Summary of GCD on applications for children of the preparatory group “Kingdom of wild animals. Summary of the GCD on the application "Forest - multi-storey building" in the preparatory group using ICT. Teamwork Photo gallery: creating elements and pictures from papers
Target: solving a problem situation in the process of doing volumetric appliqué made of woolen threads.
Tasks:
- fixing ideas about wild animals, through the use of appliqué elements with woolen thread;
- clarification and expansion of vocabulary on the topic;
Development of coherent speech, auditory and visual attention, logical thinking, general and fine motor skills;
Formation of independence skills;
Raising respect for wild animals.
Integration of educational areas:"Artistic creativity", "Communication", "Music"
Types of children's activities: playful, communicative, cognitive-research, productive, reading.
preliminary work: Examination of animals in encyclopedias, albums, calendars; creation of the composition "Autumn Forest"
Materials, tools, equipment: composition "Autumn Forest", colored woolen threads, scissors, glue, glue brushes, simple pencils, scrap boxes, napkins. The group is framed in the autumn forest.
Lesson progress
Educator: Guys, today we are going to the kingdom of wild animals.
In the autumn forest for a walk
I invite you to go.
Become one after another
Take hold of your hands firmly.
Along the paths along the paths
Let's go for a walk in the forest.
Lots of interesting things
We will always find in the forest.
Educator: Well, here we come to the autumn forest, admire the beauty of the autumn forest, how beautiful, around the trees, colorful leaves. We really got into the autumn forest.
Guys, who do you think you can meet in the autumn forest?
Children: Wild animals.
Educator: What wild animals do you know?
Children: fox, hare, wolf, bear, boar, etc.
Educator: Yes, we can meet them, why are these animals called wild?
Children: Because they live in the forest. They get their own food...
Educator: Why don't the inhabitants of the forest meet us?
Educator: Look guys, whose trace?
Children: Crow trail.
Educator: Yes, let's go for it. (followed the tracks and found an envelope: "Help! Kidnapped all the inhabitants of the forest! Guard!")
Educator: What a grief, how can we be? Let's help the inhabitants of the forest and bring them home to the forest!
Children: Let's.
Educator: Guys, look, here's someone else's footprint, let's follow it. Whose trace?
Children: Bear.
Educator: Where the bear's trail leads to a stump and an envelope on it, we read: Mystery:
Who lives in the forest deaf,
Clumsy, clumsy?
In the summer he eats raspberries, honey,
And in winter he sucks his paw. (bear)
Educator: Well done guessed, so we found a bear.
Children: Squirrels
Educator: That's right, squirrels, the squirrel's trail led us to the Christmas tree, and there is a letter, again mystery:
I wear a fluffy coat
I live in a dense forest.
In a hollow on an old oak
I gnaw nuts (squirrel)
Cunning, yes clever,
I got into the barn, counted the chickens. (a fox)
Here they found the fox.
Educator: And here is someone else's footprint. The trail of the hare led us to the river.
Mystery:
White in winter
And gray in summer
Doesn't offend anyone
And he is afraid of everyone. (Hare)
Educator: So we found the rabbit. Whose trace? He led us to a tree, and there mystery:
Friendship leads only with a fox,
This animal is angry, evil.
He clicks his teeth, yes click,
Very scary gray ... (wolf)
Educator: Here they found the wolf.
Oh, guys, what a strong wind has risen, let's try to make it quieter.
Fizminutka:
Hello forest, beautiful forest
(spread arms wide apart)
Full of fairy tales and wonders!
(turns left and right with outstretched arms)
What are you making noise about?
(hands raised up)
Dark, stormy night
(wiggle left and right)
Who is hiding in your wilderness?
What kind of animal?
What bird?
(we peer into the distance, a hand above the eyebrows with a rounded palm, turning left and right)
Open everything, do not hide
(spread your arms wide apart, shaking your finger)
You see, we are
(raise your hands up, and then press your palms to your chest)
Educator: Guys, so we found all the stolen animals, but do you know who wears a fur coat?
