Cognitive development in the senior group lesson notes. Open integrated lesson on cognitive development in the senior group Topic: “Water Sorceress
Lesson notes on cognitive development
in the preparatory group “Five Helpers”.
OOD Description: This summary is educational in nature and is aimed atinterest in your physical self, in your body.
Program content : consolidate children’s knowledge about the human senses (eyes, ears, nose, tongue, skin) - (vision, hearing, smell, taste,touch).
Tasks:
Educational: Give children an idea of the senses as our assistants in understanding the world around us. Learn to perceive objects with different senses.
Developmental : develop coherent speech, enrich children’s vocabulary with new words (organs, touch, smell);develop attention, memory, logical thinking, observation.
Educational: cultivate interest in your body as a whole.
Material and equipment :
Slides with images of the senses, a computer to reproduce them;
Picture to show
Pictures for the game “Overlayed Pictures”;
Album sheets with written words for the game “Find the Word”.
Cups with scented items, napkin;
Finely chopped vegetables and fruits, products for the “Taste the Taste” game.
Scarf for blindfolding, “wonderful bag” with a set of small items;
Methodical techniques: conversation-dialogue, game situations, physical education lesson “Fun break”, summing up.
Progress of the lesson : children enter the group and stand in a circle.
Educator: Invented by someone simply and wisely
When meeting, greet “Good morning!” »
Good morning to the sun and birds!
Good morning to smiling faces!
And everyone becomes kind and trusting.
Let Good morning lasts until evening.
Guys, let's smile at each other and give our smiles.
Educator: Offer to childrensit on the chairs.
Today we will remember about our helpers, these are the senses. What sense organs does a person have?(eyes, ears, nose, tongue, skin).
And what feelings correspond to these organs... (children's answers)
eyes - vision; ears -hearing; tongue - taste; nose - sense of smell;
skin - touch.
Why do we call them our assistants? (children's answers)
They help us to know the world around us, right.Please listen to a poem about our helpers.
There are five assistants in your service.Without noticing, you use them jokingly;
Eyes were given to you to see.And the ears are used to hear,Tongue in mouth to understand the taste
And the nose is able to distinguish the smell.
Hands - to caress, to work,
Drink water from the mugs.
And there's no need for your anxiety
They will always help you!
Educator: Guys, I’ll now tell you a riddle, and after you guess it, you’ll understand what sense organ we’re going to talk about now.
Mystery. Two brothers live across the street, but don’t see each other.(Eyes).
How else can you call them?(Organ of vision).
What are eyes for, what do we notice with our eyes?(The eyes help to see everything around, distinguish the color, shape, size of objects).
Educator: In order for your eyes to see well, you need to do special gymnastics.
The squirrel was waiting for the woodpecker (we move our gaze left and right)
She treated the guest deliciously:
Come on, woodpecker, look (we move our gaze up and down)
Here are the nuts: one, two, three!
A woodpecker had lunch with a squirrel (blinking eyes)
And he went to play burners. (close your eyes and stroke your eyelids with your index fingers)
Educator: We will now try to train our visual memory.
Educator: Look at the drawing that I will show you, remember it and try to draw it on your pieces of paper. The drawing shouldbe exactly the same as mine. (children’s actions). Well done!
Educator: Game "Overlay Drawings"
(Goal: distinguish the contours of 4-5 objects superimposed on each other) Educator: (d/game “Find the word”) . On easels there are sheets with words arranged in a row. In every rowThere's another word hidden, can you find it? (the word riddle is closed). I givegive you a hint, a new word consists of the first letters of these words.
1 . Whale - Cloud - Slippers. (CAT)
2. Bicycle - Orange - Cake - Stork. (WATA)
Mom - Apple - Teapot. (BALL)
Cancer - Snail - Mole - Bus. (HAND) ( children's search work)
Educator. The next sense organ... Guess the riddle.
Two brothers live on one head,
Everyone hears, but does not see each other.(EARS)
What organ is this?(Organ of hearing).
D What are ears for?(Hear sounds).
FUN CHANGE (fun tasks)
Educator:
1. Please stand up and do this; left hand put it on your head and stroke yourselfhead, and with your right hand make circular movements across the stomach. And nowdo all the movements at the same time.
2. With your left hand, touch your right ear, and with your right hand, touch the tipnose, then quickly change the position of your hands.
