Abstract
direct educational activities in the preparatory group
Educational area "Cognition"
Topic: “Sea inhabitants”
Prepared and conducted:
Gadzieva L. R.
Alagir
2014
"Marine life".
Summary of direct educational activities on familiarization with the environment and manual labor with children of senior preschool age.
Lesson objectives:
Educational:
Expand and systematize children’s knowledge about representatives of the seabed, their characteristics, and adaptation to life in the aquatic environment.
Develop the skill of answering questions completely.
Educational:
Develop speech, observation, mental activity, the ability to express and justify your judgments.
Develop auditory and visual attention, memory, logical thinking.
Develop constructive and creative abilities, imagination, creative imagination.
Develop fine motor skills of hands
Educational:
Cultivate interest in classes.
Develop independence and the ability to plan your work.
Foster a desire to help others who find themselves in difficult situations
Cultivate friendly relations between children and the habit of studying together.
Methods and techniques:
Modeling a game situation in order to pose a problem and create motivation, creative logical thinking exercises, questions for children, the use of didactic aids, visual material, physical exercises, finger gymnastics, and technical teaching aids.
Developmental environment:
Shells (in a basket).
Globe.
"Sea inhabitants" - video film.
Technical training aids.
Dry pool.
Frames for sand therapy.
Origami paper, scissors, glue, fish eyes.
A fake aquarium.
Progress of the lesson.
Children stand in a circle with the teacher.
Psychological mood:
First, let's stand in a circle
So much joy around
Hold hands together
And smile at each other
Are you ready to play?
Can we safely begin?
Educator: Tell me, what color is there more on the globe?
Children: Blue
Educator: What does the blue color on the globe mean?
Children: Water.
Educator: So what conclusion can we draw?
Children: There is more water on Earth than land.
Educator: Well done. And I didn’t come to you empty-handed today.
Guys, look what's in my cart?
Children: Shells!
Educator: Right! Take one shell at a time and place it to your ear.
Brainstorming (questions - answers).
Educator: What do you hear?
Children: The sound of the sea!
Educator: What is the sea? What is it like?
Children: The sea is when there is a lot of water. It's salty, deep, etc.
Educator: Guys, is the sea inhabited?
Children: Yes!
Educator: What sea creatures do you know?
Children: Shellfish, algae, sharks, whales, dolphins, octopuses, etc.
Educator: Guys, do you think shells are sea creatures?
Children: Yes!
Educator: Well, of course! Seashells are the hard outer shells of very tenacious snails that live in the seas and oceans in various environments and at various depths. They can be found at sea
the shore empty, without the soft body that once lived in this shell.
Children look at shells. Then the teacher invites them to put them in the basket and continue the conversation.
Educator:
Guys, today we are not having an easy day, but a truly exciting journey, and not just an easy one, but an “underwater” one!
I know the magic words that will help us sink to the bottom of the sea; we need to say them amicably and loudly. As soon as we say them, we will immediately be transported to the underwater world.
Educator:
Our kindergarten has changed
He turned into an ocean
We'll go for a walk
Study the bottom of the sea
A piece of music plays (Magic transformation).
We opened our eyes, well, guys, we were transported to the underwater world, and now we will see how its inhabitants live.
Children stand in a semicircle in front of the screen.
Video: “Inhabitants of the underwater world.”
Educator: You and I have seen how underwater inhabitants live, and now I propose to take a seat on the sandy bottom and continue our conversation.
Guys, guess the riddle:
Big-eyed, toothy.
The tail wags,
It hunts in the ocean.
Children: Shark.
Educator: What do you know about sharks?
Children's answers.
Educator: Guys, pay attention! It looks like a shark is swimming towards us.
Slide: Shark
Educator: Guys, do you know what fish swam past us behind the shark? These are small sharks. They hide so that the mother shark does not accidentally eat them.
A shark is in motion all its life, it cannot stop even for a minute, because only by moving can a shark breathe. If she stops, she will suffocate and die.
The shark has very good hearing and a keen sense of smell.
Educator : Well, we learned a lot of interesting things about the life of sea inhabitants. Do you know where fish come from?
Children: From eggs.
Educator : Right. The inhabitants of the underwater world decided to play with you, here on the seabed they hid their eggs, and invite you to find them. The eggs that you find will need to be placed in glass vases next to the dry pools.
Guys, now break into pairs and start looking for eggs.
