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Synopsis of a design lesson in cf. Lyudmila Kutsakova - Classes in the design of building materials in the middle group of kindergarten. Abstracts of classes. Drawing up a summary of the lesson for the middle group on paper design
Synopsis of GCD with middle school children preschool age. Building material construction. Theme "How the shelf turned into a bookcase"
Tasks 1. Expand the experience of creative design of furniture from building material.2. Clarify the idea of the structure of a bookshelf and bookcase, establish their similarities and differences.
3. Generate interest in building a bookshelf and converting it into a bookcase.
4. Continue to introduce the plate in a variety of its options.
5. Show how to construct miniature books for playing with buildings.
6. Create a collaborative experience - offer to team up so that the bookshelves turn into a closet.
7. Develop perception, flexible thinking, creative imagination.
8. Raise curiosity, activity, interest in children's books as a subject of culture.
Equipment: Illustration of a bookshelf and a bookcase, two long plates, three half-cubes (for each child), an algorithm for building a shelf, baby books to play with, toys.
Preliminary work with children: In free activities, children construct miniature books - babies, play didactic game memorial "Build it".
Interaction with the families of pupils: Invite parents to visit the library together with their children, pay attention to where and how the books are.
Educator. Draws the attention of the children to the parcel, which she found this morning at the door of the group.
- Guys, early this morning at the door of our group I found (shows a box) such a bundle, and what I decided to see there with you, but there are also riddles, let's solve it.
Reads riddles.
1.Not in the forest, not in the garden,
Roots in sight
There are no branches - only sheets,
What are those strange bushes?(book).
2. She speaks silently
It's understandable and not boring.
You talk more often with her -
Become 10 times smarter(book)
Children's answers.
caregiver.
Guys, do you know where books "live", where they can be put?
Children's answers. Yes, they are on shelves and cabinets.
Educator. Look how many books you and I have, and where to put them?
Children's answers. They should be placed on shelves or in a bookcase.
Educator. Where can I get them for such small books?
Children's answers. Shelves can be built.
Educator. Well done. Today we will be furniture assemblers and build shelves for our books. Hangs up an illustration of the shelf on the board.
Educator. A bookshelf is one or more boards, usually attached to a wall, for storing books. Dialogue, reading, conversation, teacher's story, looking at illustrations, problem situation.
Children come to the tables.
Educator. You have building materials on the tables. Let's remember the name of the details.
The children show the details and name them.
Educator. Furniture assemblers always use instructions to properly assemble furniture, we, like real assemblers, also have instructions that will help us.
Educator. Before we start building, let's do some gymnastics for our hands so that your fingers work well.
Finger gymnastics.
"Lots of furniture in the apartment."
One two three four,(Bend fingers on both hands)
Lots of furniture in the apartment.(Clench and unclench fists.)
We'll hang a shirt in the closet,(Fingers are bent, starting with the big one)
Let's put a cup in the cupboard.
To rest the legs
Let's sit on a chair for a bit.
And when we were fast asleep
We were lying on the bed.
And then me and the cat
Sat at the table
They drank tea with jam.(Alternately clap their hands and knock with their fists)
Lots of furniture in the apartment.
Educator. Well done, it's time for us to get to work, start assembling the shelf. Look at the first picture of the algorithm, what you need to take and how to put it. Children look at the algorithm that hangs on the board and build according to the algorithm. (The teacher provides individual assistance to the children, if necessary).
Educator. Here our shelves are ready, but what do you think, the shelf can be turned into a closet?
Children's answers. Yes, the shelf can be turned into a wardrobe.
The educator hangs an illustration of a bookcase on the board.
caregiver. A bookcase is furniture with shelves for storage. a large number books. Sometimes bookcases have glass doors to protect the books from dust. we can say that a bookcase is a lot of bookshelves stacked on top of each other.
Educator. Let's and we will turn our shelves into cabinets without additional details. But how to do that?
Children's answers. You can connect our shelves, put them on top of each other.
caregiver. Well done!
Children, united in pairs, turn the bookshelves into a bookcase.
The teacher offers to take books and put them in bookcases.
Reflective - evaluative
Educator. Guys, let's remember with you what kind of furniture we built with you?
Children's answers. Today we built bookshelves and then turned them into cabinets.
Educator. How did we manage to turn the bookshelves into a bookcase?
Children's answers. We worked in pairs and stacked shelves on top of each other.
Educator. I think it is very convenient for our books to stand and lie on the shelves that you have built.
Next, the teacher offers to beat the buildings using the finger theater.
Subsequent work: Children will use the acquired design skills in independent activities.
