Journey through the winter forest senior group. Integrated node in the senior group "journey to the winter forest"
Target: generalize and expand children's knowledge about the characteristic signs of winter.
Tasks:
- cultivate a caring attitude towards native nature, love for it;
- develop the ability to see the beauty of the surrounding world;
- consolidate children's knowledge about winter, about seasonal changes during the winter period.
Educational areas: socialization, artistic creativity,
Materials: pictures depicting winter landscapes, paper snowflakes, silhouettes of birds, brushes, glue, napkins, colored sand (red, yellow, blue, brown.); ball, 2 glasses, snow, a piece of ice, color picture, tape recorder.
Preliminary work: observing changes in nature during the winter while walking, looking at illustrations, reading fiction.
Progress of direct educational activities:
Music sounds, children enter the group.
1. Organizational moment
- Guys, look, we have guests today, let's say hello.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other.
- Guys, I will smile at you, and you will smile at each other, so that we can be in a good mood all day.
- Now I’ll tell you a riddle. Listen carefully.
Powdered the paths
I decorated the windows
Gave joy to children
And I went for a sledding ride.
– What time of year is this riddle about? (About winter.)
– And today we will talk about winter.
– What is the weather today?
– Name the winter months (December, January, February.)
“Winter walks through the mountains, through the valleys in large, soft felt boots, walking quietly, inaudibly.
- Guys, you know, there are people who want to learn a lot of new and interesting things. They walk a lot, travel on skis, on horseback, and by transport. Do you know what they are called? (Travelers)
– Do you want to become travelers? (Yes, we want.)
“Then you and I will go traveling into the winter forest.”
After all, you and I know that the main wealth of our region is the forests that preserve the appearance and grandeur of Russian nature. Let's remember what forests are located near our area. (Tanaevsky forest, Borovetsky forest, Bolshoy Bor, Maly Bor, Mortovsky forest.)
You and I will go to the nearest forest, Tanaevsky Forest.
- How will we get to the forest? (On a sled, on skis.)
- Okay, let's go skiing.
(Children stand behind the teacher and imitate skiing to the music.)
2. Introduction to the topic
- Here we are in the forest. Listen to how quiet it is. No bird voices are heard. Look around, how beautiful it is here! Look carefully, whose traces do you see? (Trace of a hare, fox, squirrel.)
– What other animals live in our forests? (Fox, wolf, squirrel, hedgehog, hare, bears, moose.)
– Now let’s tell you how the animals adapted to winter? (Hedgehogs and bears hibernate. The squirrel, fox, and hare change their fur coats to a warmer coat.)
– What do animals eat in a snowy forest? (Most of the animals have prepared food reserves for the winter. And the fox and the wolf are running around in search of food. The fox is not cold, there is thick fur on its legs. The fox smells mice, it sniffs for a long time, then begins to jump in the snow.)
– How do birds live in winter? (Birds are cold and hungry in winter. Birds in the forest are not visible; with the onset of cold weather, they fly closer to people.)
– How can we help them? (We make feeders and feed them.)
- Guys, tell me, what do you call birds that stay for the winter in one word? (These birds are wintering birds.)
– What wintering birds do you know? (Bullfinches, tits, sparrows, goldfinches, tap dancers, woodpeckers.)
- Guess the riddle: “In winter and summer in the same color” (Spruce.)
– What are the names of trees such as pine and spruce? (Conifers)
– Tell me, what trees mainly grow in the Tanaevsky Forest? (Conifers)
– Look at the trees in winter? (The trees are covered with snow, quiet, thoughtful, dressed in snow coats.)
- That's right, guys! In winter the forest looks fabulous. The forests look especially great
in our area. Many poets, writers and artists also like winter. And they wrote many wonderful poems, stories and paintings about winter. Alice also told me a poem about winter yesterday, let’s ask her now to tell us this poem:
Oh, you winter beauty
Whitewashed all the forests
Mountains of snow swept
She invited us to go for a ride.
- Listen, guys, to how the poet beautifully calls winter - “winter beauty.” Let us also say affectionately about winter: I will name the word, and you will speak about it affectionately.
Game “Name it kindly” with a ball
Snow - snowball Icicle - icicle
Frost - frost Tree - tree
Wind - breeze Hill - hill
Ice - ice Cold - chill
Winter - winter sled - sled.
- What kind of snow is there in the forest? (Soft, fluffy, glitters in the sun, sparkles.)
-What do you know about snow? (This is frozen water, ice crystals, a lot of snowflakes.)
– What do snowflakes look like? (For stars, for flowers, for fluff.)
