yolka":
Well, the tree is just a marvel!
How smart, how beautiful!
Here the lights came on on her,
Hundreds of tiny lights.
Children, with the help of a teacher, figure out how to decorate a Christmas tree in a group: you can make a garland of multi-colored paper balls.
The teacher recalls how lumps are made from napkins of different colors. These balls will be balls for decorating the Christmas tree. The teacher places the lumps-balls in a certain sequence, draws attention to the given order of alternating colors and asks to name the color of each lump-ball.
Finger gymnastics.
Independent activities of children.
Children work independently. The teacher proposes to lay out the finished "balls" in a chain on the edge of the table, alternating them in color in a given order.
Lesson summary.
At the end of the lesson, the teacher "collects" all the "balls" with a needle and thread. Offers to admire the garland.
Asking questions : « What did we do? What is it? (Garland.) Where are we going to hang it? What is the garland hanging from? What are the balls hanging on? (On a string.) What color are these balls, what are they? What is the garland? (Long, multi-colored.) What have we done? (We have dressed up a Christmas tree) "
Children, together with the teacher, choose a place in the group room for a garland, admire it. The teacher draws the attention of children to the fact that such a beautiful and long garland can only be made together.
7. Paper construction
Topic: "It's snowing"
Target: Continue to learn to tear off paper in small pieces. Develop the imagination of children, teach to see white snow in small pieces of paper. Develop interest in natural phenomenon"snowing". Develop fine motor skills, consistency of both hands.
Demonstration and handout: illustration of a winter forest,
Bilingual component:
The course of the lesson.
The teacher brings a bucket of snow to the group. Asks questions to children:
Guys, look, what's in my bucket? (snow)
Look, what color is our snow? (white)
Feel the snowball. What is he? Warm or cold? (cold)
The teacher shows an illustration picture of a winter forest, shows the children that all the trees in the forest are covered with snow. This snow covered the twigs so that the trees would not freeze in winter.
The teacher invites children to spin like snowflakes (Children spin to music)
Suggests to make snow and show how quietly the snow falls, white, clean as down. And paper will help us to do this.
Asks what color we will take the paper (white). Distributes strips of paper to children white and suggests breaking it into small pieces to make small, light snowflakes.
Game exercise.
"It is snowing". Rebuilding in a circle.
Snowflakes are falling from the sky
As in a fabulous picture.
We will catch them with our handsChildren raise their hands above their heads and do a boast
And we'll show mom at home.tense movements, as if catching snowflakes.
And around there are snowdriftsStretching - arms to the sides.
The roads were covered with snow.
There is a fox galloping in the forest,Jumping in place.
Like a soft red ball.
Well, we go, we goWalking in circles.
And we come to our house.
Independent activities of children.
Children sit at tables, pick up strips of white paper and tear it into small pieces.
The teacher helps someone, something doesn’t work out.
Lesson summary.
The teacher reads a poem I. Demyanova
Snowflakes-stars are flying.
I look out from under my arm:
Whirling, dancing in the air
Fluffy and light! The street became brighter
A more elegant village.
Snowflakes are flying, spinning
Around white-white!
He invites everyone to throw snow high above them and spin around. Praises children: "How much did the guys make white, fluffy snow"
Asks questions: “Can our snow melt? What happened to our snow in the bucket? Why did the snow melt and turn into water? "
8.
Topic: "Paths for cars and pedestrians"
Target: Expand children's ideas about changes in living and inanimate nature in autumn, talk about the ripening of vegetables. Learn to build two variants of the road according to the model (a narrow path for pedestrians, a wide road for cars). Learn to distinguish between the wide and narrow side of the brick, tightly connect the bricks (narrow and wide side). Develop imagination, teach to see the road in the elements of building material. Learn to play around a building, disassemble your buildings and carefully put parts in a box. To foster interest in constructive activity, the desire to build and complete the construction begun, to work in a team of peers.
Demonstration and handout material: pictures of vegetables; wide roads with cars full of crops and paths leading to the garden; bricks; toys: a small doll and a car.
Bilingual component: road - zhol
The course of the lesson.
The teacher talks about the big harvest of vegetables. Suggests to consider pictures with the image of vegetables. Then he turns the children's attention to other pictures, which depict cars carrying crops from fields along a wide road, and people walking into a vegetable garden along a narrow path.
The teacher leads the children to the understanding that freight and passenger transport (trucks, trams, buses) travel along wide roads, along narrow paths, along big roads, people (adults and children) walk or ride a bicycle. There are narrow paths at every dacha; they lead to the vegetable garden, where various vegetables ripen.
Asks questions: “What is depicted here? What do you see here? (This is a garden. This is a house.) What is it? (Road.) Is the road wide or narrow? What is she like? And what's that? (Path.) What can you say about the path? What is she? (Narrow, long.) And what is this? (These are vegetables.) What road is the car on? Narrow or wide? What is this path? (Narrow.)
Summing up the conversation on the pictures: in order to go by car for the harvest and bring it home, you need to build a wide road of bricks.
The teacher shows the bricks to the children, asks what these details are called. He offers to take brick by brick in his hands, examine them, find the narrow and wide sides.
Explains and shows how to build a wide road, how to connect the bricks to each other: “Look how I will build a wide road. I took one brick and put it like this. I put the brick on the wide side. Now I take the second brick. I'll put it like this, close to the first brick. I put brick by brick, the bricks are next to each other. See how I laid the bricks: wide side to wide side. Not even a crack remained between the bricks. The bricks are next to each other. I put them down neatly. And I'll put a brick in the same way. This is how many bricks I have laid. "
He proposes to consider the constructed road, specifies its purpose: a wide road for cars.
The teacher constructs a narrow track pattern. Explains and shows how to build a narrow road, how to connect the bricks to each other: “I took one brick, put it like this, on the widest side. Now I take the second brick. I'll put it like this to the first brick. See how I laid the bricks: narrow side to narrow side. There is no gap left between the bricks. I'll put another brick in the same way. And one more. This is how many bricks I put in. What do you think I did? Is it a narrow or wide road? (narrow) Proposes to consider the constructed road, specifies its purpose: a narrow road for pedestrians.
Independent activities of children.