Children: Yes.
Educator: Let's take our jobs and show the inhabitants of the forest that we know not only what their tracks look like, but also the color of their fur coats.
Practical work.
Educator: First you need to transfer the animal stencil onto cardboard and draw a silhouette. Choose a thread color that matches the animal. Cut the threads into small pieces. Apply glue to the template and sprinkle with scraps of thread. We make eyes out of black cardboard.
Let's get to work. (the melody of the autumn forest sounds).
Recall the rules for working with scissors and glue.
Final part.
caregiver: Who dressed the animal in a fur coat, we populate it in the forest (composition "Autumn Forest").
Guys, look what a beautiful picture of the forest turned out. Well done, everyone did a good job. It's time for us to return to kindergarten. Where have we been today?
Irina Polomoshnova
Summary of GCD on applications for children of the preparatory group "Kingdom of Wild Animals"
Topic of the lesson: « Kingdom of wild animals»
Target: Continue introducing children with application techniques- gluing the silhouette with finely chopped threads, conveying the effect "fluffy fur".
Educational tasks:
Expand knowledge children about wild animals;
Continue to strengthen the skill children work with templates, trace along the contour;
Improve the ability to work with scissors;
Learn to apply glue to the base evenly, in a thin layer.
Development tasks:
Continue to develop imaginative thinking, attention;
Develop fine motor skills of hands, perseverance.
Educational tasks:
To cultivate independence, the ability to plan their activities, accuracy in the performance of work;
Instill a positive attitude towards the environment.
Integration of educational regions:
"Knowledge"- consolidation of knowledge about wild animals, expanding horizons.
"Reading Fiction"- riddles about wild animals;
M. Prishvin "Belyak"; N. Sladkov "Mysterious the beast» , "Forest Tales".
"Health"- checking the seating at the tables, the education of cultural and hygienic skills.
"Physical Culture"- warm-up; dynamic pause: "A bear walks through the forest..."
"Communication"- free communication of an adult and children.
"Security"- to fix the rules of safe handling of scissors.
"Work"- Tidy up the workplace.
"Music"- listening audio recordings: "Sounds of nature".
Types of children's activities:
Communicative
Productive
Perception of fiction
Motor
preliminary work:
Album review « Wild animals» , conversations, reading fiction literature: M. Prishvin "Belyak"; N. Sladkov "Mysterious the beast» , "Forest Tales".
Lesson progress
At the beginning of the lesson, the teacher conducts an outdoor game "A gray hare galloped ..."
The gray bunny jumped,
(jumping on two legs moving forward in a circle)
Bunny looking for food
(we look out from under the palm in different directions)
Suddenly, the ears on the top of the hare rose like arrows,
(raise hands behind head)
Bunny confuses traces
(jumping on two legs left and right)
Runs away from trouble!
(run in place)
The teacher refers to children: “Guys, tell me who the hare is afraid of!”
The kids are in charge: "Wolf, fox, bear".
The teacher tells the children that we are in kingdom of wild animals, and offers to solve riddles about wild animals:
Look what she is
Everything burns like gold!
Walks in a fur coat dear,
The tail is fluffy and big!
(A fox)
He looks like a sheepdog
Every tooth is a sharp knife!
He runs, baring his mouth,
Ready to attack the sheep.
(Wolf)
Not a lamb and not a cat,
He wears a fur coat all year round.
Fur coat gray - for the summer,
For winter - a different color.
(Hare)
In the summer wanders without a road
Between pines and birches
And in winter he sleeps in a lair,
Hiding your nose from the cold.
(Bear)
caregiver: “Well done, guys, you guessed all the riddles correctly!”
And now we will look at illustrations with an image wild animals. Children look at the images, the teacher invites the children to name their favorite animal, talk about its lifestyle, habits. After the story children, invite them to choose the animal they like and choose the appropriate thread color for it.
Physical education minute
A bear walks through the forest
(bear walking)
Wants to sit and sit.
Where is such a place?
(raises hands in front of him)
So that the bear could sit down?
