The sun spends the night... Above the blanket...
The wind collected shreds of clouds
Counts stars instead of lambs
A month for them to bridge fairy dreams...
Sunny day writes a sleepy book
At night, before going to bed, he will read a fairy tale to the sun.
It's about a girl...And about a boy
About all the people who live under the sun...
The sun can't sleep... The sun is spinning...
Over the blanket with a flank on the stomach
The tit needs good morning
Light... Seryozha... And the sun rises...
Rays of light are reaching into the locks...
The day unfolded - a blue leaf!
Sunny bunny on the windowsill!
The sun's smile is above the earth again!)
Svetlana Valentinovna...)
With respect behind the comma and a sunny Smile)))
Reviews
Children's poems are a special responsibility...
Children are... hope)
I sometimes see adults as children)
This verse is for children...But for adults)))
Don't know...)
Letters are jumping)
I need light...Natural...I am a child of the sun and the moon)
But there is more sun...)
I had a verse like this somewhere... I'll look for it)))
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Preliminary work:
ü Reading books about space, looking at posters “Solar System”, getting to know the globe, productive activities on the topic “Space”, conversations on the topic: “Earth is our home in the Universe”, role-playing game“Cosmonauts”, event in the children's library “My Motherland is Russia”.
ü Enrichment of vocabulary: solar system, planet, orbit, globe, light, shadow, way of life.
ü Activation of words-names of parts of the day in children’s speech.
Visual material:
- Poster depicting a model of the solar system.
- Globe, table lamp, “man”.
- Pictures of nature in different time days.
- Doll Stepashka.
- Videos.
Equipment:
Projector, laptop, color projector, voice recorder.
- 1.discovering for children a way of joint cognition - reasoning, developing the ability to formulate their thoughts using speech-evidence and explanatory forms of speech, the ability to work in a group;
- 2.consolidating children’s ideas on the topic “Space”.
Pedagogical tasks:
- To identify children’s knowledge and ideas on the topic “Space”, to promote the formation of elementary ideas about the structure of the Solar system;
- teach children to negotiate with each other about joint actions;
- promote the unification of children by interests,
- learn to coordinate your actions with the actions of your partner;
- To train children in understanding the change of day and night, to consolidate ideas about the relationships between the behavior of living organisms and the change of day and night.
- 6. Arouse interest in the topic, promote psychological readiness for further study of astronomy and physics at school.
Practical task: make diagrams for the “Laboratory of Miracles” on the dependence of parts of the day on the location of the Sun and Earth.
Collaboration process:
The teacher comes in and brings in the globe.
Guys, guys!!! Yes, it’s me – Stepashka, your friend. I sent you this ball, I don’t know what it is?
Q: Guys, do you know what this is? Children's answers.
That's right, this is a scaled-down model of our earth.
Children look at the globe and various pictures, nature, bodies of water and others.
The teacher reads a poem.
Forests and mountains and seas -
Everything is called Earth.
And if you fly into space,
That from the rocket window
You will see a blue ball there -
Favorite planet!
Our home is ours -
Our common home!
The land where you and I live!
Educator: What a beautiful piece! Guys, what is the author telling us about in the poem? If only we could look at our planet from space.
Why is there life on Earth? (children's answers). Because our Earth is warmed by the Sun.
Educator: Our home planet is Earth. People, animals, birds, insects, and plants live here. But only people can dream, want to know how the world around them works, and go on trips for new experiences and knowledge.
Guys, guys!!! Yes, it’s me again – Stepashka, your friend. Well, why does this happen every time? I’ve been living in your group for a very long time and I can’t understand anything, it’s sometimes dark outside the window, sometimes it’s light. What is it? Help me figure out what's wrong?
Educator: I think we need to help Stepashka.
Children: Well, guys, let’s help Stepashka find out what’s going on outside the window. Maybe we should fly to the “Space Laboratory” and find out a little about how the world in which we live works.
Educator: But what can we travel on? (children's answers, suggestions). Let's build a spaceship. (Children model a spaceship). I can go with you. Shall we take Stepashka with us?
