Integrated lesson for the middle group “Looking for a surprise. Open integrated lesson in the middle group “Tasks of Baba Yaga Notes of integrated lessons in the middle group of doe
Children 4–5 years old attend the middle group of preschool educational institutions. This is middle preschool age, which means that the children are little by little beginning to prepare for school life. The main tasks during this period are the development of existing abilities and replenishment of the accumulated knowledge base. For this purpose, integrated and comprehensive classes are conducted in kindergartens.
Theoretical foundations for conducting integrated and complex classes in the middle group of preschool educational institutions
A 4-5 year old child perceives the world around him as indivisible. He cannot isolate a separate object and does not consider it within just one industry. For example, a preschooler cannot say that numbers come from mathematics, plants and animals come from familiarizing themselves with the world around them, letters come from reading or writing, etc. Therefore, it is necessary to conduct integrated and comprehensive lessons that combine materials from several areas related to specific phenomenon or concept.
Integrated and complex lessons include techniques aimed at revealing the essence of a certain topic in various types of activities that are interpenetrating and complementary.
The main feature is that the topic is revealed most fully and deeply, but the lesson lasts as usual. As a result of such intense activity, the children become more motivated to study, and in addition, they have more time for walks or outdoor games.
Complex and integrated classes are dynamic and include various types of student activities
Common features and main differences
- The common points of an integrated and complex lesson are:
- building around a specific topic;
- the presence of interdisciplinary connections;
- multidirectional actions;
a combination of several types of activities (speech, artistic, musical, cognitive, physical).
A complex activity can be built around a main character, for example, a cat. Children can perform various tasks: cognitive (talking with a cat about polite words), physical (outdoor play with a cat), counting (counting how many whiskers a cat has), etc. It turns out that the tasks are connected by one topic, but each of them fulfills its task. Any of the tasks can be used in the form of a competition or mini-game. Performing such actions does not lead to systematization and expansion of knowledge, unlike the tasks of an integrated lesson.
The main difference between an integrated lesson and a complex one is that it is almost impossible to divide it into components.
This activity involves a smooth transition from one activity to another through the integration of blocks from different disciplines. For example, a lesson about spring may include tasks to remember other seasons and their features, and concepts such as flowers, animals, birds, weather, etc. will be gradually included in the topic. The result will be a holistic lesson, from which it is very difficult to isolate a separate block.
Goals and objectives
The overall goal of both integrated and complex activities is to develop the essence of a particular topic through a combination of different activities.
- Tasks may vary depending on the topic of the lesson:
- educational - to consolidate children’s knowledge about objects or phenomena, expand their understanding of their properties, activate and enrich their vocabulary, and consolidate previously acquired skills;
- developing - to develop memory, speech, attention, coordination, fine motor skills, the ability to express one’s thoughts;
educational - to develop a friendly attitude towards people, animals, respect for nature, and the ability to cooperate.
Lesson objectives depend on the chosen topic and subject areas studied
Techniques
- To achieve the goals, you can use the following techniques that are relevant for the middle group of kindergarten:
- Techniques for setting goals and motivating students:
- commenting on actions
- gaming methods.
- Activation:
- conversation,
- solving riddles or puzzles,
- posing problematic questions (“how did you understand this?”, “explain”, “prove”, etc.),
- activity analysis and conclusions.
- Organization of practical activities for children:
- showing pictures,
- listening to audio recordings,
- independent completion of tasks by children.
- Maintaining interest:
- offer of choice,
- physical education minute,
- musical accompaniment,
- alternation of activities.
- Assessment techniques:
- praise,
- mutual assistance of children.
In classes with preschoolers, visualization plays an important role.
Methodological techniques for organizing a complex or integrated lesson can also be: psychological mood, surprise moment, encouragement, explanation, direction, artistic expression, etc.
How to conduct an integrated and comprehensive lesson in a middle group
The differences between conducting an integrated and complex lesson begin to emerge already at the preparation stage. If the essence of the topic can be revealed through alternating activities, then you should choose a complex lesson.
- To prepare it you will need:
- Choose a general theme based on material already familiar to the children, for example, “Spring”.
- Choose a narrower topic (or a specific character) to organize preschoolers’ activities around it. Within the framework of the theme about spring, this could be the activities “Waking the Bear”, “The Adventures of the Snowdrop” or “Fun Games in the Spring Meadow”, etc.
Come up with tasks for organizing the children’s activities, united by the chosen topic. For example, if the theme “The Adventures of a Snowdrop” is chosen, then you can include in the lesson such types of tasks as viewing paintings depicting this plant, or inviting children to draw a flower themselves, the game “Who is faster”, during which they collect snowdrops from paper in baskets, or learning a little song.