Children look for eggs (red and black beads) in dry pools - pebbles, shells, yellow sand, colored glass and
pebbles.
Educator: Well done boys! Our eggs are extremely large, and they will produce wonderful fish!
Guys, while we were looking for eggs, a real disaster happened in the underwater world: a big wave came and washed away the sea inhabitants. There was no one left: no starfish, no fish, no octopuses. There aren't even any algae. What should we do to help them, what do you think?
Children offer to draw them again.
Educator: That's right, we will draw them with our index finger.
A quiet melody sounds. Sand therapy.
Educator: You are real artists! Everyone was saved. The sea inhabitants are very grateful to you. Well, now my dears, I invite you to
a fun workout.
Children do the warm-up “Song about the sea.”
Who has been to the sea? I!
Yes, of course you have been!
And if they were, they probably saw it,
That there are a lot of different inhabitants in the sea
Come on, show us the sea lovers!
And the waves conquer the heights,
And you and I see beauty.
And the fish swim in the sea like this,
The sea wave moves to the beat
The pearl that lives in a shell
He sings a song with us.
Educator: Well my little fishes! We had a wonderful time in the underwater world and it’s time for us to return to kindergarten. To do this, I will say the magic words, and you be careful and follow
my commands.
You need to close your eyes.
Take two big jumps
Stretch your arms forward
And then vice versa.
How do fish spin around?
So that we can find ourselves in the garden.
The music "Magic Transformation" plays. Children open their eyes.
Educator: Well, we’re in kindergarten. Guys, where have we been?
Children: In the underwater world!
Educator: Do you want us to create an underwater world here in kindergarten?
Children: Yes!
Educator: Then take your seats at the tables and get ready to listen.
The teacher places containers with paper, glue, and scissors on the tables.
Glass house on the window
With clear water
With rocks and sand at the bottom
And with a golden fish...
What is this?
Children: Aquarium!
Educator: Right! But this is our aquarium, our little underwater world(the teacher places a model of a pre-prepared aquarium on the table).Today we will fold a fish using the Origami technique.
But before we get to work, I suggest warming up your fingers.
Finger gymnastics.
Five little fish played in the river
(wave-like movements in the air)
A large log lay on the water
(palms pressed to each other, turns from side to side).
And the fish said: “It’s easy to dive here!”
(perform a diving movement)
The second said: “It’s deep here!”
(shaking with closed palms - negative gesture)
And the third said: “I feel sleepy”
(we turn our palms onto the back of one of our hands - the fish is sleeping).
The fourth one began to freeze a little
(we quickly shake our palms - trembling)
And the fifth shouted: “There’s a crocodile here!”
(palms open and connect - mouth)
Swim quickly so that he doesn't grab you.
(wave-like movements with closed palms - the fish swim away).
Educator: Now I will show you how to fold the fish correctly.
Fold a square sheet of paper diagonally (corner to corner), smooth out the fold lines with your fingers. Unfold and fold the sheet again diagonally (corner to corner). Unfold the sheet again and bend it in half, away from you.
Fold the sheet along the fold lines located on the right and left sides.
(Mirror show). Let's see what we got. Has a head, has fins, what does our fish not have?
Children: Ponytail.
Educator: In order to cut the tail, you need to fold the triangle in half, take scissors, make a small cut from the bottom up and then along an oblique line to the fin.
Unfold the craft, glue funny, mischievous eyes on the fish and place it in the aquarium.
Guys, is everything clear to everyone? Then let's get to work with me.
To the accompaniment of quiet music, the children begin to work.
Result: Guys, look what a wonderful aquarium we have turned out to be. What do you think is the mood of our fish?
Children's answers:
Educator: What's your mood?
Children's answers:
Educator: I am very glad that you liked our trip and I want to give you these shells and an aquarium as a souvenir. Goodbye, all the best to you!
Summary of GCD for coherent speech
Goals: -develop coherent speech;
Clarify and enrich the lexical vocabulary on a given topic;
Develop visual and auditory attention, logical thinking
Tasks:- consolidate the ability to retell the text “Little Dolphin” based on the diagram;
Strengthen the ability to use nouns in the r.p. form. plural in sentences;
Introduce the new concept of “aurora”;
Equipment:- soft toy little penguin;
Photographs depicting sharks, seahorses, walruses, schools of dolphins, penguins, sea turtles, polar lights;
Subject picture “Little Dolphin”;
Outline of the story “Little Dolphin”;
Puzzle cards with images of an octopus, a walrus, a dolphin, a seal, a penguin, a leopard seal, a jellyfish, a starfish (8 pieces in total);
Puzzle card with the image of the North Sea;
South Sea Puzzle Card;
Ball
Progress:
1.Org. moment
Good morning.
