ECD lesson “Amazing Africa” (based on the fairy tale “Barmaley” by K. Chukovsky) in the senior group
ECD lesson “Amazing Africa” (based on the fairy tale “Barmaley” by K. Chukovsky) in the senior group
Author: Davydova G.S., teacher of the preschool group of the Municipal Budgetary Educational Institution “Akhmatovskaya Secondary School”
of the Alatyrsky District of the Chuvash Republic,
NGO “Speech Development. Perception of fiction", "Cognitive development. Formation of elementary mathematical concepts ."
OO integration:
“Cognitive development. Formation of a holistic picture of the world”, “Artistic and aesthetic development”, “Physical development”, “Social and communicative development”.
Target
:To form in children an emotional and figurative perception of K. Chukovsky’s work “Barmaley”.
Tasks:
Educational objectives:
1) Introduce the work of K.I. Chukovsky “Barmaley”.
2) Fix the composition of the number 6 from two smaller ones using Denesh blocks.
3) Practice the ability to classify sets according to three properties (color, shape, size).
4) Update and deepen children’s understanding of some animals in Africa, and the rules of safe behavior when communicating with them; help remember the natural objects of the African continent: the Nile River, pyramids, jungles.
5) Learn to make beads from non-traditional material (pasta).
Developmental tasks:
1) Continue through thoughtful listening to fairy tales to form in children an emotional and figurative perception of K. Chukovsky’s work “Barmaley.”
2) Develop mental operations of systematization and generalization, the ability to model in games with Dienesh blocks
3) Develop attention, memory, imagination, speech, creativity, observation, cognitive interest.
4) Improve the desire to express your thoughts, prove your judgments with the help of precise and clear speech, promote the development of coherent (dialogical and monological) speech; activation of the dictionary: Nile, pyramids, jungle, airplane.
Educational tasks:
1)
To help maintain interest in the works of K. Chukovsky, in educational games with Dienesh blocks.
2) Foster curiosity and interest in Africa as a continent, in the nature and inhabitants of the African continent.
2) Cultivate empathy, compassion, respect for each other, the desire to help, teach obedience, kindness, responsiveness.
4) Develop the ability to work individually and in a team, cultivate initiative, perseverance in achieving goals, and independence.
Equipment:
Video and audio support; presentation for the lesson, audio recording of the song “Chunga-Changa” (music by M. Dunaevsky, lyrics by Yu. Entin); author’s physical education lesson with animation effect “This is how Africa is.”
Material: Demo:
Illustrations for K. Chukovsky’s fairy tale “Barmaley”, illustration with the image of pyramids, figure of a pyramid, magnetic board, Dienesha blocks, planar images of Dienesha blocks, physical map of the world and the African continent, political map of Africa, silhouettes of 6 African animals, poster “Composition of the number 6” ", numbers 1-6, ball.
Handout
: sets of Dienesh blocks (for each child), sheets of cardboard, yellow, red and blue pasta, cords, “African Animals” coloring pages.
Previous work:
didactic games with Dienesh blocks, individual work with children with slow development, conversations about Africa, looking at illustrations depicting objects of nature and wildlife in Africa, reading the book by K. Chukovsky “Aibolit”, D. R. Kipling “Like a Leopard” got my spots”, encyclopedia “I Want to Know Everything” (section on Africa).
