Acquaintance with nature in the senior group. Synopsis of OOD on acquaintance with the natural world in the senior group “Autumn. Materials and equipment

Summary of classes for children of the senior group of kindergarten

Theme: "Alone with nature."

tutor of the first qualification category Matveeva Marina Sergeevna ANODO "Planet of childhood "Lada" kindergarten "Squirrel" No. 176.
Purpose: Lesson for older children preschool age.
Target:
1. Formation of the ability to compose descriptive story by pictures.
2. Clarify children's ideas about characteristic features every season.
3. Formation of ideas about the regular repetition of changes in the life of nature, from season to season.
4. To teach children to consider and examine objects of inanimate nature, to draw conclusions.
Lesson progress:
We sit on the floor in a circle. Distribution cards for children.
Educator: Guys, let's play the game "When does this happen?"
It's time for mysteries.
Empty fields
Wet earth
The rain is pouring down
When it happens.

Snow on the fields
Ice on the rivers
The blizzard is walking
When it happens.

Snowball melts
The meadow came to life
The day is coming
When does it happen

The sun bakes
Linden blossoms
Rye is ripening
When does it happen
Educator: Well done! Guys, guess the riddle: "White in winter, and gray in summer."
Children: This is a hare.
Educator: That's right, it's a bunny. And today he galloped to us, to find out what we know about nature.
There is a diagram on the table, the children have cards with signs for the seasons.
We begin the story: Olya (on the card) - This is autumn. It rains in autumn. There were puddles. The sun shines less in autumn. Cloudy weather…
Children tell one after another, one begins, the second continues, the third finishes. So about every season.
Educator: The whole nature of the Earth can be divided into two huge world: the inanimate world, the world of living nature. We have pictures on the table: the boys need to select the image of not wildlife, but the girls of wildlife and then explain how it differs Live nature from inanimate (moves, grows, eats, breathes, reproduces). Let's check if the pictures are correct: man, whale, dog, bird, elephant, tree, flower, hedgehog. They all eat, grow, breathe, so they are classified as wildlife.
And the sun, clouds, rainbows, stones, soil, water are attributed to inanimate nature, since they do not have the ability to grow, feed, breathe. Well done guys, you did a great job.
Fizminutka: Guys, stand in a circle, please. The bunny will throw the ball to you, and you will return it with the answer.
after winter comes...
after the summer...
-winter month ... (answers of several children)
-summer month ... (answers of several children)
after Tuesday...
a day and then...
- night, and after it ...
-weekend…
-migrant…
-wintering bird ... (answers of several children)
- who hibernates for the winter ... (answers of several children)
- who is the first to arrive in the spring ...
What bird doesn't make its own nest...
-autumn month ... (answers of several children)
-spring month ... (answers of several children)
Educator: And what natural phenomena You know? (Wind, snow, rainbow, leaf fall, drops, ice drift, hoarfrost, dew, fog, icicles, drops, hail, rain, sun).
What happens only in winter? In summer?
And what are clouds? (cumulus, cirrus, thunder and rain)
Where does rain and snow come from?
What is the name of the forest in which pines and spruces grow? What if trees? What if everyone is together? (children's answers).
At the end of the lesson, the bunny asks: "Guys, let's remember what we talked about today, what we learned new." Praises children and gives medals with his image.

Subject:"Journey to the Forest"

Tasks:

Educational:

1. Consolidate children's knowledge of trees;

2. Continue to expand, develop the child's dialogical speech;

3. Clarify children's ideas about tree bark.

Developing:

1. Develop environmental thinking and environmental culture;

2. Continue to develop children's activity in games.

Educational:

1. Raise interest in plants;

2. To educate the ability of children to listen to each other, the ability to maintain friendly relations with peers.

Planned results: children can name the structure of a tree, assemble a model of a tree, children can talk about the importance of a forest for a person, about how a person can save a forest, they can draw conclusions on their own.

Preliminary work: reading literature about the forest; observation on walks; solving riddles; looking at illustrations about the plant world, watching videos of cartoons about nature, making collages.

Materials and equipment:

Illustrations depicting the forest; tree model, birch, mountain ash, pine, oak leaves; blanks for making panels; hoops (red and green); prohibition and permission signs; board (easel).

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Synopsis of directly educational activities

in the field of knowledge, familiarization with the natural world

for older preschool children

Subject: "Journey to the Forest"

Tasks:

Educational:

1. Consolidate children's knowledge about trees;
2. Continue to expand, develop the child's dialogical speech;
3. Clarify children's ideas about the bark of trees.

Developing:

1. Develop environmental thinking and environmental culture;
2. Continue to develop children's activity in games.

Educational:

1. Cultivate interest in plants;
2. To educate the ability of children to listen to each other, the ability to maintain friendly relations with peers.

Planned results:children can name the structure of a tree, assemble a model of a tree, children can talk about the importance of a forest for a person, about how a person can save a forest, they can draw conclusions on their own.

Preliminary work: reading literature about the forest; observation on walks; solving riddles; looking at illustrations about the plant world, watching videos of cartoons about nature, making collages.

