Place the rooms on the fourth floor lower under the trees. The story "Who lives on a tree, who lives under a tree?"
Irina Murlatova
Summary of a lesson in the senior group on familiarization with the outside world and development of speech “The forest is our wealth”
Goals and objectives:
1. Give children an idea of the forest as a multi-tiered, multi-story building, where all plants and animals occupy a certain ecological niche and are in close relationships (the disappearance of any link leads to the death of other links).
2. Teach children to use existing knowledge about nature, to establish relationships between plants and animals of the forest.
3. Teach consciously, apply knowledge about the rules of behavior in the forest.
4. Enrich children's vocabulary through words: juniper, honeysuckle, wolfberry, blueberry, boneberry.
5. Foster a love of nature and a desire to protect the forest.
Material: painting – model "multi-story" forests. A record of bird voices. Envelope with a letter from Old Man - Lesovik. Schematic drawings of rules of conduct in the forest. House details (8 squares, 8 rectangles, 2 triangles) Plane forest figures residents: bear, fox, wolf, ant, hare, owl, woodpecker, squirrel, frog, bird, butterfly.
Progress of the lesson.
Guys, today I invite you on an unusual journey. Close your eyes and imagine that you and I find ourselves in the forest.
Open your eyes. Look - we're in the forest! Birds sing, trees rustle their leaves.
Hello forest, dense forest,
Full of fairy tales and miracles.
What are you making noise about?
On a dark, stormy night?
You whisper to us at dawn,
All covered in dew, like silver.
Who is hiding in your wilderness?
What kind of animal? What bird?
Open everything, don’t hide it:
You see - we are our own!
(Pogorelovsky).
Guys, we have received a letter. Look how beautiful and big the envelope is. Now we will find out who this letter is from and read it.
“Hello, guys! My name is Old Man - Lesovichok! I invite you to visit me, in the forest. I I'll introduce you you and mine friends: birds, animals. But you must know the rules of behavior in the forest well and follow them."
What do you want to drive into the forest? (by car, train, boat, etc.)
(To the audio recording of the song "Car" children move to another corner groups, decorated like a forest). A recording of bird voices sounds.
You and I are in the forest. The air is fresh. Take a few deep breaths of air. How good! There are trees and bushes all around. Let's say hello to forest:
Hello forest, dense forest,
Full of fairy tales and miracles!
Our forest is good in summer and winter, spring and autumn! Next to the aspen there is a birch tree, next to the spruce there is an aspen. In the woods our In the Republic of Tatarstan there are lindens, oaks, and maples. A lot in our forest and various bushes, herbs, flowers.
Model hanging out "Forest - multi-storey building".
Look how tall the tree is. Did you recognize him?
That's right, it's pine. Pine trees grow slender and tall.
What other tall trees are there in the forest? (Eli).
There are many trees in the forest.
There are small trees growing in the forest. For example, linden, maple. Help.
Children call: rowan, bird cherry, aspen, alder.
Grows between the trees bush. How bush different from wood? ( Shrub usually lower than tree, it has no trunk, branches grow from the root)
What kind of forest bushes you know? (juniper, rose hips, raspberries, currants, etc.)
What grows under the bushes? (Grass, flowers, moss, mushrooms.)
Guys, this is how many forest plants we named. All plants make up the floors of the forest. Look at the picture - on the left is a multi-storey building, and on the right is a forest, also divided into floors. Let's count how many floors there are in the forest. The highest floor is the fifth - in old forest: these are the tops of pines, spruces, mighty oaks (shown on the diagram).
Fourth floor - tree crowns lower: maples, birches, aspens, rowan trees.
The third is bushes and young trees. This floor is special Name:
undergrowth. Repeat: underwood
And the two lower floors - the second and the first - are formed by herbs, flowers, and mosses.
Every forest house has something like a basement. The roots of the green inhabitants of the forest are hidden here.
Just like in a real house, the forest house also has apartments, and each apartment has its own residents. Let's populate our forest home.
Which animal will we put in the basement? Who lives underground? (mole, mouse (and insert their images into the slots on the diagram).)
And here is a forest clearing. So many beautiful flowers! Let's sit down and admire the flowers. Oh, they are not simple. Look. The reverse side shows the rules of behavior in the forest. Take each of them a magic flower and tell them what your rules are.
(Children take one flower each and list the rules)
Take care of anthills. Don't ruin them.
Don't go close to bird nests. Don't destroy birds' nests!
Do not pick mushrooms, even inedible ones. Remember that nature needs mushrooms!