Synopsis of GCD for children of different age groups in kindergarten. Animals of Africa
Abstract of the educational activity for children of different age groups “Animals of Africa”
Author: Natalya Gennadievna Botalova, teacher of the preschool group of the Zaozersk secondary school, Uglich district, Yaroslavl region. Description: the lesson notes are intended to familiarize children of different age groups with the flora and fauna of Africa and the features of the continent. The material will be useful for educators working in a mixed-age group, as it is constructed taking into account the characteristics of work in this group. Goal: to expand children's knowledge about animals of hot countries. Objectives: Educational: - clarify and broaden children’s horizons about natural areas and animal life in Africa; Children of the younger subgroup are taught to name animals and their babies; - for children of the middle and older subgroups to form ideas about the relationships of living organisms with their environment; - improve the dialogical form of speech; - continue to learn to express your own opinions. Developmental: - develop cognitive interest in representatives of wildlife; — develop attention when solving creative tasks. Educational: - cultivate interest in the world around us, the ability to listen and complement each other’s answers; - cultivate a respectful attitude towards nature and animals. Integration of educational areas: cognitive - speech development, artistic - aesthetic development, social - communicative development. Equipment and materials: globe, presentation depicting natural areas of Africa; visual - didactic aids on the topic, a set of toys “animals of Africa”, silhouettes of zebras for drawing, drawings of animals for cutting out by children of the older subgroup, an image of the continent of Africa, a layout for play activities “Africa”; recording songs. Methods and techniques: verbal, visual, practical.
Course of the lesson
1. Introductory part. Children stand in a circle. Educator. Children, tell me, what is your mood today? I'm good because I'm glad to see you. The teacher puts his palm, the children share their mood and put their palm on the teacher’s palm.
- We are visiting today... Let's greet our guests and give them a good mood.
Children imagine that they are releasing a good mood from their palms.
- Guys, but I know that today one little elephant is in a bad mood.
He was so sad that he even hid. Let's call him. - He’s not coming, let’s look for him. 2.Introduction to the topic. Children are looking for a little elephant.
— Do you want to ask him something?
Children make assumptions about the cause of their bad mood by asking leading questions (starting with children in the younger subgroup).
The teacher leads the children to the conclusion that the baby elephant is lost.
- Suggest how we can help him. —Where can a baby elephant live? (at the zoo, in toys, in fairy tales). The teacher leads the children of the older subgroup to the name of the continent of Africa.
The continent lies large, the hottest and driest.
It's summer there all year round. Who will call him for me? (Africa) Baby elephant. Yes, I remembered - my homeland is Africa. Educator. I know that you really love to travel. Which continents have you already visited? I suggest you go to Africa to help a baby elephant. But where is Africa? How can we find out (from a map, from a globe). The teacher puts a globe on the table.
- What is a globe?
(reduced model of the Earth). - Let's mark on the globe where we have already been (In the Arctic and Antarctica). — Guys, where is the continent of Africa? Show it on the globe. - How do we get to this distant country? (children offer possible answers) - Baby elephant, don’t be sad, we will help you. Let's fly by plane, relax during the flight, and answer the question: which fairy-tale characters have already visited Africa? (Dr. Aibolit). Dynamic pause "Airplane".
At this time, a musical fragment about Africa plays.
Children sit on chairs. 3. Main part. Getting to know the nature of Africa.
- What do you know about Africa? (children’s answers) And imagine what Africa is.
Showing a presentation or visual demonstration material “Natural areas of Africa”
- It’s warm here all year round.
In summer there is drought and in winter it rains. 1. “Desert... All around are either yellow, small, soft, powdery sands, or gray, weathered stones. The sultry sky breathes heat. No water, not a bush of greenery. This is Africa. 2. Where sources of water emerge on the surface of the earth, the desert is transformed. These are oases. Date palms, fruit trees, grapes, and vegetables grow in them. 3. And next to it is a solid wall of tropical forest: trees, bushes, vines. The leaves on them are thick and juicy. Birds fly that look like magical flowers. It's always gloomy and humid here. You can hear the roar of predators and the screeching of monkeys. This is also Africa. 4. But the forest is becoming less and less common. It gives way to savannah. Savannah is endless steppes covered with tall grass. Among the savannah there are huge trees - giant baobabs (several meters in girth). Their fruits are edible. Monkeys love them very much. Along numerous rivers there are dense thickets with fresh greenery. These forests are called gallery forests. They remain green even under the scorching sun. - This is what Africa is like. Educator. Guys, tell me who we didn’t see in these photos? (animals). — Do you want to meet them? Educator. So we arrived. Look, our baby elephant is being met by his mother. What should we call her? (elephant). The mother elephant says that she was very worried about the baby elephant. The elephant and the calf thank the children for their help. Getting to know the animals of Africa. -Guys, what do you know about elephants? Show illustration.