An integrated lesson will take longer to prepare. To organize it, you need to choose a topic that the children already have an idea about and think through the lesson plan in detail. You can use a smart card for this. This is an outline that contains all aspects of studying a topic. In the center is the key concept. All other concepts on the topic are branches of the central term. With the help of such a map it becomes easier to model and conduct a lesson.
For example, for an integrated lesson on the topic “Winter”, the main concept will be “Winter”, it is located in the center. The branches will be words that reveal the essence of the time of year, for example, warm clothes, snowman, snowflakes, New Year, etc. The scheme can be supplemented indefinitely, but you need to remember that the lesson should not be long. Often integrated classes, united by a common theme, are held in a series. You can prepare the necessary material and draw up such a mind map at the end of the lesson with the children.
At the age of 4–5 years, preschoolers show special curiosity about everything that surrounds them and learn to interact with the world around them. Complex and integrated classes in the middle group allow children to expand their knowledge of objects, learn about their purpose and characteristics, and include games, exercises and tasks that contribute to the development of speech, thinking and creative abilities in preschoolers.
Topics of integrated and comprehensive classes in various subjects
Integrated and comprehensive classes can be conducted in a variety of subjects:
- During a mathematical lesson called “The bunnies are out on the lawn,” you can repeat with children the concepts of “many” and “few” and count the ears, paws and other parts of the animal’s body. The “Building a House” activity will introduce children to new geometric shapes. An interesting integrated activity can be based on famous fairy tales, for example, “The Ryaba Hen,” where all the characters consist of geometric shapes and are clearly demonstrated.
- The development of speech occurs in classes where parts of the body of people and animals are studied and compared (“Paws and Hands”), descriptions of objects and actions (“My Day”).
- In classes on the surrounding world, you can study fruits and berries (“Making Jam”) or types of animals (“Going to the Zoo”) and plants (“Walk in the Forest”).
- Musical integrated and comprehensive classes can be dedicated to preparing for a holiday, and it doesn’t have to be the well-known New Year or March 8; you can conduct a class dedicated to Dad’s Day or Sweet Tooth Day.
During the lesson, children can get acquainted with a variety of areas of human activity.
Time plan and lesson structure
Children 4–5 years old can hold attention for no more than 15–20 minutes; this must be taken into account when preparing and conducting classes.
In the case of integrated and complex classes, where activities constantly replace each other, the total time can be within a time frame of 30–35 minutes.
- A comprehensive math lesson can have the following structure:
- Greeting, getting ready for work, reviewing previously covered material, for example, the game “What has changed” to compare the width and length of objects (from 3 to 5 minutes).
- Introducing a new topic, for example, measuring the length and width of a rectangular object using multi-colored ribbons (can be further complicated to a ruler or measuring tape) (5-7 minutes).
- Children independently complete a similar task (7–10 minutes).
- Summing up (3–5 minutes).
The children’s attitude to work plays an important role in conducting the lesson.
The structure of an integrated lesson about the time of year can be as follows:
- Getting ready for work (game of comparing the chosen one with three other seasons) (3-5 minutes).
- Reading a fairy tale about the time of year (5–7 minutes).
- A game based on a fairy tale we read (3–5 minutes).
- Summing up, discussing the characters, making a collage on the theme “Winter”, etc. (5-7 minutes).
Lesson notes
The lesson notes should reflect the following information:
- objectives of the lesson;
- tasks;
- necessary materials;
- progress of the lesson.
The most impressive component is the flow of the lesson. It describes the 3 parts that make up any lesson:
- Introductory - sets you up for work, indicates the topic and purpose of the lesson.
- Main - contains the main tasks, during which the set goals and objectives are achieved.
- Final - sums up the activity.
The introductory part (3–5 minutes) includes 3 points:
- organizational (attracting the attention of children, reminding them of the rules of discipline, etc.);
- interesting (appearance of a fairy-tale character, solving a riddle, etc.);
- message of the purpose of the lesson.
The main part (20–25 minutes) consists of games and tasks on a specific topic.
If the teacher notices that the children are tired, you can include physical education on a relevant topic during the lesson.
The final part (3–5 minutes) includes:
- generalization, recall and discussion of tasks;
- assessment of children in general and by name (in early preschool age we indicate only positive aspects);
- creating a favorable environment that makes you want to come to such an activity again (game or song, advice, recommendations, etc.);
- transition to another activity.
Table: example of a summary of a comprehensive lesson in the middle group
| Name | "Journey into the magical world of emotions" |
| Target | Introduce children to the types of emotions and teach them to distinguish between them. |
| Tasks |
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| Necessary materials |
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| Progress of the lesson | The teacher greets the children:
V.: Today we will take a journey through the magical land of emotions. Will everyone behave? No one will scream, stomp loudly, clap and cry? Then let's go! And we will fly to a magical land on this magic carpet. But I don’t know how to get there, so now a good gnome will come to us and he will show us the way.
The gnome and the children lie down on the rug.
Dwarf: Let's sing a song about a bear together?