The teacher carries out an individual demonstration of the reception of a tight connection of parts.
Lesson summary.
Playing with the building.
The teacher helps the children to unite all narrow paths and all wide roads; distributes to children small dolls and cars, asks which road is better for them to move. Offers to play with toys - take dolls along a narrow path, drive cars along a wide road; reads a poem by E. Pozhilenko:
We rode, rode,
We arrived at the dacha.
The children walked, walked, walked,
We went into the garden.
The teacher gives a positive assessment to the efforts of children: “What good roads turned out! What a wide, flat road for cars! And the narrow path is good! "
After the children have played with their buildings, the teacher shows how to disassemble the buildings and put the material in place; encourages those children who are eager to help put the material in place.
9. Construction from building material
Topic: "The tracks are long and short"
Target: teach children to place parts horizontally, tightly to each other. Strengthen the ability to compare objects in length. To cultivate the ability to follow through. Develop imagination, teach to see the road in the elements of building material. Learn, play around the building, disassemble your buildings and carefully put the parts in the box.
Demonstration and handout material: strip of paper blue, 2 houses; 5 long and 5 short bricks for each child.
Bilingual component: road - zhol
The course of the lesson.
The teacher has a strip of blue paper on the table - a river, there are 2 houses.
The teacher says that the dolls Dinara and Zhuldys live in the houses. They love to play by the river and swim. The dolls want paths from their houses to the river, but they don't know how to make them.
Offers to help Dinara and Zhuldys build paths. Asks questions: “What can be used to build paths? Do you need to build the same paths in length? What bricks are better for building a long path? What bricks are better for building a short path? "
With the help of children, he selects long bricks and, connecting them with short sides, builds a long path. A short path is built in the same way. Special attention children are drawn to the fact that the bricks should be located close to each other ("To make it convenient for the dolls to walk on them"). Asks children to build a long, then a short path.
Independent activities of children.
The teacher makes sure that the children are close to the bricks. Encourages children in the design process to pronounce words: long, short - a brick, long, short - a path.
Lesson summary.
After the end of the work, the teacher asks if the paths are the same in length, which path Dinara will walk along, which path Zhuldys will walk.
The teacher offers to play with the buildings: children lead the dolls along the paths to the river, swim, sunbathe, go home. After the children have played with their buildings, he offers to disassemble the buildings and put the material back in place.
10. Construction from building material
Topic: "Gate" (low, high)
Target: teach children to change the design of an object by placing it in height. Strengthen the ability to make overlaps, choose parts according to the size of the toys. To cultivate the ability to follow through. Develop imagination, see gates in building material elements. Learn, play around the building, disassemble your buildings and carefully put the parts in the box.
Demonstration and handout material: 4 bricks and 4 cubes for each child; motor vehicles.
Bilingual component: gate - қақpalar
The course of the lesson.
The teacher asks what kind of gates there are (high and low, wide and narrow)
Shows and explains how to construct a gate: place 2 bricks at a distance from each other and block them with a third. The gate is low.
The teacher explains and shows how to increase the height of the gate: set the cubes on 2 bricks and cover them with the top brick.
Independent activities of children.
With the help of a teacher, children increase the height of the building.
Lesson summary.
The teacher gives a positive assessment to the efforts of the children. He offers to play with buildings: children are taken to the gates of cars of different sizes. After the children have played with their buildings, he offers to disassemble the buildings and put the material back in place.
11. Construction from building material
Topic: "Big and small gates" (wide -high, narrow - low)
Target: Expand children's ideas about the gate (wide - narrow, low - high); supports, ceilings used in the construction of gates and other structures. Learn to correlate the size of buildings with the size of toys; build a low gate (two supports and a simple overlap) and high gate according to the conditions (changing a set of parts or one design parameter); analyze a sample of a building, name the building parts from which these parts are built. Develop imagination, teach to see the gate in the details of the building material. Learn correctly, place supports in the space of the building (put one support exactly opposite the other); carefully disassemble and remove the structure construction material in boxes; beat the building.
Demonstration and handout material: Bricks: 3 short, 4 medium; 2 high bars; 3 cubes; toys: a car and a truck.
Bilingual component: gate - Қақpalar
Course of the lesson
At the beginning of the lesson, the teacher consolidates with the children the knowledge of the details of the building material. He shows bricks of two sizes and a cube, invites the children to name them. Introduces them to a new piece of building material - a bar, specifies that the bar is similar to a cube, but high.
Asks questions: “What details do you know? What is the name of this part? (This is a cube.) What is this? (It's a brick.) Show the widest side of the brick. Show the narrow short side. Where is the narrow long side? Are these two bricks the same or different? Show long brick. Is this brick long? (No, short.) Look, here's another detail. This is a bar. What does the bar look like? These are all construction details. What can you do with them? (Build)"
The teacher says that today children will build gates - wide - high, narrow - low
Explains and shows how to build a low gate with three short bricks: “To build a gate, it is important to place the bricks correctly. One column must be placed exactly opposite the other column. It is necessary to put the columns of bricks at a short distance from each other - so that a passenger car can pass between them. (He checks the distance by moving the car between the posts.) On top of the supports, one more brick must be carefully put - the overlap. The overlapping brick should be placed on the posts with its wide side - neatly, evenly. "
Then the teacher turns to the children: “Can a tall, wide truck pass through these low gates? Why not? Let's check! What needs to be done to make the gate taller and wider?
Children in a practical way reveal the discrepancy between the size of the gate and the size of the machine. They find out that the high and wide gates will be built from three medium bricks and two cubes. When the children answer, the teacher makes sure that the children do not replace the words "high", "low" with the words "big", "small", corrects mistakes.
The teacher proposes to build narrow - low gates for a passenger car, wide - high gates for a truck.
Children build their own gates. The teacher supervises children's design, provides practical assistance, gives advice, encourages insecure children, and evaluates children's designs.
Then he explains: in order for the gate to be strong, it must be strengthened, a cube must be placed at each support. It is necessary to strengthen the gate - place cubes on both sides of the supports - and check if a tall truck can pass through this gate.