Look carefully at the board - these are silhouettes of the inhabitants of the seas and oceans. The one who finds out and names who it is will sit down...(walrus, penguin, whale, seahorse, octopus, dolphin, shark)
2. Main part
A guest came to our lesson - little penguin Pete. He has just returned from a trip across the seas and oceans. Pete brought us photographs of marine life. Look at them carefully and tell me who you see.
(photo "shark") Who do we see in this photo? Sharks
Where can you find a lot of sharks? You can find many sharks in the sea.
(photo “seahorses”) Whose family do we see in this photo? A family of seahorses. Where does the seahorse family live? A family of seahorses lives at the bottom of the sea.
(photo “herd of walruses”) In this photo we see a herd of what? A herd of walruses. What is a herd of walruses doing? Resting. What does a herd of walruses rest on? A herd of walruses is resting on an ice floe.
(photo “turtle”) Are there a lot of people crawling? Sea turtles. What are a lot of sea turtles crawling on? There are many sea turtles crawling along the sand.
(photo "penguins") Who do we see here? Penguins.
Where can you see penguins? You can see penguins in Antarctica.
(photo “dolphins”) Who’s a flock of people here? A school of dolphins. What is a school of dolphins swimming towards? A school of dolphins swims up to the ship.
On this journey, Pete met and became friends with a little dolphin. (story picture “Little Dolphin”) The baby dolphin told Pete what story happened to him once. Listen.
One little dolphin lost his mother. He became weak from hunger and fell ill. And then the baby dolphin swam to people for help. Kind people helped the baby dolphin. They treated him and fed him fish. Soon the baby dolphin recovered and even learned to sing songs. People looked at him and thought: “How good it is to have such a wonderful friend - a baby dolphin!” And the baby dolphin sang and thought: “It’s so good that I have such real friends - people!”
(Working with a story outline)
Guys, look at this diagram, which drawing on the diagram do you think will be the first and which will be the last? The first is the top, the last is the bottom, because arrows point from top to bottom.
Remember who the little dolphin lost? The little dolphin lost his mother.
What happened to him? He became weak from hunger and fell ill.
Who did the baby dolphin come to for help? A baby dolphin swam to people for help.
How did people help the baby dolphin? They treated him and fed him fish.
What did the baby dolphin learn? The baby dolphin learned to sing songs.
What did people think? People thought how nice it was to have such a wonderful dolphin friend.
What did the baby dolphin think? The little dolphin thought how good it is that I have such real friends - people.
2. Dynamic pause
(children stand up) Let's play. For a moment you will become the dolphins, and I will become the trainer. Let's play with the ball.
I'm holding the ball over the wave
At the end of a long rope
That's how I want you to be with me
The dolphins played ball.
(the speech therapist throws the ball to the children, and they pass the ball around)
3. Continuation of the main part:
Now I will tell the story about the baby dolphin again and then I will ask you to retell it. Listen carefully.
(story based on the diagram)
Who wants to retell the story?
(children’s retelling based on the diagram)
Guys, look, Pete has prepared another photo. (photo “polar lights”)
What does it show? Polar Lights.
The aurora is clearly visible at night against a dark sky background. It happens only in the North and Antarctica, in the amazing region where our guest lives. Pete observed the aurora many times and even wrote a poem about it:
Multicolored stripes
Decorate the firmament
Polar Lights-
This is a colorful round dance!
And really, look, what colors do you see? Green, yellow, purple, red.
(puzzle game)
I have two large cards. One depicts the cold northern sea, and the other the warm southern sea. Where is which? How did you guess? (northern, because the polar lights, snow, ice floes...)
(large cards are placed on the table)
The little penguin has prepared a game for you. I will ask riddles about the inhabitants of these seas. The one who solves the riddle will receive a small card - a puzzle. This puzzle needs to be connected to a matching large card.
Puzzles:
Don't you know me?
I live at the bottom of the sea
Head and eight legs -
Who is this?... Octopus.
(the child receives an “octopus” puzzle card and connects it with a large “South Sea” card)
2. The fanged beast,
Instead of legs - flippers
The tail drags on the ice
The beast is not afraid of frost. Walrus.