Educator: Why did you get up and do these exercises?
Children: Because they heard what you said.
Educator: What did you hear? (Children's answers)
Educator: - Do you think you need ears to learn to speak? What do we hear with our ears? (Sounds)
Educator: You and I know that sounds are different.
Try to determine what I will do now. (Having his hands behind the screen, the teacher performs actions accompanied by sound phenomena: pours water from one jar to another, rustles paper, knocks with spoons, stirs a teaspoon in a glass, tears paper.)
Children must identify the source of the sound each time.
Educator: Now listen carefully to a series of words. Think what's hereunnecessary and why?
1. GRASS, FLOWERS, TREES, COW . BUSHES;
1. DOG, CAT, WOLF , GOAT, PIG;
3.SOFA, CHAIR, POT , TABLE, CABINET;
4. APPLE, ORANGE, PEAR, CUCUMBER . PEACH.
( children's answers) Educator: Okay, you did the job right.
Educator: Let's move on to the next sense organ. Mystery.
Here is the mountain, and at the mountain
Two deep holes.
The air wanders in these holes,
It comes in and out. (Nose.)
What organ is this?(Olfactory organ).
What job does the nose do?(Recognizes smells, helps to breathe).
What smells are there?(Pleasant, unpleasant, fragrant, harmful).
Breathing exercise.
Inhale deeply through your nose and exhale slowly. Repeat 3-4 times.
Game “Recognize by smell”
Children are offered with eyes closed determine by smell what is in the cups. (Chocolate, orange, onion, lemon.)
Educator : How else can you determine what kind of product it is without seeing it?
Children: Taste it.
Educator: And we move on to the next sense organ. Guess the riddle:
Always in your mouth, but can't swallow? (Children's answers).
Educator : That's right, language.
What organ is this?(Organ of taste). What job does the tongue do?(Helps to speak, moves food, recognizes the taste of food).
The surface of the tongue has areas, each of which perceives a specific taste. Tell me, what is sweet, bitter, sour, salty)? (Children’s answers).
Game "Define the taste"
Children with their eyes closed taste different foods: Apple, banana, carrots, cabbage, cookies, candy.
Educator : Guess the last riddle:
They love work
Can't stand boredom
Ours can do everything...(Children's answers). (hands)
What is another name for this organ?(Organ of touch).
What is skin needed for?(Protects our body from overheating and hypothermia, from germs, from shock, from burns).
Finger gymnastics.
One, two, three, four, five, (claps to count)
Finger went out for a walk. (The index finger of the right hand moves along
circle, in the center of the left palm)
Just came out of the gate-
Lo and behold, another one is coming towards him. (The index is joined
It's fun to go together
Come on, the third one comes out (Then the ring finger joins)
Let's dance together -
Here. (Clap. Then switch hands.)
Game "Wonderful bag" (The child is blindfolded and must guess the object by touch.) The game is repeated 4-5 times, played while standing.
Educator: Well done, let’s remember what kind of helpers a person has.(Children repeat and show.)
Educator: We talked about the importance of our senses and how they help us. HFeelings allow us to understand, remember and use everything that we have learned and learned. They will help us better prepare for school, develop memory and attention.
Tasks:
Educational:
1. Give children an idea of water, its properties (transparency, fluidity), and its three states (liquid, steam, ice).
2.Improve children’s knowledge about the importance of water in human life.
3.Teach children the skills of conducting laboratory experiments:
Strengthen the ability to work with utensils and observe the necessary safety measures.
Educational:
1.Develop social skills: the ability to work in a group, take into account the opinion of a partner, defend one’s own opinion, prove one’s rightness, instill respect for water.
Educational:
1.Develop phonemic hearing in children.
2. Activate and enrich children’s vocabulary with nouns, adjectives, and verbs related to the topic of the lesson.
3. Learn to solve riddles.
4. Develop creative imagination and logical thinking.
Preliminary work:
1. Conversations about water, its role in human life.
2. Conducting experiments with water.
3.Looking at illustrations on the theme “Water”.
4.Use of games about water: “What kind of water is there?”, “Four elements”, “Cut pictures”.
5.Reading fiction on the topic “Water”.
6. Observing water while walking.
Integration of educational areas: communication, cognition, reading fiction.
Material.
For children: wooden rulers, mosaics, jars, cups, cups of water, saucers.