Materials and equipment:

Illustrations depicting the forest; tree model, birch, mountain ash, pine, oak leaves; blanks for making panels; hoops (red and green); prohibition and permission signs; board (easel).

1. Organizing time

(Children stand in a circle, holding hands).

Educator: Guys, tell me, were you with your parents in the forest?

Children: yes.

Educator: What do you like most about the forest?

Children: relax, pick mushrooms and berries.

Educator: guys, what do you think, why do all the inhabitants of planet Earth need a forest? Do you want to find out?

Children: yes.

Educator: Well then guys!

We walk one after the other

Forest and green meadow

Motley wings flicker,

Butterflies fly in the field.

One two three four

They flew, they circled.

Here we are in the forest.

1. Main part

Educator: So, little experts, first guess the riddle:

(the teacher makes a riddle to the children):

Its spring and summer

We saw dressed

And in the fall from the poor thing

They ripped off all the shirts.

But winter blizzards

They dressed him in furs.

Children: tree.

Educator: That's right, this tree. Do you think the tree is alive or not?

Children: live.

Educator: why do you think so?

Children: because, like all living beings, they eat, sleep, reproduce and breathe.

Educator: How do trees breathe?

Children: with the help of leaves.

Educator: right, with the help of leaves. Guys, how many of you know what parts a tree consists of?

Children: trunk, leaves.

Educator: Well then guys!

We walk one after the other

Forest and green meadow

Motley wings flicker,

Butterflies fly in the field.

The game "Parts of a tree" (suitable for a tree model)

Educator: Sasha start. What part did you take?

Sasha: roots.

Educator: what do the roots do?

Sasha: absorb water and nutrients from the soil.

Educator: and the roots hold the tree together. Arina, what part did you take?

Arina: trunk.

Educator: what is the function of the stem?

Arina: The trunk and branches carry water and nutrients to the leaves.

Educator: Masha, what is on the branches?

Masha: there are leaves, flowers, fruits.

Educator: guys, what do the leaves emit?

Children: oxygen, but absorb light, the fruits fall, the seeds, falling into the ground, germinate.

Educator: when the leaves fall, they rot, form nutrients for the tree.

Educator: I suggest you play the game "What is a tree for?"

Educator: Well then guys!

We walk one after the other

Forest and green meadow

Motley wings flicker,

Butterflies fly in the field.

Didactic game "What is a tree for?"

Educator: in this game you need to tell about the meaning of the tree.

Children: this is a dining room for animals, insects, birds, as elk, birds, caterpillars and other inhabitants of the forest feed on the leaves of trees; this is a place to build a nest; for the beetle, this is a dwelling where you can find prey, a place for laying larvae; for a hare, this is food, bark in winter, shelter; for the artist it is an object for paintings; for a weary traveler, this sprawling tree hides from the hot sun, rests; a tree for a city dweller fresh air, coolness in hot weather, resting-place.

Educator: well done. Guys, look here and tell me what is shown?

Children: trees.

Educator: what?

Children: birch, oak, spruce, mountain ash, pine, cedar.

The game "From what tree leaf"

Educator: let's pick leaves for each tree.

(Children determine whether the leaves belong to a particular tree and “revive the trees.” The teacher suggests determining which tree one of the leaf samples is from, then the children find a basket with similar leaves and “revive” the corresponding tree).

Educator: well done, look how our trees came to life with leaves ?!

Fizkultminutka "We walked through the forest"

We walked through the forest

And a little tired.

Get up, take a deep breath

Let's spread our hands together.

Miracles in our world:

Children became dwarfs

And then everyone stood up together,

All became giants.

We clap together!

Let's sink a little!

Well we walked and did not get tired!

Educator: Do you think it's nice to be in such a forest?

Children: of course.

Educator: But how should one behave in such a beautiful forest? What can not be done to preserve such forest wealth?

Sedentary didactic game"You can - you can not"

(children put prohibitory signs in a red hoop, and allowing signs in a green hoop).

Educator: let's check if you have placed the signs correctly? Well done! If you come to the forest, do not make noise, do not disturb the forest dwellers. And then the forest will reveal its secrets to you. Guys, let's remember what trees grow in our land, and play the game "What grows in our native land?". I will name the trees, if a tree grows in our forests, clap your hands, if not, then show “denial” with your finger.(apple, pear, spruce, raspberry, birch, cherry, aspen, chestnut, lemon, pine, cedar, linden, etc.).

Educator: you guys are great. Tell me, without which a tree and a forest cannot exist?

Children: without light, air, heat, soil, moisture.

Educator: guys, if only spruces, pines, cedars grow in the forest, how can you call such a forest in one word?

Children: coniferous.

Educator: Right. And if there are most of all birches, mountain ash, aspens, poplars in the forest, what will we call such a forest?

Children: leafy.

Educator: What is the name of a forest that contains both coniferous and deciduous trees?

Children: mixed.

Educator: I suggest you create a panel mixed forest so as not to offend either deciduous or coniferous trees.