– In winter, the weather outside is different, a cold wind often blows, and cheerful snowflakes fly in the sky. While we were talking, it started snowing outside. And real snowflakes flew to us. Look how beautiful they are!
The winter breeze blew
The snowball flew
Snow, snow, white snow
He puts us all to sleep.
- Guys, take some snowflakes. Place it on your palm and inhale through your nose and blow on the snowflake. You and I will spin around as beautifully as snowflakes.
– What is the name of the phenomenon that we have now achieved? (Snowfall)
– Let's play the game “Say the word” with the word “snow”
Quietly, quietly, like in a dream
Falls to the ground... (snow)All the fluffs are sliding from the sky -
Silver... (snowflakes)On the paths, on the meadow
Everything is going down... (snowball)Here's some fun for the guys
More and more... (snowfall)Everyone is running in a race
Everyone wants to play... (snowballs)Like wearing a white down jacket
Dressed up... (snowman)Nearby there is a snow figure
This girl is... (Snow Maiden)In the snow, look -
With a red breast... (bullfinches)
– How many relatives does the word “snow” have? Let's remember them again.
-What happened to the river? (She was covered in ice)
– Is the river covered with ice in summer? (No, only in winter.)
- That's right, rivers are covered with ice only in winter. Snow and ice occur only in winter. They are somewhat similar to each other. Now we will find out for ourselves. I have prepared 2 glasses for you: one contains snow, the other contains ice.
Experiment No. 1 Determination of color
– What color is the snow? (White)
– What color is the ice? (Transparent)
(If they call it blue, then compare it with this color.)
Experience No. 2 Definition of transparency
– Now I’ll put a color picture under a piece of ice and snow. Let's compare where the pictures are visible and where they are not. (You can't see under the snow, you can see under the ice.)
– So, what properties do snow and ice have? (Snow is white, opaque. And ice is colorless and transparent .)
– Something is cold in the winter forest, as in the proverb “The frost is not great, but it does not tell you to stand,” what does this mean? (If we stand, we will freeze)
– It’s become cold in the forest, we might get sick, I suggest you warm up. What should you do to avoid getting sick? (Move more, drink hot tea)
– Let’s all stand in a circle and start physical education.
"Winter has finally come (Children spread their arms to the sides)
The houses became white. (They make a roof over their head with their hands)
It's snowing outside. (Move hands from top to bottom)
A janitor sweeps the street. (Imitate)
We are sledding. (Squat down, arms extended forward)
We write circles on the skating rink, (Hands are placed behind the back, spinning slowly)
Skiing skillfully (Imitate)
And we all play snowballs" (They make and throw snowballs)
3.
Oh, guys, look what this envelope is on the Christmas tree. Someone left us a message, should we read it?
“Hello, guys! We, forest animals, argued whether you know the natural phenomena of winter. Tell us what kind of phenomena are in the pictures? Thank you!"
“And now it’s time for us to join the group, get on our skis and go.”
4. Doing sand painting
There was a knock on the door, the postman brought a letter.
- Guys, who came? (Postman)
“Dear guys, hello! It's winter now, the birds are cold and hungry. They fly to people's houses, you must take care of the birds and feed them. And now I’ll tell you a riddle: I put a branch of dried rowan and bread in the bird feeder. Little gray birds flew in, ate the bread, but did not touch the rowan. I look, other birds have sat down on the feeder: their breast is red, their tail, ends of their wings and head are dark blue, with a white stripe on their wings. There are no berries left on the branch. What kind of birds were these?
Then birds with yellow breasts arrived. They love to feast on lard. What are these birds called? I'm waiting for your reply. Forester Uncle Misha"
– What birds are mentioned in the letter? (Bullfinch, sparrow, tit)
- That's right, guys! Do these birds come to us? Where have we seen them? (On a walk).
– What kind of birds are these? (Wintering)
– I suggest you draw these birds with sand. On the table there are sand of different colors, brushes, glue, napkins, and bird blanks.
– Guys, I suggest you draw birds with colored sand, we’ll work in pairs. Let's remember how to paint with colored sand. We will give the finished works to our guests so that they remember and take care of our feathered friends.
5.
Guys, while our work is drying up, tell me where we were today? What were we doing there? Do you like winter? Why?
- Guys, you have a task: go with your parents to the forest, and then draw. Bring your drawings and we will look at them together.
– Thank you, now let’s give our guests our birds!
Journey to the winter forest
(SENIOR GROUP)
Educator: Lopatina N.V.
Program content
Educational objectives: to help deepen and generalize children’s ideas about the life of wild animals (appearance, nutrition, lifestyle features).
