Game lesson "Forest" for children of the nursery group. Synopsis of direct educational activities in the younger group Topic: “Who lives in the forest

Abstract of a modeling lesson on the topic: "Autumn Tree"

Program content:
1. Teach children to tear off small pieces of plasticine, roll them between their palms, and flatten them with a finger from above, attaching them to a sheet of paper.

2. To consolidate the knowledge of children about the color, size of autumn leaves.
3. Fix the concept of "leaf fall", learn to move around the site, following the instructions given in game form; accompany the words of the poem with the appropriate movements.
4. To cultivate independence, accuracy.
Material: plasticine red, brown, white and yellow color, sheets of paper.
Preliminary Work: Consideration autumn trees, talk about autumn.
Vocabulary work: autumn, leaf fall, forest, autumn.
Lesson progress:
Guys, what time of year is it? (autumn)
-Why do you think so? (it got cold, people put on warm clothes, etc.)
What color are the leaves on the trees? (yellow, red)
-Yes, in autumn the leaves on the trees first turn yellow or red, and then begin to fall off, that is, fall to the ground.
What is the name of the phenomenon when leaves fall from trees?
This phenomenon is called leaf fall. Leaves, falling to the ground, spin merrily in the air.
- Let's turn into yellow leaves.
The game "Leaf fall" is held.
Game progress:
All children are given leaves from the autumn bouquet.
- Guys! All of you will be leaves, choose a leaf that you like: some are yellow, some are red, some are big, some are small.
Each child shows and names which leaflet he chose by color and size.
- The leaves are light, they slowly fly through the air. (Children run and wave their hands.)
Falling leaves! Falling leaves!
The yellow leaves are flying!
As if umbrellas are circling!
- Beautiful yellow leaves are spinning. (Actions are performed by children with yellow leaves.)
- Beautiful red leaves are spinning. (Actions are performed by children with red leaves.)
- They circled and sat on the ground. (Children sit down.)
- Sat down! They sat down and froze. (Children do not move.)
- The wind blew: one-two-three,
Were off the ground, (an adult blows, followed by children.)
- And soared high
But the sky is far away.
-Leaves rose, scattered into different sides. (Children run around the playground.)
- Spinning, spinning, spinning! (children spin)
- Falling leaves! Falling leaves!
- Leaves fly in the wind (children run, circle with leaves in their hands).
- They circled again.
They fell to the ground to sleep.
- The breeze has died down, and the leaves slowly fall to the ground ”(children squat slowly).
The game is repeated 2-3 times.
Then the children sit down at the tables.
- Guys, look at the sheets of paper on the table?

What does a tree have? (trunk)

Let's make a trunk, tear off a piece of plasticine and roll it between the palms, put it on a sheet of paper, press it on top with your fingers.

What else is missing? (branches)

We tear off a small piece of plasticine, roll it between the palms, then apply it to the trunk and press it on top with a finger.
- What else does our tree lack? (leaves)
- Let's make plasticine leaves for our tree.
- And what color will we take plasticine so that the tree is autumn? (yellow, red, orange)
- Look how we will sculpt the leaves.
- We tear off a small piece of plasticine, roll it between the palms, then apply it to the branches, press it on top with a finger.
- Pieces need to be attached to tree branches
I show the children how to tear off small pieces from plasticine, roll them between the palms and, pressing on the balls, attach them to the branches of a tree.
- The tree became autumn, because we blinded yellow leaves for it.
How many trees can be called in one word? (forest)
Let's all say "forest" together.
- Yes, we have an autumn forest.
- Look, on some trees the leaves are attached to branches, and on other works - the leaves are spinning in the air, falling to the ground.
What is the name of the phenomenon when leaves fall to the ground? (leaf fall)
- Let's all together say "fox-to-pad."
- The yellow leaves are dancing,
From the branches they fall, they fly,
This fairy tale is golden
They call it "falling leaves".
- All the children worked very hard. Here is what a beautiful autumn forest we got.
- And now let's take our works to the exhibition of creativity, please our mothers, fathers, grandparents.

Tasks. To acquaint children with changes in the natural environment, the inhabitants of the forest. Paint fallen leaves, gray clouds in the sky, rain, traces of animals on the ground.

Material. Sheets of paper painted in light gray tones, with applicative silhouettes of trees; brushes; paints - dark gray, brown, yellow; water banks; napkins.

Preliminary work. Observation on walks for changes in nature. Examination of illustrations depicting late autumn (trees without leaves; gray clouds; it's raining), depicting the inhabitants of the autumn forest (bunny, fox, wolf, hedgehog, bear). Reading poems, nursery rhymes, singing songs.