V.: The gnome remains here, in the fairyland of emotions, and it’s time for us to fly home. Hop on our magic carpet.
|
Photo gallery: cards with images of emotions
A calm emoticon demonstrates a smooth emotional background 
Angry emoticon expresses negative emotions 
The emoji is sad because it has no friends. The happy emoji shows joy and pleasure.
How to conduct a final integrated and comprehensive lesson
The final integrated or complex lesson is held at the end of the academic year. The main task of such a lesson should be to summarize and consolidate the knowledge acquired by children throughout the year. This task is very broad, so a large number of activities are included in the lesson. The final lesson should not exceed the usual duration. Its structure and level of complexity should not be any different.
It is more convenient to organize the final complex lesson in the form of a journey through the stations, where children will be given various tasks (for example, “A magical journey into the forest”). The final integrated lesson can be carried out in the form of a game of a fairy tale known to children, in which they will become the heroes for a while, and then help the characters complete tasks (for example, “In Search of the Magic Chest”).
The arrival of a fairy-tale character to the group will help maintain children’s interest throughout the lesson.
Among other things, final classes develop a sense of unity among the group’s students, cohesion, and teach children to act in concert.
Related videos
It is advisable for a teacher preparing a complex or integrated lesson to become familiar with the experience of colleagues in this area. The presented videos will help with this.
Video: integrated lesson on the development of cognitive activity in the middle group
Video: integrated lesson on speech development in the middle group
Video: a comprehensive lesson on the formation of mathematical concepts in the middle group
Video: comprehensive music lesson in the middle group
The form of conducting complex and integrated classes can be different, but in any of them you can unlock the potential of children and develop the necessary skills in them. Careful preparation of the teacher for the lesson guarantees preschoolers’ persistent interest in the developed material, positive motivation and a trusting attitude towards the teacher.
Summary of direct educational activities of the educational field “Cognition”
on the topic “Visiting the week”
Pokalenko N.Yu.
G. Zheleznogorsk
Integrated lesson in the middle group
on the topic “Visiting the week”
Program content:
Target:
Continue introducing children to the days of the week: introduce the new day of the week - Tuesday.
Educational objectives:
Practice counting within “5”, correlating the number of objects with the desired number. Strengthen the ability to carefully paint objects using paints. Practice selecting the right geometric shapes and consolidate your knowledge of color.
Developmental tasks:
Develop verbal - logical thinking, memory, attention, perception.
Educational tasks:
Cultivate interest in the activity, responsiveness, desire to help others, and the ability to work in a team.
Materials:
Picture of a house, gnomes, panel “Hares on the lawn”, blanks of white carrots, paints, brushes, napkins, glasses of water, sets of numbers (1 - 5) for each child, set of geometric shapes, “magic box”, treats - candies.
Methodical techniques :
verbal - teacher’s story, questions to children, poetry reading;
visual - demonstration of material;
gaming - performing game actions;
practical - independent activity of children.
Move
Introductory part: Children enter the group and greet the guests.
Educator: Attention! Attention! I hasten to inform you
Today we want to take a trip!
I know the magic words that will help us go on a magical journey:
“Let’s stamp our feet, clap our hands.
Let's turn around and hold hands together.
Let’s close our eyes and say: “Ah! »
And we will be a guest.
Main part:
I draw the children’s attention to the beautiful house.
Is this house familiar to you? Who lives in that house? (a week)
Here is a beautiful house,
And the Week lives in it.
There are exactly seven days in a week -
Everyone needs to know about this!
Brothers - gnomes live here,
They sing songs together.
And, telling tales,
Colors change every day...
The week has begun
Got to work...
Which gnome is the first to arrive at the house of the week? (Monday)
(showing the gnome - Monday)
On Monday the first gnome painted the house red,
The dwarves ate tomatoes and chatted all sorts of nonsense.
And today, guys, is the second day of the week. It's called Tuesday.
(showing the gnome - Tuesday)
And on Tuesday everything suddenly turned orange,
The gnomes ate seven orange candies for lunch.
Gnome Tuesday loves everything orange. He dressed in an orange outfit.
Which gnome comes second to the house of the week? (Tuesday) Which gnome will he settle next to? (happy Monday)
The gnome wanted to go into his house, but he couldn’t. He needs to complete tasks! Guys, can we help the gnome? Aren't you afraid of difficulties? Then go ahead!
Look at the envelope! (we open it - there are colored squares in the envelope)
Guys, what color are these squares? (red, yellow, blue and green) Now listen to the task: we need to lay out a path of colored squares according to the diagram. Shall we try? Let's first agree on what color we'll start with.
Game “Lay out the path according to the diagram”
Well done, let's walk along the path (approach the clearing)
I suggest the children sit more comfortably.
Next to each of you are envelopes with numbers,
take them out and place them in front of you.
