Dzagoeva Irina Yurievna
Job title: senior educator
Educational institution: preschool department of MBOU Odintsovo secondary school No. 3
Locality: Odintsovo, Moscow region
Material name: article
Topic:"How to draw up a summary of the OOD in accordance with the GEF DO"
Publication date: 27.01.2017
Chapter: preschool education

Municipal budgetary educational institution Odintsovo secondary school No. 3 (preschool department)
SCHOOL OF YOUNG TEACHER
“We draw up a summary of organized educational activities in accordance with the Federal State Educational Standard of Education” Prepared by: Senior teacher of the Preschool Department of MBOU Odintsovo secondary school No. 3
Dzagoeva I.Yu.
G. Odintsovo 2016
The abstract is the main document of the educator, without which no organized activity can take place! Most importantly, the abstract should reflect current trends in the development of preschoolers and children.
be methodologically literate.
First of all, it should be noted that there is no clear replacement for the word “occupation” at the moment. In some regions they call
"directly educational

activity"
(GCD), in others -
"organized educational

activity"
(OOD), thirdly -
"educational situation"
(OS). All these definitions are correct, as they reflect a specific educational activity. So, how to make a summary. There are two options for preparing this document, but the title page must always meet the following design requirements: 1. Title page. At the top of the title page, in the center, the name of the educational organization is indicated. The center also indicates the type of organized activity, its topic, for which age group this summary was compiled. In the lower right corner (not quite on the edge of the sheet) it is indicated who compiled the abstract (full name, position, group number - if any). At the bottom of the sheet, in the center, the name of the settlement and the year of writing are written. Further: Option 1 At the beginning of the synopsis, the direction of the program activity and the specific area of ​​implementation of this activity must be indicated. (Type of OOD) 1. The topic of the lesson is written briefly. 2. Goal - the end result, what we are striving for. The program content is what requires execution, the solutions that need to be solved in the lesson are prescribed in detail. 3. The trinity of tasks is observed: teaching (what new teacher will teach children); developing (which cognitive processes will be developed or improved) (or correctional-developing) educating (what socially significant personal qualities will be brought up or knowledge about them will be replenished). 4. Integration of educational areas: the main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets. 5. In the dictionary work, words are indicated that are entered into the active and passive vocabulary of children for the lesson and it is necessary to explain their meaning to the children. Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included. 6. The outline summarizes what preliminary work is required in order for the session to be successful and all tasks to be completed. 7. The pedagogical tools and equipment necessary for this lesson are reflected: technical (including computer, methodological, organizational tools. 8. The course of the lesson is described in the logic of the sequence of using these tools, when and which slide will be used, what questions will be asked children what game will be played. (If the game was compiled by the author independently and is not reflected in the teaching aids, both the course of its implementation and the purpose of using it at this stage of the lesson should be indicated).
Stages of work: 1.
Introductory part:
Organizational moment, including: setting a goal that should be achieved by students at this stage of the OOD (what should be done for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works). 2.
Main part:
Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity. 3.
Final part:
Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things. **** Repetition and development tasks. (Given in the abstract at the request of the educator) 4.
Summing up the lesson
: a description of the positive actions of students, determining the prospects for the acquired competencies (what they learned new, where the new will come in handy). Option 2 1.
Type of OOD:
classes on communication of new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated
2.

Purpose of OOD
3.
software content,
which includes: 1. Learning tasks (it is written what children will be taught in this lesson). 2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties). 3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
4.

Integration of educational areas
5.
vocabulary work
scheduled for every lesson. The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included. It should be remembered that each new task is written from a new line. 6.
Equipment
, which will be used in this DTE (for example: interactive whiteboard, easel, wallboard, cubes, coasters, etc.). The following is indicated
7.
demo material,
where not only all manuals, paintings are listed, but also their authors, quantity, sizes are indicated. eight.
Handout,
it is mandatory to list what material is taken with an indication of the size and quantity. 9.
Previous work as an educator
in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc. After that, preliminary work with children, the entire volume of frontal and individual work with children (where they went on an excursion, what object they observed, what read to the children what they learned, etc.) 10.
individual work,
with whom (names and surnames of children are indicated) in what part of the lesson is planned to be held. It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned. eleven.
Structure
and
methodical methods,
used in class. Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes. a) reading the poem "Autumn" by A. S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage). II. The main part is 15 minutes. a) a conversation about weather phenomena in autumn; b) looking at weather calendars; c) naming autumn signs by children; d) compiling stories about autumn weather; e) naming sayings about autumn by children; d) didactic game "From what tree leaf" ... etc. III. The final part - 2 minutes. a) reading a story about autumn; b) listening to the recording of P. I. Tchaikovsky "September"; c) generalization of the educator; e) analysis of the lesson (about what knowledge the children showed). 12.
Organization of children on educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out. 13.
Description of the lesson
. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
So, if we briefly formulate all the requirements, then the structure looks like

