Card index of construction games for middle school children

Card index of construction games

(middle group)

Compiled by teacher: Kurdyukova Marina Borisovna

“Building a house for a cat, a dog and a goat”

Goal: Develop children's ability to build a house. Learn to build in the required sequence. Promote cooperative play

Material: cubes and bricks, plates.

Progress of the game. - Look, it’s raining, and our puppy Bimka is wet, he’s sitting under a tree and shaking. He needs to build a warm house - a booth. The teacher offers to build a house for the dog. Children select the materials themselves and invent the house themselves.

"Animal pen"

Goal: Learn to build from vertically placed bricks. Foster careful handling of construction. Activate vocabulary: brick, pen

Material: bricks.

Progress of the game. The teacher brings a set of plastic pets and offers to build a pen for them so that they do not run away and are not eaten by wolves. It must be built from bricks placed vertically.

"Building a truck, roads"

Goal: To consolidate the ability to tightly lay bricks flat against each other with the narrow short side (road). Place the cube firmly and evenly on the second brick (machine).

Material: cubes and bricks.

Progress of the game. The teacher brings a traffic light to the group ,

children remember what they know about traffic lights. Let's build a road and a car, shows how to build, plays with buildings.

"Gate for Aibolit car"

Goal: Learn to build a gate from two vertically standing bricks, on which another brick is placed.. Material: bricks

Progress of the game. Attention, a tiger at the zoo is sick. The good doctor Aibolit is driving a car to cure a sick person. The car enters the park, trees prevent us from driving further. You and I urgently need to build a gate for the car. Children offer their buildings.

"The doll has a housewarming party"

Goal: To consolidate the skills and abilities of working with building materials, teach them to play with buildings, and enrich the experience of children. Construction of furniture, rooms in various ways.

Material: cubes and bricks. prisms, plates. cylinders.

Progress of the game. The teacher invites the children to become builders and build entire rooms with furniture for the dolls. Choose your own building material. Friends for work, and placing the dolls in a new home.

"Town for Dolls"

Goal: Continue to create buildings according to the general plot. Develop the ability to design as desired

, cultivate the desire and ability to build calmly together

Material: prism cubes and bricks, plates. cylinders.

Progress of the game. - Look, our dolls were very upset, they had a fire, all the houses in the city burned down. Therefore, they need to be helped and built new houses. Let us help our toys, create our own houses, come up with our own buildings.

"Folding the figures"

: folding an object from parts, development of logical thinking, attention, memory, speech, development of fine motor skills, preparing the hand for writing, development of imagination, creative activity. Material: a set of planar geometric shapes in primary colors, frames, cut shapes.

Progress:

Take out inserts, such as circles, and have your child assemble them on the table and then place them in the appropriate slots. Then assemble triangles and squares in the same way.

“We come up with figures

Goal: To develop logical thinking, attention, memory, speech, development of fine motor skills, preparing the hand for writing, development of imagination, creative activity.

Material: a set of planar geometric shapes in primary colors, frames, cut shapes.

Progress:

The child can come up with and put together figures from various elements and give them names.

"Trace the outline"

Progress:

The set includes frames. If a child likes to draw and color, then he can quite easily draw a figure himself, tracing the inside of the frame with a pencil. Then this drawing can be shaded or painted over; cut

"Ladder for the turtle"

Goal: Continue to teach children to create buildings, put parts on top of each other and place them next to each other; recognize and name building materials and buildings.

Material: bricks and plates.

Progress of the game. In Group

children find a family of turtles.
The teacher builds a pond in the group
and invites the children to build a ladder so that the turtles get to the pond. The bricks must be stacked on top of each other.

«A narrow bench for Bunny - Long Ear, a wide bench for Mishutka"

Goal: Learn to build a narrow bench from two bricks and a plate and a wide bench from four bricks and two plates.

Material: bricks and plates.

Progress of the game. Funny toys come to visit the children and tell the children that there are not even benches in the forest. The teacher invites the children to build a narrow bench for the bunny, and a wide bench for the bear. Children themselves select materials for construction.

"Collect circles"

Goal: To strengthen children’s ability to navigate homogeneous objects (larger, smaller, even smaller, small, selecting them in a certain sequence; teach them to enrich sensory experience when acting with a certain shape and different sizes, learning their physical properties.