For the teacher: Thermos with hot water, mirror, mold with ice, flat plate, 12 drops made of cardboard, gouache.
Progress of the lesson.
Educator: Guys, today I received a letter, and in it there is a riddle from Kapitoshka. Do you know who Kapitoshka is? (Children's answers). That's right, it's a small drop of water that lives in the fabulous country of Vodilandia. But here is her riddle, listen carefully. What you can’t hold in your hands, you can’t carry away in a sieve?
Children: Water.
Educator: Correct, you guessed right. Kapitoshka really wants you to get acquainted with the properties of water and learn a lot of new things about water. So, what is water and what properties does it have? We will try to figure out all this in our laboratory, but before we go into the laboratory, it is necessary to remember the rules of conduct in the laboratory:
- don't make noise - you're disturbing others
- handle dishes carefully. Remember that dishes can break and this can easily cause injury.
- Listen carefully and follow the results of the experiment.
- After finishing the observation, draw a conclusion.
Now we can go into the laboratory, go to the tables and begin our research.
(Children approach the tables on which there are basins, various jars, cups of water.)
Educator: They say that water can flow and spread. Let's check it out. Take a glass of water and pour some water on a saucer. But you need to pour it slowly to see how the water spreads.
Are you sure that the water is flowing and spreading? (Children's answers)
Educator: There are wooden rulers on the table. These are solid objects. They have a shape and retain it. Does water have a form? Let's check it out.
We will pour water into a cup, saucer, jar. What did you notice? What form does water take?
Children conclude: Water takes the shape of the object into which it is poured.
Educator: What color is clean water? Look, I put a blank sheet of paper next to it. Is water in a glass different from a white sheet? So what is the color of the water? Does water have color?
Children: the water is clean. She is colorless.
Educator: This is another property of water
Educator: Now let’s carry out the following experiment. There are mosaics on your tables. Place the mosaic in a glass of water. Can you see the mosaic in the glass? And if you put a glass of water on the picture. Can you see it through the glass?
Children: Apparently.
Educator: So what kind of water is it?
Children: The water is clear.
Educator: What kind of water is in puddles?
Children: Dirty
Educator: Is all the water clear? If I add black gouache to water, what will the water become? (Children's answers)
Children: Dirty water is never clear.
Educator: Yesterday I poured water into a mold and put it in the freezer. Let's check what happened to her?
(Children come to the teacher’s table and observe).
Children: The water turned into ice.
Educator: Let's take the piece of ice in our hand. What's happening to her?
Children: The piece of ice melted from the warmth of our palm. Water appeared.
Educator: This is another property of water: water can freeze, turn into ice.
Educator: What happens if you put water on fire?
Children: When the water boils, steam appears above the kettle.
Educator: Let's open a thermos of hot water and observe. Let's bring the mirror to the thermos, what happened?
Children: The mirror is fogged up. (Touch the mirror with their fingers)
We've done a good job, let's rest a little.
Physical education minute.
Finger game "Rain"
The rain dripped onto the palm - with the right hand we touch the left
On flowers - circular movements with the right hand
And onto the path - both hands in front of you
It pours, it pours - oh-oh-oh! - head shaking
We ran home - running in place.
Educator: Guys, let's remember once again all the properties of water that we talked about today. (Children list: water can spread, have no shape, be transparent, turn into ice and steam)
You guys know that water is of great importance in the life of all living things. I would like to invite you to look at the slides about water. (Slide show).
Lesson summary:
Educator: So, guys, you understand that a person cannot live a day without water. Water good friend and human assistant.
And Kapitoshka, as a keepsake of herself, gives you a magic drop that will give you life-giving power, just don’t forget about the benefits of water and caring for it. (I hang a drop for each child).
Goals and objectives.
- Continue to develop children's interest in experimental activities.
- Continue to develop examination methods for children different materials and objects (paper, sand, water, magnet).
- Maintain cognitive and speech activity while working with the proposed materials and objects.
- Develop mental activity, the ability to observe, analyze, and draw conclusions.
- Develop a desire for search and rescue activities, experience the joy of discovery gained in experimental activities.
- Learn to follow safety rules when conducting experiments.
- Cultivate accuracy when conducting experiments.
Materials and equipment:
- surprise moment - Masha doll, bear.