Don't pick flowers!
Don't catch butterflies and other insects!
Don't light a fire!
Do not catch or take home wild animals!
Educator: - Guys, what could happen if people do not follow the rules of behavior in the forest?
(flowers will disappear, ants will die, trees will dry up, birds will fly away....)
Generalization of the teacher: “That’s right, flowers may disappear, insects may die, birds will fly away, trees will get sick, wild animals will scatter….
Did you like magical flowers? (Yes)
Generalization of the teacher: Guys, look, we have a forest - a big one. Multi-storey building. Many different animals live in the forest.
They say that in the forest everyone needs each other. But why does the forest need a mosquito? He's so annoying. (frogs and birds need it)
What will happen if all the mosquitoes disappear? (many frogs and birds will have nothing to eat, they will leave, fly to another forest. There will be a lot of caterpillars, and they will eat all the leaves on the trees, the trees will die.)
Do you think a person can live without a forest? (No)
What does the forest give to people? (fresh air, berries, mushrooms, nuts, medicinal herbs).
Generalization of the teacher: Forest - our wealth, it must be protected, and, of course, follow the rules of behavior in the forest.
Guys, today we visited the forest, remembered the rules of behavior in the forest, settled the forest inhabitants on floors, and answered questions.
Publications on the topic:
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Image library:
Author informationBusygina Irina Valerievna
Place of work, position:
GOU RME "Semyonovskaya special (correctional) general education school - boarding school for students and pupils with disabilities of types I and II
Republic of Mari El
Characteristics of the lesson (lesson)
Education level:
Special (correctional) education
Target Audience:
Teacher (teacher)
Class(es):
Item(s):
Literary reading
Item(s):
Natural history
Objective of the lesson:
To develop the skill of meaningful reading of a work using the knowledge gained in reading lessons, natural history and subject-based practical training.
Lesson type:
Lesson on the comprehensive application of students' knowledge of learning
Students in the class (auditorium):
Used textbooks and teaching aids:
Textbooks are intended for type II schools
Reading and speech development- L.M. Bykova, M.I. Nikitina, Book for reading, 1993.
Natural history-FOR. Klepinina, M.F. Titova, Natural History, 1995.
Equipment used:
Presentation for the lesson, interactive document. Audio recording of music for the dynamic pause “Sounds of the Forest”, signs “we will read expressively by role, we will compose a montage of the old forest,
listen to the sounds of birds and animals,” animal masks, a screen, children’s drawings with images of trees, drawings: a five-story house, the edge of a forest.
Brief description:
During the integrated lesson (reading and speech development, natural history, subject-based practical training), the following tasks are solved: Educational: Learn to analyze the content of the text by questions, using role-based reading and using the collective application “Floors of the Forest”. Teach intonation-expressive reading of dialogue. Educational: To cultivate students’ cognitive interest in the natural community “forest”. Correctional - developmental: Develop visual-figurative thinking and memory of students. Develop creative imagination during a dynamic pause. Replenish students' vocabulary, intensify communicative speech activity. Monitor pronunciation skills. Develop children's residual hearing with the help of speech and non-speech sounds.
Plan lesson:
1. Org. moment.
2.Message of upcoming actions.
3.Phonetic exercise, problem statement.
4.Reading the first part of the story. Expressive reading of dialogue by role.
5.Dynamic pause.
8.Homework.
9. Lesson summary. Reflection.
Lesson progress:
1. Organizational moment:
Greeting those present.
Which is the lesson now. What's the lesson now?
What was your homework?
Ask each other questions about the piece.
(What is the genre of the work? Who is the author of the story? Who are the main characters of the story? What is the story about? Did you like the story?)
2. A message about the topic of the lesson and upcoming actions.
Lesson topic: story “Who lives on a tree, who lives under a tree?”
Today in class we will expressively read by role the first part of the story.
Draw animals.
Listen to the sounds of birds and animals.
3. Phonetic exercise:
E....Sh...F...
FloorFloor
First floorOn the first floor
The house has floors and the forest also has floors.
4. Reading the first part of the story. Expressive reading of dialogue by role.
Sit on the chairs and carefully read the first part of the story.
Once on the edge of the forest I met a girl, Marina.
What are you doing here?
I'm listening to the bird. I don’t know what her name is.
What is she like?
So gray and small...
Well, you can’t define it that way. Now, if you could describe it more accurately, or at least say what floor the bird lives on, then...
Are there floors in the forest? This is not a house!
Yes, the forest has floors. Birds and animals settle on their floor.
How many floors are there in the forest?
