Summary of GCD for familiarizing yourself with the outside world
Summary of a lesson on familiarization with nature in the senior group, topic: “Migratory birds”
Author of the lesson: teacher of the highest category Sorokina A.M., Tolyatti.
Goals:
1. Introduce children to the concepts: “flying in a wedge”, “chain”, “flock”. 2. Expand and consolidate children’s ideas about migratory birds: stork, cuckoo, nightingale; about the body parts of birds. 3. Exercise children: - in the formation of complex adjectives; - in composing complex sentences. 4. Cultivate in children a kind attitude towards all living things in nature.
Equipment:
Illustrations of migratory birds, audio recordings of bird voices and singing.
Preliminary work:
Bird watching while walking; reading poetry, stories about birds.
Progress of the lesson:
1. The teacher reads a poem by A. Pleshcheev:
Boring picture! The clouds are endless, The rain keeps pouring down, Puddles by the porch,
Stunted rowan gets wet under the window; The village looks like a gray blur.
Why are you visiting us early, Autumn? The heart also asks for Light and warmth.
— Guys, please tell me what time of year the poem is talking about? /About autumn/
— Please name the characteristic signs of autumn? /The foliage turns yellow, it drizzles, the birds fly away/. —What are the names of the birds that fly to warmer regions and those that stay? /Migratory and wintering/. - Name the migratory birds? /Swallow, woodpecker, rook, heron, crane, starling, lark/. — Please guess the riddles:
1. This bird never builds nests for chicks. /Cuckoo/
- Listen, please, to how the cuckoo calls. /audio recording/. Guess the next riddle.
2. Under the roof I make a nest out of lumps of clay. For the chicks I put a downy feather bed on the bottom. /Swallow/ /audio recording starts/
3. This is an old friend of ours: He lives on the roof of the house - Long-legged, long-nosed, Long-necked, voiceless. He flies to the swamp to hunt for frogs. /Stork/ /audio recording/
- You guessed correctly, these birds are also migratory. The nightingale is a small bird with brown plumage, a small beak, tail and legs. The cuckoo is a small bird, but larger than the nightingale, has a variegated color, a long tail, and a small beak. The cuckoo, unlike other birds, never makes nests, but lays its eggs in other people's nests, so the birds are forced to hatch and raise cuckoo chicks. The stork is a large white bird with a large beak. — Please name the body parts of birds. /torso, head, tail, beak/. - All birds have the same structure, but people call them differently, how do they distinguish them? /By plumage, appearance, size/ - Guys, why do birds fly to warmer climes? /Because it gets cold here, there are no insects in winter/. - How do they find their way to the south and back here? /we don’t know/. It turns out that some birds fly away at night, others during the day. But before the flight, they make test flights, eat more than usual, put on fat - there is nowhere for them to eat during the flight. In flight, they are guided by the stars, and if the sky is overcast and the stars are not visible, then they are guided by the magnetic oscillations of the Earth. Have you noticed that some birds fly away in “flocks”, all together; some, for example, cranes, line up in a “wedge” in the form of a triangle; others line up in a “chain”, in one line. It probably depends on the habits of the birds: some birds need leaders who show the way.
Physical exercise “Birds”
/fingers of both hands bend/
Sing along, sing along, Ten birds are a flock, This bird is a sparrow, This bird is an owl, A sleepy little head. This bird is a waxwing, This bird is a corncrake, This bird is a starling, A gray feather. This one is a finch, This one is a swift, This one is a cheerful siskin. Well, this one is an angry eagle, Birds, birds, go home. /hands behind back/
Exercise “Guess and sit down”
- Guys, now I will name migratory and wintering birds, if you hear the name of a wintering bird, then sit down; and if the name is migratory, then wave your hands. Crow, nightingale, woodpecker, magpie, dove, swallow, tit, rook, starling, bullfinch, stork, crane, sparrow, heron, etc.
Exercise “Say in one word”
- Guys, please stand in a circle. I will throw the ball to you, and you will return it to me with an answer.
The stork has long legs, what is it like? ... /long-legged/. The stork has a long beak, it is... /long-billed/. The swallow has a long tail, it is... /long-tailed/. The swallow loves warmth, she is ... /heat-loving/. The swallow has sharp wings, it is... /sharp-winged/. The nightingale has a ringing voice, he... /clear-voiced/.etc.
Exercise “Continue the sentence, find the reason”
Birds that feed on insects are the first to fly south in the fall, because... /insects are hiding and they have nothing to eat/. The woodpecker can be called a forest doctor because .../he takes out bugs and insects from under the bark/. The cuckoo does not hatch its chicks because .../it does not build its own nests/. All people love to listen to the nightingale, because .../he sings beautifully, bursts into song/. etc. In the spring, migratory birds fly back because... /they need to hatch their chicks/.
Lesson Analysis:
— Guys, please tell me what we talked about in class today? — What new migratory birds did you learn about? — What interesting things did we learn about the cuckoo? - How do they find their way to warmer regions and back to us? — Guys, I liked the way you worked in class: you listened carefully, thought, and answered in complete sentences. Well done! I give prizes to the most active guys.