(Children go to tables on which silhouettes of various trees have been prepared in advance and pasted, it turns out a panel of a mixed forest).

Educator:

Who saves the forest world

The one who does not break the branches,

The one who does not scare away the bird

Fly agaric will not knock down,

And the fire will not make

Who is always, always in the forest.

Respect silence!

Educator: Well done guys!

1. Outcome (reflection)

Educator: Guys, where have we been?

Children: in the forest.

Educator: do you think we found out why the forest is needed for all the inhabitants of the planet Earth?

Children: yes.

Educator: come on, guys, we will take our panel with you to small children so that they can admire the beauty of nature.

Organization: MKDOU "Novonikolaevsky kindergarten No. 1"

Location: Volgograd region, r.p. Novonikolaevsky

Target: to form an idea of ​​\u200b\u200bchildren about the relationship of the animal and plant world in nature.

Tasks:

educational:

• continue to acquaint children with the animal and plant world;
• expand and systematize children's ideas about the use of "ecological signs" in nature.
• introduce children to the relationship: plants, insects, birds and animals. Expand their horizons.

Educational: develop memory, speech, thinking, interest in the lesson, speed and correctness of the answer to the question posed.

nurturing: cultivate interest and love for the animal and flora desire to learn how to protect them.

Preliminary work with children: looking at illustrations (plants, insects, birds, animals), diagrams, diagrams of environmental signs, reading natural history literature, memorizing poems about insects, birds, animals, guessing riddles, watching cartoons.

Equipment: schemes, environmental signs (permitting and prohibiting), subject pictures (ladybug, spider, wolf, owl), picture-scheme of the relationship of plants, insects, birds, animals, a sheet of paper for each child, colored pencils.

Lesson progress

1. Organizational moment, attracting children to the teacher.

Children enter the group to the sounds of nature (frogs croak, birds sing, bees buzz, animals growl) (Sit on the carpet).

Educator: Guys, who did you guess by the sounds?

The kids are in charge

Educator: Listen to the riddle: the guys have a green friend, a cheerful friend, a good one.

He will give them hundreds of hands and thousands of palms (forest)

The kids are in charge

Guys, who knows a poem about a plant?

The child reads the poem "Lily of the valley"

2. Introductory part.

Educator: Guys, now I will tell you a story called "Nature is our home." Listen carefully and then answer my questions.

"Nature is our home"

In one of summer days the whole family: dad, mom and Artyom went to relax in nature outside the city. Found a nice place in the clearing and began to settle down. Dad and Artyom went to look for firewood, but there was no firewood nearby, and they began to cut down young trees and bushes growing around, in general, everything that burned and came across their arm. Mom, she was so happy with the flaunting flowers in the clearing that she decided to cut them all off. The flowers no longer fit in her hands, then she threw the bouquet on the grass and continued to pick flowers further. Then mom called everyone to dinner. Artyom did not eat neatly, constantly throwing something into the grass: papers, cans, food waste. Mom and dad didn't even notice. After lunch, mom and dad went to the river, and Artyom decided to play in the meadow. In the grass, he found a lizard and tore off its tail. Then he saw on a flower beautiful butterfly and not long, thinking, hit her with a cap. The butterfly fell, the flower broke, Artyom kicked them with his foot and ran on. On the way, he found an anthill and a large stick, in an instant the boy opened the whole anthill with a stick. It was so interesting for him to look at the little frightened ants that ran in different directions. After swimming and Artyom's tricks, everyone began to get ready to go home. Mom took a bouquet of already withered flowers and handed it to dad, and he said: “It doesn’t matter, next time we’ll pick an even bigger bouquet, there are a lot of them here and threw the flowers into a pile of garbage. “It’s time to go home, well, I would come here every day,” said my mother.

Questions for children: -List the mistakes that Artyom, mom and dad made during outdoor recreation? Why do you think these are mistakes?

The kids are in charge

What is better: for Artyom's family to relax in nature every day or only on weekends?

The kids are in charge

What will the clearing look like if Artyom's family visits it ten times?

The kids are in charge

3. The main part.

Music sounds, Dunno comes in.

Stranger: Hello guys! I was in such a hurry to get to you, I ran through the forest, I was very afraid, and along the way I lost pictures of environmental signs. Now I don't know what to do?

Educator: Do not be upset Dunno, the guys and I will help you find them, and you stay with us in class. Guys, close your eyes and imagine that we are in the forest (children are looking for environmental signs to the music).

Guys, there are two types of environmental signs: permissive and prohibitive.

Permissive signs are marked in green This means helping nature. And the prohibition signs are marked in red - this means that you can not do it in nature.

Now take each one for yourself and tell about it.

The kids are in charge

Educator: What do you think, what are these signs for?

The kids are in charge

Educator: How else can these signs be called in another word?

Children: "Forest Laws"

Children tell (“forest laws”)

If you went for a walk in the forest, breathe fresh air,

Run, jump and play, just don't forget.

Do not break oak branches, never forget.

