Albina Maksimova
How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard preschool education
How to write a summary correctly educational activities taking into account the Federal State Educational Standard of Education? A frequent question from colleagues contributed to the preparation of the consultation, which consists of two parts. The first part is this consultation and the second part is a summary of the “Unusual Snowman” modeling lesson.
Dear colleagues, it should be noted that there may be minor differences in each region, but we must always remember that the outline must be methodologically correct.
Let me start with the fact that at the moment there is no clear replacement for the word “occupation”. Classes in kindergarten are always organized in a playful way using a surprise moment, a problematic situation, conducting physical education sessions for the physical activity of pupils and health-saving technologies.
Organized educational activities - OOD (according to the Federal State Educational Standard) reflect specific educational activities.
- Title page. The direction of educational activity is indicated (for example, Summary of educational activities on speech development. Speech development in the second junior group on the topic: “Autumn has come to visit us.”)
- Program content. I would like to especially draw the attention of teachers to the mistakes that colleagues most often make. Many people write “GOAL” when planning educational activities (OD), instead of “PROGRAM CONTENT”. This is methodologically incorrect. Usually we write a goal, for example, when planning the theme of the week, when developing a project, entertainment, holiday and others that are extended in time educational events, since the goal cannot be achieved, for example, in 10-15 minutes of educational activity in early preschool age.
“A GOAL is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.
Moreover, there can be ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)
A TASK is something that requires fulfillment, resolution.” (OZHEGOV S.I., Dictionary of the Russian language.)
The tasks must be realized during the lesson, and they must be specific to the topic and there should not be too many of them.
Tasks can be replaced with the phrase “program content” and divided into three groups: teaching, developing, educational (educational).
Here I also want to draw your ATTENTION to an interesting nuance: many teachers write the word “EDUCATIONAL” instead of the word “EDUCATIONAL”, meaning only educational tasks. But the concept of the word “EDUCATION” (read the law “On Education in the Russian Federation”) includes both training and upbringing. This means that educational tasks will involve both teaching and educational tasks together. In this case, we plan only two tasks: developmental and educational. The task always answers the question: WHAT TO DO? (teach, form, introduce)
- Material and equipment(demonstration material and handout material.);
- Vocabulary work(activation of the dictionary during the lesson);
- Preliminary work(conversation, looking at illustrations, books, encyclopedias, reading poems, stories, preparing background templates for drawings, etc.);
- Methods and techniques(during OD);
- Progress of educational activities:
Organizing time.
Dividing children into subgroups or organizing educational activities through a daily group ritual (children gather in a circle where they play a word game, count how many children are in the circle, how many girls and boys, name the days of the week, work on the nature calendar in older groups, etc. .) or when dividing into subgroups (cards by color, who has blond hair, who has buttons, etc. It is very important to take into account the level of development, for example, “The Smurfs” - with high level development and “Smeshariki” - average.)
Introductory part(motivational stage).
The teacher must motivate children to engage in upcoming activities using a problem or game situation.
For example, children find a letter and learn that autumn invites you to visit. Problem: Autumn lives far away in the forest, how to get to him?
The main part (content, activity stage).
In the main part the teacher:
Applies pedagogical methods that are aimed at enriching creative imagination, thinking, memory and speech.
The teacher activates children's thinking with the help of search and problem questions.
Search questions: Where? Where? Where? How? When? Which? Search questions develop observation and attention.
Problematic questions: Why? For what? What would happen if? How? These questions require a certain motivation for answers, understanding of cause-and-effect relationships, establishing semantic associations and are directly related to the development of logical thinking.
Questions should facilitate the formation of judgments. The teacher helps to put forward assumptions, hypotheses, justify them and draw conclusions. Thanks to the use of these questions, children's speech activity will increase.
For example, the teacher asks: “Guys, how can we quickly get to the forest where Autumn lives?” (Or addresses the child separately, etc.). Then a question for comprehension: “Why do you want to go by bus and not on foot?” Children's answers. You need to accept any child's answer, even if it is not correct. This approach helps to develop in children a desire for active participation, a desire to express their opinion on a particular issue during educational activities.
In this way, the child analyzes the situation and explains: “By car you can quickly get to the forest and you won’t get tired, but on foot by the time you reach the forest through the whole city you will get tired and it will become dark.”
Didactic games.
It is advisable to use substantive actions with models and diagrams, as well as methods of comparison and generalization. Collective and individual forms of work (in pairs, groups) are possible.
Involves children in different kinds activities. In the process of activity, children acquire new knowledge and ways of acting.