Lesson content. The teacher reminds the children about changes in nature: “It is raining more and more often, there are very few leaves on the trees, they lie on the ground. IN autumn forest animals are preparing for winter: squirrels, hedgehogs store mushrooms, apples. Let's paint with paints how a bunny jumps, and a bear walks through the forest. The teacher shows the traces of a bunny with the end of the brush, and then draws large strokes with the whole bristle of the brush. “The bunny ran and hid behind the tree from the gray wolf,” the teacher says and places the strokes near the tree. And this wolf ran through the forest, - the teacher continues and draws larger footprints: - I didn’t catch the Bunny. In the sky gray cloud, it started to rain. Gloomy, rainy autumn has come. Draws stripes of rain.

After telling and showing the techniques of drawing “traces of animals on the ground”, the teacher invites the children to independently draw “their own” forest, in which “a bunny jumps, a fox runs, a wolf walks, a bear walks”. Children complete the composition started by the teacher (finish trees, bushes, leaves, traces of animals). At the end of the lesson, the drawings completed by the children with the applicative image of trees form the general composition of the autumn forest. Wake up

The tatel asks the children to find traces of a bunny, a fox, a bear, a wolf. “This is the kind of autumn forest that the children painted, and animals live in it,” the teacher finishes examining the overall composition. He encourages the desire of children not only to return to the process of looking again, finding their drawings with the traces of animals, but also to the story that everyone has drawn. The stories of children can also be monosyllabic, such as: “Here is a bunny jump-jump”, “My wolf”, etc.

Actions with objects. "Find the same"

Tasks. Learn to find identical objects, develop visual memory, imagination. Improve the ability to not be distracted when performing a task.

Materials. Toys (cars, dolls, pyramids, balls, balls, cubes, rings, ribbons, mushrooms, etc.).

Lesson content. The teacher selects pairs of absolutely identical toys (objects) - "twins". Toys are divided in half. One half is put on the children's table, the other is put away in a "wonderful bag" (a bright, beautiful case, 40x40 cm in size). Before putting some of the toys in the bag, the teacher and children examine each item, name it, note its features. Then the children begin to alternately lower the handles into the bag, taking out the objects they have come across, and name them. The teacher offers each child to choose from all the toys lying on the table exactly the same. While the baby picks up an identical toy, the adult hides his object, prompting him to act according to visual memory.

If the child finds it difficult, the teacher shows the toy from a distance, calls it, thereby prompting action. When a child brings a toy, an adult says: “Look, is this a toy you brought?” Items are nearby. In the same way, pairs of all other toys are alternately selected. The teacher teaches them to compare by bright features (color, shape). At the end of the lesson, children can play with the objects they like according to their own design. (In the future, an adult may offer the child a more complicated choice, depending on his individual development. For example, you can choose objects that are not identical, but similar, but of different sizes and colors, etc.).

Speech. "I am a goat Me-ke-ke"

Tasks. Engage children in communication. Enrich the vocabulary of the names of body parts. Match words and expressive movements. Cultivate interest in folk rhymes. Develop speech hearing articulation apparatus children.

Materials. Goat toy.

Who came to us? Horned goat, butted goat. Don't boo
dem afraid of goats. We say: “Hello, goat! We are glad to see you!

(Initiative statements of children.)

The goat brought milk. Substitute circles. Drink mo
lochko (conditional actions that the teacher himself does).

Who wants to pet a goat. Thank her for the delicious
milk?

Where are the goat's eyes? Where are the goat's ears? - Educator
allows children to independently show the horns.

I am a goat Me-ke-ke I walk in the meadow, Sharp horns, Thin legs At the very top - Velvet ears.

(A. Prokofiev) 1

What is it with a goat? - Shows horns, ears, eyes, nose.
The goat gives a voice: “mee, mee” (together with the children).

Now I'm like your mother is a goat, and you are little goats
ki. Show me what kind of horns do goats have? (Conditional actions.) Ko
the little girls walk along the meadow, pinch the grass, give a voice: mee, mee.
(Repeat 2-3 times.)

The teacher addresses the children with the words: “Legs, legs goat - top-top. Eyes, eyes goat - clap-clap! These words are accompanied by expressive movements and onomatopoeia and are repeated 2-3 times.

Reader for little and older / Comp. L.N. Eliseeva. - M.: Knowledge, 1996. S. 13.

The mother goat brought milk to the children. Submit, goats
ki, mugs. Drink milk! (Conditional actions.)

The goat kids ate, drank and went for a walk.

