Classes on familiarization with the outside world in the middle group of kindergarten. Class notes
O. V. Dybina
Classes on familiarization with the outside world in the middle group of kindergarten. Class notes
Author: Dybina Olga Vitalievna
Publisher: Mosaika-Sintez, 2014
More details: https://www.labirint.ru/books/443208/
Introduction Approximate thematic planning of work with children Methods of working with children 4-5 years old Approximate content of work with children
September Topic 1. Tell us about your favorite subjects Topic 2. My family
October Topic 3. Parsley goes to work Topic 4. My friends
November Topic 5. Parsley goes to paint Topic 6. Our kindergarten is so good - you won’t find a better garden
December Topic 7. Parsley - a physical education student Topic 8. Target walk “What is a street”
January Topic 9. Find out everything about yourself, balloon Topic 10. Wonderful doctor
February Topic 11. In the world of glass Topic 12. Our army
March Topic 13. In the world of plastic Topic 14. Visiting the music director
April Topic 15. Journey into the past chairs Topic 16. My city
May
Topic 17. Journey into the past of clothing
Topic 18. Our favorite carpenter
Additional material
Recommended reading
Introduction
This manual will help teachers of preschool institutions successfully organize and carry out work to familiarize children 4–5 years old with the outside world - the subject environment and the phenomena of life around them. The manual includes work planning, classes, educational games, and didactic games.
To make it easier for teachers to plan work on this section of the program for training and education of preschoolers, the content of the work is presented by topics. To cover each topic, an approximate course of a lesson, game-activity or game is proposed. This gives the teacher the opportunity to show creativity when planning lessons, to include variable game and problem situations in them, making educational work even more successful and meaningful for him and the children.
The study of each topic can be completed with a final task, which can be used as puzzles, riddles, drawings, answers, etc. Similar game tasks are presented in the workbook by O.V. Dybina. I get to know the world: Workbook for children 4–5 years old. – M.: Sphere shopping center, 2009.
Teachers should pay special attention to the fact that when familiarizing themselves with the world around them, they should not:
- limit yourself only to a monologue-story about objects, phenomena of reality: it is necessary to include as many actions as possible in your classes (sit on a chair, sofa; put on clothes and walk around in them; invite your mother, treat your grandmother, etc.);
– overload children with a large number of questions;
– use only the form of cognitive activities in work.
Work to familiarize children 4–5 years old with the world around them must be built in accordance with their psychological characteristics, choosing adequate forms, means, methods and techniques of interaction with preschoolers and trying to make this process more accessible and effective.
In the middle group of kindergarten, familiarization with the outside world is carried out both in the form of games-activities and in the form of a didactic game, in which the game rule regulates the actions and relationships of children, and the correct solution of problems ensures the achievement of the goal of the game. When organizing and conducting games-activities, didactic games, it is important to create an atmosphere that allows each child to realize his activity in relation to the world around him.
The manual presents additional material: options for activities, games-activities, games that can be used in working with children outside of class, on a walk.
Two lessons per month are allocated to familiarize children of the middle age group with the world around them (subject environment and phenomena of the surrounding world).
The teaching staff of kindergarten No. 179 “Snowdrop” of the ANO DO “Childhood Planet “Lada”” in Togliatti, the head - Nadezhda Petrovna Palenova, the methodologist - Natalya Grigorievna Kuznetsova, took part in the development and testing of classes to familiarize adults with work.
Sample lesson notes
September
Tell us about your favorite subjects
Program content. Strengthen children’s ability to find objects of the man-made world in the environment; learn to describe an object, naming its name, details, functions, material.
Material. Algorithm: symbols of the natural or man-made world, shape, size, parts, function, etc.
Progress of the lesson
Dunno comes to visit the children. He brings with him and shows the children his favorite toy.
The teacher asks Dunno what kind of toy this is, what it is, what it has, what it is for, what it is made of and who made it. Dunno talks about his toy.
Then Dunno asks the children what their favorite subjects are. The teacher invites the children to find their favorite items in the group, bring them to Dunno and tell about them.
The teacher shows the children a hint (algorithm) for describing an object and describes his object, for example: “This is a toy car, it has a cabin, a body, four wheels; it can carry cargo; the machine is made of wood and belongs to the man-made world.”