There are five floors in the tall old forest.
5.Dynamic pause.
Students choose masks of animals and birds and portray them to the music. Then they tell you which floor this animal or bird lives on.
6. Reading the second part of the story. Installation of floors of old forest.
The fifth floor is the tops of the tallest trees: pines, spruces, oaks. The fourth - the crowns of lower trees: maple, birch, aspen, rowan. The third is bushes and very young trees. This floor is called the understory. And the two lower floors - the second and first - are herbs and flowers. In the forest “house” there is also a “basement”. Plant roots hide here.
When compiling a montage, plant parts are repeated.
7.Listening to the sounds of animals and birds.
Guys, the hero of the story, the girl Marina, listened to the little gray bird sing. Now we will also listen to the sounds of animals and birds.
8.Homework.
9.Lesson summary(What new did you learn in the lesson?)
Reflection(What was your mood in class?)
Participants are offered pictures depicting animal tracks.
Exercise: determine whose tracks these are.
Answers:
No. 1 - the trail of a capercaillie.
No. 2 - fox trail.
No. 3 - bear trail.
No. 4 - trace of a wolf.
No. 5 - reindeer track.
No. 6 - trail of a hare.
No. 7 - lynx track.
No. 8 - boar trail.
Leading. Often, animal tracks lead to their home. They say that different birds and animals each settle on their own floor. There are five floors in the tall old forest:
The fifth is the tops of the tallest trees.
The fourth is the crown of trees lower.
The third is bushes and very young trees.
The second and first - grass, flowers, mosses - something like a basement, the underground inhabitants of the forest are hiding there.
On each of the five floors there are “apartments” and each has its own residents.
COMPETITION “DETERMINE WHOSE APARTMENT IS”
Exercise: Place each animal in its own “apartment”.
Participants are given cards depicting the following animals, birds and insects:
Bear
Ant
Starling
Everyone needs to be resettled in their “apartments” using stage design.
Correct placement:
The bear is a den.
Ant - anthill.
Stork - nest in a tree.
Beaver is a hut.
Squirrel is a hollow.
The mouse is a hole.
Starling is a birdhouse.
Leading. There are very few animals left on Earth; they are listed in the Red Book and taken under protection. Why is this book called "Red"? (Because it is like a red traffic light and should make people worry about the fate of nature.) What color are the pages in this book and what do they mean?
A red page means that the species is in danger of extinction, so measures must be taken immediately to save it.
The white page reports that although the species is not yet extinct, it is becoming less and less common.
The green page is the page of hope. Those species that, thanks to the care of people, are no longer in danger of extinction are “transferred” here from the red and white pages.
Leading. The Law on Nature Protection must be observed not only by adults, but also by children. It is very important to know what you can do and what you cannot do.
We have received complaints from residents of gardens, forests, and vegetable gardens.
CAPTAIN COMPETITION
Assignment: The captains need to name the complainant and answer whether the complaint is justified or not. The captain whose answers turn out to be the most compelling wins.
COMPLAINT #1
Oh, and people don’t like me! You see, they don’t like my voice and they say my eyes are ugly. They think that I bring trouble. Is this so? If it weren’t for me, sometimes some would have to sit without bread. So think carefully, should you offend or love me? (This is an owl. Since 1964, owls have been protected by law in Russia. One gray owl kills thousands of field mice over the summer, which can destroy a ton of grain.)
COMPLAINT #2
There is, perhaps, no creature on the globe about which so many legends and fables are told as about us. I don’t like that we love the dark, that we don’t look like ordinary birds and animals. But we are man’s friends, not enemies. What should we do? After all, we were born this way! They often offend us. (Bat.)
COMPLAINT #3
I know myself that I am not beautiful. If I’m nearby, many people shy away, otherwise they’ll throw a stone or kick me. And for what? Not everyone can be beautiful. And people benefit greatly from me. (Toad. One toad saves an entire garden from caterpillars and worms. If there are cockroaches in the house, bring a toad - they will disappear.)
Leading. Many animals have a very difficult time in the winter. And a person must help them. How can you help birds in winter, when it is difficult for them to get food? (Feed them.)
And for this you need to make feeders, which you have to do now.
COMPETITION “MADE A FEEDER”
Task: Using scissors, thread and a needle, make a bird feeder out of a box. Whose team completes this task faster and more original will win.
GAME FOR FANS “BIRDS”
Leading. Listen carefully to the poem about birds. If I name the wrong bird, clap your hands. Agreed?
The birds have arrived:
Pigeons, tits,
Fly and swifts.