Clean up the garbage from the grass, you don’t have to tear the flowers in vain!

Here you do not need to catch everyone, stomp, clap, beat with a stick.

That you can't make noise in the forest, even sing very loudly,

They will be frightened, the little animals will run away from the forest edge.

Do not shoot from the slingshot, you did not come to kill!

Butterflies let them fly, well, who do they interfere with?

You are just a guest in the forest, the oak and the elk are the master here.

Their peace, take care of the Vedas, they are not our enemies.

Educator: Today we will talk about how plants, insects, birds and animals are connected with nature and what kind of relationship exists between them.

Guys, what kind of insects do you know?

The kids are in charge

Educator: And who knows the poem about insects?

The child reads the poem "Beetle»

Educator: You see guys, it turns out there are a lot of insects, there are harmful and useful ones. We will talk about useful ones, listen to the riddle: red, but not strawberries, horned and not a bull.

six legs without hooves.

flies quietly, sits under a bush,

a flower (ladybug) will please.

The kids are in charge

A picture of a ladybug is hung on the board.

Educator: What insects do you think the ladybug belongs to, beneficial or harmful?

The kids are in charge

Educator: In appearance, it is kind, trusting, harmless, beautiful in color, a red outfit with polka dots. Sometimes even good people called " god man". And she is also called a cow for a reason. In case of any danger, droplets of an orange liquid appear on the folds of its legs - milk. But you can’t drink this milk - this liquid scares off enemies. Ladybug eats, very harmful, which are called aphids. If it wasn't ladybugs, then the aphid destroyed all the plants. Therefore, never destroy a ladybug.

Guess the riddle: eight legs like eight arms, embroider a circle with silk. (spider)

The kids are in charge

A picture of a spider is posted on the board.

What does he look like?

The kids are in charge

Educator: But spiders are of great benefit to people, plants, birds, animals. They eat a large number of mosquitoes and flies, which are carriers of various diseases. Spiders come in different colors, and each has a lot of special fluid in its abdomen, from which they weave a web. Of course, you have all seen the web, it can be found everywhere.

Guys, what kind of insects does a spider belong to, useful or harmful?

The kids are in charge

Educator: When you meet a spider, don't be afraid of it and don't kill it, let it run its own way.

Now let's see what kind of relationship exists between insects and plants (if there were no plants, then insects would die, and if there were no insects, then plants would die). This means that plants and animals are strongly interconnected.

Fizminutka "Grasshoppers"

Raise your shoulders, jump grasshoppers.

Jump jump, jump jump. Stop! Sat down.

They ate the grass, listened to the silence.

Higher, higher, high, jump on your toes easily!

Educator: Guys, what kind of wintering birds do you know?

The kids are in charge

Who knows the poem about birds?

The child reads the poem "Owl"

Educator: And why do we consider birds to be friends of man?

The kids are in charge

Educator: Birds are also beneficial. They eat harmful insects (flies, caterpillars, insects…)

Guess the riddle: sleeps during the day and flies at night. (owl)

The kids are in charge

A picture of an owl is hung on the board.

Educator: But owls destroy a large number of mice, and you know how harmful mice are, they gnaw everything that they meet on the way.

Guys, it turns out that there is a relationship between plants, insects and birds. If there were no plants and insects, the birds would die.

Now let's talk about animals. What animals do you know?

The kids are in charge

Who knows the poem about animals?

Child reads a poem about an animal

Educator: Guess the riddle: who is cold in winter, hungry walks through the forest? (wolf)

The kids are in charge

A picture of a wolf is posted on the board.

Educator: Guys, wolves are of course wild, predatory animals, but they also benefit. They destroy weak and sick animals, feed on dead birds and animals, eat poisonous berries (wolfberry). Thus, wolves save the lives of other insects, birds and animals.

Guys, here, too, there is a relationship between plants, insects, birds and animals. If there are no plants, birds and insects, then the animals will die.

And now, guys, we will look at a picture-scheme that shows what kind of relationship exists between plants, insects, birds and animals. Who, if desired, wants and can explain this picture-scheme?

The kids are in charge

4. Summary of the lesson.

Educator: Guys, today we talked for a long time, and now go to the tables and try to draw what you remember most or liked in class today.

Guys, what did we talk about today in class? What did you learn, what did you like ?

The kids are in charge

Exhibition of drawings. All the guys are great! Thank you!

Bibliography

1. Voronkevich, O.A. "Welcome to ecology".

2. Gorbunova, G.A. "Development of ecological culture of preschoolers".

3. Novikov, V.Yu. "Nature and Man" - M .: Education, 2006.

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Olga Vitalievna Dybina

Classes to get to know the environment senior group kindergarten. Lesson notes

Introduction

This manual will help to successfully organize and carry out work to familiarize children 5–6 years old with the outside world ( subject environment and social events).

In order to make it easier for teachers to plan work on this section of the program, the content of the work is presented by topics. Each topic is covered: an approximate course of a lesson, game-lesson or game is offered. The teacher can show creativity when planning classes, include variable game, problem situations which will make working with children even more successful and meaningful.