The teacher says that the children have built a high gate. But such gates can be built not only from bricks and cubes. They can be built from other parts as well. The children are given the task: to build a high gate, but use bars for supports. The teacher helps children with difficulties in their work.
Lesson summary.
At the end of the lesson, everyone examines the resulting gate and notes their features (strength, width, height).
Asks questions: “What have we built? What parts did we use to build the gate? What did we take? What does the overlap lie on? Are the pillars lying or standing?
The teacher praises the children for the fact that everyone tried hard during work, and suggests playing with the machines. Then he asks to quietly disassemble the structures and put the material in the boxes.
12. Construction from building material
Topic: "Furniture for dolls"
Target: Teach children to build buildings by combining bricks, cubes and plates. Form the ability to convert buildings to width. Continue to teach how to play with the building, disassemble your buildings and carefully put the parts in the box.
Material: pupae different sizes, building parts cubes, bricks, plates of different colors.
Bilingual component: furniture - Zhiz, doll - uyrshaқ, table - үstel, chair - oryndyқ, bed - kereuet
Course of the lesson
The dolls came to visit. They ask the children to build furniture for them.
Teacher n invites children to think about what parts can be used to build a table, chair and bed for dolls(no sample given).
Reminds me of how to design a chair, table and two beds:
1.chair: put a brick on a narrow, long edge and add a cube to it;
2. table: put a brick on a narrow, long edge, and put another brick on it;
3. a narrow bed (for a small doll): put two bricks, and put a plate on it;
4.Wide bed (for a large doll): put two bricks and put two plates on them.
Suggests to arrange the built furniture beautifully so that it is convenient to play.
Independent activities of children
Parts of different colors are laid out in piles in front of the children. The teacher gives each child a doll, slightly different in size, and asks to build pieces of furniture for the dolls, using the color of the parts as desired. Encourages children to build differently.
Lesson summary
Draws attention to the buildings: “What beautiful beds, tables and chairs you built, different in color” Asks some children to tell you how the furniture was built. Distributes dishes bedding and plays with children.
13.Construction from building material
Theme: "Long steam locomotive"
Target: to acquaint children with the shape - a cube, its features; teach to lay out a long train on the plane; to acquaint with the concept of "long"; to teach methods of design - attachment; encourage, together with an adult, to beat the building, disassemble their buildings and carefully put the parts in the box.
Demonstration and handout material: Box with cubes; toys: bear, bunny, cat, monkey, dog.
Bilingual component: cube-cube
The course of the lesson.
The teacher sings Zheleznova's song "Steam Locomotive":
A steam locomotive is going,
Three pipes and a hundred wheels.
Three pipes and a hundred wheels
He drove the trailers.
And the trailers creak
And the wheels are knocking.
And the wheels are knocking
So-so-so, so-so-so-so
The locomotive puffs CHU-CHU,
I will fly like a bird.
Chu-chu-chu-chu-chu-chu-chu,
I'll pump the kids!
Children are built one after the other - "a locomotive", imitate the movement of a locomotive.
The teacher offers to make a little train and ride toys on it. Asks the children who will go on the train. (Shows toys - bear, bunny, cat, monkey, dog). That's how many friends are going to take the train. Let's build a long block train for them.
The teacher puts a box of cubes on the floor. Shows the cubes to the children, asks what these parts are called. He offers to take a cube in hand, consider them. The teacher and the children come to the conclusion that all sides of the cube are the same.
The teacher shows an example of building a long steam locomotive. Explains and shows how to build a long steam locomotive, how to connect the cubes together: “Look how I am going to build a long steam locomotive. I took one cube and put it on the floor. Now I take the second cube. I'll put it like this, close to the first cube. I put a cube to a cube, the cubes are next to each other. I put them down neatly. And I'll put the cube in the same way. This is how many cubes I put in. "
Independent activities of children.
Children take out of the box one cube at a time and make a long train on the floor (cube to cube).
Lesson summary.
The teacher gives a positive assessment to the efforts of the children: "What a long, even train we have turned out!"
The teacher praises the children for the fact that everyone tried their best during work, and invites our friends to take a ride on the steam train (sing the song again). Then he asks to quietly disassemble the structure and put the cubes in the box.
14. Construction from building material
Theme:"Fence for cows and calves"
Target: Learn to alternate bricks by color, setting them on a vertical and horizontal plane (for calves - a low fence, for cows - a high one). Z to strengthen the ability of children to close space.
Demonstration and handout material: the image of animals; bricks of different colors, green sheets of paper, large small figurines of cows and calves on stands with which they can stand on the table.
Bilingual component: cow - siyr, fence - orshau
The course of the lesson.
Educator distributes large and small cardboard figures of cows and calves to children. Asks who it is(Cows and calves)Our cows and calves will graze on the grass(gives two sheets of green paper).What color is the grass?(Green.) The grass is green, and cows and calves graze on it. But they can go far and get lost. Guys, let's fence in the grass with cows and calves, build pens for them.
We will use bricks for this:(Bricks of a different color lie in front of each child.)
We will have a large and high corral for cows so that the cows can walk in it, nibble the grass, but so that they cannot step over the high fence and run away. Bricks should be placed vertically on the short, narrow side, close to each other. To prevent the cows from scattering, the ends of the corral must be closed.
Our calf pen will be small and low because the calves are smaller and shorter than the cows. The bricks should be placed horizontally on the long, narrow side, close to each other.(Installs one brick.)
To make the pens beautiful, build them with bricks of different colors.
The teacher reminds that the fences must be carefully closed in quadrangles.(for calves - low fence, for cows - high)
Independent activities of children.
Children build fences on their own. The teacher supervises the children's construction. Provides practical help to difficult children.
Lesson summary.
Educatordraws children's attention to every paddock built.
Asks questions: What were we building? What size pen was built for the cows and what size for the calves? Why? Of bricks, what colorMedet (Askhat)built a corral? How many bricks did we need?
The teacher praises the children for the fact that everyone tried hard during work, and suggests playing with the animal figurines. Then he asks to quietly disassemble the structures and put the material in the boxes.
15. Construction from building material
Theme:« A fence around the kindergarten "
Target: Teach children to build a fence different ways, placing bricks around the perimeter of the quadrilateral. Encourage children to play around the building, use small toys to play. To foster a desire to build and complete the construction started, to work in a team of peers.