Material: flat circles of different sizes and colors.

Progress of the game. Let's create a fairy-tale room and arrange the circles according to size, color, and your mood.

"Bridge for pedestrians"

Goal: Continue to learn two ladders and make an overlap (put a plate on top, play with the structure. Vocabulary: ladder, height, on top, bridge, next to, plate.

Material: cubes and bricks, plate

Progress of the game. Here we have a wide river. And you and I need to translate the toys. - What should we do? Of course, build a bridge. (The teacher builds a sample)

Invites children to build their own bridge and transport toys.

"Different Cars"

Goal: To strengthen children’s understanding of the color and name of building parts, construction

. Teach children to compare buildings and notice their differences.

Material: cubes and bricks, plates.

Progress of the game. You and I have already built a road and a car. and now you can come up with your own cars and build a whole garage of various cars. Children compare buildings. Name their cars.

“Building a steamship, a boat. The doll's trip to visit"

Goal: To strengthen children’s ability to place bricks tightly together, placing them on the long narrow side, depicting a boat or steamship. Distinguish the details of the bow and stern.

Material: cubes and bricks, plates.

Progress of the game. Our toys love to travel, but to sail the sea you need to build a ship. Let's help our toys and build a ship and call it "Friendship."

“Finding geometric shapes”

Material: a set of planar geometric shapes in primary colors, frames, cut shapes.

Progress:

Scatter the game and invite your child to find triangles, circles, rectangles. Ask them to list the geometric shapes, count their number, compare them based on their main characteristics (angle, sides, their number)

"Make an ornament"

Goal: Acquaintance with the concepts of shape, color, size, creation of initial mathematical concepts: acquaintance with geometric figures, their main features, learning to count, understanding the relationship between the whole and the part, constructive activity: folding an object from parts, development of logical thinking, attention, memory, speech, development of fine motor skills, preparing the hand for writing, development of imagination, creative activity.

Material: a set of planar geometric shapes in primary colors, frames, cut shapes.

Progress:

The basis of the ornament is the arrangement of repeating elements on a plane. Ornaments can be made from both the same and different figures, placing them along a line, like a fan, a flower, or partially overlapping each other

Plan “Planning games with building materials in the preparatory group

Card index of games and activities with building materials in the preparatory group according to Z.V. Lishtvan

Airplane construction

Target

: teach children to build an airplane, creatively using their observations, as well as photographs of the finished building, using previously acquired skills; develop in children the ability to pre-think the course of their work.

Consolidate knowledge about aircraft parts (fuselage, wings, tail, engine, propeller, landing gear)

The plane is twin-engine.

Progress:

suggest looking at several photographs of different types of aircraft. Clarify what airplanes are used for (for transporting passengers, cargo, mail, for the needs of agriculture, state defense).

What parts does an airplane consist of (fuselage, wings, tail, engine, propeller, landing gear); know that airplanes come with one, two or more engines.

Invite children to independently think about what kind of plane they will build, and determine what material they need, offering different constructors, determine with what parts different parts are constructed.

Please note that children may alter the design slightly. So, in the photograph there may be a twin-engine airplane, but the child is building an airplane with one or three or four engines. But all the main parts of the aircraft must be reflected in the design. Children should learn from comparison that every airplane has these parts.

Suggest that you think carefully about where to start construction.

During the construction process, it is necessary to pay special attention to the beginning of work: it is important that children correctly set the size of the structure. Those who find it difficult should be helped with questions, advice, and reminded how this is done.

When the buildings are ready, they should be carefully examined, focusing children’s attention on interesting designs, successful use of materials, and the use of previously acquired skills.

In this case, you need to pay attention to the transfer of the correct proportional relationships between the individual parts of the building, to the well-thought-out design of the fuselage, to the successful depiction of the engine and other parts, and to encourage those children who have shown creative initiative.

It is advisable to store the best versions of buildings depicting different types of aircraft in a construction corner for two to three days.

Shipbuilding

Target

: to consolidate children’s ideas about this type of transport (vessels are large and small, passenger, cargo, military. In addition, there are small ships, boats, boats.