- Christmas trees - 3 pieces, wood.
- bowl of water representing a pond - 2 pcs.
- paper flowers with petals curled toward the center for each child.
- dry sand in plastic sockets for each child.
- trays with wet sand - 2 pcs., with dry sand - 1 pc.
- spatula
- figured plastic stencils for each child.
- wet wipes for wiping hands.
- baskets - sockets - 12 pcs.
- green fabric-glade.
- paper autumn leaves for each child.
- wooden stumps for each child.
- large magnet - 1 piece, small magnets for each child.
- set of keys.
- musical accompaniment -
A. Griboyedov “Waltz”,
L. Lyadov “Musical snuffbox”.
Educator. Guys, how many guests came to us.
Say hello to them soon.
Children: Hello.
Educator. We wish them health, good luck and patience. And may they always be in a good mood.
I know that you love fairy tales. Therefore, today I invite you to the world of a wonderful fairy tale. Where there is magic and where everything is interesting.
Tell me, guys, what do you like to do with fairy tales - listen to them or play them?
Children: Listen and play.
Educator: Today I have prepared a fairy tale for you that you can listen to and play.
Are you ready?
Children: Yes.
Educator: And you will find out who we will go there with if you guess my riddle.
Funny girl
Skoda, Mishka is getting it
Only he forgives her everything,
He almost roars with frustration.
Educator: Do you recognize the hero of this fairy tale?
Children: This is Masha from the cartoon "Masha and the Bear"
(Showing the Masha doll.)
Educator: Once upon a time there lived a girl named Masha. She was very curious, she wanted to know everything. She was not allowed to go far, but she really wanted to see what was interesting in the forest. (Together with Masha, the children go into the forest.)
Musical accompaniment - L. Lyadov “Musical snuffbox”.
Masha went into the forest without asking; she really wanted to know why she couldn’t go there. Everything was interesting, Masha was picking flowers, singing funny songs, playing and suddenly she came to the lake and saw a small pond in which interesting mysterious flowers were floating.
Children approach the table on which they stand - 1 basin with floating water lilies, 2 basins with water, water lilies on the table.
Educator: Guys, what kind of flowers are these?
There is a big flower on the pond
With a yellow core
On the water it grows, it grows
White... (water lily).
That's right, guys. This is a water lily.
Where else do water lilies grow?
Children: In a swamp, in a lake, in a pond, in a river.
Educator: - Please look, we also have water lilies on the table, but what are they made from?
Children: - From paper.
Educator: Guys, tell me, what is the difference between these water lilies and those in the pond.
Children:- The water lilies in the pond are open, and these are sleeping. Their petals are closed.
Educator: - That's right guys. What do you think needs to be done so that our water lilies also wake up and open their petals?
Children:- They need to be lowered into the water.
Educator: - Take one water lily at a time, all together say the magic words “Hey, flowers, wake up, open your petals” and lower them into the water. And now we carefully, carefully observe what will now happen to the water lilies.
Children:- They wake up and open up.
Educator: - Guys, tell me, how does it happen that water lilies begin to open their petals?
Children: - Because the petals get wet and become heavier.
Educator: - What are our water lilies made of?
Children:- made of paper.
Educator:- It absorbs water, and the petals gradually open.
That's how beautiful it is in the pond. Masha admired it and moved on. While she was walking, a strong wind suddenly blew, clouds appeared in the sky and it began to rain. Masha hid under a tree to avoid getting wet.
Guys, let's have a little rest while it's raining. Please come forward and stand more freely.
Physical exercise "Drop"
Drop one, drop two ( Stomp with the right and left foot.)
Very slowly at first. (Jumping on your toes, hands on your belt.)
And then, then, then
Everybody run, run, run. (Running in place.)
We opened our umbrellas (Spread your arms to the sides.)
Sheltered herself from the rain. (Close your hands above your head in a semicircle.)
Educator:- The rain has stopped. The sun came out. Masha felt dry and good under the tree and wanted to play. She saw sand under her feet and wanted to draw on it using the stencils that she always carries with her in her pocket. Masha took a stencil and began to draw.
Let's take some stencils and draw together with Masha. See what funny drawings you can create. What did you get, Sonya?
What about you Arina? etc.
But suddenly a strong wind blew.
Children take their rosettes and move them.
Children: - The drawings have disappeared.