For example, a teacher asks: “What happens if the leaves on the trees remain green for the winter?”, “How can you preserve beautiful autumn leaves?” Children offer their options, the teacher clarifies and generalizes knowledge.
The result of the main part: a new method of action or new knowledge is learned (the trees stop flowing sap and go into hibernation and dry the leaves for crafts or to create a “Herbarium” folder).
Final part(reflective stage). It is necessary to capture new concepts and new knowledge. To do this, the teacher reminds or lists together with the children the stages of work during OD.
Adult questions:
I’m very interested to know what new, interesting things you learned today?
Now, let's remember what we did.
What did you (addressing a particular child) enjoy playing the most?
Which child would you like to praise and why?
Well done! You also made me very happy with your knowledge. I am proud of you.
Dear colleagues, I will be glad to hear every comment and wish.
TO BE CONTINUED IN PART TWO.
Publications on the topic:
Speech development environment of preschool educational institutions in accordance with the Federal State Educational Standard for preschool education A DEVELOPMENTAL ENVIRONMENT is a natural environment, rationally organized, rich in a variety of sensory stimuli and games.
Synopsis of an integrated educational activity for speech development in accordance with the Federal State Educational Standard for preschool education “Funny Toys” Abstract open class on speech development of an integrated GCD in accordance with the Federal State Educational Standard for preschool education Topic: “Funny toys” Topic:.
Goal: to continue to introduce children to the work of P. I. Tchaikovsky “Children’s Album” Objectives: 1. to develop aesthetics, imagination, music.
Lesson notes in accordance with the requirements of the Federal State Educational Standard in the second junior group Topic: "Christmas tree". (Plasticine molding) Tasks: Continue teaching children to roll small balls from plasticine and attach them to cardboard.
Dear colleagues, I suggest approximate sample a summary of the educational activity itself. This does not mean that the entire country should write this way. Each region may have their traditions writing notes. The most important thing is that the outline should reflect current trends development of preschool children and be methodologically literate.
First of all, it should be noted that there is currently no clear replacement for the word “occupation”. In some regions they call “directly educational activities”(GCD), in others - "organized educational activity"(OOD), thirdly - "educational situation"(OS). All these definitions are correct, as they reflect specific educational activities.
But in defense of the word “occupation,” I want to say that preschool teachers have always put a slightly different meaning into this concept than, for example, school teachers. Our lesson was held in a playful way, with various problematic situations, surprise moments and good physical activity of the pupils. There has never been a purely educational activity in kindergarten!
So, summary:
1. Heading. It is not necessary to write the name of the educational activity in the title (for example, a summary of the educational activity “Visiting Parsley”). You can simply indicate the direction of activity (“Summary of direct educational activities in cognitive development"). Write the age (group) of the children (for children of senior preschool age).
2. You can specify after the title priority educational area in the process of GCD and preferably integration with other educational areas, and integration of children's activities.
3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activity children (if planned).
5. Tasks. I would like to immediately warn teachers against making mistakes. Some colleagues write: “ goals GCD." This is methodologically incorrect. Target- this is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in a younger group? It is more correct to write the word “goal”, for example, when developing planning complex(i.e., several) GCD, during development project(since it is multifaceted) and others extended in time, complexes of educational activities. Moreover, There can be one goal, but there can be many tasks.
And for specific educational activities are suitable specific tasks that should be resolved by the end of this educational activity (after 15 minutes in junior or after 35 minutes in preparatory group). That is, if a teacher wrote a problem in the GCD notes, then he must solve in the process of gcd. Therefore, do not write 10-15 problems in your notes. Five, maximum six is enough.
You can replace the word “tasks” with the phrase “program content”.
Do not write a verb in problems "learn"! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, “to involve”, etc.
Tasks can be divided into 3 groups: developing, training, educational(educating). Draw your attention to an interesting nuance: many teachers write the word “educational” instead of the word “educational”, meaning only educational tasks. But the concept "education"(read the law “On Education in the Russian Federation”) includes both training and education. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developmental and educational.
6. The progress of direct educational activities. I reflected the main points of the educational activity itself in the article “How to develop a developmental activity” , since any educational activity according to the Federal State Educational Standard must be developmental.
Introductory part(motivational stage). The teacher must motivate children to engage in cognitive (or play) activities using a problem or play situation. This situation is described in the outline.
Main part(content-based, activity stage). The outline describes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, those already acquired are consolidated, and problematic issues are resolved.