Developmental tasks: to develop in children a cognitive interest in the life of forest inhabitants, the ability to analyze, compare, and draw conclusions. Develop artistic - creative abilities, imagination. Strengthen the ability to work with a brush and glue.
Educational tasks: to cultivate in children an interest in forest life, an understanding of the need to preserve flora and fauna, the ability to behave in the forest, a desire to use different materials in appliqué work.
Corrective tasks: develop phonemic awareness, fine motor skills of fingers, coordination of speech and movements.
Methodical techniques
Story, reading a poem, asking riddles, sayings, game motivation, conversation, showing and explaining, reincarnation, phonetic minute, physical exercise, didactic games, productive activity, counting, comparison, theatricalization, musical accompaniment.
Equipment
Silhouettes of deciduous trees and fir trees of different heights, on the smallest Christmas tree with Velcro eyes, nose and mouth (sad expression), two soft toys of white hares, a fox mask, a wolf - a toy from the puppet theater, a white sheet, a basket, treats (seeds, grain , pieces of lard on a string, carrots, nuts, a pot of honey), pictures of animals - wild boar, rhinoceros, polar bear, silhouettes of a hedgehog, elephant, fish, glue brushes, white paper, cotton wool, white gouache, pencils.
Surprise moment
Carrot, bird feeder.
Progress of the lesson
Educator: Guys, we received a letter in kindergarten. Do you want to know what is written?
The teacher reads the letter: “Guys, I am very cold in the winter forest. I'm freezing! Help! Little Christmas tree."
Do you want to help the Christmas tree?
Educator: To do this we will have to go into the forest. Do you know how to behave in the forest?
Children: Don’t make noise, so as not to scare the animals, so as not to meet a wolf or wake up a bear...
Educator: What can you do in the forest?
Children: Observe, watch, listen, you can help someone...
Educator: Listen to the poem.
If you come to the forest for a walk, breathe fresh air
Run, jump and play, just don’t forget
That you can’t make noise in the forest, even sing very loudly.
The little animals will get scared and run away from the forest edge.
Don’t break oak branches, don’t harm Christmas trees,
Help all trees.
Educator: What can you use to go to the forest?
Children: On skis, by car or on foot.
Educator: You and I will go on foot. And we’ll take some treats in the basket for the forest dwellers. Suddenly we meet someone.
(Children go to the “forest”. At the teacher’s command, they step over low and high snowdrifts.)
We came to the winter forest.
There are so many miracles around here!
On the right there is a birch tree in a fur coat.
On the left - the Christmas tree is looking at us.
Snowflakes are spinning in the sky.
They lie beautifully on the ground.
Educator: How many Christmas trees are there? Birches? Are they all the same height? Show the tallest tree and the shortest one.
(Children complete the task).
Educator: Guys, do you hear birds singing in the forest?
Children: No. Some have flown away, while others are now cold and hungry.
Educator: Yes, guys, it’s very difficult for the birds now. I know that out of 10 tits, only 1 will survive until the end of winter, and 9 will die. You and I can help them. How?
Children: They can hang feeders or simply sprinkle food on the snow
(Children sprinkle food and hang lard on a branch)
(The teacher draws the children’s attention to the bunny, who is hiding behind the tree, and asks the children to call him quietly. The hare does not come out. The teacher asks to call him louder. A bunny appears. The children notice another hare.
Children do physical exercises for their fingers.
Under a tall pine tree (the hand is raised up, fingers spread out)
A bunny with a sideways jump (showing two fingers - ears)
Under another pine tree (the other hand is raised up, fingers
spread out)
Another bunny is jumping (show two fingers)
They met and greeted each other with their ears (both fingers of both hands
touch)
Educator: Guys, tell me what bunnies are?
Children: small, white, fluffy, soft. Their ears are long and their tails are short.
Educator: What can we treat the hares with?
(The teacher takes out a lot of carrots and asks them to treat the hares so that everyone gets a carrot).
Educator: How many carrots did you give and why?
Children: 2, because two birds with one stone.
Educator: How can I say it differently?
Children: There are so many hares and so many carrots. Equally.
Educator: Now tell me what the hares might think when they eat a treat?
Children: How delicious carrots are, how strong they are, now my teeth won’t hurt. Well done guys for bringing us a treat, thank you.
(The teacher invites the children to show the bunnies how to warm up so as not to freeze. The children do physical exercises).
The little white bunny is sitting (they show with their palms above their head how
And he wiggles his ears. the bunny wiggles his ears)
Like this, like this.
It's cold for the bunny to sit
We need to warm our paws. (clap)
Clap-clap
We need to warm our paws.
It's cold for the bunny to stand
The bunny needs to jump. (jumping)
Jump-jump
The bunny needs to jump.