The elephant is the largest and strongest animal in Africa, even a lion cannot cope with it.
The most amazing thing about an elephant is its trunk. What is he doing to them? (plucks leaves from trees, tears grass, drinks, carries thick trees. The elephant uses its trunk to protect itself from enemies, expresses tenderness, strokes its baby with its trunk). Elephants sleep standing up, only sometimes the cubs lie on their sides. In hot weather, the elephant fans itself with its large ears like a fan. The baby elephant and mother elephant introduce the children to their friends and give the children of the younger subgroup a set of African animals. Children name animals and their cubs (lion-lion, monkey-baby monkey, zebra-zebra or foal, camel-camel, elephant-elephant, giraffe-baby giraffe, hippopotamus-baby hippopotamus). — Animals want to play with you. Didactic game “What has changed?” The teacher puts the toys in a row, the children close their eyes, and when they open them, they say what has changed. — How can we make a hot country in our group? (children's answers) Children of the younger subgroup are informed that it is time for them to return to kindergarten, and they, together with the assistant teacher, fly home. As a gift about the trip, they are given a model of Africa, the children go to play with the set of animals. Educator. Our journey continues. Someone is on our way, repeat the movements after me. Physical education minute.
Here comes the thick-skinned hippopotamus to drink.
(hands to the side, we waddle).
And behind him, without knowing laziness.
Fast deer gallop. (Jump in place, depict horns)
Even though there is water with sand and clay, A giraffe with a long neck drinks here
(Bends forward, hands down, depict a giraffe’s neck).
By the river, buried in the silt, a formidable crocodile is dozing.
(Sit down, arms forward, move your arms apart and together, imitate the mouth of a crocodile)
- Guys, guess the riddle.
Here is a living crane, an inhabitant of hot countries. Leaves and bananas are torn from multi-story trunks. (Giraffe) Show illustration.
Conversation about an animal. First, the children tell what they know about the giraffe.
The teacher adds information. The height of the giraffe is 6 meters, it is as tall as a 2-story house (half the height is at the neck). The giraffe cannot be confused with anyone else. He has long legs and a sloping back like a hill. And a long, very long neck. On this neck is a small head with horns. The giraffe looks down on everyone with black eyes covered with thick eyelashes. The giraffe is a very beautiful animal. Its skin is decorated with a pattern of large red or brown spots. And each giraffe has its own unique pattern. - Why does a giraffe have such colorful colors? (She hides it from prying eyes. The bright glare of the sun, the openwork shadow of the trees hide the contours of the body of long-necked animals). - Why does a giraffe have a long neck? Thanks to its amazing neck, the giraffe plucks leaves from the highest branches of trees. His long tongue helps him with this. He is not afraid of thorns or sharp thorns. And they rarely eat grass. To bend down, the giraffe has to spread its front legs wide apart or kneel down. This is how giraffes drink water from a pond. While one drinks, the other watches carefully: is there danger? And he sleeps standing up. And very little. Giraffes graze in small herds. And often - with antelopes, zebras, ostriches. Nobody offends anyone. Giraffes will be the first to notice danger - they can see everything from above! - and they will warn the others. But with a blow from a hard hoof, a giraffe can knock down a lion - its main enemy. Giraffes run fast and can easily jump over high obstacles. They have good eyesight, smell and hearing. Now these amazing creatures of nature are protected in nature reserves. — What is a reserve? What kind of animal is this? (zebra) - Who will write a riddle about zebras? A zebra is a striped horse. Why does she need such a strange, striped outfit? Conspicuous coloring helps zebras recognize each other from afar. And, unsurprisingly, black and white stripes can deceive an attacking enemy. A zebra was attacked by a lion. One zebra is clearly visible. What if she runs to her herd? There are a lot of zebras there, and all the stripes merge, it dazzles your eyes... It seems that the herd has turned into some kind of strange, huge beast. Zebras eat grass. In search of new pastures and watering holes, they make long journeys across the sun-scorched savannah, where only bushes and trees grow here and there. Antelopes, ostriches and even giraffes