Who will be the captain? (the choice is made by the children themselves). Imagine you are a team spaceship earthlings. Everyone took their place. Clench the steering wheel in your fists and press the pedals with your feet. Hold it, hold it! Take a deep breath, exhale... Our ship has taken off from the Earth, rising into the sky higher and higher into outer space. (video “View of the Earth from Space”, color projector)
Look at the picture we see in the window of our ship (draw the children’s attention to the poster depicting a model of the solar system). What do you think we are seeing? (children's answers)
Educator: This is a model of the solar system.
Let's take a closer look at it. How does the solar system work?
Sample answers from children (discussion is in the form: question - answer)
At the center of the solar system is the Sun. It is a large star, a huge ball of fire that has a very high temperature and gives light and warmth to everything around it. Planets revolve around the Sun.
Educator: Names, what other planets do you know?
(Children's answers)
All planets are different in size, but significantly smaller than the Sun. There are nine of them, and each of them revolves around the Sun along its own “path”. Who knows what it's called?
Children: Orbit.
Educator: Yes, each planet rotates in its own orbit. Please find our planet. Here it is, a small blue ball, the Earth. Where is it from the Sun?
Children: Third.
Educator: By observing the Sun, you have already learned that it heats the Earth all day long.
What is happening to the Sun?
The sun rises in the East in the morning, rises in the sky during the day, and then sinks below the horizon in the West. The sky gradually darkens, stars and the Moon appear in the sky. (look at the pictures).
Educator: Have you ever wondered where the Sun spends the night? Where does it hide at night? (Children's answers). I suggest watching the video.
You have made many assumptions, and to find out which one is correct, we will experiment a little in our “Space Laboratory”.
We need to make diagrams for the “Laboratory of Miracles” about the dependence of the parts of the day on the location of the Sun and Earth, so that all children learn about the Sun. (determine who will draw the experiment diagram - Scientists)
Experimentation.
To do this, we need an ordinary table lamp - this is the Sun and a globe - a model of our planet Earth. (Look at the globe). Let's find on the globe the place where you and I live (this is the Eurasian continent), and place this “little man” there. Planet Earth not only revolves around the Sun in its orbit, it constantly rotates around its axis (children agree with each other on joint actions, divide into interest groups, choose “chief scientists,” plan their research; simulate the corresponding situation: the Earth rotates and along with it, everything that is on it - mountains, seas, cities. People also rotate, although they themselves do not notice it).
Conclusions from experimental joint children's activities (answers from the “chief scientists”): During rotation, the Earth passes through the sun’s rays and then through dark space. Our “little man” finds himself either in the light or in the dark. Day comes to the part of the Earth illuminated by the Sun, and night to the opposite part. We experience sunrise when the part of the Earth where we live turns towards the Sun. And at sunset, when it seems that the Sun is sinking below the horizon, our site turns away from the Sun. So where does the Sun spend the night?
Invite one of the children to independently simulate the situation of day and night.
Children independently sketch the experience in groups, choosing what to draw with, felt-tip pens or pencils - they create diagrams for the “Laboratory of Miracles” about the dependence of the parts of the day on the location of the Sun and Earth.
"Scientists" competition.
Stepashka: Guys, do you know what they call day and night together, in one word?
Children: Day.
Stepashka: Correct. What other parts of the day do you know? (evening, morning) Arrange them in order of occurrence.
Children: morning, afternoon, evening, night.
Stepashka: Is the lighting the same at different times of the day? How is it different?
(Children's answers).
Stepashka: Look here on the table, there are pictures with the image different parts days.
Oh, I got everything mixed up. Guys, look carefully, is everything here correct? (Children correct mistakes independently, explaining their decision.)
Educator: Well, it’s time for us to go back. Let's return to our beloved planet. Captain, call everyone aboard the ship. Hold the steering wheel in your fists, press the pedals, take a deep breath and gently exhale as we descend to the Earth. Interesting discoveries await us here.
Educator: Well, guys, let's tell you what we learned today on our journey to gain new knowledge? (Children's answers)
We looked at how it works Solar system, learned how the change of day and night occurs on planet Earth, and modeled it using a simple table lamp and a globe. Fixed errors in the model of parts of the day. I think we did a great job today.
Oh guys, I liked everything so much. Thank you very much for such an interesting journey, you helped me learn what day and night are! Thanks for the diagrams, now I have learned everything about the Sun, about the parts of the day: day and night! I will tell the other children everything. Thank you and see you again!