Download lesson notes “Migratory Birds”
GCD for teaching literacy in kindergarten. Senior group
This material is intended for kindergarten teachers.
The GCD summary will be useful in working with children of the senior/preparatory group, the educational area of cognition (learning to read and write). Outline of educational activities for teaching literacy for the senior group of kindergartens (it is more expedient to carry out in subgroups)
Topic.
Introducing children to the word. Goal: to form children’s ideas about the word as an intonation and semantic unit of speech. Program objectives: 1. Familiarize the child with the word. 2. Acquiring the ability to listen attentively to the spoken word. 3. Learn to ask and distinguish the questions “Who is this?”, “What is this?” 4. Fix in children’s speech a word denoting a “living” or “non-living” object. 5. Continue to educate children to speak every word distinctly, clearly, intelligibly. Materials and equipment: player for audio recordings;
a beautifully designed box with riddle pictures in it; doll; teddy bear; photograph of a bear; a set of pictures “Fun exercise”, depicting a human figure in motion; the summary uses the didactic game “Add a word” by the author I. Tokmakova; warm-up by E. and S. Zheleznov “We are stomping, stomping, stomping.” GCD move:
Part I.
- Guys, there are many different objects around us, and we can say something about each object. Now I will show you pictures and ask “What is this?”, and you answer me in one word (pointing to various inanimate objects). Children answer, for example, book, table, ball, etc. - How can you ask about these items? What is this? - And now I’ll ask you differently: “Who is this?” (I show pictures, point to animate objects: a bird, a fish, a cat, I point with my hand at the nanny, at the children, at myself). How can you ask? Who is this? - Now I will name you different objects, and you ask me the question “who?”, “what?” (Thus, I gradually introduce children to the concepts of “living” and “non-living”). — I invite a girl at will, put a doll next to her and ask the children a question. — What is the difference between a girl and a doll? (children name the differences and together come to the conclusion that the girl is alive, and the doll is inanimate, a toy). Then I show an illustration with a bear and a toy bear depicted on it. - Guys, are they any different from each other? We find out that the bear toy is not alive, but the picture depicts a living bear. To summarize: - All words denoting inanimate objects answer the question “what?”, and words denoting living objects answer the question “who?”
Part II.
Physical pause “Fun exercise”, the cards show schematic images of little people in different poses.
Children need to repeat the same movements. Part III.
- Guys, look at what an unusual box I have, it’s not simple and very mysterious, because there are a lot of mysteries for you that are waiting, can’t wait to be helped, finally solved. - Interesting? Then listen carefully to the end of each riddle and answer the questions “who is this?”, “what is this?”. Is this object living or inanimate? •What always goes, but never leaves its place? (hours) •Winter and summer the same color? (spruce) •Do I wake everyone up on time, even though I don’t wind the clock? (cockerel) •Do the red paws pinch the paws? (goose) •She lives in water, has no beak, but does she peck? (fish) •Without a tongue, but speaks, without ears, but will he hear? (phone) Next, I invite the children to come up with or remember a riddle on their own and ask all the children. Children make riddles and guess. This object is called living or inanimate.
Part IV.
Physical pause “We stomp stomp stomp with our feet”, children perform exercises to the music: We stomp stomp stomp with our feet, We clap clap clap with our hands, And we can turn here and there without difficulty.
We will nod our heads, wave our arms together, and turn here and there without difficulty. We will jump high, Jump together so easily, And we will turn here and there without difficulty. Part V
- Now, I will say the word, and you tell me what it means, how you understand it. Listen, book! What does this word mean? (Children's answers). - That's right, you understand well what the word book means, what meaning it has. - Now, I will pronounce different sound combinations. Listen: na, mu, rum, po, ba, etc. Tell me, is it clear what they mean, what meaning they have? (Children's answers). “These are not words, these are just sound combinations, syllables that by themselves, separately from each other, mean nothing, have no meaning.” And when the syllables together they make up words, and each word has a meaning, a meaning. - Let's play the game “Add a word.” A spoon is a spoon, soup is eaten with a spoon...(eat) A cat is a cat, a cat has seven...(kittens). A rag is a rag, I’ll wipe it with a rag... (table). A hat is a hat, I got dressed and went... And I came up with a word, a funny word - plim. And I repeat again - plim, plim, plim. Doesn't jump, doesn't jump plim, plim, plim, And plim, plim, plim doesn't mean anything. — What is “plym”? That's right, this word doesn't mean anything. (Children are asked to say the word “plim” with different intonations). -Now, let's play the game “Name the Word” (goal: learn to distinguish between words denoting an object and words denoting actions). In front of the children, I lay out object pictures on the table depicting a table, a butterfly, a cube, a sitting person, a running child, etc. -Children, look at the pictures and name one word to which you can ask questions: who is this? What is this? What is he doing? (for each correct answer the child receives a picture).
Part VI.
Final. - Thank you, I liked the way we played today. Today we learned so many new things (here you can ask several children what new they learned). Summarize. - Today we learned that all words denoting inanimate objects answer the question “what?”, and living objects answer the question “who?”, we also know that words consist of syllables, and each word has a meaning.
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