Sources used:
I. A. Lykova: Construction in kindergarten. Middle group. Educational and methodological manual for the program "Smart fingers" Publishing House Tsvetnoy Mir, 2015
- Novak Elena Valentinovna
- MADOU kindergarten №32 "Dewdrop" Khabarovsk
- caregiver
- Khabarovsk, Khabarovsk Territory
Purpose: creating a game layout "My town" in a joint creative activity children and educator.
Tasks:
- clarify children's knowledge about the structure of the house and its purpose;
- introduce children to the modern architecture of the city;
- to teach children to create a game layout in the process of joint activities;
- to consolidate the ability of children to work according to the schemes in creating a layout.
Educational areas: cognition, communication, socialization.
Methods and techniques: surprise moment, story, conversation, explanation, examination, examination of the sample, analysis of the sample, game, reading, modeling, problem question, setting a system of perspectives, assumption (hypothesis), activity motivation, forecasting.
Preliminary work: Examination of illustrations of houses and buildings with the architecture of our city. Exhibition of drawings on the topic "The house I live in" . Conversations with children about their hometown and about the professions of their parents. Reading children's fiction "What do crafts smell like" , learning poems, guessing riddles.
Equipment and materials
Demo: photos; street layout (houses, road, trees, cars, pedestrian crossing, traffic lights); slides with illustrations kindergarten, schools, shops, barbershops, hospitals, cafes, police, post offices; audio recording of songs "Everyone in the world needs a home" , "I want to build a house" ; music Center.
Handouts: building material kits, constructor type Lego , preform constructor, waste material, schemes of buildings, small toys, cars.
TSO: projector, presentation "My town" (See on the site https: //novakelena. wordpress. com/).
Venue: group.
Age: 4-6 years old.
Progress of joint activities
1 part. Organizational and motivational
The teacher invites the children to solve the riddle:
There is no one more beautiful, there is no one higher
Clouds spend the night on a huge roof.
The yellow-eyed giant looks into the distance,
And by midnight, he calmed down and froze, looking with dark eyes.
City giants hide the inhabitants in their pockets.
Educator: What is it?
Children: home.
Educator: Which house is one-story or multi-story?
Children: multi-storey.
2 part. Modeling and problem solving
Surprise moment. The appearance of the Cat of the Scientist, there is a knock on the door.
Scientist's Cat: Hello guys!
Children: Hello!
Scientist Cat: Guys, I'm Scientist Cat and I know a lot. I want to introduce you to the architecture of our city. Do you agree?
Children sit at tables.
The Scientist's Cat invites children to consider slides depicting city buildings. There is a discussion about the city.
Scientist's Cat: What buildings do you see in the photo?
Children: residential buildings, shop, pharmacy, cinema. There are tall, multi-storey buildings with columns, a kindergarten - a two-story building.
Scientist's cat: How are the buildings and structures located?
Children: there are passages between the buildings so that people can pass, cars can pass.
Cat of the Scientist: What buildings should be in the city so that the inhabitants live comfortably there?
Children: shop, pharmacy, post office, home, kindergarten.
Scientist's cat: All buildings, structures, parks, squares are called architecture. Who designs and builds houses?
Children: an architect designs houses, and builders build them.
Scientist's Cat: An architect designs and draws building plans. And the builders help him to realize his ideas. What should be the architecture?
Children: beautiful, strong, stable.
Cat of the Scientist: Let's become builders today and build our city, beautiful buildings according to the drawing from the details of the building material. You will build buildings together, team up in pairs.
Educator: But before we start building, let's have a little rest.
Physical education minute
Ding dong, ding dong, fist to fist tapping
The gnomes are building a new house.
Paint the wall, roof, floor. Smooth hand movements that mimic painting with a brush
They take everything around. Simulated floor sweeping movements
We will visit them Step on the spot
And we'll bring gifts. Imitation of giving gifts
On the floor a soft path, As if spreading a path
Spreading it to the threshold.
Two pillows on the sofa, put your hands on your cheek, as if sleeping
Linden jug honey. pat the belly
3 part. Independent creative activity
Educator: To build a house, builders need a diagram or a plan, I offer you diagrams (The Scientist's cat helps distribute the diagrams to the children).
Consider and tell about your building, what lies at the base of the building, how many details and what?
Children examine the schemes, name what material they will need, in what sequence they will carry out the construction, discuss in pairs who will build what.
Educator: Now select the building material for this drawing and start building.
During the construction, the educator and the Cat of the Scientist provide assistance, advice, and observe the activities of the children.
The song sounds "Everyone in the world needs a home" from the cartoon "Three piglets" .