Educator: I want to end our journey with the words: “The night will pass, the Sun will rise again, illuminate everything with its warm rays, and we will happily say to each other and everyone on our planet: “Good morning!”
Children are awarded certificates for participating in space travel and for acquiring new knowledge about space, the sun and our planet.
Other books by the author:
| Book | Description | Year | Price | Book type |
|---|---|---|---|---|
| Stories about Dunno | Dunno's fabulous adventures continue! The book with colorful illustrations by Olga Zobnina will delight both parents and children. The books in the series are essential for every preschooler and schoolchild. primary classes... - Eksmo, Read it yourself | paper book | ||
| Zhenya's treasure. Stories | This collection, colorfully illustrated by artist Olga Zobnina, includes the following stories: “Zhenya’s Treasure,” “Smugglers,” “Crocodiles!!!” and others. For the younger one school age- Eksmo, Poems and fairy tales for children | paper book | ||
| Stories about Dunno | The books in the series are necessary for every preschooler and primary school student to improve reading techniques during the transition from reading syllables to reading whole words. Thick paper, hardcover... - Eksmodetstvo, Read for yourself | paper book | ||
| Fairy tales and stories by Igor Petrovich Nosov with illustrations by Olga Zobnina. For children of primary school age - Eksmo, | paper book | |||
| The book `Where does the sun sleep?` includes fairy tales and stories by Igor Petrovich Nosov with illustrations by Olga Zobnina. The publication is colorfully designed, contains pages with silver foil stamping and a pattern in... - EKSMO, (format: 70x100/16, 176 pages) Dunno and his friends - gift editions | paper book | |||
| Stories (CDmp3) | Listen to funny, kind and instructive stories about modern boys and girls, as well as about their friends, parents, teachers and pets: Zhenya's treasure Artist Apollo, Hercules and me Bananas... - Ardis, Children's audiobook | paper book | ||
| Dunno Island (CDmp3) | Children's literature | paper book | ||
| Dunno's Journey to Stone Town (CDmp3) | Several generations of young readers in our country have already grown up reading books about Dunno. Nikolai Nosov's fairy tale novels about the adventures of kids from the Flower City have become classics of children's literature... - Ardis, Children's literature | paper book | ||
| Dunno Island | I. Nosov's book "Dunno Island" includes stories about the new adventures of Dunno and his friends. One day Dunno and his friend Gunka decided to go on a trip along the Cucumber River. Kids... - Baby, Primary school library | paper book |
Nosov, Igor Petrovich
Categories:
- Personalities in alphabetical order
- Writers by alphabet
- Born in 1962
- Born in Moscow
- Dunno
- Writers of Russia of the XXI century
- Russian writers of the 21st century
- Children's writers of Russia
- Children's writers by alphabet
See also in other dictionaries:
Ah, plural canvases, ten, tnam, cf. 1. Smooth linen or cotton fabric, in which each warp thread is intertwined with each weft thread, as well as artificial or silk fabric of a similar weave. A harsh canvas. Staple fabric...... Small academic dictionary
I'm getting along, I'm getting along; owls (nesov. adjust). 1. Get in tune, in tune with someone. when singing or playing musical instrument. The melody was picked up by other [voices], at first hesitantly and discordantly, but gradually they adjusted. E. Nosov, Red wine... ... Small academic dictionary
1) abyss and, gen. pl. her, f. 1. Steep, deep cliff, very deep crevasse, abyss. To the right there was a cliff, to the left there was such an abyss that the whole village of Ossetians living at the bottom seemed like a swallow’s nest. Lermontov, Bela. Looking back, I saw... ... Small academic dictionary
I sing, you sing; sov., trans. 1. Perform a piece of music, part of it or a musical phrase with your voice. “I would like to forget myself and fall asleep,” he suddenly sang in a thin tenor. Garshin, Nadezhda Nikolaevna. The Cossacks, singing a song, coolly and at once... ... Small academic dictionary
Aet; nesov. 1. nesov. to leak. 2. To pass with your current where the line, to flow along which line. space. And the forest was nearby, and the Istra flowed very close. Shurtakov, Where the sun spends the night. 3. To occur, to be accomplished. The disease is mild. □ For… … Small academic dictionary