Someone scared the bunny
The bunny jumped and ran away. (runs behind the tree)
(Children run away and sit on chairs).
Educator: Guys, who could a bunny be afraid of?
Children: A wolf or a fox.
Educator: And now we will find out.
(The teacher goes into another room, where he quickly puts on a fox mask and goes out to the children).
Lisa: Oh! I was looking for hares and found children. I'm so glad you came here. I really want to talk to someone. Can I come with you?
(The children agree and the fox leads the conversation)
Fox: Do you know what they call me in fairy tales?
Show me how cunning I am with my facial expression.
Can you show me how I walk?
Tell me, who has a longer tail, me or the hare?
Am I bigger or a bear?
You answered well, so I’ll sing you a song.
(Fox sings)
I am a fox with a red tail
I’ll sit closer to the Christmas tree.
I'll look at the kids -
I'll outsmart everyone now.
I love kids
Both girls and boys.
I love to play with them
Songs to sing and dance.
Lisa: Shall we play?
(Plays the ball game “Pure Talk” with the children)
The fox has a beautiful fur coat.
We met a fox su-su-su.
We all like the fox sa-sa-sa.
Let's smile at the fox, se-se-se.
The fox has a beautiful tail.
This is a cunning fox sa-sa-sa.
Lisa: I’ve been standing with you for a long time. We must run. The frost is not severe, but it does not require standing. Yes, and you have to get food - I catch and eat mice in winter.
(The fox runs into another room. The teacher asks the children what the fox likes to eat and explains the concept of “mousing”).
Educator: Oh, someone else is coming there. I'll go and have a look.
(He goes behind the screen, puts a wolf doll from the puppet theater on his hand, hides his hand behind his back and goes out to the children).
Educator: Guys, guess who else I met?
It's cold in winter
Is he wandering around angry and hungry?
Children: Wolf
(Shows the wolf and asks to show how evil the wolf is and how he can sing).
Children: Oooh.
Wolf: I am a top, a gray barrel! Tell me, why did you come to the forest?
(The children talk about how they received a letter and came to the forest to help the Christmas tree and help everyone who is having a hard time).
Wolf: It's a good idea. I'll let you go if you play with me.
(The wolf plays the game “Yes and No”: shows silhouettes, pictures of animals and asks the children who they can meet in the winter forest, and the children answer with the words “yes” and “no.”)
Wolf: They answered correctly. You know a lot. Go on - do your good deeds, and I’ll run to my house to warm up. By the way, do you know the name of my house?
Children: Lair.
(The teacher takes the wolf to another room).
(Children get up from their chairs and walk through the “forest”).
Educator: Guys, look, I have nuts in the basket. Who do you think I took them for?
Children: For the squirrel.
Educator: Where is she now?
Children: She sleeps in the hollow.
(The teacher invites the children to put nuts under the tree).
Educator: Can we meet a bear in the forest?
Children: No. He sleeps in a den and sucks his paw there.
Educator: And I took a pot of honey for him. What should I do with him then?
(Children offer their options and come to the conclusion - you can leave it near the den, and in the spring the bear will wake up and eat it).
Educator: Guys, have you forgotten why we came to the forest?
Children: We need to warm the Christmas tree.
The teacher suggests finding the smallest Christmas tree and “covering it with snow.” To do this, one group of children is asked to use their fingers or a stencil to draw snow on the Christmas tree with white gouache, and the other group is asked to stick small pieces of cotton wool or white paper (torn pieces) onto the Christmas tree.
While the children are busy working, I discreetly, using adhesive tape, stick a smiling mouth on the Christmas tree.
Educator: Look, the Christmas tree is smiling? Why?
Children: Now she is warm.
Educator: Well done, guys. Now we can return home. There I will treat you to some carrots that I still have in the basket to keep your teeth strong, and I will give you a bird feeder.
Lopatina Nadezhda Valentinovna
Irina Popova
Lesson summary “Journey to the winter forest” (senior group)
Target: to consolidate children’s ideas about life in natural wild conditions animals: how they move, what they eat, how they adapt to life in winter conditions.
Tasks:
Reinforce the idea of the forest and its inhabitants.
Expand your understanding of the diversity of natural phenomena and establish simple connections between them.
Intensify the performance of movements that convey the character of the animals depicted.
We teach, using cards-schemes, to classify animals (wild, domestic).
We learn to navigate in space (labyrinths, draw straight and inclined lines with a pencil.
We develop memory, attention, observation, logical thinking.
We develop an educational interest in the life of animals.
Continue to cultivate a love for nature and respect for it.