(the child receives a “walrus” puzzle card and connects it with a large “North Sea” card)
3. How beautifully they swim
Very fast and playful
They show us their backs
From the sea water... dolphins.
(the child receives a “dolphin” puzzle card and connects it with a large “South Sea” card)
He is not at all lazy to dive for fish
A seal dives into a cold hole.
(the child receives a “seal” puzzle card and connects it with a large “North Sea” card)
5. Has wings, but doesn’t fly
He dashingly dives into the hole
Very important gentleman
And his name is...penguin.
(the child receives a “penguin” puzzle card and connects it with a large “north sea” card)
6. When I'm at sea I'm pleasant
There are many brown spots on the skin
But watch out for me penguin
Don't come to me alone. Sea leopard.
(the child receives a “leopard seal” puzzle card and connects it with a large “North Sea” card)
7. She is as clear as water
Swims there, floats here. Jellyfish.
(the child receives a “jellyfish” puzzle card and connects it with a large “South Sea” card)
8. Deep at the bottom she is
As if visible in the sky
But it doesn’t shine and doesn’t warm
Because he can't. Starfish.
(the child receives a “starfish” puzzle card and connects it with a large “South Sea” card)
4. Lesson summary:
What did we do in class? We remembered the inhabitants of the seas and oceans and told a story about a baby dolphin.
GBOU secondary school s. Khvorostyanka structural unit "Kindergarten "Kolosok"
Abstract
open lesson on coherent speech
(preparatory group)
Topic: “Inhabitants of the seas and oceans”
Teacher speech therapist:
Terentyeva N.A.
year 2013
Summary of a lesson on the topic “Inhabitants of the seas and oceans” for children in the preparatory group for school.
Target: Expand, deepen and consolidate children's knowledge about the inhabitants of the seas and oceans.
Tasks:
Continue to introduce children to marine animals, some representatives (whale, shark, dolphin, sea turtle, crab, jellyfish, octopus, seahorse): their appearance, characteristics of movement, adaptability to life in the aquatic environment, feeding habits, behavior; introduce some forms of protection of marine life.
Intensify cognitive activity: cultivate a desire to learn more about marine life, develop children’s curiosity.
Develop fine motor skills of the hands.
Enrich and activate children's vocabulary.
Foster a caring attitude towards living things.
Material: illustrations with sea animals; riddles on a marine theme; finger games; poem by V. Lanzetti “The Multicolored Octopus”; red cardboard, a set of cardboard geometric shapes of different colors.
Progress of the lesson:
Educator: Today we will talk about the inhabitants of the seas and oceans. What sea creatures do you know?
Children's answers.
Educator: Correct. The seas are home to many different kinds of animals. And they are not exactly like animals living on earth. There are sea cows, fur seals, starfish, sea urchins, needle fish, butterfly fish, and clown fish. There are animals that are safe for humans, and there are also dangerous ones. Let's get to know them better?
Well, then let's go on a trip! We will get acquainted with sea inhabitants.
What will we take on our trip? (children's reasoning). Guess the riddle:
The palace floats on the waves,
Are you carrying people?
Children's answers.
Educator: That's right, this is a ship.
We will now board our ship and set off!
(Children take their seats on an improvised “ship” made up of chairs. The melody “Free Wind” plays).
Are you seated? Please take your binoculars to make it easier to observe the sea and its inhabitants. Connect the thumb with the rest of the fingers of the palm, folded together, and round them. Place the resulting “donuts” on your eyes, as if looking through binoculars.
What do you see? I see the endless expanses of the sea, it is blue - the sky is reflected in it, I see light waves.
Let's depict the sea and waves. Bend your elbows in front of you, interlocking your fingers. Raise your elbows one at a time, making wave-like movements.
While you and I were pretending to be waves, the first sea creature appeared on the horizon. Listen to the riddle and try to determine who it is:
Island with water palm,
Say hello to me!
He puffs resentfully:
"I'm not an island! I..."?
Children: Keith!
Educator: That's right, guys. This is a whale. Why was it compared to an island in the riddle?
Children: It's huge. If his back appears from the water, it’s like a piece of land, an island.
Educator: What is this “water palm” on his back?
Children: This is a fountain.
Educator: Where is this fountain from? – (children’s reasoning).