Children take turns describing their favorite objects.
The game task is considered completed if all items are described correctly.
Options for complicating the lesson
1. Invite children to choose objects of a certain group to describe: toys, dishes, furniture, clothes.
2. The child talks about his favorite object without naming it, and the other children guess.
My family
Program content. Introduce the concept of “family”. Give children initial ideas about family relationships: each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister); mom and dad – daughter and son of grandparents. Cultivate a sensitive attitude towards the closest people - family members.
Material. Matryoshka with six nesting doll inserts, a ball, a basket, 3 sets of pictures (grandmother, grandfather, mother, father, sister, brother, cat, dog, birds, fish), 3 sheets of A3 white paper, the text of S. Marshak’s poem “Matryoshkas” ", photographs of family members of the children and the teacher, one common family photograph of the children and the teacher, a tablet (typesetting sheet) for posting photographs.
Preliminary work. Learning finger games “Who Lives in the Family”, “Like Grandfather Ermolai”. Telling and reading fairy tales “The Three Bears”, “A Goat with Kids”, “The Three Little Pigs”; poem by A. Barto “Two sisters look at their brother.” Album "How I spent my summer." Games: role-playing game “Family”; didactic games “Let’s set the table for tea,” “Daddy’s, Mommy’s household,” “Let’s help mommy.” A conversation about what to call your parents, grandparents.
Progress of the lesson
The teacher invites the children to guess the riddle and find the answer in the group, on the shelf with toys.
…
Sisters are hiding in this girl doll. Each sister is a dungeon for the smaller one.
(Matryoshka)
He praises the guys for the correct answer and picks up the matryoshka doll. He asks if the children want to meet their guest Matryoshka.
The teacher, on behalf of Matryoshka, introduces himself to the children: “My name is Grandma Matryona. I am a wooden doll, chubby, ruddy. In a multi-colored sundress, with a lace scarf in his pocket. I didn’t come to visit alone. With me is my husband - grandfather Anton, my two daughters Masha and Dasha and my grandchildren: Marishka, Irishka and Timoshka - a little bigger than a nut.”
The teacher asks where the listed relatives of Matryona’s grandmother are. Invites the guys to look for them.
Children look for and find nesting doll inserts in a large nesting doll. All nesting dolls are displayed on the table.
Teacher. Guys, can we say that all the nesting dolls are one big, friendly family? Why? (Children's reasoning.) Grandma Matryona loves to play different games with her grandchildren, and she used to play with her daughters when they were little. She wants to play with them and with you.
A didactic reasoning game “Who left? Who's come?"
The teacher names the actions and manipulates the toys, the children name the names of the nesting dolls.
Teacher. Grandma left... (Matryona.)
Her eldest daughter came...
(Masha.)
The eldest daughter left, her two daughters came running...
(Marishka and Irishka.)
The girls ran away, grandfather came...
(Anton.)
Another daughter came to grandfather Anton...
(Dasha.)
Dasha's little son also came ...
(Timoshka.)
Grandfather...
(Anton)
, daughter...
(Dasha)
and little grandson...
(Timoshka)
left, and grandmother Matryona came again.
Grandmother Matryona. What kind of families do you guys have? Who is in Olya’s family (Vova, Olesya, Ksyusha, Masha)? I suggest you try to create a portrait of your family from pictures.
The game “Make a portrait of your family” is played.
Three children take part in the game. On the carpet are sheets of white A3 paper and three sets of pictures (grandmother, grandfather, mother, father, sister, brother, cat, dog, birds, fish). The teacher invites each child to make a portrait of his family from pictures. The game is repeated 2-3 times.
Grandmother Matryona praises the children and says that family is the most precious thing a person has. All family members love each other and take care of each other.
Teacher (addressing Matryona). You know, Matryonushka, our children like to look at photographs of their family. Let's tell stories about our families. I will tell the first family story. (Puts the photograph on the easel.) This photograph shows my family in the summer at the dacha. Our whole family loves to grow vegetables, swim in the river, sunbathe, relax, and fish. In this photo are my closest relatives: my husband and our children - son and daughter.
Next, children who want to tell from the photo about their family. Grandmother Matryona puts all the photographs on an easel, praises the children for their interesting stories about the family and draws attention to the fact that in all the photographs the family members are smiling, close to each other - they feel good together.