We develop coherent speech - we compose descriptive stories about wild animals.
We expand the vocabulary by including nouns (habits, hollow, den, lair, hole, adjectives (shaggy, cunning, evil).
Material: flannelgraph, image of wild animals for flanelegraph, image of snow. Didactic game "Wild and domestic animals" (cards-schemes). Didactic game "Who likes to eat what?" (labyrinths).
Preliminary work: Reading descriptive stories about wild animals. Making riddles about wild animals. Didactic game "Pets" (cards-schemes). A conversation about the life of animals in the forest in winter. Examination of the painting "Winter in the Forest".
Progress of the lesson:
Everything was covered with snow,
And trees and houses,
This means it has arrived
Snow-white winter!
Quietly, quietly humming a fairy tale,
Winter floats by at dusk
Covering with a warm blanket
Land and trees and houses.
Light snow swirls over the fields,
Like stars are falling from the sky
Lowering your furry eyelashes
The shaggy forest sleeps in silence.
Guys, what time of year is this poem about? (children: about winter)
Various miracles happen in winter. And miracles will happen today too. Do you want to be in winter magic forest -(children: yes)
Then close your eyes and repeat the magic after me words: “I’ll turn left and right and I’ll find myself in the forest.” (music sounds)
Look, here is the forest. Let's look at it. What trees grow in it? (oak, birch, spruce, pine)
What birds do you see in the forest? (tit, bullfinch)
Some animals are not visible in the forest. Let's let's shout: Aw-ow-ow! Maybe someone will respond? (children: ay-ay-ay)
Oh, guys, be quiet, I think I hear someone. (a hare appears)
Hare: Hello guys! Did you call me?
Children: Hello, hare! We wanted to know why there are no animals in the forest?
Hare: all the animals have left because there is no snow in our forest.
Guys, why is it bad in the forest without snow? (the hares have changed their coats, but there is no snow, the trees are cold without snow).
Hare: oh-oh-oh, who will help us now?
Don't worry, hare, we will help you.
Hare: Then I will run and tell everyone that you will help us. (the hare leaves).
Guys, what needs to be done to get the animals back into the forest? (it is necessary for snow to appear in the forest)
Winter is cold
Winter is snow
And in this forest
You see no snow.
Let's make the forest snowy (music sounds). Guys, imagine it's snow, go out and place the snow in the forest (children go out and distribute the image of snow). Look how beautiful the snowy forest has become. Oh, look, here are the animals that left this forest. Let's help them return to the forest and tell us a little about them. Who will go first? Valya, you chose a fox, tell me what you know about her. (the fox is cunning, red, has a fluffy tail, hunts hares, catches mice, lives in a hole).
Who did you choose? (a bunny, he is fluffy, runs fast, is afraid of everyone in the forest, hides under a bush, eats tree bark in winter). Why did you choose white and not gray? (white bunny in winter). Which animal do you want back? (wolf - he is gray, angry, hungry, catches hares, lives in a den). You took a squirrel, tell me about it. (she is small, fast, lives in a hollow, jumps through the trees, is a gray squirrel in winter, and red in summer, she stores nuts and mushrooms for the winter).
If children find it difficult to describe animals, I ask guiding questions questions: what does the animal look like? What are his habits? What kind of housing?
Guys, look at the fox and the squirrel, are they similar? (Yes.) How are they similar? (they have fluffy tails, their body is covered with hair, they have a head, two ears, in the summer they are both red).
What animal have we not returned to the forest yet? (bear).
For some reason I can't find it. Where is the bear? (the bear sleeps in a den in winter).
Yes, I forgot, he sleeps in this den, look. Oh, I hear someone rushing towards us again.
Hare: guys, I came to say thank you, all the animals are happy about the snow. And I want to play with you. Do you agree? (Yes).
1. The children went to the edge
And behind them are the animals,
The children all walked like this.
2. So along the forest path,
The mischievous bunny jumped.
3. The bear was chasing the bunny,
He's in shambles.
4. And elegant, good
The fox walked leisurely.
5. They all began to dance,
Dancing at the edge of the forest
(Children convey the characteristic movements of animals to the music).
Well done, you turned into animals well, I liked playing with you. And now it’s time for me to return, and I have prepared a gift for you (Thank you).
Hare: Goodbye! (Goodbye)
Guys, the miracles are over and it’s time for us to return to kindergarten. Close your eyes and repeat after me. “I’ll turn right or left and I’ll find myself in the garden.” (music sounds)
Guys, let's see what the bunny gave us. Please sit down, all tables.)