Educator:- Masha was very surprised, she took the stencil again and drew again and the drawings appeared again.
Do you guys have any drawings?
Children:- Yes.
Educator:- And the breeze blew again. And again the drawings disappeared. Masha could not understand what was happening. Children why is this?
Children:- Because it's dry sand.
Educator:- Dry, so what?
Children:- It does not hold its shape and is free-flowing.
Educator:-Try the sand with your palm. What is he like? (Flowy. I use a spatula to show the flowability of the sand.)
But Masha really wants to draw so that the wind can’t blow away the drawings.
Children:- You need to draw on wet sand.
Educator:- Where can I get it, because Masha was dry under the tree.
Children:- Come out from under the tree and find wet sand.
Educator: Take stencils and, together with Masha, draw on the wet sand. (You can change stencils.) Guys, look at what beautiful drawings you can do it. The wind blew - blew, blew, blew... what was happening.
Children:- Drawings do not disappear.
Educator:- Why don’t they disappear, explain?
Children:- Because the sand is wet and holds its shape.
Educator: That's right guys. Take some tissues and dry your hands.
Guys, I suggest you, together with Masha, turn into grains of sand.
Outdoor game "Grains of Sand"
Close your eyes. Turn around yourself and turn into grains of sand. Everyone squatted down. Oh, how much sand we have. Well, the wind blew, picked up grains of sand and they flew in different directions. ( A waltz melody sounds - A. Griboedov’s “Waltz”. Children imitate the flight of grains of sand.)
The wind died down and the grains of sand fell to the ground.
(Children squat down.)
Educator:- And suddenly Masha saw Mishka walking along the path to the clearing. She was very happy. He was carrying some kind of stone in his hands.
Educator:- Look, guys, what an unusual and interesting stone this is. (Children examine and feel it.)
Children:- It's a magnet.
What is it for?
Children:- To attract objects.
Educator:- Let's check what objects a magnet attracts.
- Guys, please take one magnet each and try to magnetize it to your palm. (Children place a magnet on their palm and conclude that the magnet is not attracted to the palm.)
Now take one leaf at a time and do the same as with your palm. ( Children perform an experiment and conclude that the paper
the magnet is not magnetized.)
Now let's check the wooden surface. (Stumps.)
What's happening?
Children:- They are not magnetic.
Try to collect other items that are in the clearing.
Children: - They are magnetic.
What are they made of?
Children: - Made of metal.
So guys, after we checked the properties of the magnet with you, what conclusion can we draw?
Children: - Magnets are attracted to any metal or iron surface.
That’s why Mishka carried the magnet, to collect all the keys that Masha took without asking and lost in the forest.
Educator:- Guys, did you like the fairy tale and the journey with Masha?
You and I conducted many experiments today, Masha will definitely tell and show them to Mishka. What interesting things did you learn about all this?
That a paper water lily opens in water, because the paper becomes wet and heavy and the petals open.
Dry sand is loose and does not hold its shape, but wet sand retains it.
A magnet only attracts metal and iron objects.
Educator:- Let’s say goodbye to Masha and Misha, wish them good luck and that Masha doesn’t go for a walk in the forest without the permission of adults.
We had a wonderful walk
Learned a lot of new things
But we have to say goodbye
It's time with Masha and Misha
Let's tell them
Goodbye, friends!
Lesson summary on cognitive development in the preparatory group
Educator O.N. Khorolskaya Topic: “Five human assistants”
Description of GCD: I offer a summary directly educational activities for children preparatory group 6-7 years old, on the topic “Five Human Helpers.” This material will be useful for teachers of older groups. This summary is educational in nature and is aimed at interest in your physical self, in your body.
Program content: consolidate children’s knowledge about the human senses (eyes, ears, nose, tongue, skin) - (vision, hearing, smell, taste, touch).
Integration of educational areas: " Cognition", "Communication", "Socialization", "Health".
Tasks:
Educational: Give children an idea of the senses as our assistants in understanding the world around us. Learn to perceive objects with different senses.
Educational: cultivate interest in your body as a whole
Speech: Develop connected speech, enrich children’s vocabulary with new words (organs, touch, smell)
Educational: Develop attention, memory, logical thinking, observation.