Then the teacher shows the children individual photographs of their family members and asks questions:
– Who is Vanya to his mother? (Vanya is his mother’s son.)
– Whose children are Vanya and Tanya? (Children of mom and dad.)
– Whose grandchildren are they? (Grandchildren of grandparents.)
- Whose mother is this? (Tanya’s mother, daughters, girls.)
- Whose grandmother is this? (Grandmother of Tanya and Vanya.)
– Who is Vanya’s sister? (Tanya, girl.)
Grandmother Matryona says that she loves her affectionate grandchildren very much and asks if the children know how to be affectionate.
The ball game “Name it kindly” is played.
Children stand in a circle. In the center of the circle stands a teacher with a ball. He throws the ball to the child and calls any family member, for example: “Mom” (father, sister, brother, grandmother, grandfather). The child who catches the ball must call his mother affectionately (mommy, mummy, mummy, mother).
Next, the teacher draws the children’s attention to the basket that Grandma Matryona brought with her: “Whoever Grandma Matryona places a basket on the palm of his hand must put in it the good deeds that the whole family does at home.”
Children stand in a circle. The teacher walks in a circle, places a basket in the child’s palm, and the child names good deeds of the whole family (cooking delicious food, going to the store, caring for a sick grandfather, washing dishes, washing clothes, vacuuming, walking the dog, working in the country, etc.). d.).
Matryona thanks the guys for the full basket of good deeds that they named. The teacher thanks Grandma Matryona and the children and concludes: “You all have mothers, fathers, grandmothers, grandfathers, some have a brother, a sister. This is family. Family members live together, love each other and take care of each other. Every person really needs a family. A family can be large or small. The main thing is that family members love each other, be attentive and caring towards each other.”
In conclusion, Grandma Matryona invites her large family and all the children to drink tea and cake.
October
Parsley goes to work
Option 1
Program content. Teach children to group objects according to purpose; cultivate a desire to help adults.
Program content. Pictures depicting items necessary for games and work in the garden, in the kitchen, in the apartment; three layouts: garden, kitchen, room.
Progress of the lesson
The teacher shows the children a letter from Parsley and reads it. In the letter, Petrushka says that he is visiting his grandmother. He plays, draws, walks, and also helps his grandmother. Today she gave him three tasks: to plant carrots in the garden and water the flowers; cook soup; clean up the room (put away toys, wipe off dust, vacuum). But Petrushka gets confused in the tools needed to complete the tasks, and asks the guys to help him.
The teacher shows the children models of the garden, kitchen and room and explains the task: you need to take one picture, look at it carefully, name the object, tell how it is used and what kind of work it is needed for, and then put the picture on the corresponding model. For example, a vacuum cleaner is used to clean a carpet, it needs to be turned on and vacuumed, so a picture of a vacuum cleaner needs to be placed on the room layout.
The teacher draws the children's attention to the fact that among the pictures with tools there are pictures with toys. They need to be selected and put in a box. The task is considered completed if all the pictures are arranged correctly.
At the end of the game, the teacher invites the children to tell Petrushka in a letter what items he will need to complete his grandmother’s tasks.
Option 2
Program content. Develop the ability to group objects according to purpose; improve coordination and accuracy of movements.
Material. Pictures depicting tools (rakes, shovels, watering cans) or toy rakes, shovels, watering cans; flower pot; Parsley doll; screen.
Progress of the lesson
Parsley comes to visit the children and brings pictures depicting tools (a rake, a shovel, a watering can) or a toy rake, a shovel, a watering can and a flower pot.
Teacher. Guys, look and name what Parsley brought? (Rake, shovel, watering can, flower pot.)
Why do you think Parsley needs all this?
(Parsley will work.)
Are rakes part of the natural or man-made world?
(To the man-made.)
And the shovel?
(To the man-made.)
And the earth?
(To the natural.)
And the watering can?
(To man-made.)
Let's plant some plant and teach Parsley how to do it.
First you need to water the ground, then dig a hole, plant the plant, cover it with soil and water again. Now tell me what tools we used and what each item was intended for. (A watering can to water; a shovel to dig; a rake to loosen; earth so that everything can grow in it; the sun to warm everything.)