Final part(reflective stage). In the notes, write down the teacher’s questions, with the help of which he captures new concepts and new knowledge from the students, and also helps the children analyze their own and collective activities in the process of educational activities.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
Anoshina Anna Aleksandrovna – Senior teacher of MBDOU TsRR d/s No. 4 “Semitsvetik”, Ivanteevka, Moscow region
Date of submission of work to the competition: 06/15/2017.
The structure of writing a GCD summary in a preschool educational institution according to the Federal State Educational Standard.
With the introduction of the Federal State Educational Standard, the approach to organizing and conducting direct educational activities with children is changing. There is a rejection of traditional classes built in the logic of the educational model. The lesson is understood as an exciting activity with children, during which the teacher solves program problems. The role of the teacher is being rethought, becoming more of a “coordinator” or “mentor” than a direct source of information. The position of a preschool teacher in relation to children changes and takes on the nature of cooperation when the child acts as an equal partner in a situation of joint activity and communication with the teacher.
Many teachers do not pay attention to the design of notes. The topic, purpose, and objectives are written in the notes. And often tasks pass through the goal.
Let's remember how this is done.
Let's start with the title page.
The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription:
Abstract
Direct educational activities in (Region)
On the topic of: "……………"
for older children.
Below the title of the abstract, the author's surname and position are indicated on the right.
At the end of the title page, in the middle, yours is written locality, and even lower is the year when the summary was written.
The next sheet begins with program content. This includes the purpose and objectives of the GCD.
What is a goal?The goal is the end result, what we strive for. The goal is achieved through tasks, which in relation to the goal are means, i.e. how we will achieve this goal. It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc.
Goal setting algorithm.
- Assess the existing problems and identify the main one, clearly formulate it.
- Determine the steps (actions) to solve it and their sequence.
- Formulate exactly the intermediate result (effect) from the execution of each step (action).
- Evaluate which (and how many) of these steps (actions) can be carried out within the framework of one GCD.
- Formulate the goal of the GCD, which contains a description of the effect of the actions that you plan to carry out within the framework of one GCD.
What an adult proposes to do must be necessary and interesting for the child, and the meaningfulness for the child of the activity proposed by the adult is the main guarantee of the developmental effect.
Task- something that requires execution, decision. Tasks in relation to the goal are and are:
Educational;
Developmental;
Educating.
It is recommended to formulate tasks with a verb in an indefinite form: consolidate, generalize, form, develop, educate, etc. Maintain clarity and specificity in the formulation of tasks (not just expand (consolidate) ideas about winter, but what exactly children learn (reinforce) about winter within the framework of this lesson). This also applies to the formulation of developmental tasks: not just the development of children’s mental abilities, but which ones specifically (list).
It should be remembered that each new task is written on a new line. When the tasks are formulated, it is necessary to indicate what equipment will be used on this GCD (for example: tape recorder, board, easel, wall board, cubes, stands, etc.).
Describing Handout, It is necessary to list what material is taken, indicating the size and quantity.
Next you need to describe previous work as a teacher in preparation for the lesson: what you designed, what you made, what you compiled, studied, wrote, etc.
After this, preliminary work with children is indicated, the entire scope of frontal and individual work with children (where they went on an excursion, what object they observed, what they read to the children, what they learned, etc.)
After this it is written which individual work, with whom (indicate the names and surnames of the children) in what part of the lesson it is planned to take place. It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned.
The notes also indicate vocabulary work - these are new words, the meaning of which must be explained to the children.
The parts of the lesson and specific methodological techniques.
For example:
I. Introductory part - 3 minutes.
a) reading the poem “Autumn” by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game“Come up with a word” (selection of adjectives for the words sky, autumn, foliage).
II. The main part is 15 minutes.
a) conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) children naming autumn signs;
d) writing stories about autumn weather;
e) children naming sayings about autumn;
d) didactic game “Which tree is the leaf from”... etc.
III. The final part is 2 minutes.
a) reading a story about autumn;
b) listening to a recording by P.I. Tchaikovsky "September";
c) generalization by the teacher;
e) analysis of the lesson (what knowledge the children showed).
The following describes organization of children in direct educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a placement plan is included. If placing children in different parts lesson changes, describes how the transition from one part of the lesson to another is carried out.
And finally, a description of the course of the lesson begins. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
For example:
Educator: “Children, what season did the artist depict in his painting?”
Children: “The picture shows autumn”
Educator: “That’s right, the painting depicts an autumn landscape. The artist conveys the beauty of autumn nature with colors, the writer and poet - with words, epithets, and the composer with music. Listen to an excerpt from P. I. Tchaikovsky’s work “September” (I turn on the tape recorder).