Look who it is? (animals) Name what animals are here. (wolf, hare, cow, goat, pig, bear). Are the animals you named wild or domestic? (wild and domestic). Now let's play the game "Wild and Domestic Animals".
Guys, look at this card and tell me what it means and what animals fit this card diagram? (pets). That's right, pets are suitable for this card.
And I have one more card, let's look at it. Look what's drawn here? (Christmas tree, trees, bush). That's right, it's a forest. What is drawn here? (flowers, grass) Yes, this is a meadow. Guys, the animals that match this card live in the forest or meadow. Look further, the person is crossed out - this means that the person does not build a home for the animals and does not feed them, they get food for themselves. What animals can be included in this card? (wild animals) Now take all the animals and put them on the cards they fit. Guys, check if everyone has placed the animals on the cards correctly. (check, correct errors). Well done, they placed the animals correctly.
Look, they gave you another game. It's called "Who Likes to Eat What?" Let's play. (Let's) Now look, on one side there are animals drawn, and on the other side, the food that they like to eat. Labyrinth paths are drawn between them. You need to help the animals get through labyrinthine paths to food. But to get through these mazes correctly, you need to know what these animals like to eat? Let's try to go through these labyrinths. Find where the squirrel is? What does she like to eat? (nuts). Now take your chopsticks and lead a path through the maze from the squirrel to the nuts. (that's right, well done) Now take all the pencils and draw paths through the maze for all the animals. Help the animals along the path get to food (if someone makes a mistake, I’ll suggest drawing a path with a colored pencil). Well done, everyone laid out the paths correctly.
Guys, today is class You and I have done a good, useful deed. What have we done? (helped the animals, returned them to the forest).
What else were you doing? (played the game “Wild and Domestic Animals”, “Who Likes to Eat What?”).
Well done, right.
Without forests, animals and rivers
Man cannot live.
So let's save
The house we live in!
Publications on the topic:
Objectives: Wellness: Strengthen the physical and mental health of children using health-saving technologies (modern certified.
Summary of the integrated lesson “Sea voyage” (senior group) Goal: To expand and systematize children’s knowledge about the representation of the seabed, their characteristics, and their adaptability to life in the aquatic environment.
Prepared by 1st category teacher Kucherenko N.V. Program content: 1. Continue learning to draw a winter landscape, using it to create.
Summary of complex educational activities in the senior group “Journey to the Winter Forest.”
Target:
-summarize children’s knowledge on the lexical topic “Wild Animals”;
-introduce to fine arts;
— develop children's artistic creativity (modeling);
-develop children's speech and communication abilities.
Integrated educational areas
: “Cognition”, “Artistic creativity”, “Health”, “Physical education”, “Reading fiction”.
Types of children's activities : productive, communicative, playful.
Tasks:
Educational
Continue introducing children to the technique of drawing with plasticine inside a contour.
Learn to place decorative elements (lumps, cotton wool) in certain parts of the composition.
Exercise children in selecting antonyms - words with opposite meanings. (dictionary)
Strengthen children's ability to name adjectives and verbs to nouns. Develop attention and the ability to answer questions clearly and competently. (grammar)
Developmental
1. Develop general, fine and articulatory motor skills.
2. Develop thinking.
Educational
To instill in children feelings of love for wild animals and the desire to preserve the world around them, the desire to come to the rescue.
Equipment and demonstration material: presentation of the video “Fairy Forest”; animal masks: fox, squirrel, wolf, hare; envelopes with tasks; cones; pictures with animal tracks; outlines of hares on a blue background according to the number of children; cotton wool, glue stick; black, white plasticine, musical accompaniment “Squirrel” by Aleinikov.
Progress of educational activities:
I. Organizational part
Educator: Attention! Attention! Those wishing to have an exciting journey, please take your seats! And where we are going, you will find out if you guess the riddle:
This city is not simple, it is dense and dense.
He stood up like a wall to the sky,
Before us is a miracle… (Forest)
- Yes, we will end up in the forest. But in a forest that is unusual, but fabulous.
Game situation “How to behave in the forest?”
- To get into the forest we need to close our eyes and say:
"Turn around, spin around
And find yourself in a fairy forest"
(presentation “Fairy Forest”.)
Educator:
Guys, what forest did we find ourselves in?
Children:
We found ourselves in a winter forest.
Educator:
What do you like about winter?
Children:
In winter there is a lot of snow, you can play snowballs, sledding, build a snowman.
Educator:
And in winter, life also continues in the forest clearing. Oh, be quiet! Don't scare me. Who ran this?
(Fox runs out to the music and asks a riddle)
Look what -
Everything burns like gold.
Walks around in a fur coat dear,
The tail is fluffy and large.