Now draw the objects necessary for work, and Petrushka and I will see who can draw better.
Children start drawing.
Option 3
Program content. To develop children’s ability to classify objects according to their purpose; fix the names of professions; cultivate interest in the work of a gardener, cook, doctor, carpenter, tailor.
Material. Pictures depicting Parsley as a gardener, cook, doctor, carpenter, tailor. Object pictures (tools and a few extra items).
Progress of the lesson
Teacher. You guys already know that our friend Petrushka went to his home in a fairyland, and today he sent a letter. This is what he writes: “Hello, guys! I am writing to you from afar. I really like it here. I learned a lot of interesting things about people of different professions and even wanted to work with them. Since I will not come to you soon, I am sending pictures in which the artist drew me at work. And you guys, guess who I want to work with.”
Who do you think Parsley works for? (Shows a picture.) That’s right, here he is a doctor. Who's here? (Cook.)
Who is Parsley depicted in this picture?
(He is a gardener.)
How did you guess?
(He is planting flowers.)
In this picture, Petrushka is a tailor; he sews clothes for children and adults.
He holds a centimeter in his hands, with which you can find out how much fabric is needed for trousers or a skirt. Who is shown in this picture? (Carpenter.)
Parsley asks you to help him choose the items he needs for his work. I will show pictures, and you will guess whether Parsley needs this item for work or not.
If the child correctly names the object, the teacher gives him the picture. The one with the most pictures wins. The game is designed for five players.
It is possible to complicate the game: children who are already familiar with the game can play independently, 1-2 people at a time.
My friends
Program content. Form the concepts of “friend”, “friendship”. Cultivate friendly relationships between children, encourage them to do good deeds; teach cooperation, empathy, care and attention to each other.
Progress of the lesson
The teacher invites the children to listen to L. Kvitko’s poem and say who it is about.
It’s not for nothing that they say about these guys: “They stand by each other like a mountain.” There are two of them, but it seems - The platoon is stomping, When preparations for battle are underway. They study beetles, sit by the river, and very willingly eat pies. One sighs, the other sighs too. One sneezes. The other one sneezes. They almost never fight, After all, fighting is not a sport, Fighting is yes. Where the first is, There, therefore, there will be a second! Guys stand by each other like crazy!
Children. This is a poem about friends.
The teacher clarifies: “Who is a friend? What does it mean to be friends? (Children's statements.)
The teacher leads the children to the conclusion: true friends are those who care about their friend or friends and help them in everything.
Then the teacher invites the children to play a game that will help test their friendship. Invites two guys - friends.
The outdoor game “Cross the Swamp” is played.
A “swamp” (a section 3–4 meters long) is separated on the floor. The teacher gives the children two tablets.
Teacher. Who can cross the swamp faster without getting their feet wet? But don’t forget that you are friends, and the swamp is very treacherous.
Children “cross the swamp” on planks, helping each other if necessary.
Teacher. Well done! Happy is he who has a friend. I wonder if everyone has friends? Let's check.
The didactic game “Name your friends” is being played.
The teacher takes out lotto cards with images of fairy-tale characters, invites the children to combine the cards into groups and name the fairy-tale characters - friends:
– Cheburashka, Crocodile, Gena;
– Karabas-Barabas, Duremar;
– Pinocchio, Malvina, Pierrot, Harlequin;
- Koschey, Baba Yaga, Leshy, Serpent Gorynych;
- Nif-Nif, Naf-Naf, Nuf-Nuf.
Teacher. Fine! Why does each hero have his own friends? What do they have in common? (Children’s statements.) That’s right – common interests, goals, hobbies. How many of you want to tell us about your friend (without calling him by name), about your hobbies, and games you play together? And we'll guess who it is. For example: “I’m friends with a boy from our group. He loves to build sand cities. And I always help him. Who is this?"
Children (4–5 children) take turns talking about their friends if they wish.
Teacher. What great fellows you are! Everyone is fine, you are smiling, but do you know why? Because we were talking about friends. It is pleasant and joyful to talk about friends. Who can you call friends? (Children's statements.) Which of you has friends, raise your hand. Who would like to give others a pleasant surprise? I suggest you make a gift from paper or plasticine for your friend or girlfriend, and then give your craft to someone dear to you. Our lesson is coming to an end. But friendship remains with us forever. Take care of friendship, value friendship - be true friends to each other.