Educator: These are the nostrils that are located at the top of the head, and from them, when the animal breathes, a fountain of steam comes out. What else can you say about this wonderful sea creature? – (children’s statements)
Educator (clarifying and generalizing statements): That's right. The whale is the largest animal in the world. (Shows illustration). The body is slender, highly elongated, rounded, smooth, instead of the front legs it has two fins, and instead of the hind legs it has a large, fish-like tail. He needs all this in order to move easily in the water. The body color is dark gray with a bluish tint.
Tell me, please, is a whale a fish or not? – (children’s statements).
Educator: Whales are not fish. They, like fish, live in water, but breathe air, floating to the surface of the sea. They feed their young with milk. There are such huge whales that they weigh as much as 25 elephants or more. Some whales have teeth, others don't. Toothless people have mustaches instead of teeth. Such whales feed on small crustaceans and krill. They eat them in large quantities, since they are large - they need a lot of food. They swallow a large amount of water with various small living creatures, then the water seeps through the whisker, like through a sieve, and the prey remains in the mouth.
In general, whales are very diverse: some are huge, and some are relatively small.
Now grab your binoculars again and see if the next sea creature has appeared on the horizon?
I see, guess who:
He is a real circus performer -
He hits the ball with his nose.
Both the French and the Finn know:
Likes to play..?
Children: Dolphin!
Educator: That's right, guys. (Shows illustration).
What do you know about dolphins? – (children’s statements).
Educator (clarifying and generalizing statements): They are one of the most intelligent and useful animals for humans. A person teaches them to find sunken ships, to drive fish into a net, dolphins protect people from sharks, and save drowning people. And for their ability to jump high out of the water and deftly perform various tricks, they were nicknamed “sea acrobats.” This is a very friendly animal; like a person, it breathes through its lungs. Dolphins are a type of toothed whale and, unlike fish, cannot breathe underwater. They breathe air, rising to the surface from time to time. They can stay under water for a long time due to the fact that they can hold their breath for a long time. Dolphins are very playful, like whales, they live and hunt in a school, help each other and do not quarrel with their relatives.
What do they eat? – (children’s answers: they eat fish)
Fizminutka
Guys, let's portray whales and dolphins. Jump into the water! First you whale: interlace your fingers, extend your arms in front of you and round them. Swim, whales! (Children run after each other around the perimeter of the group room, pretending to be a “whale”).
And now you are dolphins: put your hands with your palms together, stretch your arms forward, connect your thumbs and put them up - this is a dolphin’s fin. Make wave-like movements with your hands left - right, up - down, showing how a dolphin swims. Swim, dolphins!
Educator: Well done. We swam and hit the road again. To the ship!
Look through binoculars. Guess who I saw this time?
This fish is an evil predator,
It will swallow everyone wholeheartedly.
Showing her teeth, she yawned
And went to the bottom...?
Children: Shark.
Educator: Of course, it's a shark. (Shows illustration).
What do you know about sharks? – (children’s statements).
Educator (clarifying and generalizing): Sharks are large, fast, toothy fish. Their teeth grow in several rows and are sharp, like a saw. They breathe underwater thanks to their gills using air dissolved in the water. They are very voracious and mobile.
Let's look through binoculars again. Don't you see anyone? Then guess what next sea creature I discovered:
For myself at the bottom of the sea
He builds a house with his claws.
Round shell, ten legs.
Did you guess it? This..?
Children: Crab.
Educator: That's right. (Shows illustration).
What can you say about this animal? – (children’s statements).
Educator (specifying and generalizing): The body of this animal resembles a smooth thick cake with small eyes and short antennae. The crab does not know how to swim, but it quickly runs sideways and walks along the bottom of the sea. It has 10 legs: 8 are used for movement, and the two front ones have turned into claws. With their help, he protects himself from enemies and cuts his food into pieces, then putting it into his mouth.
Crabs collect garbage and clean the seabed.
Traveling along the bottom, crabs are forced to hide from predators and camouflage themselves. They put pieces of algae on themselves, often collect everything that comes into their claws - empty shells, glass fragments, fish heads - and put them on their backs. Such “scenery” perfectly camouflages the crab. When a crab is in danger, it exposes its back to the predator with trash.
Well, what's on the horizon again? Are you ready to solve the next riddle?
Pear with long legs
Settled in the ocean.
As many as eight arms and legs!
Is this a miracle..?
Children: Octopus.
Educator: That's right, guys. This is an octopus. (Shows illustration). Why do you think it was called an octopus? – (children’s statements).