often graze together with zebras. With such a large group it is easier to escape from enemies. A zebra knows how to stand up for itself. She tries to hit the enemy with her front legs with hard hooves, and even bite with her teeth. Her character is hot-tempered. A herd of zebras and the king of animals, the lion, can win. The baby foal recognizes its mother by the stripe pattern. It never repeats itself. And so that the baby remembers his mother well, she will not let anyone near the foal in the first days. Children in the middle group are asked to draw stripes on their zebras. Children in the middle group fly away from the lesson with their assistant teacher. Educator. - Children, guess the riddle. I am a hunchbacked beast, I live in the desert, I carry luggage to distant lands. (Camel) Camels are ruminant mammals that live in the desert. By storing fats in its single or double humps, this animal can travel great distances without eating or drinking. Camels have two rows of long, thick eyelashes that protect their eyes from sandstorms. Contrary to popular belief, camels do not store water in their humps. Water is stored in their blood, which allows them to go for several days without water or food. The camel is called the ship of the desert because. it is a means of transporting people and goods in the desert. The camel feeds all year round on scanty grass and camel thorns, which no animal can eat. A camel can go without water for several days. Educator. Early in the morning, monkeys frolic on the vines in Africa. Children jump up and down, imitating the movements of monkeys.
- Oh, look.
I saw how the animals went to drink. What is a watering hole? Who can come to a watering hole? (giraffe, zebra, lion) - Who lives in water almost all the time? (hippopotamus, turtle, crocodile) - What animals of Africa have we not named? —Where can you find out about them? (read in a book, ask adults, find information on the Internet). The teacher asks the children to prepare reports about animals. Educator. - Guys, it's time for us to go home. Bottom line. - What did we do today? (helped the baby elephant, learned about the nature of Africa, about animals). — What do you remember most about the trip? — What will we bring as a gift to our kids? — What animals will you tell your younger friends about? Productive activity. Educator. In memory of the fact that we traveled to Africa today, let's populate this continent with the animals that live here. Children cut out animals and glue them onto a picture of the continent.
- Let's say goodbye to the continent of Africa.
Exercise “Airplane” (children perform exercises in accordance with the text).
We put our hands all together. A plane appeared. Swing your wing back and forth, Do “one” and do “two”. Hold your hands to the sides, look at each other. Our plane landed and landed in kindergarten. Children of the junior and middle subgroups are invited, children of the older subgroup show collective work, where children of the middle group can glue their drawn zebras.
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Educational minutes for kids on the theme “Africa”
Hi all! Recently, Alice and I worked on the topic “Africa” in the format of “developmental minutes”. This is our form of organizing classes when I choose a specific topic for the week and prepare small assignments on the topic for each day, lasting 5-15 minutes, but usually they keep Aliska interested longer. You can join our classes in our group, where every day I post tasks for children from 1.5 to 7 years old.
So, I'm sharing our plan. Day 1. Introduction: working with cards, encyclopedias.
Unfortunately, we didn’t have cards with African animals, so we watched videos, read about animals in the encyclopedia and found them on the map. They repeated what Africa is, what animals live there, what the climate is like there.
If your children already know the main animals of Africa well (usually children of 2 years old can already identify them accurately), then we deepen and expand their knowledge:
1-in-depth: give additional facts about this or that animal, for example, the giraffe is the tallest animal in the world, and giraffes kneel down to drink water. And then we play like this: lay out the cards and say: “Show me which animal is the tallest in the world”? Those. We move from simple recognition by appearance to the development of encyclopedic knowledge. As soon as you have learned one fact, add new information, new information about this or that object. 2-in breadth: study rarer animals living in Africa, for example, the scarab beetle or the Egyptian cobra, etc.