You fight, you fight; past tore, la, tore; nesov., pereh. 1. (tear apart the owl). decomposition Tear, tear into pieces. Who settled down to rest, tired from the battle; who tore scarves and expensive clothes taken from the killed enemy for bandages. Gogol, Taras... ... Small academic dictionary
Sticks; nesov. 1. Amenable to gluing, adhesive. The paper sticks easily. 2. transfer (usually with a negative). decomposition To succeed, to get along. I feel happy. Yes, downright happy. Everything is going well, everything is going well. Beck, Postal prose. Work in the morning... Small academic dictionary
1) I inject myself, I inject myself; nesov. 1. Have the ability to prick1 (in 1 value), to cause a pricking sensation when touched. [Myron] took her hand and pressed it to his face. Unshaven... she laughed. You're hesitating. Gladkov, Energy. This [hedgehog] was injected with hard... ... Small academic dictionary
1) reads; nesov. 1. Glow, emitting rays. In the meadow, on the grain, dew lay everywhere in heavy drops, and each drop burned dazzlingly and shone like a small sun. Shurtakov, Where the sun spends the night. Behind the station, above a dozen bare villages... Small academic dictionary
Aya, oh; lim, a, oh. 1. One that is impossible or difficult to overcome or overcome; irresistible. Irresistible passion. Invincible tenacity. □ [Impostor:] But what is stopping my breathing now? What does this irresistible trembling mean? Or is it a trembling of desires... ... Small academic dictionary
adv. From now on. But so be it! From now on I entrust my destiny to you. Pushkin, Evgeny Onegin. For little man This long July day was now filled with special meaning. It was a big day of work. Shurtakov, Where he spends the night... ... Small academic dictionary
Filyuza Baygildina
Lesson notes on the world around us in the second younger group on the topic “Where does the sun spend the night? Big and small apples"
Organizational information Note
1. Full name of teacher Baygildina Filyuza Ildarovna
2. Dominant educational field Cognitive development (FCCM)
3. Type of children’s activities: gaming, communicative, cognitive-research, productive, reading
Methodological information
1. Theme educational activities Where the sun spends the night? .
2. Methods and techniques for implementing content classes Show, conversation, explanation, observation, examination.
3. Integration educational areas Artistic creativity, Cognitive development, Socialization, Communication.
4. Age group: Second junior group
5. Purpose: To form in preschoolers an idea of inanimate phenomena
6. Objectives:
6.1 develop interest in inanimate phenomena nature: the sun, month,
6.2 encourage the establishment of simple connections between inanimate phenomena nature: in the sky sunshine - morning has come, there is a month and stars in the sky - night has fallen;
6.3 cultivate independence in completing tasks;
6 learn to stick ready-made forms in certain parts of the sheet.
7. Planned results:
7 emotionally and interestedly observes the phenomena of inanimate nature while walking, participates in discussions of what he sees, in a play situation "Dressing the Doll", answers the teacher’s questions, is active in creating individual compositions in the application « Large and small apples on a plate» .
8. Organization of the environment for conducting classes(educational activities) color pictures showing sunny sky, night sky, sun, stars, month, tray, Katya doll, doll clothes, illustration « Large and small apples on a plate» , paper with pasted silhouettes of dishes, plates, cut out shapes ( big and small apples, glue, brushes, napkins.
9 Preparation for educational activities at class during special moments, practice naming inanimate natural phenomena, items of clothing and footwear, riddles about Sun.
I. Introductory part 3 min.
Introduction to topic(creating a problematic situation) Organizing time.
Hello my dear
AND small and large!
I see how you have grown
How good!
Guys, we will work together, cooperate, help each other,
1.2 Motivation for children’s activities I’ll tell you a riddle now, and you guess:
You warm the whole world
And you don’t know fatigue
Smiling at the window
And everyone is calling you. (Sun)
1.3 Goal setting (with the help of the teacher, children formulate the goal of their activity or accept the goal of the teacher) So what will we talk about in our class? (about Sun)
What do you know about Sun?
Where did you see him?
Let's see if your assumptions were justified or not?
II. Main part: 12 min
2.1 Updating previously purchased
knowledge Observation on a morning walk.