summary will be as follows:
1. Type, theme of the OOD with an indication of the age group of children. 2. The purpose of OOD 3. Program content (training, developing, educating tasks). 4. Vocabulary work. 5. Equipment for OOD. 6. Demonstration material.
7. Handout. 8. Previous work of the educator in preparation for OOD. 9. Preliminary work with children (with the whole group, with a subgroup, individually). 10. Individual work with children in OOD (what kind, with whom, in what part of the activity). 11. The structure of the OOD and methodological techniques. 12. Organization of children at OOD. 13. Move OOD (in direct speech). 14. At the end of the final phrases or analysis of the lesson. "Properties of Water". Lesson on cognitive research activities with elements of experimentation
OOD: "Journey with a drop"
Cognitive research activity with elements of experimentation.
Target:
To form an idea of ​​the properties of water
Tasks:
educational tasks. 1. Continue to acquaint children with the properties of water (it has no color, taste or smell). Developing tasks: 1. To develop the cognitive activity of children in the process of experimentation by comparison. 2. Activate children's vocabulary (colorless, tasteless).
educational tasks. 1. Cultivate accuracy in work in the process of experimentation.
preliminary work
1. Conversations on the topics: "Where you can meet water"; “What and who needs water”; 2. Conducting experiments with water. 3. Consideration of illustrations on the theme "Water". 4. Reading fairy tales, poems, stories, proverbs, guessing riddles about water. 5. Observation of indoor plants in a corner of nature, running errands (watering).
Kind of activity:
cognitive research
Form - work:
experimentation
Children's age:
second junior group (3-4 years old)
Methods and techniques:
1. Visual (schemes - symbols indicating the properties of water). 2. Practical (observation, experiment). 3. Verbal (teacher's story, search questions, artistic word).
Integrations of educational areas:
Cognitive - research, social - communicative.
Material for classes:
Water drops made from paper; schemes - symbols indicating the properties of water; glasses of water and straws for a cocktail (according to the number of children).
Lesson progress
Educator: Oh, guys, what happened this morning, I forgot to tell you - I just went into the kindergarten, A droplet came to me (shows a picture of a droplet, Says, I’m a miracle guest, Here I admire from above, I like your Earth, Blue and big Educator: Guys, a droplet asked us a riddle... So that it rains from the sky, So that ears of bread grow, So that ships sail, So that jelly is boiled, So that there is no trouble - You can’t live without .... (Water) Educator: - That's right without water, So what are we going to talk about today? (about water).
What is water? (children's answers). What kind of water happens, do you know its properties? Today we will learn the properties of water. And a droplet came to visit us and to her droplet sisters who live in our group. Just couldn't find them. Educator: - Guys, let's show Droplet where the droplet sisters live, what they do with us and what benefits they bring. Children in the group find a drop in a corner of nature: near plants. Flowers need to be watered, they will wither without water, they need water. Near the sink (sink) they find a drop: the assistant teacher needs water to wash the dishes. A droplet is found in the play corner, water is needed to wash toys. At the table, on which there is a decanter of water, they find a drop, water is needed so that we can drink it. A drop is found in the toilet room, water is needed so that the children can wash their hands and face. Educator: Well done guys. - Here is Droplet, how many droplet sisters live in our group, who bring us great benefit. And we promise to take care of them with the guys. Educator: Guys, did we find answers to the questions, what kind of water is there? Maybe in the laboratory we will find answers to our questions? Educator: Let's go to the laboratory and invite Droplet with us. Before starting research, let's remember the rules of behavior in the laboratory: - Do not make noise - this is how we disturb others. - Handle dishes with care. - Listen carefully to the teacher. - After completing the observation, draw a conclusion. Experience No. 1: “Water is a liquid” One is with water, the other is empty. Gently pour water from one to the other. Teacher: What happens to the water? Children: It pours. Educator: Why is she pouring? Water flows because it is liquid. So what is water? (Liquid). Since water is liquid and can flow, it is called a liquid. Conclusion: Water is a liquid (I hang the symbol on the board). Experience No. 2 “Clear water” There are two cups in front of the children: one with water, the other with milk. Children throw coins into both cups. Educator: In which cup is a coin visible? That's right, in a glass of water. Why do you think the coin is visible in this cup? Children: Water is clear, but milk is not. Conclusion: Water is colorless, has no color (I hang the symbol on the board). Experience number 3: "Water has no smell." The teacher invites the children to smell the water. Educator: Children, what does water smell like? It doesn't smell right at all. Pure water is odorless (I hang a symbol). Experience No. 4 "Water has no taste." The teacher invites the children to take a straw for a cocktail and try the water. Educator: Children, tell me, does water have a taste? (Answers of children). That's right, pure water has no taste. The water is tasteless, has no taste (I hang a symbol). And if we put sugar or salt in a glass of water, what will the water taste like? (children perform the experiment themselves). Salty and sweet. Educator: Guys, having done our experiments, did we find out what kind of water is? (Answers of children). That's right, water has no color, no taste and no smell. Well done boys! Educator: Guys, let's please our guest and give her beautiful soap bubbles. Experiment No. 5. This experiment is called “Salute from soap bubbles” Materials: glasses of water, pipettes with liquid soap, cocktail tubes.
Drop liquid soap from a pipette into a glass of water. Dip the cocktail straw into the glass and blow through the straw. What do you see? (soap bubbles appeared). Educator: Well done guys, thank you! Droplet is very glad that you know so much about water.
Outcome:
Droplets thank everyone for the fact that you know her droplet sisters so well, you know how they help and what benefits they bring to us. (Children are given bubbles with soap bubbles as a gift).