Material: layout " Kindergarten", Bricks and cubes, 10 - 12 for each child.
Bilingual component: kindergarten - bala baқsha, fence - dual
The course of the lesson.
Children examine the layout of the "Kindergarten". The teacher teaches to recognize and name the objects of the kindergarten (Figures on a stand - trees, flower beds, playground). Draws the attention of children to beautiful trees, flowers, brightly colored objects of the site. Suggests to think about what is missing in the proposed composition.
Ask a riddle:
One hundred boards in one row
Stand tightly bound. (Fence)
The teacher suggests "to build a fence of boards around the kindergarten"
Asking questions: " What parts do we need?(Bricks)
Explains and shows how to build a fence: “I put a brick on the short side (shows the short edge) and turn it with the wide side towards me, like this (shows). And so put all the bricks close to each other in a quadrangleat»
Proposes to build a fence around the kindergarten according to the proposed model.
Independent activities of children.
The teacher encourages those children who independently and immediately begin to complete the assignment, helps all children with advice or practically.
Suggests to build a fence in a different way, from bricks and cubes. Take the cubes and place them side by side, then put the bricks on the cubes on the short side and the wide side towards you.
Lesson summary.
The teacher notes the quality of work performance, the degree of participation of each child. Distributes small figurines of dolls, offers to play "on the site of the kindergarten."
After the children have played with their building, he proposes to disassemble the building and put the material in place.
Construction from building material:
16. Topic: "Big and small houses for dolls"
Target: Teach children to change the structure of the building in length and width. Develop imagination. Learn, play around the building, disassemble your buildings and carefully put the parts in the box. Continue teaching children to work independently at the same pace as their peers.
Material: A set of bricks, cubes, plates, prisms; a sample of building a house, dolls of different sizes.
Bilingual component: house - ү th
Course of the lesson
The teacher asks what should be in the house in order to live in it (walls, roof, windows, entrance). Shows an example of a house and asks questions: “How are the walls of a house built? What and how are walls built from? (From bricks and cubes. Bricks are placed on the short - narrow side, and cubes are placed between them.) What and how is the roof being built from? " (From the plates on which the prisms are mounted.)
He offers to take a kuku and put it in the house, and if it does not fit in size, then rebuild it.
The teacher explains and shows how to increase the length of the house - by attaching two bricks in the back and in width - by attaching bricks on both sides.
The teacher suggests building houses, says:
Building a house: The house is big,
And with a porch
And with a pipe.
This is whose, this is whose
New brick house?
It is the children who are building the house.
So that the dolls live in it.
Independent activities of children.
With the help of a teacher, children first perform one and then another operation.
Lesson summary.
The teacher gives a positive assessment to the efforts of children: “What good houses we did it! Then he offers to play with the houses.
After the children have played with their buildings, the teacher asks to disassemble the buildings and remove the material in place.
17 .Construction from building material
Theme: " Turret and ladder "
Target:Develop the ability to build a sustainable structure. To consolidate the concepts of height, color. Learn to talk about the future structure, build according to the model, analyze the building. Continue teaching children to work independently at the same pace as their peers.
Demonstration and handout material: cubes and prisms of different colors, toy Kolobok.
Bilingual component: tower - mұnara, red - yzyl, blue - kөk, green - zhasyl, yellow - sary
The course of the lesson.
Kolobok came to visit the children. The teacher says: “Our guest - a bun - lay on the window, ran through the forest, but never was on the turret. And he so wants to sit on the turret. Can we help him guys? "
What parts are we going to select for the turret?(Cubes.)Where do we start?(Let's choose cubes from a set of parts.)
If necessary, the teacher reminds the process of erecting a tower (cubes of the same color are used): “We take a cube, put it in front of us on the table. Now we take one more of the same cube and place it on the first cube, trim it. Now we take another one and put it on top, we also trim it. Here's what a tower turned out! Tall tower! What color is the tower?(Children call.)
After that, the teacher proposes to build two towers of different colors - one of three cubes, and the other of four. Children select bricks of two colors and build towers. The teacher offers to decorate the tower. He shows the prism and demonstrates how to place it. Children find prisms and decorate their towers. The color of the prism must match the color of the tower.
Independent activities of children.
In the process of work, encourages children, prompts if necessary, helps with advice and action.
The teacher says that Kolobok wants to visit the very top of the turret. How can youthere climb?(On the ladder.)Suggests to put a ladder next to the turret.
The teacher examines with the children a sample of a ladder of six cubes.Drawsattention to the details required to build, how many cubes are needed to build a ladder. Children are building a ladder next to the tower.
Lesson summary.
The teacher analyzes in detail the erected turrets, draws the attention of children to the names of the parts, their beautiful combination in color, the difference in size of the buildings. He asks to tell what the children built, what parts, what color the turrets were, what turrets the children built.
The teacher says that now our kolobok can climb the turret. Well done, guys, helped the kolobok. He's very happy!
18.Construction from building material
Theme: "Fence for ducks"
Target: Learn to alternate bricks by color, placing them on a vertical plane. Z to strengthen the ability of children to close space in a circle ( Lake for ducklings.) Encourage children to play around the building, use small toys to play. To foster a desire to build and complete the construction started, to work in a team of peers.
Develop thinking, imagination, speech. To cultivate the ability to follow through.
Demonstration and handout material: for each child: bricks of two colors, a blue rounded sheet of paper, small toys of ducks; fox toy.
Bilingual component: duck - Үirek, fox - tү lki
Course of the lesson.
The teacher says that today we will build a large lake in which ducks will swim. He hands out blue rounded sheets of paper to the children and offers to fence the lake for the ducks.
The teacher does not give an example of the construction, but shows one constructive moment, using verbal instructions: “Today we will build a large lake in which ducks will swim. How many ducks are on your tables? That's right, a lot. Take one at a time. Look how small it is, yellow, red bite. Let your duck swim in the lake. What color is it? That's right, blue. That's how little ducks swim in a big lake! But our ducks can be scared by a fox, she is cunning. (Shows the toy.) Guys, let's fence off the lake. The bricks should be laid on the narrow long side, close to each other so that the fox does not get to the ducks. (Installs one brick.) To make the fence beautiful, build it from bricks of different colors. "
The teacher reminds that the lake should be fenced in a circle.