Now listen carefully to the tasks to help the Dwarf get into the house:
Look and count how many white bunnies are in the clearing (2) What number do we use to indicate the number of white bunnies? (2)
How many bunnies with carrots? (4), show me a number that can indicate the number of these bunnies (4), how many bunnies are there in total? (5) How many big hares are there? (1) How many gray hares are there? (3)
Now let's rest a little.
Dynamic pause “Rest”
(children perform movements according to the text)
Let's get up, we need to rest,
Shake our fingers.
Raise your hands up
Move your fingers
They wiggle their ears like that
Little bunnies.
Get up quickly and smile
Stretch higher, higher.
Come on, straighten your shoulders,
Raise, lower.
They galloped left, right,
They sat down and stood up, they sat down and stood up,
And they ran on the spot...
We rested, that's nice,
Let's talk now about the main thing...
Guys, why are we doing all these tasks? (to help the gnome get into the house)
Tell me, guys, what grows in this garden bed?
(tomatoes, turnips, carrots) Let's not guess, but try to pull them out (children take carrots that are inserted into the slots of the bed)
Why are they white? (someone bewitched them, they have not yet grown up, they are covered with snow) But in fact, what color are carrots? (orange) Now we will color these carrots together.
(children sit at tables and color)
Guys, whoever has it ready, bring it to the tray. The gnome will be very happy. He will then treat his friends - the bunnies.
The next task is in this box. You know, Gnome Monday baked cookies for Gnome Tuesday.
Let's get a look.
What geometric shapes do the cookies resemble? (squares, circles, triangles, rectangles)
What color are the cookies? (red, blue, yellow, orange, green)
You and I remember that the gnome Tuesday loves orange cookies, but most importantly, not round ones. Let us take these cookies to a plate.
D/i “Select the necessary figures”
(we approach the Dwarves' house)
Well, Gnome Tuesday, we have completed all the tasks. For some reason the door doesn't open.
Let us remember the magic words... (finger gymnastics “Castle” - children perform movements according to the text)
There's a lock on the door
Who could open it?
They knocked, twisted,
They turned it... and opened it.
Well, now our gnome will go into his house!
Final part:
What color is Gnome Tuesday's window? (orange) Why?
(because Gnome Tuesday loves everything orange.)
You and I know that gnomes take turns replacing each other every day. And they never get confused because they have special watches. This watch is colored.
What part of the clock do you think the hand should be on today?
(orange, rearrange the hand on the clock)
And the gnome has prepared a surprise for you! Hurry up and bring the plate in which you and I put the orange cookies. Let's put everything in the gnome's box. It turns out she's magical...
(a box with a double bottom - we conjure and turn “cookies” into candies)
Listen to the magic words:
Let's stamp our feet, clap our hands
Let's turn around ourselves,
Let's close our eyes and go back to kindergarten.
Did you guys enjoy the lesson today? What was the most difficult task for you today? And the easiest? And the most interesting? Well done! You made me very happy today! (we treat the children with sweets)
Thank you to all guests for your attention!
Self-analysis of the lesson
The program content of the lesson corresponded to clearly formulated objectives: educational: to practice counting within “5”, correlating the number of objects with the desired number. Strengthen the ability to carefully paint objects using paints. Exercise in selecting the necessary geometric shapes, consolidate knowledge of color; developing: develop verbal - logical thinking, memory, attention, perception; educational: to cultivate interest in the activity, responsiveness, desire to help others, ability to work in a team.
And goals: to complement, expand and apply children’s previously acquired knowledge. This lesson is integrated. I believe that in this version of the lesson, children learn the material better. The lesson is structured in a playful way, since play is the leading activity in preschool age.
The structure of the lesson consists of an introductory part (organizing children), a main part (practical activities), and a final part (summarizing). In the introductory part, I set the guys up for active work and positive contact with each other. The main part of the lesson is aimed at the development of cognitive activity, the formation of mental and practical actions. Having set specific tasks for the children, she sought from each child (depending on his capabilities) their implementation, monitored the correct completion of tasks, made adjustments to their knowledge, provided the necessary assistance, and encouraged even minimal success. The final part summarized the lesson.
The volume of educational material and the pace of work ensured the children's activity during the lesson.
During the lesson I used the following forms of work: frontal, individual, group. I used various methods: verbal (questions to children, repetition and clarification, reminder, encouragement); visual (panel); practical (drawing), game. In the GCD process, the following technologies were used: gaming activity; health - saving technologies. A dynamic pause was carried out, a constant change of activity made it possible to prevent children from becoming overtired. She carried out a differentiated approach: inactive children were involved in the conversation, they were given more attention (attracted them with intonation, supported their statements). Children's activities are characterized as joint, creative, and individual. She paid special attention to the development of children's speech, enriched their vocabulary with new expressions, and monitored the correct construction of sentences. I achieved the conscious use of numerals, the correlation of quantity with number and figure. The sanitary and hygienic conditions met the requirements: the room was ventilated in advance, there was sufficient lighting, almost the entire space of the group was used (children moved from one part of the group to another). The lesson is organized taking into account the performance and fatigue of children of middle preschool age. The tasks corresponded to the topic of the lesson, the age of the children and their individual characteristics. I believe that I managed to achieve my goals. The educational activity turned out to be intense and interesting because... Children always like to travel, run errands, and provide assistance.