Help children understand the relationship between the shape of ships and their purpose in life

Teach children to build according to idea and use more parts.

Move

: offer to look at several photographs of ships of different types.

Pay attention to the bases of the ships shown in the drawings or made in simplified buildings. By comparison, find out that ships for different purposes have different foundations. They have the same shape, oval (an oval can be narrow or wide), but the width of the vessels is different. Fast ships (mostly military) have a narrow, long base and a sharp bow. Heavy-duty vessels (barges) have a wide base and a blunt bow. The base shape of passenger ships is narrower than that of a barge.

First, you need to consider the construction of the bases of the boats made by the teacher, which are conveniently placed on low tables so that the children can see them from above. Compare the shape of these bases and remember why it is different. Instead of the court foundations built by the teacher, you can offer a drawing of them.

Options: (warship, barge, passenger ship, pier with ships).

Find out with the children that the ship floats faster than barges, but slower than warships. Children must decide for themselves what form of base such a vessel should have. Please note that the speed of movement depends on both the structure of the vessels and the power of the engine: a motor boat moves faster than a boat with oars. Rockets and meteors have a powerful motor and a special structure, so they move very quickly, overtaking any ships on the river.

When analyzing finished buildings, you should first of all pay attention to whether the children were able to determine the shape of the base. You can invite children to determine which of the ships will have a higher speed and which will have a lower speed. The correct decision will be an indicator of how consciously they have mastered the above dependence.

Construction of urban transport

Target:

To consolidate an understanding of urban transport, the variety of types, and its purpose. Please note that the design of each type of transport depends on its purpose

Move

: have a conversation about urban transport after observing various types of transport in your city, pay attention to the speed of movement, determine which types of transport move faster.

Offer to look at transport toys, determine what they are intended for, how they differ from each other, why, then talk about what they have in common. Suggest what parts the main parts will be built from.

Ask them to think and say what everyone will build and in what order. Make sure that children complete the buildings in the right sequence and successfully select the necessary parts so that they can find out what the purpose of the transport is.

At the end, look through all the buildings with the children, note the successful ones and finally summarize: what types of transport do the children know, how do they differ.

Options:

freight transport (truck, dump truck, milk tanker, tanks), urban transport for transporting passengers

Construction of the bridge

Target

: Learn how to make a bridge on high, rarely placed abutments, show independence and initiative in implementing a construction plan, and negotiate with a friend about joint work.

Progress:

look at photographs, paintings depicting different bridges (railway, for cars, for pedestrians, as well as images of bridges that simultaneously serve pedestrians and cars; steamships and boats can sail under them, or trains can pass through).

Pay attention to how they are arranged, which part can be called the main one, what the bridge is supported on. Such a part is the foundations - supports. They are very durable because they have to withstand a lot of weight. The driving part is placed on the abutments. On one and the other side of the bridges there are ramps for cars or stairs for pedestrians. It is necessary to pay attention to the fact that bridges almost always have railings, and talk about their purpose and design.

Along with the building material, place toys on the tables - cars, boats, steamships. They are needed to find out the dimensions of the bridge.

Children are asked to think about what parts can be used to make a stable support (from bars, from cylinders). And if the abutments need to be higher, then they can be folded out of cubes or the cubes can be placed under bars (cylinders).

The abutments are installed on both sides opposite each other. Before making the platform, you need to connect the abutments together with long plates. If one plate is not enough, it can be lengthened by attaching another. In this case, the connection of the plates must be in the middle of the bar (cylinder) so that the platform is stable. The platform can be laid out from short plates (square, wide, narrow).

If the bridge for pedestrians is high, you need to make stairs on both sides; if it is not high, you can make a descent from long plates.

Invite the children to build the bridge themselves (the bridge design is symmetrical, so two children can build it). We need to explain to them that everyone will build one side. First, the children must agree among themselves on how to build so that the structure on both sides is the same.

It is also necessary to advise, if necessary, to replace some parts with others.

In the process of work, it is necessary to check how the children will determine the size of the bridge, where they intend to build stairs for pedestrians, how they want to connect the foundations, and help negotiate as the work progresses.

Remind that the building needs to be proportionate to the toys that are on the table (various types of transport, dolls).