November
Parsley goes to draw
Program content. Continue to teach children to group objects according to their purpose; develop curiosity.
Material. Large picture “Clown draws”; small pictures depicting drawing tools and materials.
Progress of the lesson
Petrushka comes to visit the children, takes out a large picture “The Clown Draws” from a folder and asks the children to tell what is depicted on it.
Then Parsley shows small pictures and asks the children to help him choose tools and materials for drawing. Children select pictures with tools and materials for drawing, name the objects, tell how they are used and what they are needed for. Children put pictures depicting objects that do not correspond to the task aside.
In order for Parsley to correctly use tools and materials for drawing, the teacher invites the children to sort the pictures into three groups:
1) tools for painting;
2) tools for drawing with pencils;
3) tools for drawing with crayons.
Children explain why they assigned the objects to this group. The game task is considered completed if the children correctly classified the objects.
Then the teacher organizes the game “Find a Pair” in order to consolidate the ability to determine the purpose and functions of objects. The game uses pictures depicting objects that perform the same and different functions.
Teacher. Guys, last night they brought me a parcel and a letter. Want to know what it says? The letter came from children from another kindergarten. They invite us to play the game “Find the Pair” and describe it. What's in the package? Here are envelopes with pictures. Each envelope contains four pictures depicting objects. All objects perform some functions. What does it mean “an object performs some function”? (Children's answers.)
With the help of the teacher, children explain what they do with the help of this item and how it is used. Then the children name the objects shown in the pictures and talk about their functions.
The teacher gives the children one picture each.
Teacher. Listen to the task: the children who have pictures with objects for carrying weights will sit at the first table, the children who have pictures with objects for drawing will sit at the second table, the children who have pictures with objects for lighting the room will sit at the third table. Now pick up pictures with objects that help you study, and then pictures with objects that help you work. Well done! Did a good job.
Progress of the lesson
The teacher asks the children if they love their kindergarten; do they like to play, study, work; How many friends do they have in kindergarten?
Invites the children to make a photo montage about the kindergarten at a common stand. Draws their attention to the photographs, asks them to find a photograph of the kindergarten building among them.
Together with the children, he places a photograph of the kindergarten building on a piece of Whatman paper and glues it.
The teacher invites the children to answer the questions and clarifies that each answer is presented in the photograph. Draws attention to the fact that after each answer they must find the desired photograph and paste it on a common stand.
As the conversation with the children progresses, the teacher glues all the photographs onto a piece of Whatman paper.
Questions for children:
– What is there a lot of in kindergarten? (Groups, children, adults, toys, etc.)
– Are many groups good or bad?
– What is our group? (Large, bright, beautiful, cozy, etc.)
– What do the guys in the group do? (They play with toys, read books, take care of flowers, study, etc.)
– What rooms, besides group rooms, are you familiar with? (Music and sports halls, kitchen, medical office, etc.)
– What professions do people work in kindergarten? (Teachers, cooks, nurse, manager, music director, carpenter, watchman, etc.)
– What work does the teacher do? Teacher's assistant? Cook? Laundress worker? And so on.
– What can you tell about the teachers, the cook, the medical worker, the assistant teacher? What are they?
The teacher summarizes the children’s answers and leads them to the conclusion that the kindergarten is large, beautiful, and many children attend it; People of different professions work in kindergarten, their work is significant and important.
During the conversation, a sheet of Whatman paper with photographs is decorated with colored paper.
December
Parsley - athlete
Option 1
Program content. Improve the ability to group objects according to purpose. Clarify children's knowledge about sports and sports equipment. Develop observation skills.
Material. Pictures depicting objects that satisfy the needs of work, drawing, playing, sports; sports equipment (ball, rope, hoop, tennis racket, ribbon, dumbbells, stick, bag); a set of pictures with sports; two hoops; pictures “Winter” and “Summer”; algorithm for describing objects.
Progress of the lesson
Parsley comes to visit the children and brings pictures of objects that satisfy their needs for work, drawing, playing, and sports. Parsley reports that all these items are needed for sports.
The teacher invites the children to check this statement: put aside all unnecessary objects. Children put away extra pictures.
Parsley asks the children to show him real sports equipment.