Independent activities of children.
In front of each child are stacked bricks of two colors. The teacher supervises the children's construction.
Lesson summary.
The teacher evaluates the work of children from the perspective of a fox toy: "What kind of fence Medet built: the bricks are cramped, even, I can't get to the duck!" (The fox plays with them - trying to catch up with the ducks) Then he asks to quietly disassemble the structures and put the bricks in the box.
Literature
1. "Teaching children in preschool institutions villages "auth. A.S. Alekseeva. M., 1990
2. "Artistic and creative activity" ed. I. A. Ryabkova, O. A. Dyurlyukova 2011
3. "Familiarization with the surrounding world" ed. G.V. Morozova 2010
4. Raising children in the second younger group kindergarten / Comp. G.M. Lyamina. - M., 1981
5.Construction and manual labor in kindergarten / From work experience. - M., 1990
6. Development of constructive creativity in preschoolers, ed. A. N. Davidchuk. M., 1976
Constructive activity is very important for harmonious development preschooler. It improves fine motor skills - hand movements become quick and dexterous. The creation of buildings and crafts forms the child's independence, striving to achieve goals, creativity, and fosters aesthetic feelings. During the construction process, the baby gains important experience in exploratory behavior. In the second youngest group, this activity is still closely related to play: a child places a doll on a constructed highchair, a butterfly folded of paper flutters around the room with him. However, the very process of creating buildings and crafts is already more complicated, it involves preliminary thinking and a greater variety of material.
Methodological aspects of design in the second junior group
Construction is a rather complex activity for preschoolers, in which one can find a connection with the constructive, technical and artistic activity of adults. Here a plan is preliminarily outlined, a suitable material and technique of work is selected, and the result of the activity is aimed at practical application, for a child it is a game.
At 3-4 years old, children already become more independent, mentally and physically active. Thanks to this, the ideas of kids about objects and phenomena of the surrounding world are significantly enriched, which is necessary for designing lessons.
Construction teaching tasks relevant for the second junior group
- Continue to learn to distinguish and name the main building elements (cubes and bricks, plates and cylinders).
- To develop the ability to combine parts of different colors in buildings.
- Learn to place building material (bricks and plates) vertically different ways: in one row, along the perimeter of the quadrilateral, in a circle.
- Encourage the creation of structures from different parts: alternate columns with cubes, decorate the gate columns with triangular prisms.
- Learn to change buildings in different ways: by replacing parts or by adding them in length or height (add trailers to the train, make the tower higher).
- Lead the kids to the analysis of the created buildings.
- Encourage preschoolers to create buildings according to their design (independent choice of a topic, selection of material), learn to play with them, combine them into story game(the path and houses are a street, a table, a chair and a sofa - doll furniture).
- Develop a habit in children of carefully folding items into a box after the end of a class or game.
- Teach kids to transform paper blanks into three-dimensional forms in various ways: bending, tearing, crushing, twisting.
Types of construction in the younger group
When working with pupils of the second junior group, 2 types of construction are used:
Artistic construction involves improvisation
Constructing from natural material in the younger group, it is practiced not in the classroom, but during a walk. Kids sculpt paths, slides, bridges from sand, using molds and buckets, prepare Easter cakes and pies. In winter, snow makes wonderful slides, snowmen, animal figures, fortresses. Thus, the design fits seamlessly into the gameplay. Here, children imperceptibly get acquainted with the properties of materials: they understand that sand can be loose and damp, but buildings can only be made from the latter. Snow is also not always suitable for modeling: when it is too cold outside, it crumbles in the hands, and only sticky snow is suitable for creating buildings.
Snow structures are often collective because of their scale.
What materials are appropriate to use in the younger group
For the lesson to be successful, the educator must carefully consider what material to use. For model construction, individual building kits are best suited, including parts of various shapes and sizes (parts can be either wooden or plastic). After all, it is more convenient for babies of the fourth year of life to create buildings one by one.
The best option for working in a younger group is to provide each pupil with a separate building kit
Any material that children work with should attract them with its appearance.
For lego construction, sets with large parts and simple connections are selected. You can use special themed kits (for example, LEGO Duplo, which includes arches, semicircular shapes, beaks, animal figures, etc.).
The Lego Duplo kit includes specific parts from which you can build interesting structures
As for paper construction, the teacher uses paper of different colors and qualities (thin and cardboard, matte and glossy) and glue in the classroom. Also, to complement the crafts, children are provided with additional material: colored pencils, plasticine, foam rubber, toothpicks, cotton wool, yarn, etc.
Municipal budgetary preschool educational institution "kindergarten No. 63 of the combined type of the Vakhitovsky district"
Developed by educators
2 junior group
Makarova T.M.