Antonina Stepanova

Organized educational activities for the development of speech in the preparatory group for school topic: « reindeer»

Educational area: "Speech development"

Topic: writing a story from a picture« reindeer»

Target: to form children's ability write a story about a picture using their knowledge of the appearance and life of animals.

educational: learn to select the most accurate definitions when describing the appearance of animals; develop skill carefully look at the picture(with the help of teacher questions, discuss its content.)

Educational: to exercise children in the ability to highlight specific objects depicted on picture, and give them appropriate names;

Educational: to cultivate the ability to listen carefully to a friend, not to interrupt or repeat him; evaluate stories of comrades arguing your choice.

vocabulary work:

Chum - a collapsible dwelling covered with deer skins;

Sledges - light sleds for riding dogs or reindeer;

Yagel - lichen (moss that serves as food reindeer.)

Area integration: "Cognitive Development"; "Speech development", "Artistic and aesthetic".

materials: painting« reindeer» , spyglass, song recording "I'll take you to the tundra", riddle, slideshow on laptop.

OOD progress:

1) Organizational moment.

Today we will make a trip to the Extreme North of our Motherland.

On the north of snow, freezing

Harsh nature.

Dances of stars in the sky

And there is no sun for six months.

Y. Shestopalov

Where do you try to guess? (listen to the song)

Children: To the tundra. Our path is not short, and we, as young researchers, will need map. Many of you guys can read and now they will help us find and determine exactly where the tundra is. Do you know that tundra in Finnish means "hostile" or "barren". Why it is called so, you will now see and understand everything. Tundra is the realm of cold, snow, piercing wind, permafrost, snowstorms and snowstorms. Winters are long and cold, and summers are short and cool. Dwarf trees grow in the tundra, standing next to which you guys will be giants. Are you interested in looking into this harsh corner of our vast country?

(slide show)

Guess what time of year it is in the tundra?

The white girl came

The whole meadow turned white.

Children: Winter.

What do you think about winter in the tundra? (children's answers - frosty, cold, harsh, fierce, blizzard, icy) What snow in winter? (children's answers are light, fluffy, shiny, crispy, sparkling, clean, wet, prickly, loose).

And let's look at the tundra from afar, for this I have "magic spyglass". Each of you, through the pipe, will see only one object or one living being. Look through the magic spyglass and tell: who or what do you see there?

The game "Spyglass"

Game progress: Children are invited picture for viewing and a landscape sheet to imitate a spyglass.

Examining the painting« reindeer» .

Now I suggest you take a look at picture and answer questions:

What is shown on this picture? (deer with deer)

What is he doing deer? (she bowed her head and eats reindeer moss - reindeer moss)

What is he doing deer? (he stands next to her and looks at her)

Compare deer with deer.

What is the difference? (at deer wool dark, and at deer - gray. At fawn the horns are small and weak. He still can not get his own food. At strong deer, strong legs, she rakes the snow with them, finds food - reindeer moss, ( deer big and strong, a deer(small and weak)

How are they similar deer and deer? (wool is thick and warm)

Guys, looking at pictures of the tundra I wanted to play a fun game with you.

Phys. minute: "We warm ourselves"

And it's cold outside

Well, everyone rubbed their nose

There is no need for us to beat the buckets

Everyone quickly took hold of their ears

They shook their heads!

By knees knocked!

Let's pat on the back!

And now let's sink!

Writing stories for children.

Now let's take another look at picture and try to make a story based on it. come up with reindeer life story, about the baby and about deer. Consider how you will start story What will you talk about and how will you end. Don't forget to name your story.

Option sample story.

"We lived - were on in the north, a deer with its mother - a deer. deer He was very small, his horns only grew a little. He stood unsteadily on his weak legs. And at deer- large branched horns, a beautiful head on a long neck. She bent down, eats reindeer moss and shows fawn: “eat, it’s tasty to grow up, big and you will have the same big and beautiful horns and slender, strong long legs!”

For storytelling children can form subgroups.

listening stories, teacher and other children evaluate story, which was more interesting, arguing his choice.

Summary of the lesson.

Guys, where have we been today? What did you learn interesting about the tundra? What new words have you learned?

Joint activities with parents

Related publications:

Synopsis of the final GCD "Compilation of a story based on the painting" Hedgehogs "" for children of the second junior group Objectives: Educational: Continue to engage the children in conversation while looking at the picture. To form the ability to communicate with the teacher:.