- Read about animals and found them on the map in 15 minutes
Day 2: Outdoor sensory box. Natural areas of Africa.
On this day, we performed the following tasks: 1-we made an audit of all the toys and found only those that related to African animals. To make the exercise more interesting, I asked my daughter riddles:
The king of beasts, we know him, and, of course, we respect him. Everyone is afraid of his anger. You guessed it, it’s ... (lion).
A very large...(hippopotamus) lives in the water with the fish.
You can play with it. You just have to be careful. Once - and instead of any games, he will show you his fangs... (tiger).
It's taller than a desk and taller than a closet. You recognized him, because this is... (giraffe)
He is large and unusual, he has a horn on his nose, the guys will guess, it’s for sure... (rhinoceros)
He is slow and big. I've been used to the trunk for a long time. He is stronger than all animals. Strong, powerful, Strong...(elephant).
He cannot swear himself, He can only spit, People love to go for rides, The beast is unusual... (camel).
Sometimes the summer animals gather to drink. Carefully! The fat is in the fire. Look...(crocodile) in the water.
2-We read the poems “Aibolit” and “Barmaley” about Africa.
3-We made a sensory box (we just took animal figurines for a walk, we got an open-air sensory box), what we discussed while playing with the box:
1) where animals live (we got acquainted with the natural areas of Africa):
- - savannas and woodlands, savanna - steppe covered with tall vegetation. Live here: elephant, giraffe, ostrich, zebra, antelope, buffalo, pelicans, flamingos
- — equatorial forests: cheetah, leopard, gorillas, chimpanzees, okapi, hippopotamus, bananas and coffee trees grow here
- - deserts: camels, antelopes, gazelles, turtles, lizards, snakes, poisonous scorpions
2) what they eat: we became familiar with the concepts of “predators” and “herbivores”.
We explored natural areas, bathed a hippopotamus in a swamp, watered an elephant with water from a bottle, because... he was hot. We baked a cake and made friends with all the animals)) We walked and played on the topic for 1 hour + 30 minutes read books + 10 minutes solved riddles and looked for toys. In total, we studied on the topic for 1 hour and 40 minutes. Day 3. Rhythm
On this day, in the morning we danced to the songs of my beloved Zheleznovs, developed a sense of rhythm, an ear for music, speech, and coordination of movements; lifted the mood and relieved stress. We also made a giraffe mask and danced to the song “Giraffes have spots, spots, spots, spots everywhere.”
- We danced for 20 minutes + made a mask and played with it for another 20 minutes. In total, we studied for 40 minutes on the topic
Day 4. Construction We worked with Dienesh blocks. The first level of design with blocks is design using the overlay method (even small children from 1.5 years old can cope with this level if you choose a simple drawing and give only those details that are needed), the second level is laying them out next to each other according to a pattern, in this case blocks Dieneshas are very convenient, for example, the mother lays out wide parts, and the baby repeats the actions using narrow parts. The next level is when the baby lays out the object independently according to a given pattern (Aliska has not yet reached this level)
We also made a giraffe from our favorite construction set.
- 30 minutes to construct
Day 5. Creativity
1. We made a zebra using the cut-off appliqué method (we had to tear a piece of paper into strips - Alice isn’t very good at it yet, and glue them on)
2. We finished drawing the monkeys
3. We got acquainted with the concept of “Africans”
- Glued and painted for about 25-30 minutes
Day 6. Fine motor skills
On this day they “sewed”, laid out the lion’s mane with a mosaic and went through a labyrinth
- We studied for 20 minutes
Day 7. Cartoons
We watched the following cartoons: “About a lion cub and a turtle” “Why does a lion have a big mane” “38 parrots”, etc.
We watched cartoons for about 30 minutes .
In total, in a week we read, watched, glued, drew, played on the topic “Africa” for 4 hours, 25 minutes and didn’t even notice)
!!!
And Alisa and I invite all the mothers of Kirov to our store
“Smart Children”