When the buildings are completed, you need to examine them with the children, focus on successful designs, pay attention to the most interesting solution to the problem, the strength of the fastenings, and the finishing of the railings.

Options:

a bridge across the river, a bridge that would serve both pedestrians and cars, and trains would pass under it.

Construction of buildings

(a two-story residential building with large windows with overlap between floors)

Target

: Clarify children’s understanding of the main parts of a building (base, walls, doors, windows, roof).

Think over the sequence of construction; what parts are most appropriate to use. Carry out construction by accurately applying part to part, using the method of replacing some parts with others.

Progress:

Offer a sample of the building made by the teacher, which will serve to select parts and remind you of the sequence of work.

Construction of buildings

(beautiful doll house)

Target

: Clarify with children’s ideas about the main parts of the building (base, walls, doors, windows, roof) and the features of its design (pediment)

Think over the sequence of construction; what parts are most appropriate to use. Carry out construction by accurately applying part to part, using the method of replacing some parts with others.

Develop the ability to carry out construction from a photograph, work amicably and in concert with a friend.

Progress:

consider photographs of buildings located near the kindergarten, clarify their purpose. Draw children's attention to the architectural features of buildings. Children learn that the pediment and columns decorate them.

Showing a photograph of a building made of building material in class, ask the children if they like it and why exactly.

Clarify that the house is beautiful because its facade is decorated with columns, there are also decorations on the roof and the whole structure is clearly symmetrical.

Consider what parts the house is built from. Introduce them to a new detail - a pediment, and explain where it can be used. Find out that there are cubes at the base of the building (count how many there are on each side),

Children name the parts from which the floor, walls, windows, etc. are made, and indicate their number. Following this, they examine the porch, beautifully decorated with railings.

Invite one of the children to talk about the sequential progress of construction. It is recommended to make the decorations on the roof and railings different, but the design of the house must be reproduced exactly.

The children will build the house together. Remind them that they need to work together, agree on how to build (one builds the right side, the other builds the left).

During the construction process, it is necessary to help children organize work, cope with difficulties in a timely manner, and correct mistakes.

Invite the children to look at their buildings and the buildings of their comrades who worked nearby. It is necessary to reward for good luck in creativity, for friendly work.

Construction of a fairy house

Target

: Teach children how to decorate structures.

Think over the sequence of construction; what parts are most appropriate to use. Carry out construction by accurately applying part to part, using the method of replacing some parts with others.

Develop the ability to carry out construction based on illustrations, work amicably and in concert with a friend.

Progress:

review illustrations for fairy tales with children, drawing their attention to the beautiful design and decoration of fairy-tale houses. The illustrations by Yu. Vasnetsov in the books “Ladushki” and “Rainbow-Arc” are good. It is advisable to consider illustrations that show arches at the bottom of the house or its side parts protruding forward, etc.

You can hang illustrations of fairy-tale houses in the construction corner, tell the children that soon they will be building similar houses and they need to think in advance what kind of house and with whom they will build (children build together), what toys they will need.

Ask the children what kind of house they decided to build, for whom, and how they distributed responsibilities among themselves. It should be recalled that the base of the house can be different (square, rectangular, with different side lengths).

At the end of the work, everyone examines the completed buildings together, finds out whether they look like fairy-tale houses, whether they are well built, and which can be considered the best.

Construction of a beautiful building
in your city
Goal:

Learn to build buildings based on ideas, think about what shape the foundation will be.

Develop the ability to carry out construction based on illustrations, work amicably and in coordination with a friend

Move

: You need to tell the children in advance that everyone will build the building they like. It is suggested that you take a good look at this building again during a walk or in a picture in order to build it better. (In the construction corner there should be albums with photographs of buildings or albums with pictures.) You should pay attention to the complex shape of the base of buildings.

You need to warn the children in advance that they will be building in twos, so you need to agree on who wants to work with whom, what they are going to build, how they plan to decorate the building, what parts will be needed.

Name the theme of the construction, what kind of building the children will build, what shape its base will be (rectangular, square, with an arch, etc.), tell whether they have agreed with their comrades, how they will build, how they will decorate the building. You need to start construction from the foundation.