That stump is high
(right hand in front of chest)
That sticks out a knot,
(left hand on the belt, right clenched into a fist,
Index finger - sticks out)
That wet moss
(spread hands in front of you)
The moss has dried up
(rub hands)
That low stump
(sit down)
That thick shadow
(raise hands)
That narrow ditch
(reach forward with both hands)
That nest of ants
(show half circle in front of you)
That screams forty,
(arm swing, jumping)
That thorns on the side,
(jump to the side)
That shrubs,
(semicircle in front of you)
That river
(left, right hands)
There is no good place.
(grab your head)
This is a story about a bear
About the bear - fussy!
The children are seated at the tables (the teacher monitors the posture children) .
(an audio recording sounds in the background on the practical part "Sounds of nature")
The teacher explains the sequence to the children work: trace the animal template onto cardboard and cut out the silhouette of the animal. Finely chop the threads. In order to speed up the process, wind the threads onto the winding, remove and finely chop. The finer the threads are cut, the neater the work will look. Apply glue evenly on the cardboard base and glue the threads. Make eyes and beads. The animals are ready.
After completion of work, ready little animals are attached to the prepared paper with the image of the forest. Children clean up their jobs.
Summary of the lesson. The teacher invites the children to remember what they did in class today. Then the teacher evaluates the work of each child.
Tatiana Titova
Synopsis of directly - educational activities on artistic and aesthetic development (application) in the preparatory group on the topic "Forest - multi-storey building" (teamwork)
Target: to teach children to make a three-dimensional application of the forest from individual parts: trees, plants, forest dwellers.
Integration of educational areas:"artistic and aesthetic development", "cognitive development, "Social and communicative development".
Purpose: collective work for the Earth Day, didactic manual "Forest floors".
Tasks:
Clarify children's understanding of the forest and its inhabitants, consolidate the ability to behave correctly in nature;
To cultivate love for nature, the desire to take care of plants and animals;
To cultivate the desire to protect our Earth, to treat natural resources economically;
To educate children in environmental behavior, to develop an idea of what actions harm nature;
Develop artistic and creative abilities, a sense of composition in the process of creating a collective work.
Material: blue paper sheet, brown and green corrugated paper, ready-made paper forms: leaves of different tree species, flowers, butterflies cut with a hole punch, squares of white, blue, red, orange napkins, felt-tip pens, wax crayons, glue stick, scissors.
GCD progress:
Forest riddle:
The house is open on all sides
It is covered with a carved roof.
Come into the green house
You will see miracles in it.
What house am I talking about? (Forest)
A forest is a multi-storey house in which plants and animals live on different "floors". They find food, places for nests, and burrows in it.
Today we will perform a collective application of the forest.
What trees grow in the forest?
(oak, pine, maple, birch and others)
Stage 1. “We plant oak, maple and birch trees in our forest.” We fold oak and maple trunks from corrugated paper, and a birch trunk from white, crumpled paper.
Stage 2. We decorate the crown of trees. We cut the green napkins into squares, slightly crumple and glue around the trunks. The crown made in this way looks voluminous.
Glue the leaves cut with a hole punch on top.
Stage 3. We glue the grass, bushes of green corrugated paper, cut into fringes, add mushrooms, berries, flowers.
Dynamic pause "We are trees"
Children, imagine that you are trees.
Raise your twigs-handles and move the leaves-fingers.
Now wave your twigs. Do you hear how the wind is picking up?
Spread your feet shoulder-width apart, imagine that these are your roots. Do you feel how they hold you firmly in the ground?
Well done! You have done a great job with the trees.
Who lives in the forest?
(animals, birds, insects)
Simultaneously with the first subgroup, the second subgroup of children is preparing forest dwellers from pictures printed on a printer.
Stage 4. Children paint insects, birds with felt-tip pens and wax crayons. Wild animals are pasted over with lumps of napkins, cotton wool.
The forest dwellers are ready.
It remains to populate the forest.
What will happen if only insects live in the forest?