That is, after direct speech, in the middle of the line, the teacher’s actions are indicated in brackets (“turning on”, “hanging out”, “cleaning up”, etc.).
The lesson ends with words of analysis.
So, if we briefly describe all of the above, then outline structure
, as follows:
1. Type, type, topic of GCD indicating the age group of children.
2. Program content (training, developmental, educational tasks).
3. Vocabulary work.
4. Class equipment.
5. Demonstration material.
6. Handouts.
7. Previous work of the teacher in preparation for the lesson.
8. Preliminary work with children (with the whole group, with a subgroup, individually).
9. Individual work with children using educational activities (what kind, with whom, in which part of the lesson).
10. Lesson structure and methodological techniques.
11. Organization of children in the classroom.
12. Progress of the lesson (in direct speech). At the end there are final phrases or analysis of the lesson.
We remind you about the types of classes:
1. Classes on communicating new knowledge.
2. Classes to consolidate knowledge, skills and abilities.
3. Lessons on generalization and systematization.
4. Final.
5.Accounting and verification.
6. Combined (mixed, combined).
7. Complex.
8. Integrated (based on the principle of combining several types of children’s activities and different means speech development). Integration can be on a thematic basis.
For example:
1) reading about birds;
2) collective drawing of birds;
3) storytelling based on pictures.
Additional Information
Don't forget about methodological support pedagogical process. Any activity begins with a motive. Motive is a reason that encourages action. Previously, we called a motive a moment of interest before a lesson.
The following motives for activities for children are distinguished:
Gaming. A child can realize his need for significance by “helping” various toys solve their practical and intellectual problems.
Motivation for communication. Motivation is based on the child’s desire to feel necessary and important in helping an adult. An adult turns to a child with a request to help him, he says that there is no way to do without the child’s help. At the same time, he does not forget to thank the child.
Self-interest motivation. This motivation encourages the child to create various objects for his own consumption.
After motivation comes the methodology for conducting the lesson. This section should highlight the parts of the lesson. Children's answers are not written in notes.
Dzagoeva Irina Yurievna
Job title: senior teacher
Educational institution: preschool department of MBOU Odintsovo secondary school No. 3
Locality: Odintsovo, Moscow region
Name of material: article
Subject:"How to correctly prepare an OOD outline in accordance with the Federal State Educational Standard for Additional Education"
Publication date: 27.01.2017
Chapter: preschool education
Municipal budget educational institution Odintsovo secondary school No. 3 (preschool department)
YOUNG TEACHER'S SCHOOL
“We are compiling a summary of organized educational activities in accordance with the Federal State Educational Standard for Preschool Education” Prepared by: Senior teacher of the Preschool Department of the MBOU Odintsovo Secondary School No. 3
Dzagoeva I.Yu.
Odintsovo 2016
The abstract is the main document of the teacher, without which not a single organized activity can take place! The most important thing is that the notes should reflect current trends in the development of preschoolers and
be methodologically literate.
First of all, it should be noted that there is currently no clear replacement for the word “occupation”. In some regions they call
"directly educational
activity"
(GCD), in others -
"organized educational
activity"
(OOD), thirdly -
"educational situation"
(OS). All these definitions are correct, as they reflect specific educational activities. So, how to write a note correctly. There are two options for preparing this document, but the title page must always meet the following design requirements: 1. Title page. At the top of the title page, in the center, the name of the educational organization is indicated. The center also indicates the type of organized activity, its topic, and for which age group this summary was compiled. In the lower right corner (not quite at the edge of the sheet) it is indicated who compiled the summary (full name, position, group number - if any). At the bottom of the sheet, in the center, the name of the locality and the year of writing are written. Next: Option 1 At the beginning of the outline, the direction of activity under the program and the specific area of implementation of this activity must be indicated. (Type of OOD) 1. The topic of the lesson is written briefly. 2. The goal is the end result, what we strive for. Program content is what requires execution; solutions that need to be solved in class are written out in detail. 3. The trinity of tasks is observed: educational (what new the teacher will teach children); developing (what cognitive processes will develop or improve) (or correctional and developmental) educational (what socially significant personal qualities knowledge about them will be brought up or replenished). 4. Integration educational areas: The main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets. 5. B vocabulary work The words that are introduced into the active and passive dictionaries of children during the lesson are indicated and their meaning must be explained to the children. Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons. During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included. 6. The notes briefly outline what preliminary work is required to ensure that the lesson is successful and all tasks can be completed. 7. The pedagogical tools and equipment necessary for this lesson are reflected: technical (including computer, methodological, organizational tools. 8. The course of the lesson is described in the logic of the sequence of use of these tools, when and which slide will be used, what questions will be asked children, what kind of game will be played (If the game was compiled by the author independently and is not reflected in the teaching aids, both the course of its implementation and the purpose of its use at this stage of the lesson should be indicated).