(Fox)
Gives an envelope with a task
1 task
A moose with a calf walks through the forest
A squirrel with a baby squirrel was jumping on the branches of a Christmas tree
A wolf cub trailed behind the mother wolf
And a mouse and little mouse were running across the field
(hare, bear, fox,)
Guys, with such success we can cope with any task.
We make our way further into the forest. (walk on toes)
Oh, I noticed someone again
2 task
A wolf comes out and asks a riddle:
Gray, scary and toothy
Caused a commotion.
All the animals ran away.
Scared the animals...
(wolf)
Gives the envelope with the task.
Didactic game “Food chain”
-What would happen in the forest if hares, trees, mice disappeared)
Didactic game “Say the opposite”
The bunny is gray in summer and white (in winter)
The wolf has short ears, and the bunny has long ears.
The bear is strong, but the bunny is weak
Now the hare is sad, but he will be (cheerful)
The tree is tall, and the bush is (low)
It's hot in summer and cold in winter
A bird takes off from a branch, and sits on a branch
- That's how smart we are, we completed the task.
We go quietly making our way through the snowdrifts. (raise your legs at the knees)
3 task
The squirrel comes out:
You and I recognized the animal
According to two such signs:
He's wearing a fur coat in the gray winter,
And in a red fur coat - in the summer. (squirrel)
Gives an envelope with a task
Sedentary game “Pine cones for the squirrel”(they walk in a circle to the song “Squirrel”; there are cones on the floor, one less than the number of children; as soon as the music ends, the children grab the cones; those who didn’t get one are eliminated from the game.
Didactic game "Fourth odd"
Bear, wolf, fox, hare. (the bear sleeps in winter)
Wolf, fox, elk, fawn. (baby fawn)
Cat, bear, hare, squirrel. (cat pet)
Movement on all fours
4 task
The scythe has no den,
He doesn't need a hole.
Legs save you from enemies,
And from hunger - bark.
(hare)
Gives the envelope with the task.
The task “Whose traces?”
Bunny:
-Guys, I drew a drawing and I want to give it to you.
Educator:
-Look, the bunny only drew the outline of his image. Can we fix the drawing? In what way? (color with pencil, paints,)
-Do we have these accessories with us? (no)
_What should I do? (return to kindergarten)
- “Turn around, turn around and you’ll find yourself in kindergarten.”
The children sit at the tables.
-Look at the drawing I made (a craft on the board).
_First of all, we will smear white plasticine inside the outline of the bunny, and then, using rolling black plasticine, we will make eyes and a nose, and by pressing, we will place them in the drawing. We will place snow under the bunny. Let's fluff up the cotton wool, draw a stripe with glue and apply fluffy cotton wool onto the stripe.
Let's twist small lumps of cotton wool and glue them all over the sheet around the bunny - these are snowflakes.
— Why are there napkins on the tables? (wipe your hands after working with plasticine)
Warm up for fingers.
Place the pencil on one palm and cover it with the other. Roll the pencil between your palms, first slowly, and then faster, from your fingertips to your wrists.
Press the pencil, which is lying on the table, with the tip of each finger. Press harder!
Take a pencil and squeeze it in your fist, hide it. Now hide it in your other hand.
I'm squeezing a pencil
And I’ll change Palm.
Let's prepare a drawing for the hare.
The final stage.
Where did we come back from?
Who did we meet there?
Which wild animal did you not manage to meet? (bear, hedgehog, badger). Why?
-What did you like most today? Or maybe there was something you didn’t like?
-Let's stand in a circle and show each other our bunnies
Everyone is so different, but very beautiful.
Title: Summary of the integrated lesson “Journey to the Winter Forest”
Nomination: Kindergarten, Lesson notes, GCD, design and manual labor, Senior group
Position: teacher
Place of work: MBDOU "Talzhinsky kindergarten" of a combined type
Location: Talzhino village, Novokuznetsk district, Kemerovo region.
Summary of a lesson on speech development for children 5-6 years old “TRAVEL TO THE WINTER FOREST”
Goal: Development of coherent speech.
Tasks:
- Write a short, coherent story about birds based on the diagram.
- Fix the pronunciation of the sound (s).
- Develop thinking, memory, attention, coherent speech, fine motor skills of the fingers.
- cultivate a friendly attitude towards birds; ability to work in a team.
Equipment: tape recorder, Christmas trees, silhouettes of birds, winter illustrations, a picture of the old forest man, an envelope with a letter, baskets with tasks, cut-out pictures of winter.
Progress of the lesson:
Educator: Guys, when I came to kindergarten today, there was a letter on my table. But I didn’t open it without you. Do you want to know what is written there? Then let's open it and read it.