Synopsis of GCD for children of senior preschool age. Writing a descriptive story based on a painting Topic: "Compilation of a descriptive story based on the painting by A. Savrasov "The Rooks Have Arrived"". Purpose: the formation of the ability to compose a descriptive.

Synopsis of the GCD on the development of speech "Compilation of a story based on the painting" Chickens " Older age (5-6 years) "Compilation of a story based on the painting "Chickens"" Veselova Alexandra Vladimirovna teacher of the MBDOU "Kindergarten" No. 47.

Synopsis of the OOD on speech development in the second junior group "Compiling a story based on the painting "Cat with Kittens"" Program content: Help children understand the content of the picture, characterize the characters; educate the ability to listen to the story.

Synopsis of OOD according to GEFfor children of the senior group on the topic "Journey to visit Lesovik."

Target: Development of a complex of integrative qualities of the personality of pupils in the process of playing and cognitive-communicative activities.

Tasks:

Educational:

To educate a general culture of behavior, respect for nature.

Form patriotic feelings.

Developing:

Develop coherent speech, thinking, attention, memory.

Interested in independent problem solving of a cognitive and creative nature.

Educational:

To acquaint with the profession of a forester, its features.

Review and consolidate the classification of wild animals.

Dictionary work : forester, arborist, guard.

Techniques used to guide children's activities :Motivation: surprise moment, using games, riddles, showing illustrations, commenting.

Activation of children's activities: the game "Engine", a conversation, creating a developing environment, didactic games, showing illustrations, posing a problem question, solving a mathematical riddle.

Organization of practical activities: showing illustrations, commenting, using the game "Cut Picture", a mathematical riddle.

Motivation and maintenance of interest: a surprise moment, a situation of choice, listening to birdsong and forest sounds, a physical minute, a change in activities.

Evaluation of children's activities, activation of self-esteem: encouragement, didactic game "Cut picture", "Choose a word".

Subject-developing environment for OOD : a balloon, an envelope (with a split picture of a hare), pictures of animals and their dwellings, a hare toy, letters with numbers "chamomile", a picture of a forester, trees (oak, birch, mountain ash, pine, maple), magnetic board.

Handout: split pictures depicting a hare, daisies made of paper (on the reverse side of the number).

Activities of children in OOD : cognitive, cognitive-research, game, communicative, productive, motor.

Planned results :

Personal: the ability of children to act independently, the manifestation of emotional responsiveness in activities and communication with peers and adults, the education of moral qualities.

Intelligent: development of interest in the profession of a forester, its significance; developing an understanding of the forest as a home for birds and animals; the formation of ideas about the work of adults in society and the life of each person; ability to solve intellectual problems; expansion and activation of vocabulary.

Physical: the formation of a general culture of behavior and the need for a healthy lifestyle.

Criteria for evaluating the activities of children in OOD:

Active participation in cognitive activities;

Independence in the performance of assigned tasks;

Interaction with peers and adults;

Empathy;

Emotionality;

The manifestation of volitional efforts;

The ability to evaluate their own actions and the actions of their comrades.

Educational areas: physical development, cognition (FTsKM, FEMP), communication, speech development, music.

OOD Plan

1. Introductory part – 12 min. Psychological mood. Surprise moment. Finger game. D / and "Collect a picture." D / and "Choose a word." Physical education minute

2. Main body – 15 minutes. Conversation about the rules of behavior in the forest. D / and "Recognize the tree by description." D / and "Who lives where." 2. Physical education. The game "Letters got lost." Story about the work of a forester.

3. Final part - 3 min. Fizkultminutka. Summing up the OOD. Evaluation of children's activities.

The duration of the OOD is 30 minutes.

Progress OOD

1. Introduction .

Psychological mood.

All the children gathered in a circle

I am your friend and you are my friend

Let's hold hands tightly

And we smile at each other.

Educator: I smile at you and you smile at each other

so that we have a good mood all day long.

(A balloon flies in)

Educator: Guys, look, a balloon has come to us, and there is a letter in it. Let's read it.

Dear guys! I invite you to visit the forest glade. My old friend will show you the way.

Waiting for you! Forester.

Guys, do you know who a forester is? Where does he live?

What is the name of his house, which stands in the forest ? (a forester is a person who looks after the forest, trees, animals, cleanliness in the forest. small housethe forester is called the gatehouse).

Well, guys, do you agree to go to visit the forester?

Shall we begin our journey?

But how can we get into the forest as soon as possible?

Let's go guys on a train journey.

Hurry up, take our wagons, let's go ...

(Children imitate the movement of the train).

Steam locomotive buzzed

He took wagons.

Choo-choo-choo, choo-choo-choo

I'll take you far.

Here we are in the forest ... How beautiful! Listen. What do you hear?

(Listening to the singing of birds and the sounds of the forest).

Educator: And who will show the way to the forester?

Guys, the letter says that an old acquaintance of the forester will show the way.

Who is he - we need to guess. You need to collect cut pictures.

(Children collect pictures that depict a hare)

(A hare appears - a soft toy)

Children, sit down on the stumps.