Stages of work: 1.
Introductory part:
An organizational moment, including: setting a goal that must be achieved by students at this stage of OOD (what must be done for their further work to be effective); determining the goals and objectives that the teacher wants to achieve at this stage of the educational process; description of methods for organizing the work of students at the initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works). 2.
Main part:
Getting to know new material. A didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that during its course there are no difficulties in the child’s activities. 3.
Final part:
Fixing the material. Reproducing something new in a typical situation. At this stage, games are played where children use new knowledge or skills. At the end, a game situation is created that records each child’s individual mastery of new material. The child self-assesses his activity in mastering new things. **** Repetition and developmental tasks. (Provided in the notes at the request of the teacher) 4.
Summing up the lesson
: description of positive actions of students, determination of the prospects of acquired competencies (what new things have been learned, where new things will be useful). Option 2 1.
Type of OOD:
classes on communicating new knowledge; classes to consolidate knowledge, skills and abilities; lessons on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated
2.
Purpose of OOD
3.
Software content,
which includes: 1. Educational tasks (it is written what we will teach children in this lesson). 2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties). 3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
4.
Integration of educational areas
5.
Vocabulary work
must be planned for every lesson. The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons. During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included. It should be remembered that each new task is written on a new line. 6.
Equipment
, which will be used in this OOD (for example: interactive whiteboard, easel, wall board, cubes, stands, etc.). The following is indicated
7.
Demonstration material,
where not only all manuals and paintings are listed, but also their authors, quantity, and sizes are indicated. 8.
Handout,
It is necessary to list what material is taken, indicating the size and quantity. 9.
Previous work as a teacher
in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc. After this, preliminary work with children, the entire scope of frontal and individual work with children (where they went on an excursion, what object they observed, what read to the children, what they learned, etc.) 10.
Individual work,
with whom (indicate the names and surnames of the children) in what part of the lesson it is planned to take place. It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned. eleven.
Structure
And
methodological techniques,
used in class. The parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introductory part - 3 minutes. a) reading the poem “Autumn” by A. S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game “Come up with a word” (selection of adjectives for the words sky, autumn, foliage). II. The main part is 15 minutes. a) conversation about weather phenomena in autumn; b) looking at weather calendars; c) children naming autumn signs; d) writing stories about autumn weather; e) children naming sayings about autumn; d) didactic game “Which tree is the leaf from”... etc. III. The final part is 2 minutes. a) reading a story about autumn; b) listening to the recording of P. I. Tchaikovsky “September”; c) generalization by the teacher; e) analysis of the lesson (what knowledge the children showed). 12.
Organization of children in educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a placement plan is included. If the placement of children in different parts of the lesson changes, describe how the transition from one part of the lesson to another is carried out. 13.
Description of the lesson
. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
So, if we briefly formulate all the requirements, then the structure will look like
the summary will be as follows:
1. Type, topic of educational activities, indicating the age group of children. 2. The purpose of OOD 3. Program content (training, development, educational tasks). 4. Vocabulary work. 5. Equipment for OOD. 6. Demonstration material.
7. Handouts. 8. Previous work of the teacher in preparation for educational activities. 9. Preliminary work with children (with the whole group, with a subgroup, individually). 10. Individual work with children in educational activities (what kind, with whom, in what part of the activity). 11. Structure of OOD and methodological techniques. 12. Organization of children in educational activities. 13. Progress of the OOD (in direct speech). 14. At the end there are final phrases or analysis of the lesson. "Properties of water." Lesson on cognitive research activities with elements of experimentation
OOD: “Travel with a Drop”
Cognitive and research activities with elements of experimentation.
Target:
Develop an understanding of the properties of water
Tasks:
Educational objectives. 1. Continue to introduce children to the properties of water (it has no color, taste or smell). Developmental objectives: 1. To develop the cognitive activity of children in the process of experimentation using the comparison method. 2. Activate children's vocabulary (colorless, tasteless).
Educational tasks. 1. Cultivate accuracy in work during the experimentation process.