4 part. The result of joint activities
Educator: Well, your buildings are ready. Let's place them in our town.
Arrangement of finished products for the game.
Educator: Tell me, what buildings did you build?
Children's answers
Teacher: What did you like the most today? (Ask each child by name).
Educator: Did you like being builders?
Educator: Well done guys, you did a good job. Now what do you want the most?
Children: play.
Educator: Can I and the Cat of the Scientist play with you?
Children take toys and cars, unfold the game "My town" .
Free activity of children.
Program content:
1. Arouse children's interest in creating buildings from building material.
2. Consolidate children's knowledge of building details, color.
3. Contribute to the development of coherent speech in the course of work.
4. Develop imagination, memory, logical thinking.
5. To instill in children sympathy for fairy-tale characters, to arouse a desire to help them.
6. Fix the rules of conduct in in public places.
Equipment:
Construction material;
Pictures of fabulous houses;
Carlson;
Toys for playing with buildings;
- sound signal;
Prizes for children.
Lesson progress:
Children sit on chairs.
Educator:
Guys, today the postman brought a letter to our group.
(shows envelope)
Who do you think sent it to us?
Children: This letter is from Carlson.
Educator: Let's read it.
“Dear guys, I invite you to the art gallery for an exhibition. I will be waiting for you. Carlson"
Guys, do you think we can accept the invitation?
Children: Yes, we want to go to Carlson.
Educator: Great, but first let's remember how to behave in public places, namely in the gallery.
Children:
It is not allowed to speak loudly in the gallery.
- You can not run and jump.
- Don't touch the paintings.
- Listen carefully to the guide.
Educator:
Well done! And now we're on our way.
(Transition to the music hall where the exhibition is located)
They stood up one after another. Imagine that you are trailers.
“The locomotive hummed and drove the wagons.
Choo-choo-choo, choo-choo-choo - I will rock far!
We go down the stairs, hold on right hand for the railing.
Educator: Guys, look what beautiful pictures Carlson has prepared for us. Who can tell me what is depicted on them?
Children: The pictures show fabulous houses.
Educator: What do you think, who can live in such houses?
Children: Fairy-tale heroes.
Educator: What is special about this house?
Children: This house stands on chicken legs.
Educator:
Children: This is Baba Yaga's house.
Educator: Who can live in this house?
Children: This is the snowmen's house.
Educator: What does this house look like?
Children: For fungus.
Educator: Who can live in this house?
Children: Butterflies live in this house.
Educator: Guys, what do all these houses have in common?
Children: All houses have walls, a roof, windows, doors.
Educator: Guys, look what other houses are here. What details were used in the construction of these houses?
Children: During the construction of these houses, bricks, cubes, and bars were used.
Educator: Does anyone know what these parts are called?
- This is a plate - used for overlapping;
- Triangular prism - used in the construction of the roof.
Educator: And where is Carlson himself, otherwise he invited us, but he does not meet us.
(A buzz is heard, Carlson appears)
Carlson: Hello guys, I am very glad that you came to me.
(Speaks sadly)
These pictures were sent to me by Cheburashka. They show the houses of his friends. And I'm a man in my prime, I'm forty years old, but I still live on the roof, and I don't have my own house. And my friends don't have their own houses either, but they want to learn how to build them. I don't know who can help us?
Educator: Carlson, we can help you and your friends. Invite your friends. Guys, can we help Carlson?
Children: Yes.
Educator: And now I invite you to the creative workshop.
(Children sit down at the tables)
Educator:
Andryusha, who will you teach to build a house? (Bear cub)
Dasha, who are you? (Hippo)
Vika, who are you going to train? (Kitten)
Guys, each of you has a set of building materials. Show Carlson's friends, and Carlson himself, what houses can be built.
Independent activity children.
Work analysis.
Educator: Guys, look what we got. One row of houses and another row of houses. Whole street.
Dasha, how many floors does your house have?
Andrew, what details did you use to build the house?
Vika, what color are your bricks?
Ksyusha, what color are your cubes?
Summary of the lesson:
Guys, what a wonderful day today. We helped Carlson and his friends. Do you know what Carlson has a sweet tooth? He has prepared a sweet treat for you.
Children receive sweet prizes.
educator,
MADOU kindergarten №1 "Alyonushka", Asino, Tomsk region, Russia
Tatyana Shvedova
Abstract of the design lesson in middle group"two story house"
Lesson summary
for artistic creation (construction)
V middle group
« two-storey house»
Performed: Shlyakhtina T. E.