Integrated lesson “Looking for a surprise” Wed. Group
Target:
1. Give children joy and pleasure from educational games.
2. Maintain interest in intellectual activity, the desire to play, showing persistence, determination, and mutual assistance.
3. Consolidate previously acquired knowledge.
Tasks:
Educational objectives:
-Clarify your understanding of the score (within 5).
-Practise counting sounds by ear.
-Reinforce ideas about the sequence of parts of the day: morning, afternoon, evening, night.
-Practise the ability to name and distinguish familiar geometric shapes: ball, cylinder, cone, cube and geometric shapes (circle, square, triangle, oval, rectangle).
Developmental tasks: continue to develop logical thinking, attention, speech, spatial orientation;
Educational objectives: to cultivate independence, the ability to work in a team.
Integration of educational areas: “Cognition”, “Communication”, “Socialization”, “Physical Education”
Circle of joy – “smile” (emotional mood).
A balloon flies into the group, and an envelope is tied to a string.
- Guys, look, what is this? (the envelope is not signed). It's a strange envelope, there's nothing written on it.
- Let's open the envelope and see what's there? (the teacher opens the envelope; in the envelope there is a cut picture and a letter).
– There are cut-out pictures in the envelope, let’s collect them, and then maybe we’ll find out who it’s from. (Children collect pictures; the picture shows a wizard).
“Everything is clear, it means the Wizard sent us the letter.” Now we can read it with you. (The teacher reads the letter).
“Hello, dear guys! There is very little left until the warm, hot summer that you are all looking forward to. Right?! and today, I have prepared a surprise for you, you can find it if you pass all the tests. The tasks will be difficult but interesting; Having completed them, you will find out where the treasure lies. Are you ready to travel? Good luck then. I'll give you a hint:
The balls are in a basket,
And the basket is by the window.”
(Children find a basket of balls, each ball has a number on it, and the numbers corresponding to the numbers on the balls are located in advance throughout the group, each number is assigned a task that must be completed.) Throughout the entire journey, the children take out the balls and complete tasks. Let's count how many tasks we need to complete??
Children count in Russian and Tatar. And vice versa.
Exercise 1
Put the numbers in order.
Task 2 (Parts of the day).
Oh, there are riddles here, guys.
Educator: Do you know the parts of the day?
Children: Yes.
Educator: I will ask you riddles, and you guess what time of day this happens.
1. Dew falls on the grass,
Well, it's time for us to get up,
Get ready to charge,
To start the day better. (morning)
2. We are already yawning sweetly,
Shadows scurry here and there,
Brush your teeth to keep them tidy
And we get ready for bed. (evening)
3. Nothing was visible,
It's like someone's blanket
He wrapped us up completely.
What time of day is this? (night)
4. At noon the sun is at its zenith,
His rays are like threads
The earth is generously warmed,
Everyone is invited to dinner. (day)
Repeat the parts of the day in order. (Morning afternoon Evening Night)
Task 3
Orientation in space.
Place on the easel:
Ball - in the middle
On the right is a banana
On the left is a lemon
Above is a cat
Below is a bear
Cat, - upper left corner (Who?) - Dog
Dog, - lower right corner (Who?) - This
Hare, - upper right corner (Bu by whom?) - Kuyan
Bear, - lower left corner (Bu by whom?) - Ayu
Physical education minute
We will stomp first,
And then we'll clap
And then we'll turn around
And we will all smile together.
Task 4
Magic bag.
Take geometric figures out of the bag one at a time, name and give examples of what they look like, and where they can be found, where such figures have been seen.
Task 5
You completed the previous tasks, but can you cope with the last one???
Guys, look, there is something here, and again there is a letter.
Guys, this is a gift for my grandson. He is studying to become a wizard. But I didn’t have time to decorate it, please help me.
Guys, the wizard asks you to decorate a hat for his grandson! Shall we help?!
Children can draw and color the hat if they wish.
Integrated lesson (Cognitive - research activities, FEMP, Safety, Physical education, Music, Artistic creativity, Fiction)
Target: creating conditions for the development of cognitive processes, fine motor skills, and self-regulation skills.Integration of educational areas:
“Cognitive - research activity”;
“Physical development” (“Health”); “Socio-communicative development” (“Security”, “Communication”); “Artistic and aesthetic development” (“Music”, “Artistic creativity”)
Tasks:
Wellness:
1. help strengthen the musculoskeletal system;
2. form and consolidate the skill of correct posture;
3. develop finger mobility.