Prospective design planning
in the 2nd junior group for 2016-2017 academic year
IA Lykova “Designing in kindergarten. Second junior group "
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SEPTEMBER |
"These are the different paths we have", Construction from various materials. Goals: help children establish associative connections between real tracks and structures made of various materials. |
"How the narrow path became wide" Goals: to acquaint with a new way - changing the width of the track by turning the parts. |
"How the path turned into a labyrinth", Foam sponges construction. Goals: start acquaintance with a new part - half-cube: compare with a cube and real objects, show the connection between lines and buildings. |
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"Like mushrooms grew in the forest near the path", Goals: clarify the idea of the structure mushroom, create a condition for the free choice of parts and search for a design method. |
"How a straight track turned into a curve", Construction from laces (ribbons). Goals: show the option of converting a straight track to a curve and help to comprehend the need for such a change. |
"How berries ripened on the bushes", Goals: fix the technique of rolling balls from paper napkins and gluing in a rational way. |
"How cones turned into birds and fish", Construction from natural materials. Goals: arouse interest in examining cones, searching for associative images and creating figurines. To acquaint children with a new type of construction - from natural materials. |
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"As the clouds became clouds and it began to rain" Constructing from paper napkins. Goals: arouse interest in director's construction - a sequential depiction of a series of events. |
"How the short fence became short", Building from bricks. Goals: clarify and generalize the idea of a fence as a structure created by people to protect their home and yard. Introduce a new way - placing parts at equal distances from each other in a linear composition. |
"How the gate opened on the fence", Building from bricks. Goals: to expand the idea of a fence as a protective structure, to clarify the idea of a gate as an important part of any fence; show the gate opening option (high, low, double). |
"How the fence turned into a fence" Building from bricks. Goals: to acquaint with a new way of constructing a fence - from the middle to both sides, i.e. synchronously with two hands. To create a problematic search situation - to propose to build a fence in a new way to turn it into a fence. |
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"How the Low Tower Got Tall" Constructing from cubes and other shapes. Goals: to give an idea of the tower as a tall structure created by people for good view terrain. |
"How an ordinary tower became unusual", Constructing from cubes and half-cubes. Goals: to give an idea of the tower as a tall structure created by people for a good view of the area. Fix the method of constructing a linear vertical structure. |
"How the tower turned into a pyramid" Design-experimenting. Goals: to give an idea of the pyramid as a structure created by people for beauty and in memory of some events. Offer to compare a pyramid with a tower to find similarities and differences. |
“These are the different Christmas trees we have”, Planar design. Goals: clarify the idea of \ u200b \ u200bthe structure of the tree (trunk and branches). Offer to compare the tree with a pyramid, find similarities and differences. |
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"How Nuts turned into apples", Constructing from walnuts and foil. Goals: give an idea of \ u200b \ u200bthe wireframe design method. Initiate the development of "twisting" and "wrapping" methods. Create conditions for experimenting with new art material (foil). |
"How a snowman turned into a tumbler", Snow construction for a walk. Goals: to show the possibility of creating different images based on a basic design consisting of two balls of different sizes. |
"How the ladder turned into a hill" Construction from cubes and a plate. Goals: to clarify the idea of the ladder and the slide, their structure and purpose. Expand ways to create vertical structures. Introduce a new part - plate. |
"How the uncomfortable bed became comfortable", Goals: learn to choose the right amount of parts and create a building as shown by the teacher and according to your idea. Initiate a search for ways to change the bed by different parameters: length, height, width. |
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"How the chair became a fold-out sofa", Construction from building material. Goals: learn to choose the right amount of parts and create a building as shown by the teacher and according to your idea. Initiate the search for ways to change the structure - convert the chair into a sofa, and then the assembled sofa - into a folding one. |
"How the ladder turned into a railroad", Construction on a plane from bars. Goals: create conditions for comparing bars with a brick and a half-cube by overlaying. Raise an interest in displaying representations of the real world in buildings. |
"These are the different cars we have", Construction from building material. Goals: learn to select parts for the image of the main parts of the machine and design according to verbal instructions. Create conditions to search for replacement parts |
"How we built a garage for a car", Building from bricks. Goals: expand the experience of creating closed buildings, show the way to create a roof. |
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"How a carrot turned into an icicle" Foil frame construction. Goals: arouse interest in creating images of icicles from a shape (carrot). Continue to acquaint with the frame method of construction. |
“These are the different bouquets of flowers we have”, Designing from paper napkins. Goals: show the method of folding a sheet of paper in half, fix the technique of rolling the ball. |
"How they built a table on four legs", Construction from bars and plates. Goals: pay attention to the fact that objects can be of different scales (adult, children's and toy). |
"How the chair turned into a bedside table", Building from bricks. Goals: to clarify the idea of the structure of an armchair and a bedside table, to help establish their similarities and differences. |
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"How the bedside table turned into a wardrobe", Building from bricks. Goals: to clarify the idea of the purpose and structure of the bedside table and cabinet, to establish their similarities and differences. |
"How the snowdrifts turned into streams and puddles", Goals: to continue mastering the frame design method with elements of art therapy. |
"How the Dangerous Bridge Became Safe" Goals: expand the experience of bridge design, search for a convenient bridge with a descent, a ladder and a railing |
"How a boat turned into a boat", Construction from building materials. Goals: |
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"How a boat turned into a rocket" Construction from different materials. Goals: spark interest in building a boat out of bricks and transforming it into a boat. |
"These are our beautiful flower beds", Construction from building materials. Goals: start acquaintance with "graceful buildings", show options for placing parts. |
“How do we launch holiday fireworks», Construction from household materials. Goals: laying out lights from crumpled lumps, and the tail from twisted flagella. |
Page 120 educational junior ... 5-6.6-7 years.: Colored palms. / I.A. Lykova... - M., 2007. L.V. Kutsakov. Activities with preschoolers on designing and manual labor. Moscow... Educational program of the state budgetary educational institution of the city of MoscowEducational programWe study road alphabet. Promising planning activities, leisure. ... junior age, through the solution of the following tasks: organization of a developing speech environment in of all groups children's garden ... on new training year Parental involvement in decision making on ... State budgetary educational institution (1)Explanatory note... (junior, middle, senior, preparatory group). - M .: Karapuz-Didactica, 2006.11. Lykova I.A. Fine art in children's garden... Classes... |
Svetlana Perminova
Summaries of design classes in the second junior group
"Umbrella".
Paper construction.
Develop children's interest in origami techniques. Teach action planning according to instructions; Fold a round paper blank in half, aligning the arcs and iron the fold line well. Add missing elements to the image at the request of the children. Develop figurative and logical thinking, design and Creative skills Exercise in title spatial concepts(under, over).
Material and equipment: round paper blanks, blank for sticking an umbrella (pen) on sheet A6, colored pencils (according to the number of children, umbrella.
The course of the lesson.
Enable recording of rain sounds.
Guys, rather to me, the rain has started!
P / and the game "Sun and Rain"
“Sunshine, sunshine,
Shine a little!
The kids will go out for a walk -
They will run and play ”
Children walk freely on the carpet
The rain has gone. Hurry home. (Children rush to the houses)
Q. It has become very boring! Let's ask the rain to stop dripping!
D. “Rain, rain, more fun,
Drip, drip, do not regret. (hitting your palm with your finger)
Just don't get us wet
Don't knock on the window in vain ”(shake your finger)
Will I see if the rain is over or not? (get your hand out from under the umbrella)
Guys, the rain is over, now you can go out and play!