Educator: An amazing cephalopod: a head and eight legs (arms, tentacles). The octopus has suction cups on its tentacles, so it can hold any small thing. It crawls using tentacles and suckers. More often he prefers to sit in cover to avoid being attacked by a predator. They settle on the rocky bottom, where there are many caves in which you can hide. They feed on small sea animals. They can change their color and camouflage themselves with the surrounding area. (Demonstrates the phenomenon of camouflage: geometric figures of different colors are applied to a red background of cardboard; it turns out that figures of the same color are better “camouflaged” on a red background).
He can also spray paint (ink) to escape his pursuer.
By the color of an octopus, you can determine its mood: a very frightened octopus is white; at a moment of anger, rage, it acquires a reddish tint.
Fizminutka
Go down to the sea. We all turn into octopuses. Let's move our tentacles:
I don't recognize myself:
I never get tired of changing my color.
Was in polka dots an hour ago,
And now I'm striped.
I swim up to the corals -
I become scarlet - scarlet.
Here I am a clown - an octopus -
Eight different colored legs!
I can become blacker than the night -
Turn off the light. Good night!
(Children pretend to be octopuses)
Educator: Now let's return to the ship. And here's another riddle for you:
Stone shell - shirt.
And in a shirt..?
Children: Turtle.
The teacher shows the illustration and asks: What can you say about the sea turtle? – (children’s statements).
Educator: There are land turtles, and there are also sea turtles. They are fully adapted for life in water. Their paws turned into flippers, and their shell became much smaller and lighter. A sea turtle cannot hide in it like a land turtle can in its own. In water they are agile and graceful, but on land they move slowly. Baby sea turtles hatch from eggs that mother turtles lay in the sand on the seashore.
Listen to the following riddle:
Guess what kind of horses
Are they rushing into the sea from the chase?
I was able to hide in the algae
Little sea...?
Children: Horse.
The teacher shows the illustration and asks: Why was he called a skate? – (children’s reasoning: looks like a knight chess piece).
Educator: Seahorses live in thickets of sea grass. They hide in it. Each has a tube mouth. They are good parents: dads have bags on their bellies, there is a little danger, the fry - yurt, yurk in them - and hid.
And here is the last riddle:
A transparent umbrella floats.
“I’ll burn you!” - threatens. “Don’t touch me!”
She has paws and a belly.
What is her name?
Children: Medusa.
Educator: (Shows an illustration). What can you say about jellyfish? – (children’s statements).
Educator: These are gelatinous creatures. They come in a wide variety of shapes and colors, but the body is almost always transparent and very delicate. There are very poisonous species. They feed on small sea animals.
Well, let's head back home. Let's wave to the sea creatures and promise to see them again.
Let's look through binoculars again and admire the expanses of the sea. (Turn on music).
Educator: Well, here we are at home. You can get out of the ship. Did you enjoy the trip?
What sea creatures did we meet today? - (children's answers).
What do you remember most? - (children's answers).
Would you like to continue getting to know the inhabitants of the sea? - (children's answers).
Marina Novopashina
Abstract of the GCD “Inhabitants of the Seas and Oceans” in the preparatory group
Tasks: Clarify children’s knowledge about inhabitants of the deep sea, ability to highlight
characteristic features, classify, broaden horizons, work
speech development.
Practice composing and solving addition and subtraction problems,
consolidate knowledge of the composition of a number from two smaller ones, forward, inverse,
paired counting, the ability to find similarities in objects with geometric ones
figures.
Develop aesthetic taste, fantasy, imagination, ability to convey
in the drawing the shape, color and structural features of underwater inhabitants.
Dictionary: bathyscaphe, scuba diver, continents, oceans, seas
Preliminary work: reading books, looking at albums, encyclopedias,
postcards, watching educational films.
Material: large lego constructor, tables, chairs, scuba gear, mask for
scuba diving, flippers, megaphone, illustrations depicting
seabed and sea inhabitants, gouache, paper, waterman's hat,
audio recording of the sound of the sea, the song of the merman and the octopuses from the cartoon.
Individual work:
The teacher uses a bullhorn to invite the children to go to sea walk:
"Attention, attention, I invite everyone to go on a boat trip, please gather on the shore and not be late"
What can you use to travel across the waters? (Ship, yacht, boat, steamship, motor ship.)
How can we end up on the seabed? (go down in a submarine, bathyscaphe, with scuba gear.)