Children bring equipment available in the group. The teacher offers an algorithm for describing objects. Each child names his own object, describes it, talks about its purpose and use.
The teacher asks the children what unites these objects, who created them, what qualities they develop in a person. He suggests remembering different sports and telling Petrushka which sports are summer and which are winter.
On the floor there are two hoops with pictures “Winter” and “Summer”. Children take pictures of different sports and assign them to the corresponding hoops.
The game task is considered completed if the children correctly grouped all the objects and pictures depicting the objects.
Option 2
Program content. Encourage children to group objects according to purpose. Strengthen the ability to distinguish between objects of the natural and man-made world; determine the function of an object from a schematic representation.
Material. Sports uniform, sports equipment, jump rope, balls, hoops; pictures with a schematic image of a man performing physical exercises.
Progress of the lesson
Children in sports uniform, together with the teacher, enter the gym and sit on chairs. Parsley appears next.
Parsley. Wow, I made it! Hello guys! Why are you dressed so unusually? Why do you need the same shorts and T-shirts? (To play sports.)
Isn't it possible to exercise in regular clothes? It’s convenient for me anyway. Look! (Jumps rope and falls.) Indeed, you can’t play sports in such clothes. What should I do?
Teacher. We can help you, Petrushka. (Gives Petrushka a sports uniform, which he puts on.) What do you guys think is needed for playing sports besides a sports uniform? (Balls, hoops, gymnastic benches, ladders, etc.)
Parsley goes to the middle of the hall and tries to hit the hoop on the floor like a ball.
Teacher. What are you doing, Petrushka? Guys, what actions can you perform with a hoop? (Roll, roll, climb through it, twist.)
Children help Petrushka do exercises with a hoop. Parsley tries to perform the same actions with the ball.
Teacher. Guys, why isn’t anything working out for Petrushka? What exercises can you do with a ball? (Beat, throw, throw, roll.)
Children perform these actions together with Parsley.
Parsley. Thanks guys! Now I understand that each item has its own purpose, its own way of use.
Teacher. Parsley, and the guys also know the game “Merry Men”. The rules in it are as follows: you need to complete the task that the little man in the picture is performing. Let's play.
The teacher hands out pictures to the children with schematic depictions of physical exercises that need to be performed.
Teacher. What is shown in your pictures? Do you think the little men make mistakes when doing their exercises?
Children are divided into two teams and perform exercises together with Petrushka.
Parsley. Well done boys! Everything was done correctly. Now let's play a guessing game. I name the object, and you pick up a picture that will show which world it belongs to: natural or man-made.
Children play a game suggested by Petrushka. The task is considered completed if they correctly identify the ownership of all objects.
Parsley. You are very smart and quick-witted guys. They told me a lot of new and interesting things. Let's play one more game. I will start the sentence, and you will finish it.
It is more convenient to play sports in... (Sports uniform.)
You can spin around yourself... (Hoop.)
A gymnastic ladder is needed for... (Climbing.)
Well done! Now I will go and tell everything I have learned to my friends, and you will grow up dexterous and strong.
The children say goodbye to Petrushka and go to the group.
Option 3
Program content. Encourage children to group objects according to purpose.
Material. Sports equipment: tennis racket, tennis ball, stick, puck, soccer ball, etc.
Progress of the lesson
Petrushka comes to class in a tracksuit and brings sports equipment (tennis racket, tennis ball, stick, puck, soccer ball, etc.).
Teacher. Look at Parsley, guys. He is wearing unusual clothes. Which? (Sports.)
What did Petrushka bring with him?
(Sports equipment.)
Now I will name a sports game, and you and Petrushka will select the sports equipment necessary for this game.
The teacher names football, hockey, tennis and other sports games, and the children select the appropriate equipment.
Progress of the walk
The teacher informs the children that today they will have an extraordinary walk: “Guys, today we will go to a street called...”
The children gather and go outside. The teacher draws their attention to the beauty of a large, beautiful street.
Teacher. Look how beautiful the street is, how many houses there are on our street. They are all different: one-story, five-story and multi-story. People live in these houses. (Shows residential buildings.) Besides residential buildings, what is there on our street? (Shops, kiosks, trees, bushes, parking lot, bus stop, etc.)