Repeat 2 times.
Q. Guys, what were we hiding under from the rain?
D. Under the umbrella.
B. Right. It’s just a pity that he’s only one, I have. Do you want us to make umbrellas for you too?
Q. Then let's go to the tables.
Children sit down in their seats
Q. Guys, remind me, what shape is an umbrella, what shape does it resemble?
D. Round, circle.
Q. Let's draw a circle in the air with our finger. Now with two hands.
Q. Look, guys, my umbrella has knitting needles, they are for the umbrella to keep its shape and be strong.
Well, well, now that we know how the umbrella works, let's start making it.
Following the instructions of the teacher, the children fold the umbrella dome and glue it to the paper blank.
"House with a triangular roof"
Software content:
Learn to fold a square of paper in half diagonally. To consolidate the concept of "square", "triangle", "diagonal". Teach to empathize with the heroes of the fairy tale, make an independent decision.
Preliminary work: Reading the fairy tale "Teremok".
Material: paper figures a square according to the number of children, figurines of the heroes of the fairy tale "Teremok" made of paper,
blanks for laying out a house with a drawn foundation, a schematic image of a house for viewing.
Course of the lesson
Before the teacher, the heroes of the fairy tale "Teremok" (from paper, she talks to them:
“Wait, wait! Not all at once, let someone alone tell me where you are from and what happened? "
Q. I don't understand at all, who lived, where he lived, who came, what did he crush? Guys, can you guess what happened and from which fairy tale these heroes?
Children. Teremok. The bear crushed their house.
Q. Now I understand. How do we help fairytale heroes? Where can they get a new house?
Children. Build, make new
B. Right. Look guys, on the table we have paper figures, glue. Now we will all together make our heroes new houses and the bear, too, so that he no longer breaks someone else's housing.
Children sit down at tables.
Just before building a house, let's remember what parts it consists of.
A picture of a house is posted on the board
Children. Foundation, walls, roof, windows, door.
Q. Everything is correct. And what shape will our house have, what shape will we make it from?
D. Square, square shape
Q. What shape will the roof have, from what shape will we make it?
D. Triangle, triangular shape.
Q. And what shape will the windows and doors be?
D. Rectangular.
Q. Well, let's start building! What shape should I put on the rectangle foundation?
D. Square
Q. That's right, these will be walls. Now I need a roof-triangle, but I don't have a triangle,
don't you have it either? Do not worry, now we will make it out of a square.
Just play a game first so that our hands can rest
E. Karganova "Raise your palms higher ..."
Children make a roof and attach it to the house, then attach windows and doors.
Q. What beautiful houses you have turned out, I propose to arrange a housewarming and put our fairy-tale heroes there (to distribute paper figures of fairy-tale heroes to the children).
"Tulips for Mom"
Software content:
Strengthen children's skills in folding a square diagonally. Bend corners towards each other.
Material: A square sheet of colored double-sided paper in red, a template blank with a stem for gluing a flower according to the number of children "postcard", a glue stick, a picture of a tulip for showing to children.
Course of the lesson:
Children sit on the rug near the teacher
B. Guys, tell me what a very good holiday do we celebrate in spring?
Q. That's right guys, this is a holiday for all girls and women. And which woman is the most important in the life of every person?
Q. Of course, Mom! And how can you call your mother affectionately?
D. Mommy, Mommy.
Q. Today, I propose to give our mothers a gift for March 8 - a beautiful red flower. Show an image of a tulip. Who knows what this flower is called?
D. Tulip
Q. Yes, tulip! And I know a very good poem about a tulip, listen!
Reading the poem "Tulip" by P. Sinyavsky
“This is my mother’s favorite flower,
I'll grow up a little more!
I'll save up my piggy bank! -
I will buy one hundred tulips for my mother! "
Q. Let's play with you.
Finger gymnastics "Scarlet Flowers"
Purpose: to develop fine motor skills of hands, the ability to correlate actions with words.
Our scarlet flowers
Dissolve the petals.
The breeze breathes a little
The petals are swaying.
Our scarlet flowers
Close the petals.
They fall asleep quietly
The head is shaking.
The palms are joined in the shape of a tulip, the fingers slowly open; then they are performed by smooth swaying with the hands, after which the fingers are slowly closed, figuratively in the shape of a flower, the "vole" of the flower is swayed.
And we will not save up money for tulips for a long time, like a child in a poem, but we will make a flower right now. Sit down at the tables, we will make a gift to your beloved mom.
Children do the work according to the teacher's instructions and glue the flower onto the “postcard” blank.
"A car for doctor Aibolit
Teach children to build a truck from a plate, a cube, a brick. Arouse joy, interest, good feelings for the character.
Material and equipment: a set of plates, cubes and bricks according to the number of children, a toy "Doctor Aibolit", a set of African animals, a letter with an excerpt from the work of K. Chukovsky "Aibolit"
Preliminary work: Reading the work "Aybolit" by K. Chukovsky.
Course of the lesson:
Q. Guys, Doctor Aibolit turned to us for help. Today he received a letter from Africa, listen to what is written there:
"Come, doctor, to Africa soon
And save our kids, doctor!
They have tonsillitis, scarlet fever, cholerol,
Diphtheria, appendicitis, malaria and bronchitis!
Come sooner, good doctor Aibolit! "
Doctor Aibolit, of course, wanted to immediately run to help poor sick animals, only wise Owl told him that Africa is very far away and it will take a very long time to walk.
What do you guys think, how can Dr. Aibolit quickly get to Africa?
E. By plane, by car, by ship
Q. That's right guys! And what can you call all this in one word?
D. Transport
Q. Let's play a game now and also ride all types of transport.
Game "Let's play" (I. Tokmakova)
We rode a horse and reached the corner.
We got on the car and poured gasoline.
We drove by car and reached the river.
Trr! Stop! U-turn. Steamer on the river.
We went by steamer and reached the mountain.
The steamer is out of luck, you have to get on the plane
The plane flies, the engine hums in it: oo-oo-oo!
Q. So we arrived at the kindergarten! Aibolit was waiting for us. Can we help Doctor Aibolit?
Q. I propose to make a car from a constructor. Sit down at the tables.
What parts does the car consist of?