The study of each topic can be completed with a game task (puzzles, riddles, guessing drawings, etc.). Game tasks presented in the workbook (Dybina O.V. I know the world: Workbook for children 5-6 years old. - M .: TC Sphere, 2009).

Teachers should pay special attention to the fact that when getting acquainted with the outside world, it is impossible:

- be limited only to a monologue-story about objects, phenomena of reality - it is necessary to include as many actions as possible in classes (sit on a chair, sofa, put on clothes and walk around in it, invite your mother, treat your grandmother, etc.);

- overload children big amount questions;

- reduce the organization of work with children only to the form of cognitive activities.

Acquaintance with the outside world must be carried out in accordance with psychological features choosing appropriate forms, means, methods and techniques of interaction to make this process more accessible and effective.

In the older group, familiarization with the outside world is carried out both in the form of games, activities, and in the form of a didactic game itself, when the game rule regulates the actions and relationships of children, and the correct solution of problems is the achievement of the goal of the game. When organizing and conducting games, activities, didactic games, it is important to create an atmosphere that allows each child to realize their activity in relation to the world around them.

Didactic games can be used in joint activities children and adults, and in the independent activities of preschoolers, as well as to stimulate the activity of children in the process of learning about the world around them.

The manual presents additional material: options for games, activities, games, exercises, entertainment intended for use in working with children outside of class, on a walk.

To familiarize the children of the older group with the outside world (objective environment and phenomena of the surrounding world), 2 classes per month are allotted.

The teaching staff of kindergarten No. 179 "Snowdrop" ANO DO "Planet of Childhood" Lada "of the city of Togliatti, the head - Palenova Nadezhda Petrovna, the methodologist - Kuznetsova Natalia Grigoryevna, participated in the development and testing of classes on familiarization with the work of adults.

The manual proposes an approximate distribution of material on academic year. The teacher can distribute the material in his own way, in accordance with the holidays of the month (October - Teacher's Day; February - Defender of the Fatherland Day, April - Cosmonautics Day, etc.) or depending on the availability of the material.

Distribution of material for the academic year

Table continuation.

Table continuation.

Table continuation.

Sample class notes

September

1. Items that facilitate the work of a person in everyday life

Software content. To form children's ideas about objects that facilitate the work of a person in everyday life; pay attention to the fact that they serve a person and he should treat them with care; reinforce the idea that objects have different purposes.

Material. Pictures depicting various objects, including objects that facilitate the work of a person in everyday life. Handout: large cards with two rows of cells, three cells each (the cells of the upper row show three objects on which labor operations are performed, in the lower row there are empty cells), and small cards with images of objects that facilitate the corresponding labor operation at home.

Lesson progress

The teacher begins the lesson with a conversation: “Guys! Look carefully around and tell what surrounds you.

Children say that they are surrounded by many different objects, list them.

Educator. What world do all these objects belong to: natural or man-made? (To man-made, since they were made by a man with his own hands.) And why did a person come up with a table, bed, wardrobe, washing machine, TV, car and many other items?

Children say that any item is needed for something, each item performs its function.

Educator. Right. Each item has its purpose and is necessary for something. For example, a table is needed in order to write at it, or to eat at it. People sit on chairs, cook food on an electric or gas stove. There are objects with which a person works, objects with which he draws, and there are also objects that make it easier for a person to work in everyday life. Do you know such items? My riddles will help you find out some of them.

In our kitchen all year round
Santa Claus lives in the closet.
(Fridge)

I have no legs, but I walk
There is no mouth, but I will say
When to sleep, when to wake up
When to start work.
(Watch)

He willingly swallows the dust,
Not sick, not sneezing.
(Vacuum cleaner)

Back then forward
The steamer is sailing.
Stop - grief,
Pierces the sea.
(Iron)

Children guess riddles and, with the help of a teacher, explain what the benefits of these items are.

Educator. I will show you different pictures. Be careful! If the picture shows an object that facilitates the work of a person in everyday life, clap your hands, and if it is a different object, do not clap.

Then the game “Who needs ...?” is played, aimed at developing the ability to determine the purpose of objects that facilitate work in everyday life, to establish causal relationships between the labor process in everyday life and the object that facilitates it. Handouts are used: large cards with two rows of cells, three cells each (the cells of the top row show three objects on which labor operations are performed, in the bottom row there are empty cells), and small cards with images of objects that facilitate the corresponding labor operation at home. (Approximate correspondence: bread - bread slicer, clothes - washing machine and so on.)

Children choose one large card. Small cards lie face down on the table. The teacher takes small cards one at a time, shows them to the children, names the object and asks: "Who needs ...".

The child who needs this card answers and explains his choice: "I need a mixer to beat the dough." The game is considered over when all empty cells are closed. The winner is the one who first closes the cells on his card.

2. My family

Software content. To continue to form in children an interest in the family, family members. Encourage to call the names, patronymics of family members; talk about their professions, what they are, what they like to do at home, what they do at work. Cultivate a sensitive attitude towards the closest people - family members.