Educational:
Promote the development of thinking, attention and memory, fine motor skills, emotional-volitional and moral spheres.
Fix geometric shapes (oval, circle, square, triangle, rectangle), primary colors.
Educational:
1. develop coordination of movements based on the experience already accumulated by children;
2. develop the ability to listen to music and act in harmony with it;
3. promote plastic improvisation during outdoor games.
4. form ideas about wild and domestic animals.
5. be able to use a pencil.
Educational:
1. cultivate a sense of empathy for the hero of the work, mutual assistance, goodwill towards peers, a sense of camaraderie, the ability to act in concert, together;
2. cultivate a conscious attitude towards one’s health, promote the formation of positive emotions.
Preliminary work.
Reading A. Tolstoy’s fairy tale “The Golden Key or the Adventures of Pinocchio.” Learning figures.
Equipment: geometric shapes: oval, circle, square, triangle, rectangle, pictures of wild and domestic animals, safety pictures, tape recorder, cassettes with recordings of cheerful and calm music.
Handouts for each child: Pinocchio coloring book for each pupil; portraits of Pinocchio.
1. Organizational moment
Progress of the lesson: Children stand on the carpet in a circle. The teacher greets them and says:
- Hello guys! I'm very glad to see you.
2. Greeting ritual
Hello pens! Clap - clap - clap!
Hello legs! Top - top - top!
Hello cheeks! Plop - plop - plop!
Chubby cheeks! Plop - plop - plop!
Hello, little eyes! Moment - moment - moment!
Hello sponges! Smack - smack - smack!
Hello, nose! Beep - beep - beep!
Hello kids! One two Three….
Girls and boys! Hello!
3. Introduction to the topic of the lesson
Voss: Oh guys, look, the postman has come to us. Buratino sent us a letter, let's read it.
Letter: Guys, please help me return my golden key, it was stolen from me by the fox Alice and the cat Basilio. Will you help me?
Children: Yes.
Letter: Guys, the fox Alice and the cat Basilio are very cunning and have come up with many obstacles. To perform, you need knowledge. I hope that in kindergarten you learned to count, draw, sing songs and everything will work out for you.
Voss: Guys, most likely Alice the fox and Basilio the cat hid a key in a fairytale forest and to get there we need to go by train. Get into the carriages and sing our funny song
Children: Tra-tata, Tra-tata
We are bringing a cat with us,
Siskin, dog, Petya the bully,
A monkey, a parrot - what a company!
Voss: Well, we’ve arrived, we’re going out. Look at the little old man in the clearing - the forest boy. Let's go up to him and say hello.
Children: Hello old man - forest boy.
Old man - forest boy: Guys, help me solve the riddles.
White in winter, gray in summer. (Hare)
Crochet tail, snout nose. (Piglet)
Red-haired cheat,
Red-haired and dexterous,
Got into the barn
I counted the chickens. (Fox)
Who is cold in winter,
He walks around angry and hungry. (Wolf)
Now all the animals are mixed up and now I don’t know who lives in the forest and who is at home?
1). Cards with wild and domestic animals are mixed on the table.
(One subgroup collects wild animals, the other collects domestic ones).
Voss: Guys, why are wild animals called wild, and domestic animals called pets?
Children: Answers.
Voss: Well done guys, you completed the tasks of the forester and now we are going further to look for the golden key. And for whom are we looking for it?
Children: For Pinocchio.
Voss: That's right. Oh, look at the swamp here, how can we cross it?
Children: We need to build a bridge.
Voss: That's right. Let's build it. What will we build it from?
Look, there's something lying here. What is this (there are geometric shapes of different colors on the floor: oval, circle, square, triangle, rectangle).
Children: name the shape and color.
Voss: Guys, tell me, is it possible to build a bridge from these figures?
Children: Yes.
Voss: Well, let's build it.
Children: Build a bridge and explain which figure they take and where they put it.
Voss: Well done guys, you coped with this task. Go ahead. Look who's sitting on the stump?
Children: Bear.
Bear: Guys, tell me what is shown in the pictures and what needs to be done?
Safety pictures are laid out on the table.
Children: Take a picture and say what is shown and what needs to be done.
Voss: Guys, the bear says thank you for helping him figure it out, and that we completed his task. Let's tell a poem about him.
Children: They talk about a clubfooted bear.
Voss: Well done guys, but before we go further, let's warm up and rest.
Physical exercise “Pinocchio”:
Pinocchio pulled himself up
He bent over once, he bent over twice.
He spread his arms to the sides,
Apparently I couldn't find the key.
To find the key for us,
We need to continue on our way.
Voss: Oh guys, look ahead you can see something. What is this?
Children: Lake.
Voss: Right, but what does it consist of?