During the construction process, children should be allowed to use the album if they need to clarify or remember something; should help in solving difficult design problems.

At the end, consider all the children’s buildings, ask if it is possible to find out what kind of building was built, draw their attention to the best buildings, to the fact that the children were able to build a building with the shape of the base that they themselves chose.

Theater construction

Goal: To learn to build buildings according to an idea, to think about what shape the foundation will be.

Develop the ability to carry out construction based on illustrations, work amicably and in coordination with a friend

Progress: Offer to use illustrative material (paintings, photos) depicting other theaters. You need to select photographs of finished structures made from building materials and hang them in the construction corner.

Propose a topic for construction, ask the children to choose partners and talk about their intentions.

At the end, it is advisable to examine all the buildings, note the most successful solution to design problems, and encourage children for their friendly work and ingenuity.

Construction of the station

Target:

Exercise children in depicting familiar structures from memory and imagination, encouraging them to show creativity and ingenuity, remember the main parts of the station building, the sequential progress of the construction and be guided by this in their work. Teach children to pre-distribute responsibilities between construction participants and not to suppress each other’s initiatives during work.

Progress:

Ask the children who was at the train station. Ask how it works, saw the arrival of the train, disembarkation of passengers, how boarding is carried out. It is necessary to consider the train separately in the train illustration, paying special attention to the diesel locomotive. Children in the preparatory group already know that trains carry passengers and various cargoes.

Inform the children about the topic of construction, invite them to remember what buildings they will have to build: a station building, a railway track, a train, a platform, etc., remind them that the children will work in groups of three, so they need to decide in advance who will build what, and think about the size each building.

Help children correctly distribute construction sites, make sure that everyone works slowly, carefully lay out the “builder” parts so that they can be used rationally.

Finished buildings should be examined together with the children, invited to tell them who built what, what shape of the building they chose, to encourage them for having mastered the sequence of building construction, for selecting details well, for showing initiative and ingenuity, for good execution, for friendly, coordinated work.

Preparatory group Paramonova Larisa

Sample lesson notes

"Bridge for pedestrians"

Target:.

To develop in children the skills to: create design plans in accordance with specific conditions; analyze these conditions and, based on the analysis, build and control their practical activities.

Equipment.

For each child: building material, sheets of blue paper of different widths, two boats with masts, figurines of people.

Move.

First, the sample is analyzed and a short conversation is held to clarify the children's ideas about various bridge designs. The teacher asks them to remember what bridges they saw, looked at in pictures, how they differ from each other and what they have in common (common parts: supports, driving part, slopes, railings; but they have different shapes: for example, a bridge for transport gentle slopes, while the pedestrian one has steps, etc.).

Then the teacher draws attention to the available additional materials (sheets of paper of different widths, a boat, figures of people) and suggests building a bridge for pedestrians across the river (sheet of paper) along which ships sail. (The length of the bridge should correspond to the width of the sheet of paper, and the height to the height of the ship’s masts.) Children reproduce the design of the sample bridge, but at the same time independently determine how to increase its length and height in order to transform the given structure, taking into account certain conditions.

When discussing finished buildings, their compliance with the specified conditions is noted; the common and the different stand out in them. The latter is due to the different widths of the bridges.

"Bridge for Transport"

Target:

To develop in children the skills to: analyze the conditions of a task; create a design in accordance with these conditions.

Equipment.

For each child: building material, a sheet of blue paper, two cars, a boat.

Progress:

The teacher suggests remembering what they built in the last lesson (a bridge for pedestrians) and analyzing the building from memory - naming the main parts of the bridge (supports, roadway, slopes, etc.), determining their functional purpose, naming the parts from which these parts were built.

Then he says that today the children will build a bridge for transport, and gives the task - to build a bridge across the river of the same design as in the last lesson, but so that two cars can pass on it, and a ship can sail under it. He invites children to consider additional materials (cars, a ship, sheets of paper).

Children build a bridge on their own, modifying a familiar structure in width and length from memory; they make ramps for cars, positioning them differently in relation to each other, and maintain the height of the bridge.

When analyzing buildings, the teacher pays attention not only to their compliance with the given conditions, but also to the originality of individual design solutions.