Preliminary work
1. Conversations on the topics: “Where you can find water”; “Why and who needs water”; 2. Conducting experiments with water. 3. Examination of illustrations on the theme “Water”. 4. Reading fairy tales, poems, stories, proverbs, asking riddles about water. 5. Observing indoor plants in a corner of nature, doing errands (watering).
Kind of activity:
educational and research
Form - work:
experimentation
Children's age:
second junior group(3-4 years)
Methods and techniques:
1. Visual (diagrams - symbols indicating the properties of water). 2. Practical (observation, experiment). 3. Verbal (teacher's story, search questions, artistic expression).
Integration of educational areas:
Cognitive - research, social - communicative.
Materials for classes:
Water drops made of paper; diagrams - symbols indicating the properties of water; cups of water and cocktail straws (according to the number of children).
Progress of the lesson
Educator: Oh, guys, what happened this morning, I forgot to tell you - I just went to the kindergarten, A droplet came to me (shows a picture of a droplet, He says, I have a miracle guest, I admire it from above, I like your Earth, Blue and big Educator: Guys, a droplet asked us a riddle: So that rain would fall from the sky, So that ears of bread would grow, So that ships would sail, So that jelly would boil, So that there would be no trouble - You can’t live without .... (Water) Educator: - That’s right, without water, So, what are we going to talk about today? (about water).
What is water? (children's answers). What kind of water is there, do you know its properties? Today we will learn the properties of water. And the droplet came to visit us and her droplet sisters who live in our group. I just couldn’t find them. Educator: - Guys, let's show Droplet where the droplet sisters live, what they do with us and what benefits they bring. Children in the group find a drop in a corner of nature: near the plants. Flowers need to be watered; without water they will wither, they need water. A drop is found near the sink: the teacher's assistant needs water to wash the dishes. They find a drop in the play corner; water is needed to wash the toys. A drop is found at the table on which there is a decanter of water; the water is needed so that we can drink it. A drop is found in the toilet room; water is needed so that children can wash their hands and face. Educator: Well done guys. - Look, Droplet, how many droplet sisters live in our group, who bring us great benefit. And we promise to take care of them with the guys. Educator: Guys, have we found answers to the questions, what kind of water is there? Maybe in the laboratory we will find answers to our questions? Educator: Let's go to the laboratory and invite Droplet with us. Before starting research, let's remember the rules of behavior in the laboratory: - Don't make noise - by doing this we disturb others. - Handle dishes carefully. - Listen carefully to the teacher. - After finishing the observation, draw a conclusion. Experiment No. 1: “Water is a liquid” One is with water, the other is empty. Carefully pour water from one to another. Educator: What happens to the water? Children: It's pouring. Educator: Why is it pouring? Water flows because it is liquid. So what kind of water? (Liquid). Because water is liquid and can flow, it is called a liquid. Conclusion: Water is a liquid (I hang the symbol on the board). Experiment No. 2 “Transparent water” There are two glasses in front of the children: one with water, the other with milk. Children throw coins into both cups. Educator: In which cup is the coin visible? That's right, in a glass of water. Why do you think there is a coin visible in this cup? Children: The water is clear, but the milk is not. Conclusion: Water is colorless, has no color (I hang the symbol on the board). Experiment No. 3: “Water has no smell.” The teacher invites the children to smell the water. Educator: Children, what does the water smell like? It doesn't smell right at all. Pure water has no odor (I hang a symbol). Experiment No. 4 “Water has no taste.” The teacher invites the children to take a cocktail straw and taste the water. Educator: Children, tell me, does water have a taste? (Children's answers). That's right, pure water has no taste. The water is tasteless, has no taste (I hang a symbol). And if we put sugar or salt in a glass of water, what will the water taste like? (children perform the experiment themselves). Salty and sweet. Educator: Guys, after doing our experiments, did we find out what kind of water there is? (Children's answers). That's right, water has no color, taste or smell. Well done boys! Educator: Guys, let's please our guest and give her beautiful soap bubbles. Experiment No. 5. This experiment is called “Salute of soap bubbles.” Materials: glasses of water, pipettes with liquid soap, cocktail tubes.
Drop liquid soap from a pipette into a glass of water. Place a cocktail straw into a glass and blow through the straw. What do you see? (soap bubbles appeared). Educator: Well done guys, thank you! Droplet is very glad that you know so much about water.
Result:
The droplet says thank you to everyone for knowing her droplet sisters so well, knowing how they help and what benefits they bring to us. (Children are given bubbles with soap bubbles as a gift).