Lesson progress

The teacher reads the lines of poetry and invites the children to determine the topic of the lesson:

Very wise grandfathers
Two grannies are beautiful.
Dad, my mom -
This is all mine...
(Family)

The teacher focuses the children's attention on the word "family", offering to answer the question: "How many words does" family "consist of?" Let's check". Children name family members and keep count (two grandmothers, two grandfathers, mother, father and child). Next, the children decide characteristic difference each family is the similarity of family members. Children tell which of the family members they look like.

Look at me -
Who do I look like?
Cherry eyes, like dad's
Sunny smile - mothers.
Hair color like grandpa
The nose is definitely a grandmother.
Everyone in the family worked hard
That I was born like this!

Then the children determine the second characteristic difference of the family - the common surname. They are asked to give the names of their parents.

Physical education minute

I have a family -
She is very friendly.
We bake pancakes with mom (Imitation of movements.)
Unparalleled deliciousness!
With grandfather, we dig beds. (Imitation of movements.)
We plant flowers with my grandmother. (Imitation of movements.)
We play football with dad (Imitation of movements.)
We kick the ball into the goal.
I love very much (Wrap your arms around yourself.)
Your lovely family.

The teacher draws the attention of the children to the fact that in addition to the last name and first name, each person has a patronymic. The patronymic is given to the child by the name of the father, for example, if the father is Sergei, then the patronymic of the child is Sergeevich.

The game "Name the patronymic" is held.

The teacher calls male name, and the children say what kind of middle name will come out of him; girls call the middle name for daughters, and boys for sons:

Alexander - Alexandrovna - Alexandrovich;

Oleg - Olegovna - Olegovich;

Ivan - Ivanovna - Ivanovich;

Vasily - Vasilyevna - Vasilyevich.

After the game is over, each child is asked to name their full name, patronymic and surname.

Next, the teacher talks with the children about the occupations and professions of adult family members. Draws the children's attention to the fact that all adults care about their children. First, grandparents took care of their moms and dads, raised them, and now moms and dads take care of their children and parents. Be sure to note that when the children grow up, they will also take care of their parents.

The game "Professions of my parents" is being held.

Children stand in a circle. The teacher throws a ball into the player’s hands and asks the question “What does your mother work for?”. The player answers with a full answer: "My mother works as a salesman" - and returns the ball to the teacher.

Next, the teacher reads the phrases written on the board: “Friendly family”, “ A strong family», « A happy family", "Caring family", " loving family”, “Healthy family” - and invites the children to choose words that characterize their families and explain why they think so.

Summing up, the teacher says that the children will grow up and everyone will have their own family. And it will be the most best family where adults will take care of children and elderly parents, and children will obey adults and help them in everything. And most importantly, everyone will love each other and treat each other with respect.

3. What the subject will tell about itself

Software content. Encourage children to highlight the features of objects: size, shape, color, material, parts, functions, purpose; continue to improve the ability to describe objects according to their characteristics.

Material. Chips (at least 10 pieces); subject pictures: electrical appliances, tape recorder, TV, telephone, washing machine, etc.; object description algorithm.

Lesson progress

The teacher invites the children to play the game "What the subject tells about itself." Task: describe the object shown in the picture according to the algorithm.

Children choose a leader, determine the order, if necessary, repeat the meanings of the conditional symbols of the algorithm.

The facilitator chooses any picture depicting an object and shows it to the children. The first participant takes the algorithm, names one of the features of the shown object, receives a chip from the host in case of a correct statement and passes the card with the algorithm to the next participant. He acts in the same way. In case of an incorrect statement, the leader says: "Error" - and transfers the right to move to the next participant. If a participant, having received a card with an algorithm, makes a long pause, then after three claps of the leader, he loses the right to move and gives the card with the algorithm to the next participant. The game ends when all the features of the item are listed according to the algorithm and the host has no more questions or the chips have run out. The winner is the participant who gets the largest number chips.

The host has the right to ask questions during the game that clarify or supplement any feature of the subject.

Sample questions:

How to use the item correctly?

What are the most important parts of the subject? (What would the item not work without?)

- Who was involved in the creation of the object?

What did people use when this item didn't exist?

What would happen if this object disappeared from people's lives now?

- For what professions do you need this item?

If the game continues, the player with the most chips becomes the leader.

Then the teacher invites the children to "turn" into different objects of the man-made world. Children take turns describing "themselves", that is, the objects they have turned into: what shape, color, size, what material it is made of, what it is for, what parts it consists of. The rest of the guys guess the object. The teacher invites the children to remember everything they still know about this subject: about its past, where you can see this subject, etc. Children who find it difficult to describe the subject should be offered to use the algorithm.

4. About friendship and friends

Software content. Expand knowledge about peers, reinforce the rules of a friendly attitude towards them: share a toy, talk politely, friendly, if one of the guys in the group is sad, talk to him, play, always help, help out friends.

Material. An envelope containing a letter and a card.