D. Cab, body, wheels
Q. What parts will we use to make wheels?
D. Cubes.
Q. And the body?
D. From the plate.
Q. What are we going to make the cabin out of?
D. Made of bricks.
Q. Will we put the brick on the wide or narrow side?
D. To wide.
Q. Well, let's get down to business!
After the children have finished the construction, Aibolit thanks the children for their work and drives off in one of the cars.
Children continue their free play of constructions with toys.
"Sweets"
Program content: Learn to add a square diagonally. Bend opposite corners of the square to the center of the square. Enrich your vocabulary - "candy bowl".
Material and equipment: square sheets of paper of different colors, dolls, table, chairs, cups, saucers (according to the number of dolls)
Course of the lesson
Q. Guys, look who I met. Shows an elegant doll. Today is Tanya's doll's birthday.
Let us congratulate her and sing her "Loaf"!
Children perform “Loaf.
Look, Katya set the table at home and invited her friends to have tea. Only, here's the trouble, I forgot to buy a treat. And what do children like to eat most at their birthday parties?
D. Cake, candy!
Q. Yes, candy. I propose to help out the doll Tanya and make candy for her guests. Do you agree?
Q. Then let's go to the tables. Children make "sweets", put them in a candy bowl and carry them to treat the dolls. Free play begins.
Software content:
Determine the degree of formation of the following skills:
- name and use building parts correctly,
-be able to place bricks in accordance with the sample,
-select colors in accordance with the sample,
-to develop fine and gross motor skills, the ability to analyze, compare, generalize,
-to cultivate a desire to help, to emotionally respond to someone's request,
- to educate the accuracy, accuracy when reproducing the sample,
-develop imagination,
- roll and roll a small lump of plasticine straight and in a circular motion palms to shape it into an oval "candy",
-combine in work different materials: plasticine, paper (wrap the "candy" in a paper wrapper),
- nicely twist the free ends of the candy wrapper, fixing the "candy" inside
Equipment:
building sets with cubes of different colors for each child, toy Masha and the Bear (or pictures) - characters from the cartoon "Masha and the Bear", plasticine, modeling boards, beautiful candy wrappers.
Course of the lesson:
Part # 1:
1. Emotional mood of children:
Educator:
-Oh, guys, quieter, quieter, I hear something strange:
Someone is running here to us, someone is in a hurry to come here!
-Who will come to us, you will find out by guessing my riddle:
Wakes up in spring, and in winter under a blizzard howl
Sleeps in a snow den! (Bear)
- How did you guess?
(The bear sleeps in winter, his house is called "den")
2. Surprise moment:(A toy bear from the movie "Masha and the Bear" appears).
-Children, something Mishka is sad today. Let's ask him what happened?
"Mishkina's request":
The bear is very upset
Mishka's house collapsed!
Can we help him?
Can we build a house?
-What can be used to build a house for Misha? (Made of bricks, planks, branches, etc.)
- Right, but we have no bricks or planks in our group. What to do?
(The teacher leads the children to the idea of building a house from cubes)
3. Practical part:
Stages of work:
* SAMPLE SHOW: (see diagram) --Mishka decided to build such a house!
* SAMPLE ANALYSIS, REPEATING NAMES OF BUILDING PARTS:
-What color of the cubes did he choose?
-Guys, Misha doesn't know where to start construction from: from above or from below?
-Let's experiment. Tell me, is it possible to start building a house from the roof? Why?
4. Physical minutes:
We got up, we need to rest, shake our fingers!
Go up, handles up, move, fingers,
So little bunnies wiggle their ears!
We sneak quietly on tiptoes like foxes roam the woods!
The wolf looks around, and we'll turn our heads!
Now we sit down more quietly, quiet down, like a mouse in the hole!
* DIRECT EXECUTION OF WORK:
(Children build a house according to the proposed model):
* ANALYSIS OF WORKS:
-Do you think Mishka liked our houses? Why?
Part # 2:
-Teddy bear invites guests to the new house. Who do you think is in a hurry to visit the bear? (Mashenka and other animals want to see the Bear's new home).
5. Surprise moment:(Masha appears, the children and Mishka greet her)
-Guys, but it is customary to treat guests! 2
-What do you think Masha loves most of all? (Candy, cookies, jam, etc.)
-What kind of candy do you like?
-Where is candy made?
-I propose to organize a confectionery factory in our group! But, before starting work, let's take some rest.
6. Finger gymnastics:
Girl Masha put things in order, (show thumb)
The girl Masha said to the dolls:
"Napkins should be in the napkin holder, (we connect the thumb with the forefinger)
The bread should be in the bread bin, (we attach the middle finger to them)
The oil should be in the oil can, (we attach the ring finger to them)
What about salt?
Well, of course, in a salt shaker! " (attach the little finger)
(We perform the second time for the left hand)
7. Practical performance of work:
-So, let's start making sweets!
-What are the shapes of candies?
* SAMPLE SHOW:
- Why is the candy wrapped in a wrapper? (Answers of children)
* SAMPLE ANALYSIS:
-Masha says she loves candy oval... How are we going to make an oval candy?
*STAGES OF PERFORMANCE OF THE WORK:
1). Children had to roll a ball out of plasticine.
2). Children had to turn the ball into an oval
3). The children had to wrap the "candy" in a paper wrapper:
4). Children had to twist the loose ends of the candy wrapper, fixing the "candy" inside.
5). Independent work (optional, if time remains).
8. Analysis and exhibition of children's works:
Ready "sweets" are laid out in a nice plate.
-What is the name of the candy plate? (Vase, candy bowl).
9. Outcome of the lesson:
-Do you like helping Mishka and Masha?
-What did you like and remember the most? And now it's time to say goodbye to Masha and the Bear.
-What words are customary to say when parting? Let's tell them to Mishka and Masha.
Title: Summary of GCD for design in the second junior group "Help Mishka!"
Nomination: Kindergarten, Lesson notes, GCD, design and manual labor, 2nd junior group
Position: educator of the first category
Place of work: MDOU "Kindergarten number 121 combined type"
Location: the city of Saransk, Republic of Mordovia