(they will eat the forest).
What to do?
(settle birds in the forest).
It became good in the forest: birds sing, butterflies fly. Who is missing in the forest?
(wild animals)
What kind of animals will we settle in our forest?
(moose, bear, wolf, fox, hare, hedgehog, squirrel and other animals)
Now we have a real forest. Trees, bushes, grass, berries, flowers grow in our forest. Animals, birds, insects live.
Why do animals love the forest?
(in the forest they find food, places for nests, holes).
Why do people love the forest?
(it is pleasant to walk in the forest, breathe clean air, enjoy the aroma of fresh foliage of trees, forest herbs, watch animals and birds, pick mushrooms and berries).
Presentation. Rules of conduct in the forest.
What can not be done in the forest?
1. You can not make noise in the forest.
2 Do not break tree branches.
3. You can not destroy anthills, because ants are the orderlies of the forest.
4. You can not touch the bird's nests and destroy them.
5. You can not pick flowers in the clearings and lawns, because the plucked plants will quickly die and will not produce seeds.
6. You can not knock down inedible mushrooms with your feet: animals need them.
7. You can not kindle a fire in the forest. After a fire, grass does not grow in this place for a long time.
Well done. You know well the rules of behavior in the forest, so we are going for a walk in the forest.
Psychological relaxation "In the forest" using the phonogram "music of the forest".
Children, imagine that you and I are in a spring forest. We are good and happy. We breathe fresh air, inhale the aroma of forest herbs. We listen to birds singing. We are protectors of forest plants. We will be attentive and caring to all living things on our planet. After all, the Earth is our common home.
Outcome. Everyone needs a forest: animals, birds, insects, people. The forest is a common home for plants and animals.
Is man a friend or master of nature?
A friend, because man himself is a part of nature, lives next to plants and animals.
The owner, because he cares about nature, makes it more beautiful, uses its riches.
Thank you for attention!
Related publications:
The work was done as part of the environmental project "Trees are our friends" in order to expand children's knowledge about trees, their benefits to humans, and education.
Nikishina Elza Collective work "Autumn Forest". Purpose: To consolidate the material covered, to develop fine motor skills, imagination, fantasy.
Summary of GCD for applications in the younger group. Collective work "Airplane" The purpose of the lesson: 1. To encourage children to perform a collective application for the Day of Defenders of the Fatherland. 2. Develop fine motor skills of the hands. Train.
Summary of the GCD on the application using ICT "Chicken" (second junior group) Summary of GCD on applications using ICT (educational area "Artistic and aesthetic development") for the second junior group.
Purpose: to consolidate the ability to create a plot picture in the application Tasks: educational: - to learn to convey the shape of a rocket using the symmetrical technique.
Nadezhda Sorodnik
Target: Fix the idea of wild animals: name, appearance, lifestyle, nutrition. Learn to carefully trace along the contour, cut. Fix correctly place the details on paper. Observe accuracy in work. Carry out the work started to the end.
Material: cardboard brown, black; glue; scissors; eyes (can be pasted from paper or store-bought).
Lesson progress:
1. Guys with what animals we met this week (bear, hare, wolf, Elk, fox, etc. e). And what are these animals? (wild)
tell me:
where the bear lives. (in the den)
where the wolf lives. (in the lair)
where the fox lives. (in the hole)
where the hare lives. (under a bush)
where the squirrel lives. (in the hollow)
where does he live Elk. (in more often)
What do these people eat animals(listening to children's responses)
Well done boys!
2. Dynamic pause "Funny bunnies":
Well, everyone sat down together
looked at each other
And clapped their hands
Clap yes clap, clap yes clap
What's on the bunny's head?
The ears dance merrily there.
One jump, two jumps
Everyone jumped into the woods)
3. Guys when animals walk in the snow they leave what? (footprints)
Right! Tell me
if a wolf left a trail, then whose traces are these? (wolf)
if - foxes? (fox)
if it's a bear? (bearish)
if - hare? (hare)
if - proteins? (squirrel)
if - Elk? (moose)
4. And let's leave our mark with you too. And from our trace we will make funny moose.
And that's what we have happened):
Well done boys! And the last question I have left for you, tell me please what you won't see animals in winter? (bear and hedgehog hibernate). Right! Well done!