Lesson progress

At the beginning of the lesson, an audio recording sounds: “Guys, help!” (3 times). The teacher invites the children to determine who is calling them for help. Draws their attention to the mirror; the audio recording sounds again: “Yes, I am the mirror. Our kingdom is in trouble. The evil king quarreled with all the adults and children of our kingdom. And now it is called "Kingdom of Crooked Mirrors". But that's half the trouble - today the king decided to execute the most honest, brave, kind boy, who was not affected by his witchcraft. His name is Gurd. He needs your help. If you are friendly and brave guys, then hurry up - there is very little time left.

The teacher, stimulating the interest of the children, finds out what they understood from the message of the mirror. After listening to the guys, draws their attention to the hint envelope, which contains a card and a letter. The map shows a route consisting of five tasks. Tasks are deciphered in the letter.

Exercise 1. Sing a song about friendship.

Children offer options and perform the "Song of Friendship".

Task 2. Name five proverbs about friendship, friends.

Children call: “An old friend is better than two new ones”, “One for all and all for one”, “Die yourself, but help a comrade”, “Friendship is strong by deeds”, “Friends are known in trouble”. If the children are experiencing difficulties, the teacher provides assistance.

Physical education minute

Children, standing in pairs, imitate the habits of animals in accordance with the text of the poem.

Everyone is friends in the world.
Adults and children are friends
Birds are friends with each other.
Snakes are friends under the mountain.
Hares are friends on the lawn,
Bears, wolves are friends in a flock.
Fish are friends under water.
You are with me and I am with you! (Hug a child next to you.)

Task 3. The game "Who is a friend?".

The teacher reads the lines of poetry, and the children, if they do so a true friend, clap their hands and say: “Yes!”, And if they shouldn’t do this, then they are silent. (Be sure to lose the first situation so that the guys understand the rules of the game.)

He is always with me in trouble
I follow him like a mountain.

He comforts me when I cry
He will solve the problem with me.

Never eat stealthily -
Plums, pears, chocolates.

He won't bully
And tease and call names.

It is always dirtier than the night.
He tramples flowers in the flower bed.

He doesn't start fights
And it doesn't hurt dogs.

He took from the kids -
Doll, bear, dump truck.

He will help water the flowers.
And put the toys away too.

He will share a toy
A book, a doll, a rattle.

He values ​​our friendship
Always in a hurry to help me.

Task 4. Children are invited to draw the sun, which will disperse the clouds over the tower in which Gurd is imprisoned.

Mandatory conditions:

– you need to draw all together at the same time;

- 5 seconds are allotted for drawing.

The teacher invites the children to discuss the main condition - to draw all together, and even for a while. Leads them to the conclusion: everyone should draw at once, distributing work; one child draws a circle, and only then all the children draw a ray at the same time.

Children stand around the table, on which lies a sheet of drawing paper. The teacher gives the command and counts the time.

Task 5. The teacher writes the word Gurd on a piece of paper, then takes a mirror, puts it on a piece of paper and asks the children to read the received word. It is this word that will be the key to the tower. Children in chorus read: "Friend." As soon as the children say this word, there is a sound of broken glass, and then the voice of the boy Gurd sounds: “Thank you guys, it's me - Gurd. You saved me, and now I will definitely teach the children of my country to be friends just like you are friends. And when we all make friends, we will definitely come to visit you. Thank you! Goodbye friends!"

The teacher and children say goodbye to Gurd. In conclusion, the teacher says that the children coped with the tasks thanks to friendship. Today they showed everyone how to be friends, what friends should be and how to cherish friendship.

5. Paper collector

Software content. Expand children's ideas about different types of paper and its qualities; improve the ability to identify objects according to the characteristics of the material.

Material. Samples different types paper; paper items (album, newspaper, box, etc.).

Lesson progress

The teacher lays out samples of different types of paper on the tables in advance. Children examine the paper, and the teacher encourages them to highlight its qualitative characteristics, asking questions about what it is, how it can be determined - smooth or rough, thick or thin. The guys stroke the sheets, feel, answer questions.

Then the teacher invites the children to crumple the sheet of paper (crumples), tear it into pieces (tears), pull the edges in different directions (the integrity of the sheet is broken, therefore, the material is fragile), put the sheet of paper in a container with water (wet). The teacher demonstrates paper burning using a spirit lamp and matches. Children, together with the teacher, make up an algorithm for describing the properties of paper.

Then the teacher reads a telegram from the collector who collects different kinds paper. He travels through towns and villages and tells everyone about his collection. But in our city he had a trouble: he blew strong wind, and his collection scattered, and part of the collection fell into the group. The teacher invites the children to look for paper samples (the teacher hides them in advance in the group room). Children bring found samples.

There is a knock on the door, a collector (adult) enters, gets acquainted with the children, talks about his hobby and reports that he has all kinds of paper written down. He invites the children to organize the work as follows: he names the type of paper, and the children show a sample. During the lesson, the collector explains the purpose of each type of paper. Further, each child describes the properties of the found type of paper based on the compiled algorithm.