Pedestrian bridge

Bridge for transport

"Bridge for pedestrians and transport"

Target:

Teach children to create a design concept taking into account several conditions expressed verbally and objectively; independently select building materials in accordance with the plan; agree on joint work and plan it.

Equipment.

For each child: building material, toy ships (steamboat, boat, etc., 1–2 pcs.), sheets of blue paper of different widths, cars (2 pcs.), figurines of people (2– 3 pcs.).

Move.

First, a preliminary conversation is held, in which it becomes clear what bridges were built in previous classes (pedestrian, for transport, etc.), how they differ from each other and what they have in common, etc. It is concluded that bridges come in different designs depending on their practical purpose.

Then the teacher draws attention to the available materials and proposes to build a bridge across the river of a certain width (a sheet of blue paper) for pedestrians and vehicles so that two cars can pass on it, and vessels (a boat, a steamship, etc.) can freely sail under it. ). Children, teaming up in twos, build one bridge.

In the process of completing the task, the teacher observes whether the children consistently analyze the conditions and how they control their practical actions (visually or practically determine the compliance of the sizes of the parts of the bridge with the given conditions, for example, the length of the bridge is commensurate with the width of the river, the height with the height of the masts of the ship, etc. ).

It is important that the children agree in advance about the upcoming work (who will build what part of the bridge, etc.); however, discussion is possible during the construction process. At the same time, the teacher makes sure that the discussion is businesslike and friendly in nature.

When discussing finished buildings, children pay attention to the variety of designs if they meet all the given conditions, explain the reason for this (different shapes and sizes of objects acting as conditions), notice the originality of the solutions, etc., and the teacher notes those children who have learned do things together.

"House"

Target:

Learn to find individual design solutions based on sample analysis (building a balcony). To develop in children the ability to transform a sample in accordance with given conditions.

Equipment.

Construction material (one set for each).

Move.

First, children independently analyze a sample of a two-story house with a balcony. The teacher suggests looking especially carefully at how and from what parts the balcony is made (in this case, the children can come closer to the teacher’s desk) and talk about it.

Then some children are given the task of building a two-story house of the same design, but with three entrances, with a balcony above the central entrance, while others are given the task of building a house of the same design, but three floors with one entrance and two balconies on the second floor.

Residential buildings. a - sample; made by the children themselves: b - three-story with one entrance and two balconies on the second floor, c - three-entrance with a balcony above the main entrance

The teacher invites several children to repeat the given conditions and then begin to complete the task. Children construct each house differently, using material from their kit. Beforehand, they discuss how they will build (one - the first floor, the other - the second; or one - one half of the house, the other - the other, etc.).

If children have difficulty building a balcony, the teacher can suggest or show how best to do it.

In the process of completing the task, the teacher notes not only the level of technical skills of the children (how floors are made, how plates are laid for the floor, balcony, etc.), but also how correctly and timely they take into account the given conditions, how they are able to agree among themselves on upcoming activities.

When discussing buildings, children independently find errors in designs and tell how they can be corrected. The teacher draws attention to the fact that residential buildings are of different types, discusses with the children how the houses differ from each other and where it is better to build houses of this type (in villages, small or large cities).

"Kindergarten"

Target:

Teach children to build various buildings united by a common content; collectively create building plans and jointly implement them.

Equipment.

Construction material (one set for each child).

Progress of the lesson.

On the eve of the lesson, during a walk, a targeted examination of the kindergarten is organized. The specifics of the building are noted (how many floors, how many entrances, how they are located, what windows, etc.) and the site (it has slides, swings, gazebos, ladders, etc.).

Children are divided into subgroups (3-4 people) and discuss the design of the building of “their” kindergarten, its location on the site. Then they agree on what will be built on the site (slide, swing, gazebo, etc.), and who will build what exactly. The teacher carefully controls this moment and directs the discussion process in the right direction (each of the children defends his proposal, but the most successful one must be accepted; the tone of the discussion should be calm and friendly).

During the construction process, the teacher monitors the relationships and interactions of the children. Finished buildings are compared, original structures, their location, etc. are noted.

Then children can build a street, square, village, city, organize an exhibition on urban planning, etc.