Guys, name the words that define a real live hare. What is he?

Didactic game "Choose the word"

(Children take turns calling words, for example: fluffy, white, fast, gray, cowardly, long-eared).

AT: - Well done, and if a hare has long ears, then what is it? ( long-eared)

- What about long legs? (leggy)

Quick legs? ( swift)

And you can say about the hare - long-tailed? (No)

So what is he? (short-tailed or they also say short-haired)

(Repeat the word "stubby" and give it an explanation).

What does the rabbit eat? So what is he? (herbivorous)

What other herbivores do you know? Name.

AT:-Let's ask the hare to show the way to the forester.

Bunny, Bunny - tell me

Bunny, Bunny, show me

How to find a track

To the forester in the lodge.

AT: Bunny shows us

That we need to move in this direction.

Fizkultminutka "Together we go through the forest."

We walk through the forest together

We are not in a hurry, we are not behind.

Here we go to the meadow. (Walking in place)

A thousand flowers around! (Sipping - arms to the side)

Here is chamomile, cornflower,

Lungwort, porridge, clover.

The carpet is unraveling. (Smooth movements of the hands in front of you).

Both right and left. (Bend over and touch the left foot with the right hand, then vice versa - the right foot with the left hand).

Hands stretched to the sky

The spine was stretched. (Sipping - arms up)

We all had time to rest

And they sat down again. (Children sit down)

2. Main body.

Conversation about the rules of behavior in the forest

How should one behave in the forest? (do not make noise, do not shout, do not frighten forest dwellers, do not litter, do not make a fire, do not destroy animal dwellings, do not break branches, do not trample grass, do not touch animals and insects, this can be dangerous, etc.)

Didactic game "Recognize the tree by description"

In the kingdom of the forest there are both animals and birds,

Woodpecker and mole, there is a fox and a titmouse.

The forest is the decoration of our land!

There are chief inhabitants in the kingdom of the forest,

What do we call these people? ( trees are the largest plants

AT:- Guys, let's remember what trees grow in the forest. I will give you a riddle, and you guess the name of this tree.

I am a mighty tree, I am a forest attendant.

And everyone knows this tree - both old and small.

I grow up to old age and a hundred, and two hundred years.

Children recognized me, because I am powerful ... (oak)

I am a Russian tree, I am a beauty tree!

I decorate green forests with myself.

In the forest, my white tender camp is far visible.

With a green border, my summer sundress.

It’s easier not to find the question, what kind of tree? .... (birch)

I have longer needles than a Christmas tree.

Very straight I grow in height.

If I grow at the edge, the branches are only at the top.

Up I stretch like a string, ship .... (pine)

The trunk is slender, dark bark,

It has been green all summer.

The autumn time has come

He wore a purple outfit.

Every year on it with a hunt,

Helicopters are growing ... .. (maple)

Many berries are red, ripe and beautiful.

They hang in clusters, their outfit is beautiful.

Collect berries on a string - for the soul,

From it, of course, the beads are very good .... (rowan)

(I post pictures)

AT: Well done, all the trees learned.

Didactic game "Who lives where?"

Well done. In the meantime, we have already climbed far into the forest.

And here we see something very interesting and unusual. What's this? (This is someone's house) (show)

So someone lives in it. Who? (animal)

Are there wild animals or domestic animals in the forest? And how do they differ?

Wild animals build their own houses, or occupy other people's, abandoned houses.

(show pictures)

This is hollow. Who made it? (woodpecker)

And who can live in it ? (squirrel, mink, marten)

This is a lair. Who lives in it? (wolf)

This is the bear's house. What is it called? ( den)

And what's that ? (Nora). Who can live in it? (fox, badger, rassomakha, raccoon, snake)

What is the name of the rabbit house? (the hare does not have a house)

Fizminutka.

• Are you tired?

  Well, then everyone stood up straight,

  They stamped their feet, clapped their hands,

  Turned around, turned around

  We close our eyes tightly, open them,

  And we're moving forward again!

AT: So we went out to the clearing.

There must be a forester's lodge around here somewhere.

What grows in this clearing?

Look guys, something is written here.

Help me please.

Lost letters game

Arrange the numbers in order from 1 to 7. and read what happens.

(children put letters together with numbers in order).

And the word came out - CAMOMILE.

What is the first sound we hear in this word? (sound [p]). Name the words that have the [p] sound.
What is the last sound in this word? (sound [a]). Name the words with the sound [a].

Let's decorate the forester's clearing with these flowers.

Look guys, here it is gatehouse forester.

And here is the owner gatehouses.

The story of the work of the forester (accompanies the display of photo illustrations)

Forester called forest watchman he guards the forest.

The arborist, forester is the owner of the forest, which the state has entrusted to him.

This owner must know his forest area well.

This study of the territory takes many years.

Therefore, the forester must be a local resident who is well acquainted with the surroundings.

A good forester knows his rounds down to the smallest detail, and any changes in the forest quarter will not escape his attention.