In conclusion, a didactic game "Find similarities and differences" is held.

The teacher names the type of paper, and the children must find on the table an object made from paper of this type ( cardboard box, newspaper, album, crepe paper flower, etc.). Thus, the teacher brings the children to the understanding that all the objects found are made of paper, but different types of paper.

6. Kindergarten

Software content. Talk to the children about why the kindergarten is called that way (because children are “raised”, cared for and cared for like plants in a garden). Show the social significance of the kindergarten: parents work, they are calm, because in their absence, the kindergarten employees take care of the children. Kindergarten employees should be thanked for their care, their work should be respected, and treated with care.

Material. Pictures depicting kindergarten workers (teacher, assistant teacher, cook, laundress, etc.).

Lesson progress

The teacher invites the children to guess the riddle:

On the trees are pears, cherries,
A bunch of apricots
Apple trees have no end in sight
This is our fruit... (garden).

Demonstrates a picture of an orchard and pins it on the board.

Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be heard: cares for trees, protects them from diseases, fights pests, waters, grows.

It has roses and tulips,
And daisies rustle.
Gladiolus, peonies -
This is our flower... (garden).

The teacher shows the children an illustration depicting a flower garden and fixes it on the board.

Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be heard: cares for flowers, protects them from diseases, fights pests, waters, grows.

The teacher makes a third riddle:

What a wonderful house
There are a lot of guys in that house.
They play and sing songs.
This house is our children's… (garden).

The teacher demonstrates an illustration depicting a kindergarten and fixes it on the board. Draws the children's attention to the repeated word "garden".

Asks questions: "Who works in kindergarten? What is their job? Listening to the answers of the children, he hangs pictures on the board depicting representatives of those professions that the children name. Arranges pictures in the form of chamomile petals in a circle, leaving the middle free.

The teacher leads the children to the conclusion: all these people work for children. A center with the image of children is attached to the center of the chamomile.

Attention! This is an introductory section of the book.

If you liked the beginning of the book, then full version can be purchased from our partner - a distributor of legal content LLC "LitRes".

Abstract of a lesson on familiarization with nature in the senior group

Theme: "Alone with nature."
Target:
1. Formation of the ability to compose a descriptive story from pictures.
2. Clarify children's ideas about the characteristic features of each season.
3. Formation of ideas about the regular repetition of changes in the life of nature, from season to season.
4. To teach children to consider and examine objects of inanimate nature, to draw conclusions.
Lesson progress:
We sit on the floor in a circle. Distribution cards for children.
Educator: Guys, let's play the game "When does this happen?"
It's time for mysteries.
Empty fields
Wet earth
The rain is pouring down
When it happens.

Snow on the fields
Ice on the rivers
The blizzard is walking
When it happens.

Snowball melts
The meadow came to life
The day is coming
When does it happen

The sun bakes
Linden blossoms
Rye is ripening
When does it happen
Educator: Well done! Guys, guess the riddle: "White in winter, and gray in summer."
Children: This is a hare.
Educator: That's right, it's a bunny. And today he galloped to us, to find out what we know about nature.
There is a diagram on the table, the children have cards with signs for the seasons.
We begin the story: Olya (on the card) - This is autumn. It rains in autumn. There were puddles. The sun shines less in autumn. Cloudy weather…
Children tell one after another, one begins, the second continues, the third finishes. So about every season.
Educator: The whole nature of the Earth can be divided into two huge worlds: the inanimate world, the world of living nature. We have pictures on the table: the boys need to select the image of not wildlife, but the girls of wildlife and then explain how wildlife differs from inanimate nature (moves, grows, eats, breathes, reproduces). Let's check if the pictures are correct: man, whale, dog, bird, elephant, tree, flower, hedgehog. They all eat, grow, breathe, so they are classified as wildlife.
And the sun, clouds, rainbows, stones, soil, water are classified as inanimate nature, since they do not have the ability to grow, feed, breathe. Well done guys, you did a great job.
Fizminutka: Guys, stand in a circle, please. The bunny will throw the ball to you, and you will return it with the answer.
after winter comes...
after the summer...
-winter month ... (answers of several children)
-summer month ... (answers of several children)
after Tuesday...
a day and then...
- night, and after it ...
-weekend…
-migrant…
-wintering bird ... (answers of several children)
- who hibernates for the winter ... (answers of several children)
- who is the first to arrive in the spring ...
What bird doesn't make its own nest...
-autumn month ... (answers of several children)
-spring month ... (answers of several children)
Educator: What natural phenomena do you know? (Wind, snow, rainbow, leaf fall, drops, ice drift, hoarfrost, dew, fog, icicles, drops, hail, rain, sun).
What happens only in winter? In summer?
And what are clouds? (cumulus, cirrus, thunder and rain)
Where does rain and snow come from?
What is the name of the forest in which pines and spruces grow? What if trees? What if everyone is together? (children's answers).
At the end of the lesson, the bunny asks: "Guys, let's remember what we talked about today, what we learned new." Praises children and gives medals with his image.