Children: From the water.
Voss: Why do we need water?
Children: To drink, cook, eat, wash.
Voss: Well done, let's tell a nursery rhyme about some water.
Children: Ay, okay, okay, okay,
We are not afraid of water.
Clean water
Wash our face
Wash your palms
It will wet us a little.
Ay, okay, okay, okay,
We are not afraid of water.
We wash ourselves clean
We smile at the kids.
Voss: Well done, now let's do an experiment with water.
I have a wooden block and a metal block in my hands. Which block do you think will float and which will sink?
Children: A wooden block will float, but a metal block will sink.
Voss: Let's check. You answered correctly, but why did this happen?
Children: Answers.
Vos: Well done. Oh, look, a fish is swimming in the lake. Let's call her.
Children: Fish, fish, swim out, help our children.
Voss: Reyata the fish wants to tell me something (puts the fish to his ear). Guys, the fish wants us to sing a funny song to it and then it will tell us where Pinocchio’s key is hidden. Shall we sing?
Children: Yes.
Song: “From a Smile”
Voss: Guys, the fish said that you are great, and the key is hidden under a beautiful tree. Let's go look for this tree. Here it is. Hooray! Now we need to send it with the postman Buratino, but before sending it, let's color the portrait of Buratino and send it together with a key. I think he will be pleased. Do you think he'll like it?
Children: Yes. Color the portrait.
Voss: Well done guys. Today we traveled a lot and we are tired. We need to rest. Let's lie down on the grass and rest. Relaxation to the sounds of music.
Voss: Well, now let's say goodbye to the fairy tale.
Well, everyone stood in a circle.
Everyone suddenly joined hands.
We'll stand next to each other.
Waving your arms together.
We all worked out together
And we fooled around a little.
And now we're kids
It's time to go back to kindergarten.
Children: Get into the carriages and go to kindergarten.
Lesson analysis.
Voss: What did you guys and I do today? Where did you go? What were you looking for? What obstacles did you encounter along the way? Have we dealt with them? Did we help Pinocchio? Did you like our trip? Well, now we’ll put together the key and all our portraits of Pinocchio and send it to him by mail.
Program content:
Educational objectives:
- Continue to introduce children to Russian folk and original fairy tales.
- Teach children to solve riddles based on descriptions and comparisons of fairy-tale characters.
- Teach children to convey appropriate emotions in musical play exercises and visual arts
Developmental tasks:
Continue to develop children's creative perception, thinking, memory, and imagination.
Educational tasks:
Cultivate emotional perception, responsiveness, desire to help, friendly relationships.
Form: game - travel.
Materials and equipment:
- Box; (fairy tale “Kolobok”).
- Illustrations showing; cockerel, bunny, bear, fox, pig, dog Bug);
- Colored pencils (for each child);
- Record player; laptop.
- Letter from the "City of Fairy Tales";
Educator invites children to stand in a circle and hold hands
And repeat the words with the teacher
All the children gathered around
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other
Guys, look how many guests we have today, let's say hello to our guests. (there is a knock on the door)
The teacher is given a letter to the group.
Guys, we have received a letter from the City of Fairy Tales. Let's open it and read what it says there? The teacher opens the letter.
Guys, it says here that trouble has happened in the city of fairy tales, all the fairy-tale characters are mixed up, and the wizard asks us to help them each get into their own fairy tale. Shall we help them guys? (Children's answer).
What do you think, what can you go on a trip with? (Children's answers). And you and I will go on a train, but not an ordinary one, but a magical one! Guys, are you ready to go on a fabulous journey? (Children's answer).
Then please follow me and we’ll set off on a fabulous journey on a fun train!
Download:
Preview:
Integrated lesson for children of the middle group "Fairytale Journey"
Program content:
Educational objectives:
- Continue to introduce children to Russian folk and original fairy tales.
- Teach children to solve riddles based on descriptions and comparisons of fairy-tale characters.
- Teach children to convey appropriate emotions in musical play exercises and visual arts
Developmental tasks:
Continue to develop children's creative perception, thinking, memory, and imagination.
Educational tasks:
Cultivate emotional perception, responsiveness, desire to help, friendly relationships.
Form:game - travel.
Materials and equipment:
- Box; (fairy tale “Kolobok”).
- Illustrations showing; cockerel, bunny, bear, fox, pig, dog Bug);
- Colored pencils (for each child);
- Record player; laptop.
- Letter from the "City of Fairy Tales";
The beginning of a fabulous journey:
Children's activity is communicative.
Educator invites children to stand in a circle and hold hands
And repeat the words with the teacher
All the children gathered around
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other
Guys, look how many guests we have today, let's say hello to our guests. (there is a knock on the door)
The teacher is given a letter to the group.
Guys, we have received a letter from the City of Fairy Tales. Let's open it and read what it says there? The teacher opens the letter.