He will immediately determine where cattle were grazed without permission or trees disappeared, signs of an impending disease of the forest appeared (for example, an invasion of caterpillars or an animal disease).

Especially careful relationship should be forests in our steppe region, since we have few forests.

The forester is doing a lot of work to prevent forest fires. After all, any fire, an unextinguished match, a thrown cigarette butt causes the destruction of forests in the fire.

Fighting a forest fire is very difficult, sometimes impossible. That is why fire prevention is so important.

The forester is a friend to all the animals and plants of the forest.

Conscientiousness, professional honesty, diligence - these are the wonderful traditions that have developed over the centuries in the forestry of the country.

3. Final part .

Reflection.

The forester is very glad that we accepted his invitation. But we have to go to the kindergarten, back. The forester treated us with fragrant forest apples.

Well, now on the wagons, our train is leaving.

Steam locomotive buzzed

And he brought wagons.

Choo-choo-choo, choo-choo-choo

I will take you home..

Did you enjoy our trip?

What did you like the most?

And what profession did we meet today? Who is a forester?

Now you know for sure that this is a necessary and noble profession.

I think we did a good job today. You are great! Real travelers. It was my pleasure to take this journey with you.

Well, now let's eat apples.

Lesson summary

In the senior group

"Migratory birds"

Tasks:

1. To consolidate the knowledge of children about migratory birds, the ability to distinguish them, group them, describe the appearance of birds, their features, behavior; encourage children to engage in verbal interaction with peers and the teacher. Strengthen the skill of using complex sentences. Activate the use of adjectives and verbs in speech.

2. Develop phonemic hearing, speed of reaction in the game "Birds have flown away."

3. Develop observation, visual perception, the ability to draw conclusions.

4. Cultivate love for wildlife.

Integration of educational areas: Cognitive, artistic and aesthetic, social and communicative, speech.

Lesson progress

Organizing time. Repetition of the material covered.

Guys, listen to the poem (reading the poem by Margarita Ivensen "Autumn"):

Falling, falling leaves.

Leaf fall in our garden...

yellow, red leaves

They curl in the wind, they fly.

Birds fly south

Geese, rooks, cranes.

Here is the last flock

Wings flapping in the distance.

Guys, tell me, please, what season is the poem talking about? (... about autumn).

Children, now let's define the signs of autumn. Let's play a game"What Happens in Autumn" You will tell me yes or no.

Leaves are falling (yeah)

Snow is melting (no)

Children sunbathe by the river (no)

People harvest in the fields (yeah)

Birds fly south (yeah)

Introduction to the topic "Migratory Birds".

The children sit down at the tables.

Today in class we will talk about birds. Now let's remember the migratory birds that you know.

Children call migratory birds, the teacher hangs pictures depicting birds on the board. If the children find it difficult, hang pictures of birds on the board, and the children name the birds.

Today in class I will tell you about another migratory bird called the swift.

“The swift looks like a swallow, but its wings are much larger and narrower than those of a swallow, and its tail is wider. Swallows are more common in rural areas, swifts - in urban areas. Swifts cannot walk on any surface. Can be in continuous flight for several years! Swifts in flight get food, drink, sleep, collect building material for the nest.

Physical education:

The insects are gone
The birds in the forest are bored.
Wave your arms (wings).
Began to think and wonder
How can they avoid trouble?
Fingers to the temples of the head,
shaking the head to the right - to the left.
Gathered together
They called themselves a flock.
Children stand in a circle, holding hands.
They took off together
They flew south.
They turn to the right, wave their hands, run in a circle.
We flew for a long time, tired,
Sat down, rested
Stop, sit down.
Soared again
They flew further.
They get up, run in a circle, flap their wings.
Here are the southern regions
We've arrived, friends!
You are tired, take a rest.
Look for insects.
Children stop, disperse in different directions.

D / game "Third extra" (Children sit at tables)

Children close their eyes, the teacher hangs pictures of birds on the board, etc.

1. Migratory bird, wintering bird, migratory bird.

2. Migratory bird, poultry, migratory bird.

3. Migratory bird, insect, migratory bird, etc.

The game is played on the carpet, the children stand in a semicircle or scattered ....

D / game "The birds have flown away ..." (Children go to the carpet)

Hearing the name of a migratory bird, the children should clap their hands.

1. Birds flew away: pigeons, tits, herons, storks, starlings, bullfinches and sparrows.

2. Birds flew away: cuckoos and tits, swallows and sparrows, swans, swifts and

herons.

3. Birds flew away: woodpeckers, swans, tits, swallows, starlings, swifts and cuckoos and rooks.

Summing up at the end of the lesson: “What did you do in class today?”

Get accurate answers from children (Today, in the lesson, they recalled migratory birds, played the game “Third Extra”, etc.)