Target: to form generalized ideas about houses; to consolidate the ability to select the parts necessary for the construction according to the model; determine what parts design in what order to perform it; introduce the concept "foundation".
Tasks:
Educational:
To expand children's knowledge about houses;
Consolidate knowledge about geometric shapes and color;
Improve children's ability to stick parts;
Expand lexicon children.
Educational:
Develop attention;
Develop memory;
Develop fine motor skills.
Educational:
Instill accuracy;
Cultivate interest in the environment around us.
Equipment:
Slides of various houses, glue, glue brushes, a sample of a ready-made application of a house, sheets with house outlines, cut-out templates for the roof, windows and foundation, colored pencils.
Lesson progress
Tell me, where do we live?
And what are these houses?
You correctly said that houses come in different colors - red, yellow, brown, for example. According to the material - brick, concrete, wood. By height - high and low or multi-storey and single-storey.
See what houses are like.
Show slides and discuss images with children.
Look what I have a house. How many floors does it have?
This two-storey house.
What is the house made of?
From the roof, walls, windows.
The house also has a foundation. This is the foundation of the house, it holds the walls. The strength of the entire house depends on the strength of the foundation and how long it will last or not.
Let's build each house. But first we need to get some rest.
Fizminutka
Let's check if you have all the details for the house. Show me the detail for the roof. What form is it? What colour? Where are we going to put the roof?
Show me the details for the windows. How many such details? What color are they? What form? How will we glue the windows? (one above, one below).
Show the detail for the foundation.
What color is this item? What form? What will we have? Where will we glue it?
Now we take a brush in our hand and glue the details of our house. In which hand do we hold the brush?
Children glue the pieces on their own. Those who have completed the work ahead are invited to color their house with colored pencils.
Children, what are the houses like?
What is the house made of?
Related publications:
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"A two-story house for little men." Abstract of a design lesson in the middle group Program content: Continue to teach children how to build a building from small material. Learn to agree on what they will build.
Synopsis of an integrated lesson on the development of speech and artistic creativity in the middle group "The Amazing World of Insects" Synopsis of an integrated lesson on the development of speech and artistic creativity in the middle group " amazing world insects» Preliminary.
Synopsis of directly educational activities in artistic creativity in the middle group of the preschool educational institution "Chickens""Chickens" Tasks: - continue to acquaint children with poultry; - introduce children to non-traditional techniques Images; - develop.
Synopsis of direct educational activities on artistic creativity in the middle group Video Direct educational activity Based on Visual activity Group average Teacher of fine arts.
Synopsis of GCD on artistic creativity (application) in the middle group "Space rocket" Synopsis of immediate educational activities in artistic creativity (application) in the middle group on the topic: “Space.
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Events 12
My first competition! Methodological developments in the field of early childhood development
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Summary of the design lesson in the middle group on the topic:
« Home for our friends»
Purpose of the lesson: learn to build a house according to the scheme, analyze a building pattern, distinguish and name building details (cube, prism, cylinder, brick, half-cube). Encourage creativity and independence.
Material. Dispensing: construction details corresponding to the proposed schemes.
Demo: house schemes.
Stroke:
caregiver: Guys, today I received a letter from SpongeBob, he had a problem, a sea hurricane passed and destroyed his house. And he asks for our help so that we can build him a new house.
We must help him.
Educator: Where does spongebob live?
Children: At the bottom of the sea
Educator: We are going with you to the bottom of the sea. To the right, to the left, turn on the seabed and find yourself.
Here we are on the seabed, how beautiful it is here. This is Patrick's house, and this is Gehry. And here is SpongeBob. (he sits sad, and next to him is a destroyed house).
Educator: We're here to help you build a new house.
What parts are used to build a house?
Children: cubes, bricks, prism, cylinder ...
Here he has various building details here, let's build a house out of them. Take one piece each. With what detail will we start building the house? What parts will we build the walls from? What part is the roof made of?
Building a house.
Guys, what if a hurricane passes again and destroys the houses of SpongeBob and his friends Patrick and Gary.
Educator: Let's build strong houses for SpongeBob and his friends so that next time a hurricane can't destroy their houses.
Turn left, turn right and find yourself in a group.
Those who have yellow circles sit at the yellow tables. Who has blue circles, for blue tables, and for green tables with green circles.
Each group of children is distributed according to one scheme.
At the yellow table, the children build a house for SpongeBob, at the blue table for Gary. And for Patrick, the children who are sitting at the green table are building.
Educator: Consider carefully the diagram. What parts are used?
And start building a house according to your scheme.
Building a house.
Analysis of the building (children analyze with the help of an adult).