Material for the lesson :
dispensing: cards for tactile examination with adhesive various materials(soft cloth, foil, rice, sandpaper, fur), pencils, white paper for sketching.
demo: picture to show , whatman paper with a drawn square 2 pieces, felt-tip pen, album sheets with written words for the game “Find the Word”.
Methodical techniques: conversation-dialogue, game situations, physical education lesson “Fun break”, summing up.
Progress of the lesson: children enter the group and stand in a circle.
Educator: Guys, let's remember what time of year it is, what month, what number is this time of year, what date, what day of the week, what day (children's answers).
Invite children to sit on chairs.
Let's remember today what sense organs a person has
(eyes, ears, nose, tongue, skin).
And what feelings correspond to these organs... (children's answers)
eyes - vision; ears - hearing; tongue - taste; nose - sense of smell;
skin - touch. Please listen to a poem about our helpers.
“You have five assistants in your service.” Without noticing, you use them jokingly;
Eyes were given to you to see. And the ears are used to hear, the tongue is in the mouth to understand the taste,
And the nose is able to distinguish the smell.
Hands - to caress, to work,
Drink water from the mugs.
And there's no need for your anxiety
They will always help you!
Educator: Yes, guys, feelings allow us to understand, remember and use everything that we have learned and learned. They will help us better prepare for school, develop memory and attention.
Educator: Once upon a time there was a great commander, Alexander the Great, who had a good visual memory. He was able to recognize by sight all the soldiers of his thirty-five thousand army. And the German archaeologist Heinrich Schliemann, in order to develop his memory, for many years every day memorized several pages from various books.
Educator: Let's try to train our memory now:
Educator: Look at the drawing that I will show you, remember it and try to draw it on your pieces of paper. The drawing should be exactly the same as mine. (children’s actions)
Educator: Well done, and now I suggest you play the game "Spread it out ontouch"(all children).
Educator: There are cards on your tables, take them in your hands, touch them, look at them. Arrange them in this order. Remember how they feel to the touch. Now we'll all be blindfolded, and I'll shuffle your cards. By touch you should arrange the cards in the order in which they lie. (children’s actions)
Educator: Well done, many completed the task.
Educator: Now let's stand in a circle, and I'll give you a listening task. " Chain of words" with a ball.
I will tell you a couple of words, and you must remember them. And then I will name only the first word from each pair, and the second word will be named by the one to whom I throw the ball. Collocations (bun - flour, sweater - wool, forest - mushrooms, sister - brother, train - rails, car - driver), Similarly, the selection of words with a given sound.
FUN CHANGE
(fun tasks)
1. Do this with your left hand on your head and stroke your head, and with your right hand make circular movements on your stomach. Now do all the movements at the same time.
2. With your left hand, touch your right ear, and with your right hand, touch the tip of your nose, then quickly change the position of your hands.
Educator: We rested a little, and now we will continue our lesson.
I suggest you look at large sheets. Squares are drawn on them.
The first square must be divided into 4 triangles, the second - into 3
quadrangle.
Which geometric shapes do you know more? (children’s actions and responses)
Educator: Well done!
Educator: Now listen carefully to a series of words. Think about what is superfluous here and why?
1. GRASS, FLOWERS, TREES,COW . BUSHES;
1. DOG, CAT,WOLF , GOAT, PIG;
3.SOFA, CHAIR,POT , TABLE, CABINET;
4. APPLE, ORANGE, PEAR,CUCUMBER . PEACH.
( children's answers ) Educator: Okay, you did the job right.
Educator: And the last task (d/game “Find the word”) On the easels there are sheets with words arranged in a row. There is another word hidden in each row, can you find it? (the word riddle is closed). I'm giving you a hint, a new word consists of the first letters of these words. 1 . Pencil - Cloud - Slippers. (CAT)
2. Bicycle - Orange - Cake - Stork. (WATA)
Mom - Apple - Teapot. (BALL)
Cancer - Snail - Mole - Bus. (HAND) ( children's search work )
Educator: Well done, let’s remember what kind of helpers a person has. (Children repeat and show.)
Summary of a lesson on cognitive development for children of the senior group “How all living things grow”
Kiseleva Evdokia Ivanovna, teacher of the MKDOU "Kindergarten No. 4", Liski, Voronezh region.Description. I offer you a summary of the direct educational activity “How all living things grow.” This material is aimed at introducing children to the stages of growth and development of living organisms through experience. This summary will be very useful for teachers working with older children. preschool age. I hope that many teachers will enjoy the lesson and will help introduce children to the development of all living things.