MBDOU "Kindergarten No. 30" Shatursky municipal district, Moscow region

Synopsis OOD in the form of a lesson using ICT technology

on the topic: "Learn by playing"(preparatory group)

Maminova Natalya Alexandrovna

teacher psychologist

Explanatory note to the presentation

"Learn by playing"

Purpose of using the presentation:

• Development of elements of logical thinking and the ability to generalize
• Teaching preschoolers to "work by the rules".

Presentation methods:

- slide show

- definition with the help of the presented slide of the form of work (work one by one, in pairs, all together)

determination with the help of the presented slide of the type of work (dynamic pause, visual gymnastics, finger exercises, game)

- holding the game "The Fourth Extra"

Synopsis of OOD using ICT in the preparatory group on the topic:

"Learn by playing"

Integration of educational areas:

cognitive development, social and communicative development

Direction - developing;

The form of organization is frontal, steam room.

Class type - complex;

Time - 30 minutes;

Educational and methodological support:

• Sharokhina V.L. "Psychological preparation of children for school";
• Artsishevskaya I.L. "Psychological training for future first-graders";
• Rudenko T.A. “Psychological preparation for school. One year before school. From A to Z";
• Tsukerman G.A., Polivanova N.K. "Introduction to School Life".

.Target: preparation of older preschoolers for schooling through the formation of universal prerequisites for educational activities and the necessary skills and abilities.

Tasks:

v Educational:

ü Exercise in the ability to find common things in objects, to name a generalizing word.

ü To form the ability to "work by the rules."

v Developing:

ü Develop mental operations (the ability to classify and generalize).

ü Develop cognitive processes (logical thinking, memory, auditory and visual attention, coherent speech).

ü Develop hand-eye coordination.

ü Develop visual-spatial orientation.

ü Develop self-assessment skills .

ü Develop fantasy and imagination.

ü Develop fine motor skills

v Educational:

ü To educate preschoolers in a positive attitude towards themselves, towards others and towards the school.

ü To cultivate independence, the ability to work in a team, in pairs, the ability to negotiate.

ü To increase the interest of children in developing activities in preparation for schooling by working with multimedia equipment.

At the lesson, technologies are used: health-saving, gaming, information and communication.

Equipment: multimedia equipment, laptop, letter from Dunno; sheets of paper divided into 9 cells; simple pencils, colored pencils, a set of figures for the task "The most unlike", petals of 3 colors (red, yellow, blue).

Throughout the lesson, icons appear on the slides with tasks (according to Zukerman G.A.), using them the guys determine what type of work awaits them (we work one at a time, work in pairs, work all together).

Lesson progress:

Organizational and motivational part: (3 min.)

The psychologist asks the children to stand in a circle. Draws attention to the projector, to which they will turn throughout the lesson (see slides).

Exercise "Separate into pairs" (1 min.)

Target: setting the mood for work.

Children are given cards with drawn halves of various objects (for example, carrots, cucumbers, apples, etc.). If you find a soul mate with your neighbor, you get a whole item.

At the command of the psychologist, the children look for the second halves of their pictures and stand together. Thus, pairs are formed.

Exercise "Let's say hello" (1 min.)

Target: creating an emotionally positive mood in the group.

Psychologist: “I suggest you say hello, greet each other. We will greet in pairs, as you stand, but in an unusual way. When I clap my hands once, you need to shake hands, when twice - say hello with your backs, when three times - hug. Be careful!" ( children perform)

Psychologist: “Great! Well done!"

Game situation "Letter from a fairy-tale hero" (1 min.)

• introduction of preschoolers to the "school world", a message about the upcoming work, the development of fantasy and imagination.

The teacher-psychologist shows the letter, opens and reads.

“I propose to go to the land of knowledge,

Various tasks await you along the way.

Be able to deal with them

Be bold and don't be shy!

And I will help you along the way

The road of knowledge is worthy to go!”

Psychologist: “Did you guys guess who this letter is from?” ( children's version)

Psychologist: "How did you guess?" ( Dunno is drawn on the envelope)

Psychologist: “That's right, this letter is from Dunno. And he invites you to complete tasks. For each completed task, you will receive a flower from him, on which a letter is written on the back. When you collect all the letters, you will be able to make a word and find out which country of knowledge was mentioned in Dunno's letter.

Main part: (25 min.)

1. The game "Guess the description" (slide 2)(3 min.)

• development of attention, observation, visual memory.

The group work icon appears on the screen and one at a time (the psychologist draws the attention of the children to the icons; asks what they mean; then sums up that in this task we play with the whole group, but the task is performed by one leader whom we have chosen, the rest do not help)

Teacher - psychologist: “The first task that Dunno offers us to do is to check how attentive we all are and know each other well. Mindfulness exercise.

Imagine that you are in a forest and get lost. How can they find you? ( children's version) That's right - according to the description. We are all different. We have different hair color, eyes, height, we dress differently. I suggest you play the game "Guess the description".

Now take a close look at each other. Then we will choose a facilitator who will turn away, and I will describe one child. The facilitator should learn from the description of the child in question.

If the leading child does not guess, he is invited to turn around and look at everyone, find the child who was discussed.

Note: for the completed task, the guys receive a flower with the letter "K" from Dunno.