Related publications:
Synopsis of an integrated lesson on the topic: "How wild animals prepare for winter." Educational field: cognition, communication, creativity.
Summary of the integrated lesson in the senior group "Domestic and wild animals" The purpose of the lesson: To consolidate knowledge and the ability to distinguish between wild and domestic animals (appearance, food, housing); their cubs, to educate careful.
Synopsis of an integrated lesson in the senior speech therapy group "Wild Animals" Topic: "Wild animals" Purpose: Generalization of ideas about wild animals, their way of life. Tasks: I. Correctional and educational 1. Expand.
Summary of the GCD in the preparatory group on the topic "Wild Animals" Purpose: To expand children's knowledge about wild animals; Objectives: To enrich the vocabulary.
Purpose: to consolidate the knowledge of children of primary preschool age about wild and domestic animals, their cubs, nutritional features, appearance.
Abstract of a lesson on familiarization with the outside world in the senior group "Wild animals of the Leningrad region" The purpose of the lesson: to summarize the ideas of children about wild animals of the Leningrad region. Tasks: Educational: 1. Fix the names of animals.
Summary of classes on the development of speech. A story on a given topic "Wild animals of our forests" Purpose: To develop monologue speech. Objectives: Educational: -Continue to learn how to compose a short story based on reference pictures. -Exercise.
Anna Gulyaeva
Synopsis of GCD on artistic
creativity(silhouette appliqué) in preparatory group(teamwork).
,forest dwellers,
Tasks:Teaching children to create inhabitants of the autumn forest from the silhouettes of animals, cut out along self-drawn contours or from paper folded into hits. Form compose-place forest dwellers in the autumn forest.
Preliminary work. Examining illustrations depicting autumn the woods, with the image of animals and birds living in the forest,listening to CDs with records of birds singing in the forest. Drawing animals and birds with a simple pencil. Creation of a composition, Autumn forest, made with wax crayons.
materials: Ready-made composition, Autumn forest, sheets of colored paper, glue, glue brushes, napkins, pencils, erasers. Animal silhouettes prepared bring up for show, scissors.
Lesson progress: Guys, how beautiful the forest is in the autumn season! What a riot of colors prevails there! Listen to an excerpt from poems and. Bunin, Leaf fall,
Forest, like a painted tower,
Lilac, gold, crimson,
Standing above the sunny meadow,
Enchanted by silence.
In the last lesson, we drew with you, an autumn forest, I think that our forest turned out wonderful, but looking at it it becomes somehow sad, it is somehow empty, but why?
Children's answers.
That's right there isn't forest dwellers,T. e animals and birds. So who do we live there? Guess the riddles and you will find out.
clumsy giant,
To avoid falling into a trap,
Sleeps all winter long
Paw sucks sweetly. (bear)
He looks like a sheep
What a tooth is a sharp knife!
He runs, baring his mouth,
Ready to attack the sheep. (Wolf)
What a dangerous animal
In a beautiful coat
Penetrates into the yard
There are plenty of chickens. (a fox)
What kind of forest animal is this?
I stood up like a column under a pine tree
And stands among the grass
Ears are larger than the head. (Hare)
Flying all night
Gets mice
And it will become light
Flies to sleep in a hollow. (owl)
Who heals trees in the forest,
Not sparing his head? His work is hard -
He's been hammering trunks all day. (woodpecker)
And others. (with each answer I put animal figures on a flannelgraph).
Now each of you will choose one of the animals and try to draw it. silhouette on the reverse side of colored paper and cut it out, and you can also fold the paper in half, draw an animal or bird and cut it out too.
Children choose the color of paper for this animal and get to work.
As the figures are ready, we glue them into our autumn forest, correctly positioning each animal or bird in its place.
We post the finished work to show parents.