“Hello guys. One of the fairy-tale forest inhabitants is writing to you. There are a lot of different birds in my forest. And among them there is a white-sided magpie. She told me a lot of interesting things about you. And most importantly, she told me that you are smart and quick-witted. Therefore, I invite you to visit me in the winter forest. And who I am you will find out at the end of the journey. At each clearing one of my friends will be waiting for you. For completing the task correctly, my friends will give you part of the overall picture. At the end of the journey, will you put together a picture from the parts and find out who I am?”
Well, let's go? Let's all go together one after another (to the music).
We arrived at the first clearing. What is the name of the bird that is waiting for us?
Children: tit
Educator: Look! She is guarding the basket. Let's see what's in the basket. Yes, here is the task.
“This morning I accidentally scattered all the pictures. But I can’t collect them. Help me?"
Well, guys, can we help?
Assignment: Children, the tit scattered pictures, you need to collect their own picture for each one.
DI. “Make parts into a whole.”
Educator: What time of year is shown in the picture? (winter)
Educator: Well done, you completed the task and the tit gives us one part.
Educator: Let's move on. What is this bird called? (bullfinch)
Educator: Look, he also prepared a task for us. Bullfinch prepared diagrams for us to compose stories. Look, in each diagram there is a story about a bird hidden. Guess what kind of bird it is and write a story about it.
3-4 stories from children, the rest guess what bird they are talking about.
Well done. You did a good job with this task too. The bullfinch gives us another part of the picture.
Educator: Oh, guys, look, who is meeting us? (magpie).
Educator: She sits and guards the box. Let's see what's in it? Yes, there is also a task here. Magpie invites us to play the game “Say a word..” Quietly, quietly, like in a dream
Falls to the ground...(snow)
All the fluff is sliding from the sky
Silvery...(snowflakes)
To the clearings, to the meadow
Falls quietly...(snowball)
Here's some fun for the guys
Getting stronger...(snowfall)
Everyone's running in a race
Everyone wants to play...(snowballs)
Like wearing a white down jacket
Dressed up...(snowman)
Nearby there is a snow figure
This is a girl... (Snow Maiden)
Look at the snow
With a red breast...(bullfinches)
I attach illustrations to the board.
Educator: Let’s say in chorus what words we added.
Educator: What sound do they start with (with the sound-s)
Well done and completed this task. But the magpie has one more task in his box. She invites us to rest.
Physical education minute:
Birds jump and fly.
Birds collect crumbs.
Feathers cleaned
Beaks cleaned
Birds fly and sing.
The birds are pecking at the grains.
Educator: The magpies completed the task, the magpie gave us part of the picture and had a rest. Forty has completely chatted us up; it’s time for us to continue on our way.
Oh, who is meeting us in this clearing? (sparrow).
Educator: Look, he also prepared a task for us.
“Guys, I know that you know a lot of riddles about birds.”
Red-breasted, black-winged,
Loves to peck grains
With the first snow on the mountain ash
He will appear again.
(Bullfinch)
Tick-tweet!
Jump to the grains!
Peck, don't be shy!
Who is this?
(Sparrow)
I'm knocking on wood
I want to get a worm
Even though he hid under the bark
- He will still be mine!
(Woodpecker)
This bird has a crooked beak
and she builds nests in winter,
Pecks seeds from cones,
who will name this bird? (Crossbill)
Sparrow also gives us part of the picture.
The woodpecker is holding a note, let's read what's there." "The artist sent me magic sheets with dots. If you connect all the dots you will get a picture. and which one you will already find out for yourself. help me please. “Let’s help the woodpecker find out what kind of drawing it will be. Take a seat at the tables. There are leaves on the tables. Connect the dots and let's see what happens.
What kind of drawings did you make? (birds).
Smart girls. And the woodpecker gives us another part of the picture.
Look guys, our friends gave us all the parts of the picture. Let's put the picture together and see who comes out?
Who is this? (old forest man)
Of course, this is an old forest man. He prepared another message for us (a basket with a letter).
“Thank you children. For your kindness and responsiveness. I really liked that you are so kind, sympathetic, smart, and quick-witted. I was convinced that the white-sided magpie had not deceived me. You have proven your ingenuity to me. And most of all I liked that you work together and together. And for this I have prepared a treat for you. Help yourself to your health. See you soon in my fairy forest. The old man is a forest boy.
Help yourself. Let's share the treat with the guests.
Our journey into the winter forest is over, it’s time to return to kindergarten (to the music).
Guys, tell me where we went today? Who did you see? How can you name all these birds in one word?
What did you like most? I also liked the way you worked.