1. Exercise "The fourth extra" (slide 3,4,5,6,7,8,9)(3 min.)
2. development of elements of logical thinking and the ability to generalize .

Sets of pictures (for example, a pencil, a pen, a pyramid, a notebook) appear in front of the children on the projector screen. Children must guess which of the items will be superfluous, explain their choice.

Note: for the completed task, the guys receive a flower with the letter "L" from Dunno.

2. Kinesiology exercises.(slide 10)(2 minutes.)

The Work Together icon appears on the screen.

Target: activate the activity of the brain, preparing it for the perception of sensory information, improve mental activity, synchronize the work of the hemispheres, promote memorization, increase the stability of attention, and the development of motor skills.

1) "Fist, rib, palm"

The child is shown three positions of the hand on the plane of the table, successively replacing each other. Palm on the plane, palm clenched into a fist, palm edge on the plane of the table, straightened palm on the plane of the table. The child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in fulfilling it, the teacher offers the child to help himself with commands (“fist-rib-palm”), spoken aloud or to himself.

2) "We were playing patty..."

Children put their hands on the table: one palm up, the other palm down. Then, under the words of the quatrain, the children change their palms: the one that was down - becomes up, the one that was up - is placed down.

We played patty

Fried pancakes.

So let's fry, turn around,

And we'll start playing again.

3) "Ring"

Alternately and as quickly as possible go through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then together.

Teacher-psychologist: “What do you think Dunno offers us to do?” ( children's version)

3. Visual gymnastics "Let's help the eyes."(slide 11)(1 minute.)

One, two, three, four, five! ( rub your palms warmly)

Let's help the eyes

fall asleep quickly put palms on eyes for 1-2 seconds),

And now they're awake massage the eyes),

Left - turned right ( eye movements to the left - to the right without turning the head)

And smiled! ( open your eyes wide, smile)

1. Game "Pictogram" (slide 12)(5 minutes.)

The one-by-one operation icon appears on the screen ( children respond by raising their hand.

• development of mediated memorization, fine motor skills.

Children are offered a sheet of paper, divided into cells, and simple pencils.

The psychologist reads words and phrases. Children make small sketches for this word or phrase. Then they need to remember all the named words and phrases according to their sketches. Suggested words ( kid, hard work, fun day, forest, winter, gift, favorite toy, night, sad person).

Note: for the completed task, participants receive a flower with the letter "O"

1. Dynamic pause "Ear, mouth, nose ..." (slide 13)(1 minute.)

.

• development of auditory attention of preschoolers, prevention of fatigue, stress relief .

Children stand in a circle.

Teacher-psychologist: “One, two, three, four, five.

We start playing!

You guys don't yawn

And repeat after me.

Do what I say

Not what I show you."

Children show the named parts of the body together with the psychologist, but the teacher sometimes shows them incorrectly. The task of children is to listen and show correctly what the psychologist said, and did not show.

1. The game "Instant construction" (slide 13)(3 min.)

The work together icon appears on the screen .

• development of independence, memory and attention, communication skills with each other, strengthening the ability to work in mini-groups.

The guys should stand around the psychologist, as follows: a few - in front, a few - behind, on the right, and on the left. Children remember their location relative to the psychologist and relative to each other. After the psychologist spins around in place, the guys must remember their location and take the right place. The game is played multiple times.

Note: for the completed task, participants receive a flower with the letter "Sh"

1. Exercise "The most unlike" (slide 14)(3 min.)

The working in pairs icon appears on the screen .

• : development of elements of logical thinking and the ability to generalize. Strengthening the ability to work in pairs, the ability to negotiate.

Psychologist: “Before you are sets of geometric shapes. Divide them into groups

Working in pairs, children need to determine by what signs it is possible to decompose geometric shapes into two groups. Then, they must agree and decide who will be responsible for what criteria they have spread out. ( children perform)

Teacher - psychologist: “A figure is drawn on a separate card. You need to find out of all the shapes the one that will be completely different from the figure on the card. Then explain why you think so. ( the figure should not be similar in shape, color and size)

Note: for the completed task, participants receive a flower with the letter "A"

1. Exercise "Make a word" (slide 15)(2 minutes.)

Children make up a word from the resulting letters.

Get the word - SCHOOL.

1. Reflection "My assessment".(2 minutes.)

Target : the formation of elementary self-esteem skills.

I liked the lesson and everything worked out for me - a red petal;

I liked the lesson, but I did not succeed in all the tasks - a yellow petal;

I didn’t like the lesson and I didn’t succeed - a blue petal.

Final part. (2 minutes.)

Children stand in a circle. The teacher-psychologist says that our lesson is over and it's time to say goodbye. In accordance with the text, the children repeat the movements.

Target : maintaining a positive emotional mood in the group.

Clapped their hands together

(clap hands)

stamped their feet together

Everything we played here

We remember with you

(participants take their hands on their heads and shake them from side to side)

"Goodbye!" - everyone was told

(everyone is waving)