Guys, pay attention to the sky. Find Sun(gives the correct verbal definition of the phenomenon that demonstrates: « The sun is shining brightly in the sky, it's hard to even watch. The sun is bright, warm, high on
blue sky").
Fizminutka "Butterfly"
The flower was sleeping
And suddenly I woke up
I didn't want to sleep anymore,
He perked up, stretched,
He soared up and flew.
Dressing the doll.
We returned from a walk. The teacher and the children look at pictures depicting inanimate phenomena.
Children, let's look at pictures depicting inanimate natural phenomena. We need to choose a picture depicting the phenomenon that we just observed on a walk. (children's answers).
The sun is bright, dress up,
Red sun, show yourself.
Put on the scarlet dress
Give us a red day!
A. Prokofiev
Educator: And now, we will put the selected card in a corner of nature. Let it stand until the evening, you and I will admire it sunshine, and the Katya doll will be walking nearby. You and I were walking, and she wants to go for a walk. I will dress her the same way you dressed for a walk. What should Katya wear? (Children's answers.)
Fizminutka "Dress Up"
We put on tights
Let's put on a sweater!
Hey guys, don't yawn!
There's a breeze outside.
Have you put all your socks on?
And they looked at the legs:
The left and right are side by side.
Left and right: They want to be friends!
Let's take out our boots.
We put them on the legs:
If your legs are friends,
Boots are also friends!
2.2 Mining (message and acceptance) new knowledge Observation on an evening walk. (at 2nd half of the day)
Educator: Guys, pay attention to the sky. Search sun in the sky. (Children's answers)
That's right, no sunshine, because evening has come, it will soon be night and it will be even darker. And then a month and stars will appear in the sky. They are visible when it is dark.
Conversation about the phenomena of inanimate nature.
Educator: we have returned from a walk and let's look again at pictures depicting inanimate natural phenomena. Guys, choose the picture that depicts the phenomenon that you just observed on
walk.
Educator (takes the doll). Evening has come, Katya returns home. What will she do now? What do the children do in the evening? (Getting ready for bed.) Katya will soon fall asleep.
The night has come, brought darkness,
The cockerel dozed off and the cricket began to sing.
Mama came out and closed the shutter.
Go to sleep, bye-bye.
Educator: Now again, find the night sky in the pictures with
stars and month.
There is a month and stars in the sky - night has fallen. The night sky is beautiful!
2.3 Independent activity children to consolidate new knowledge Application.
Educator: Guys, today we are talking about the phenomena of inanimate nature. Please tell me, are trees classified as living or inanimate nature? (children's answers).
In autumn, fruits ripen on fruit trees. WITH apple trees people collect ripe rosy apples. I suggest you make an applique according to the sample (shows illustration « Large and small apples on a plate» ). What is shown on this application? What size? apples? Please tell me where they lie apples? I suggest everyone together
Go to the garden, collect apples and put them on our plates. Here they fell from the tree.
Placed in twos in front of the children large and two small apples made of colored paper. The teacher offers each child "put" (stick) these apples on a plate(on each sheet there is an image of a plate, showing techniques for gluing forms.
Educator. That's how much apples we put it on plates. Well done! Which apples? (Children's answers)
III. Final part 1 min.
3.1 Analysis and self-analysis of children’s activities Is our journey interesting?
What did you like?
What new did you learn?
What are the phenomena of inanimate nature?
Publications on the topic:
Summary of the final lesson on verbal communication and the surrounding world and nature in the second junior group “There are many fairy tales in the world!” Summary of the final lesson on verbal communication and the surrounding world and nature in the second junior group “The Scarlet Flower” “There are many fairy tales in the world!”
“Big and small apples for Katyusha” Purpose: To teach children to stick round objects in the middle of the circle. Objectives: 1. Educational –.
Summary of GCD for the application “Big and small apples on a plate” for the second junior group Goal: Teach children to stick round objects. Strengthen ideas about the differences in size of objects. Objectives: 1. Educational.
Abstract of GCD on the surrounding world in the second junior group “Cookware” Objectives: 1. Educational: To develop children’s knowledge about dishes and their purpose. Teach children to name parts of dishes. Learn to name a generalization.