Integration: Cognitive - research activities, speech development, communication development.
Target: Introduce children to the stages of growth of humans, animals and plants through experimentation.
Tasks:
1. To develop children’s interest in their surroundings through experimentation.
2. Introduce children to the characteristic stages of development of living organisms.
3. Bring children to the conclusion that the growth of living objects requires the same thing: water, light, air, food, care and love of others.
4. Cultivate interest in the surrounding reality.
Technologies, methods and techniques: use of diagrams - models, psycho-gymnastics, creation of problem-search situations, gaming, visual, practical activities, questions for children
Materials and equipment: photos of children, diagrams - pictures, beans in a jar, a box of soil.
Progress of joint activities
Children look at photographs of small children.
Educator. Guys, tell me who you see in the photo?
Children. We see little children who look like us when we were little.
Educator. Are you like them now?
Children: Similar, but not quite.
Educator. How have you changed?
Children: We have grown up, become healthier, more beautiful.
Educator. What has changed in you?
Children: They became taller, their hair grew longer, their eyes changed.
Educator. What were you like when you were little?
Children: Funny, funny, clumsy.
Educator. How do these babies make you feel?
Children: You want to pet them, play with them, hold them in your arms, kiss them.
Educator. Tell me, who cares about you? What did you need to grow up?
Children: Our parents and grandparents take care of us. They feed us, walk with us, bathe us, we sunbathe together in the summer, treat illnesses, feel sorry for us, kiss us, speak kind words.
Educator. Yes, you needed food, water, air, warmth, the love of your loved ones. Now, guys, let's see how a person grows.
Look at the diagram that shows what you were, what you are, and what you will be.
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Infant- child preschooler - teenager - uncle, aunt
Educator. Which one of you has a cat or a dog at home? What is needed for a kitten to grow into a big one? beautiful cat?
Children: You need to feed them properly, give them meat, fish, milk. Walk in the fresh air, take care, play.
Educator. Look at the diagram:
Blind kitten - kitten playing - adult cat
Now guess the riddle:
Gets up at dawn, sings in the yard,
There is a comb on the head, who is it? (Cockerel)
Have you seen who the cockerel was before he became an adult rooster? That's right - chicken. Let's lay out the diagram:
Chicken in a shell - teenage chicken - adult rooster
What did a chicken need to become a rooster?
Children: Grains, sunshine, so that the mother chicken protects him and loves him.
(The game “Hen and Chicks” is played)
Educator. I have something in a magic jar. Can you tell by the sound what it is? (Children express their thoughts)
- Let’s determine it by touch, close your eyes, I’ll give it to everyone in their hand, and you tell me what it is.
Children: It is smooth, hard, small, oval.
Educator. Look what's in your hand. Yes, it's beans. What needs to be done to make the grain alive?
Children: You need a lot of light, warmth, moisture, you need rain, dampness.
Educator. And what will happen to him?
Children: The grain will sprout, swell, come to life.
Psycho-gymnastics “Grain”
Imagine that you are a small seed. You are lying deep in the ground and you are very lonely. So you felt that the earth had become warm, and you wanted to see where the light and warmth were coming from. You reached up, and suddenly the ground parted, and your sprout was free. Warm rays touched your thin and still very weak stem, the breeze swayed you, now in one direction, then in the other, you wanted to spread out your young green leaves.
The sun gently grabbed you by the leaves and pulled you up. You began to grow. You become stronger, stronger, higher. Suddenly it began to rain and warm, large drops of rain began to flow down your leaves, stem, bud. You began to drink rainwater and grow, grow, grow.
The moisture nourished your bud, and it began to open, turning into a beautiful flower. You realized that you are growing, you are living, you are happy that you are breathing fresh air, drinking clean rainwater and basking in the rays of the golden sun...
- Well, guys, did you like being a grain? What helped you break through the ground and turn into a beautiful plant?
Children: It's rain, warmth, sun, moisture.
Educator. U We have bean seeds in a jar, let's plant them in the ground and take care of them. (Children plant seeds).
Summing up.
- We planted grains - beans, and when the sprouts appear, we will watch their growth and development.
(Children look at the development diagram of beans)
Grain - sprout - with leaves - with flowers - with a pod.