Okay, the boys will go underwater with scuba gear on a motor boat. (children build a boat out of Lego)
And the girls will descend into the depths of the sea on a bathyscaphe (build a polygon from tables and chairs, climb inside)
Meet me on the seabed.
The music of the sound of the sea sounds.
Before we sink to the bottom, let's remember how many continents are there on our planet? (5)
What continent do you and I live on? (Eurasia) Which continent is the smallest? (Australia) Name the rest. (Africa, North and South America)
How much oceans wash continents? (4) What more? continents or oceans? How long?
Well, it seems we have descended, look out the windows, our scuba divers are swimming there, but how can we join them and admire the sea inhabitants, because we don’t have oxygen cylinders?
(children offer various options)
Maybe we will turn into mermaids, like in the fairy tale by H. H. Andersen.
(The girls take off their shoes, their feet turn into fish tails)
It's time for us to join the boys and ask if they know how many continents there are on our planet, oceans and seas.
They climb out of the bathyscaphe and swim to meet the boys. (on the carpet)
What seas do you know? (children list)
Look how many fish there are! Do the math.
The stones, algae, and corals are different in size, shape, and color. (recalculate, compare, contrast.)
Don't you think that some of the sea inhabitants do they resemble geometric shapes? (trapezoid crab, oval turtles, triangle and oval fish)
What crustaceans do you know? (shrimp, lobster, lobster, crayfish)
How many legs does a crab have? Lobster? Who has more? How long?
They can all live in sea? Why? (freshwater crayfish, and in sea water salty)
There is a song about a merman.
Do you think leeches and frogs can live in salt water? (children's answers) Let's play with the merman.
Physical exercise. Game "Water"
Let's count how many oxygen cylinders scuba divers have. (10. forward and backward counting)
Compose subtraction and addition problems.
There is very little air left in the cylinders, I’m afraid there won’t be enough to return to the boat. You will have to return with us to the submersible. And mermaids can turn into girls.
(children float to the tables and climb inside)
The music of the sound of the sea sounds.
Well, you and I have returned to the surface, look, the boys’ boat has washed ashore. Did you enjoy the trip?
Which inhabitants we met in the depths of the sea? (children's answers)
The song is from a cartoon about octopuses.
Well, of course, we didn’t meet any octopuses. Do you want to draw them?
Children climb out of the bathyscaphe, take brushes, gouache, paper and draw octopuses with their palms. Add the missing legs and count them.
Wash your hands, if desired, cut out the outline of the octopuses and hang them on a decorated wall.
Publications on the topic:
Lesson summary “In the world of seas and oceans: marine life” Goal: Formation of ideas about the seabed and its inhabitants. Educational objectives: 1. Continue to expand children's knowledge about planet Earth;.
“The fauna of the seas and oceans. Freshwater and aquarium fish" Topic: “Underwater world” Objectives: To consolidate and expand children’s knowledge about marine inhabitants and their characteristics. Develop children's ability to decide.
Methodological development of educational activities (modeling) “Inhabitants of the seas and oceans” for children of the middle group. Goal: Expand, deepen.
Goal: To expand children’s knowledge about the underwater world and its inhabitants. Objectives: Develop coherent dialogical speech, expand children's vocabulary, educate.
The result of the thematic week “Inhabitants of the Seas and Oceans” was, together with the children, the design of a panoramic model of the underwater world. The basis.
June 23, 2014
TASKS:
EDUCATIONAL:
. Clarify and activate the dictionary on the topic: “Animal world of the seas and oceans” (fish, sea, scales, fins, tail, gills, angelfish, guppies, cockerels, swordtail, goldfish, telescope, catfish, cardinal, neon, veil tail, jellyfish, elephant seal, shark, starfish, flounder, sea urchin, shrimp, lobster, electric stingray)
. Improve the grammatical structure of speech.
. Improve quantitative calculation.
Reinforce the names of geometric shapes in speech.
DEVELOPMENTAL:
. Develop coherent speech, auditory and visual attention and perception.
. Develop gross, fine, fine motor skills, coordination of speech with movement.
. Develop taste sensitivity.
. Develop general speech skills - clarity of diction, correct sound pronunciation, speech breathing.
. Develop and stimulate attention.
EDUCATIONAL:
. Cultivate goodwill, cooperation skills, and independence.
Foster a caring attitude towards the inhabitants of the seas and oceans.