What's happened? Flies - you say?
Insect? Right!
The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta!
(Clap your hands.)
The birds have arrived:
Pigeons, tits,
Ostriches, swifts.
(The ostrich does not fly.)
The birds have arrived:
Pigeons, tits,
Bolts, cuckoos...
What, you don't like bolts? Let's clean it up!
Gadgets, cuckoos...
Now what are you signaling?
No, the nuts are just birds.
Another penalty point for you.
The birds have arrived:
Pigeons, tits,
Lapwings, swifts,
Gadgets, siskins,
Storks, cuckoos,
Even Scops Owls...
What are you signaling?
Not buns, but scops owls.
Swans and ducks -
Thanks for the joke!
Checking the task “Make a feeder”.
Leading. The feeder is ready. What food would you put in it?
COMPETITION “BIRD FOOD”
Exercise: Choose from the food listed the one that birds eat.
Butter
Fish oil
GAME FOR FANS “WHO SAID?”
Exercise: Guess who said what by naming the animal in rhyme.
Leading. Now we will try to compose a poem. I will start, and you will continue, naming the animal in rhyme.
1. “It’s a beautiful day,” said... (deer, seal)
2. “But it will rain,” said... (raccoon, hoopoe)
3. “Not here, my friend,” said... (camel)
4. “I’ll go to the carriage,” grumbles... (python)
5. “Take your time,” said... (lynx)
6. “And I’m afraid,” whined... (goose)
7. “You make everyone laugh,” said... (mouse)
8. “The game is over,” said... (starling)
Checking the task “Bird food”
Leading. What do birds eat in the summer? (Larvae, insects.)
COMPETITION “COLLECT A CENTIPEDE”
Exercise: using plasticine, you need to “assemble” the body of the centipede.
Leading. All insects, fish, birds and animals are all nature. But man is also part of this nature. This means that we need to live in peace and harmony, protecting each other.
In today's game the winner was team (name).
We congratulate the winning team, and thank team (name) for their participation.
Awarding of all competition winners.
Leading. Thanks everyone for your attention!
Goodbye! See you again!
PROPS
1. Cards, pencils.
2. Fir or cedar cones.
3. Cards with riddle words.
4. Traces of animals, birds.
5. Cards with images of animals, birds, insects.
6. Scissors, threads, needles.
municipal budgetary preschool educational institution "Kindergarten No. 35"
Summary on the topic:
“‘Floors’ and ‘inhabitants’ of the forest.”
Abstract prepared by:
teacher of the first quarter categories
Kocheshkova Elena Anatolyevna
Arzamas 2012
Tasks:
- To clarify and expand children’s ideas about the forest as a multi-tiered and multi-storey building, where all plants occupy a certain ecological niche and are in close relationships. The disappearance of any link leads to the death of other links.
- Teach children to establish relationships between plants and animals of the forest, develop logical thinking.
- Continue to cultivate environmental consciousness.
Methodical techniques:reading a poem, asking a riddle, solving a logical problem, playing actions to place animals on the floors on the diagram, questions for children, assessment and encouragement, listening to recordings.
Equipment: a letter from Dunno with a logical problem, a model of “floors of the forest”, cards of forest animals and birds, pictures of the forest, a plate.
Progress:
Guys, today I invite you on an unusual journey. Close your eyes and imagine that you and I find ourselves in the forest.
Open your eyes. Look - we're in the forest! Birds sing, trees rustle their leaves.
Hello forest, dense forest,
Full of fairy tales and miracles.
What are you making noise about?
On a dark, stormy night?
You whisper to us at dawn,
All covered in dew, like silver.
Who is hiding in your wilderness?
What kind of animal? What bird?
Open everything, don’t hide:
You see - we are our own!
(Pogorelovsky).
Our forest is good in summer and winter, spring and autumn! Next to the aspen treebirch, next to the spruce there is aspen. In the forests there are lindens, oaks, and maples. There are many different shrubs, herbs, and flowers in our forest.
The model “Forest - multi-storey building” is hung up.
Look how tall the tree is. Did you recognize him?
That's right, it's pine. Pine trees grow slender and tall.
What other tall trees are there in the forest?(Eli).
There are many trees in the forest.
There are small trees growing in the forest. For example, linden, maple... Help...
Children call: rowan, bird cherry, aspen, alder.
Shrubs grow between the trees. How is a shrub different from a tree?(The shrub is usually lower than the tree, it does not have a trunk, the branches grow from the root)
What forest shrubs do you know?(juniper, rose hips, raspberries, currants, etc.)