Are there buildings here where people work? (Points to the pharmacy.) Yes, this building is a pharmacy. How did you find out about this? (Children's answers.) Here you can buy medicine for the patient.
The teacher invites the children to play the game “Where are we going?”
The teacher inserts symbol diagrams into the snow at some distance from each other: “Store”, “Post Office”, “Pharmacy” and says: “We took the bags, packages and went to the store. (Children perform the actions and go to the “Shop” diagram.) Well done. Now we collected a package for grandma, bought some treats and went to the post office. (Children perform the actions and go to the “Mail” diagram.) We came home, and grandpa got sick at home, we need to go to the pharmacy.” (Children perform the actions and go to the “Pharmacy” diagram.)
Teacher. Guys, what is the street for? (So that houses stand, people walk, cars drive.)
What two parts can the street be divided into?
(The part where houses stand and people walk and the part where cars drive.)
Yes, that's right! Cars move along a roadway called a road or highway.
The teacher invites the children to go to a safe place, a little closer to the roadway.
Teacher. What can you say about the roadway? What is she like? Big or small, narrow or wide, quiet or noisy? (Big, noisy cars, wide.)
It’s true, our road is long and wide.
Cars move on one side and the other side of the road. What is painted on the road? (This is a white stripe.)
What is it for, maybe some of you know?
(So that cars don’t run into each other, so that there are no accidents.)
Of course, guys!
To avoid vehicle collisions, the roadway must be divided by a white solid line. I suggest you return to your previous place. (They return to the buildings and stand on the sidewalk.) Guys, now you know the name of the part of the street where vehicles go. What is the name of the part of the street where pedestrians walk and where we are standing now? (Path, asphalt, sidewalk.)
That's right, this is a sidewalk. Let's say the difficult word “sidewalk” together again. All pedestrians must obey the rules. Please note that people, like cars, walk on one side of the sidewalk and the other so as not to interfere with each other. Let's get up in pairs and go back to kindergarten.
The teacher asks whether the children know which street their kindergarten is located on and which streets they live on. If the children do not know, then the teacher gives the address of the kindergarten.
He explains that it is necessary to know the name of the street, house number, apartment number. Invites each child to ask their parents for their home address and remember it.
Teacher. And now I will tell you about the rules for pedestrians.
– You need to walk along the street at a calm pace.
– You should only walk along the sidewalk, on the right side.
– The carriageway must be crossed only in certain places, at crossings.
– You can’t play on the road, sledding, skating, or cycling.
As you get older, you will learn about different rules and laws of the street. It may happen that you are lost and don't know where to go. But give your address and adults will help you get home.
January
Progress of the lesson
A balloon comes to visit the children. He wants the guys to talk about him, since he doesn’t know anything about himself.
The teacher invites the children to help the ball find out what material it is made of. The children explain that the ball is rubber. Through various actions they find out that the rubber is soft and smooth. Then the children show how small the ball can be - they deflate the air. The ball is indignant and asks to inflate it.
The teacher inflates the balloon again.
Next, the teacher helps the children find out that rubber is elastic - it stretches.
Children tell the balloon that it is called an air balloon because it has air inside.
Sharik invites the guys to wash him in water. The children wash the ball and find out that the rubber has become wet on top. Compare rubber with paper and fabric (paper gets wet and tears; fabric gets wet, but doesn’t tear). They wipe the ball and it becomes dry again. They look inside the ball and find out whether water got in there (it turns out it didn’t).
The teacher leads the children to understand that rubber does not allow water to pass through, that is, it is waterproof. Names objects that are impermeable to water that a person has made from rubber: for example, rubber boots are worn in rainy weather, rubber gloves are put on hands when washing dishes, and hands remain dry and clean. Children, together with the teacher, conduct an experiment with rubber gloves: they put them on their hands and put their hands in the water, then take off the gloves - their hands remain dry.
Sharik invites the children to name his friends, who are also made of rubber. Children list rubber objects.
Sharik says goodbye to the guys and “flies away.”
Wonderful doctor
Program content. To give children an idea of the importance of the work of doctors and nurses, their caring attitude towards children and people. Note that the result of work is achieved through attitude to work (business and personal qualities). Show that the products of the work of a doctor and a nurse reflect their feelings, personal qualities, and interests.
Material.