Guys, it says here that trouble has happened in the city of fairy tales, all the fairy-tale characters are mixed up, and the wizard asks us to help them each get into their own fairy tale. Shall we help them guys? (Children's answer).
What do you think, what can you go on a trip with? (Children's answers). And you and I will go on a train, but not an ordinary one, but a magical one! Guys, are you ready to go on a fabulous journey? (Children's answer).
Then please follow me and we’ll set off on a fabulous journey on a fun train!
Children's activities - motor, musical and artistic, gaming.
To the music of “Train” from Tatiana Suvorova’s collection, the children and their teacher go on a journey.
1 stop “Box with a fairy tale and a riddle”.
There is a box on the table.
Guys, look what a beautiful box greets us! But it is locked and there is no way to open it. And I know a secret - you and I need to guess the riddles and then the magic chest will open! (The teacher asks the children riddles, the children guess, and after each guess the teacher takes out a riddle toy from the chest).
He walks on two legs
Repeating: “Oh!” and "Ah!"
They say he is a hundred years old
He's a grouchy old...
(Grandfather)
How will the flour appear?
The oven will not become a bun,
Will bake pancakes
Old...
(Grandmother)
He is scraping the box,
He's dead-on,
He has a ruddy side
He's funny...
(Kolobok)
In the summer he jumps in a gray fur coat,
And in winter in a white fur coat
Long-eared runner,
Little coward...
(Bunny)
Everyone in the forest is afraid of him,
He loves to bite.
Am! - and grabs the barrel
Gawky...
(Top)
Loves honey and even too much
Brown clubfoot...
(Bear)
This red-haired cheat
The bun ate deftly.
(Fox)
What great guys you are, you solved all the riddles. Guys, did you guess which fairy tale these heroes are from? (answers) Yes, that’s right, “Kolobok” is great.
To the music “Train,” the children stand behind the teacher and move on.
Stop 2 “Twisted Tales”.
Children's activities - communication, reading fiction.
The chairs are placed in a circle around the TV screen.
Guys, our train is not simple, and the stops are not simple. At this stop, you and I will perform the following task: please sit down on the chairs and focus all your attention on the screen. I will read you a fairy tale, and you will remember which fairy tales are mixed up. (After watching, the children and the teacher sort out the mixed up fairy tales)
What great guys you all are, you know so many fairy tales! Tell me what fairy tale our heroes ended up in. (children’s answers) Well done guys, correctly “Zayushkina’s Hut”
(answers)
To the music “Train,” the children stand behind the teacher and move on.
Stop 3 “Fairytale Workshop”
Children's activities are communicative, productive, musical and artistic.
On the table there are pictures with unfinished images of fairy-tale characters and colored pencils. The teacher draws the children’s attention to the “Bunny” toy.
Guys, who is meeting us? (Children’s answer). Guys, for some reason the bunny is crying... Let's ask him what happened? (Children's answer). The bunny “tells” the teacher what happened.
Guys, the bunny told me that the artist who drew the fairy tales forgot to finish drawing some of the characters and now the guys won’t be able to read many new fairy tales. Let's help the bunny finish drawing fairy-tale characters?
(Children's answer).
There are pictures with heroes and colored pencils on the table; the teacher invites the children to choose a picture of a fairy-tale hero and sit at the table to finish drawing it.
(The teacher pre-discusses with the children what needs to be completed for each character. In the air, everyone together shows how to complete the ears, tail, eyes, nose).
The guys complete the task to the sound of calm music by V. Dashkevich “Come Fairy Tale.”
The teacher (if necessary) helps each child complete the task.
Look, bunny, the guys helped you, and they did a great job of drawing all the fairy-tale characters!
Children, did you like the “City of Fairy Tales”? (Children's response)
But you and I, guys, need to go back. Let's leave the fairy-tale characters to the bunny, say goodbye to him and go back to kindergarten.
Children's activities - motor, musical and artistic, gaming.
To the music "Train" the guys "hit the road."
The result of a fabulous journey.
Children's activities are communicative.
Returning “to kindergarten,” the teacher asks the children:
Where have we been today?
How did we get there?
What fairy tales did we guess?
What did you like most?
The teacher praises the children and says that the wizard thanks the children for their help and gives them a gift. A wonderful book and puzzles with fairy tales.
Used Books:
1. Gritsenko Z.A. “Tell the children a fairy tale” M: Linka-Press, 2003
2. Gritsenko Z.A. “Put your heart on reading” M: Enlightenment, 2003
3. Kondrykinskaya L.A., Vostrukhina T.N. “Fiction in the development of creative abilities of preschool children.” Activities, leisure, games Moscow, 2006
4. Streltsova L.E. “Literature and Fantasy” M: Enlightenment, 1992
5. Tsarenko L.I. “From nursery rhymes to the Pushkin Ball” M6Link-Press, 1999