What grows under the bushes?(Grass, flowers, moss, mushrooms.)
Guys, this is how many forest plants we named. All plants make up the floors of the forest. Look at the picture - on the left is a multi-storey building, and on the right is a forest, also divided into floors. Let's count how many floors there are in the forest. The highest floor - the fifth - in the old forest: these are the tops of pines, spruces, mighty oaks(shown in the diagram).
The fourth floor - crowns of lower trees: maples, birches, aspens, rowan trees.
The third is bushes and young trees. This floor has a special name:
undergrowth. Repeat: undergrowth.
And the two lower floors - the second and the first - are formed by herbs, flowers, and mosses.
Every forest house has something like a basement. The roots of the green inhabitants of the forest are hidden here.
Just like in a real house, the forest house also has apartments, and each apartment has its own residents. Let's populate our forest home.
Which animal will we put in the basement? Who lives underground? (mole, mouse (and insert their images into the slots in the diagram).)
Do you know which forest animal is the largest? Guess a riddle about him:
Hump-nosed, long-legged
Branch-horned giant,
Eats grass, bush shoots,
It's hard to compete with him in running,
If you happen to meet something like this,
Know that this is... (moose).
What animal is the most predatory in our forest?(Wolf).
Which one is the trickiest?(Fox).
Who is the fastest?(Hare).
Near the oak tree, with a sharp snout
He was busily digging the ground.
Apparently he was looking for acorns.
I didn't scare him
My Polkan didn’t frighten me either,
He was very formidable... Who?
That's right, it's a boar. The wolf, fox, hare, elk and wild boar are all living on the lower floor of the forest. Why do you think?(they cannot climb trees, they find food on the ground and make a home for themselves.)
What other animals live on this floor?
Children name and place their images on the diagram: frogs, hedgehogs, lizards, etc.
Guys, did you know that most of the forest songbirds also live on the lth floor. They make their nests on the branches of bushes and small trees. And the nests of woodpeckers, 40, are a little higher.
Which forest animal occupies the middle floor?(Martens, owls, eagle owl).
These animals live in the hollows of old trees. They look from above for their prey.
Squirrels also live in forests. Do you think they make their nests higher or lower than the marten?
That's right, higher, because the squirrel is smaller and lighter than the marten, it can move along thin branches that the marten cannot support.
Who else lives on the upper floors?(These are butterflies, beetles, forest wasps and bees, mosquitoes.)
There are many different insects in the forest. But this is the story Dunno tells us about in his letter. Listen.
The logical problem is read:
“Hello, guys! An unusual story happened to me. I really love walking in the forest. But here’s the problem: there are so many different bugs, mosquitoes, and ants in the forest. And they fly, and crawl, and buzz in your ear. There is no benefit from them - only harm! You walk along the path, and there is a frog sitting there, or even worse, a toad. How disgusting! Why are they in the forest? What about butterflies? They fly all day! What's the use of them? What about the ants? Do they just bite? What about worms? You won’t understand where their tail is and where their head is. And, in general, what are they doing underground? Probably the roots of the trees are being eaten away. Tired of everyone. Once I came to the forest and shouted: “Get out of the forest, everyone. I don’t want to see you!” They left. It was good in the forest: no one was flying, no one was jumping, no one was buzzing. Only now the leaves on the trees turned yellow, the flowers stopped blooming, the birds flew away, the animals ran away. I don't understand why. Maybe you can help me figure it out?”
Guys, why did trouble happen in the Dunno Forest? Children speak out.
That's right, everything in the forest is interconnected: there are no more bugs, mosquitoesThe birds flew away, but there were no more birds - caterpillars spread out, visibly and invisibly, they gnawed leaves and grass, the forest dried up. You and I will write a letter to Dunno and explain to him what to do.
The forest, the wealth of our homeland, must be preserved and protected. Do you think a person can live without a forest?(Children speak out.)
What does the forest give to people?(Children's answers).
That's right, a person cannot live without a forest, because the forest provides fresh air, protects fields and meadows from dry winds, provides wood, firewood, delicious berries, mushrooms, nuts, and a lot of medicinal herbs grow in the forest. That is why the forest must be protected.
At the end of the lesson, children remember proverbs and sayings about the forest:
Groves and forests are the beauty of the whole world.
Walk through the forest - look under your feet.
The forest is not a school, but it teaches everyone.
Forest and water are brother and sister.
The bushes were cut down - goodbye to the birds.
The forest is not high, but it provides protection from the heat, etc.