Goals:

To expand the knowledge of children about the forest and its inhabitants.
Enrich children's vocabulary on this topic.
To acquaint children with the concepts of "dark" and "light".
Continue to teach children to listen to music.
To form stable ideas about color, shape, geometric shapes, quantity, size, position in space.
Teaching children to do teamwork without disturbing your comrades.
Improve your sculpting skills non-traditional drawing(fingers and toothbrushes).
Exercise in accurate gluing of image details.
Develop visual and auditory concentration, thinking, fine and general motor skills.

Equipment:

Background picture depicting a forest edge with green and brown geometric figures inscribed in the image.
Dark green and light green squares.
The image of a tree without leaves on a large sheet of paper, flex: the leaves are light and dark green.
A picture-background depicting a tree with shadows-geometric shapes, color images of owls in the form of these geometric shapes.
A picture depicting three trees and one mushroom.
Willow drawing blank, green gouache, toothbrushes.
Background picture depicting a forest (high and low tree, spruce, two clouds, a stump, a lake, three lilies), silhouette pictures (a bird, 2 mushrooms, 3 flowers, a snake, a frog, the sun, a duck).
The game "Who lives in the forest": picture-background "forest", color silhouette pictures of animals.
The game "Whose tail?": a picture of animals without tails, colored silhouette tails of these animals.
A picture depicting trees with hollows of three sizes, silhouette pictures of squirrels, leaves and acorns of three corresponding sizes.
A blank picture depicting a bush, brown plasticine.
Forest nuts. Cones, basket, saucers from doll's dishes.
Background picture for application, tree crowns cut out of colored paper, glue, finger paints.
Equipment for dynamic pause: hemp, faux Christmas tree, bench, "brook".
Audio recordings: “Morning in the Forest” by E. Grieg, “In the Forest” by Zheleznov, “Noise of the Forest” by Ferens Liszt.

Lesson progress:

Greeting game "Our smart heads"

Our smart heads
They will think a lot, deftly.
Ears will listen
Mouth speak clearly.
Hands will clap
Feet will stomp.
The backs straighten
We smile at each other.

Game situation "Let's go to the forest"

Today we are going for a walk in the forest. Let's build a bus out of chairs and hit the road. (You can use the "Song of Friends").

Listening to the music of Edvard Grieg "Morning in the Forest"

The audio recording is playing.

Construction "On the edge of the forest"

Lay out geometric figures into place. Show narrow path, wide path. What color is the circle, oval and triangle? Green color. What color is the square and rectangle? Brown.

Introducing children to shades of green

There are squares in front of you. What color are they? Green. And this color is green and that color is green, but they are different. This green is light, and this green is dark.
Show light green color, dark green color.

Collective application "Tree"

Now we will stick light green and dark green leaves on this tree.

Didactic game "Owls on a tree"

Place the owls on the tree. Place each owl on its shadow that matches the shape.

Didactic exercise "What is superfluous?"

Look closely at the picture and tell me what is wrong with it? An extra mushroom, because all the rest are trees.

Drawing with toothbrushes "Willow"

At the willow tree, the branches are lowered down, draw green branches with leaves. Use toothbrushes for drawing.

Musical exercise "In the forest"

Children walk around the room to the words of the song "In the Forest" by Zheleznova. Then they say "ay".

Didactic game "In the forest"

Children lay out small colored silhouette images on the background picture.

Before you is a picture on which a forest is drawn. Let's complete this beautiful picture.
Let a bird sit on the highest tree. And under a low tree two mushrooms will grow.
And three flowers bloomed around the stump. A snake climbed onto a stump. Cones have grown on the tree. The sun shines brightly in the sky. A frog is sitting near the lake, and a duck is swimming on the lake. Count how many water lilies bloomed in the lake? How many clouds are in the sky?

Didactic game "Who lives in the forest?"

Let's decompose the inhabitants of the forest in the picture and name each of them.

Didactic game "Squirrels"

Help each squirrel find its hollow. Feed the squirrel an acorn. Choose a hollow and an acorn according to the size of each squirrel. Now try to guess which tree these leaves fell from.

Sculpting "Nut Bush"

Nuts ripened on the walnut bush. Let's make them out of plasticine. What color is the plasticine? Brown color. Tear off pieces of plasticine, roll nut balls out of them, apply to a bush and press down with your finger.

Dynamic pause "Walking in the woods"

Children walk on stumps, walk around the Christmas tree, jump over a stream, walk along a bench. (An audio recording of "The Noise of the Forest" by Franz Liszt is played).

Didactic exercise "Whose tail?"

Help the animals find their tails.

Visual activity "Forest"

Attach foliage to tree trunks. These are the trees in the forest! Stick them on. And draw the leaves on the birch with your finger.

Bump Games

Count the bumps, throw the bump into the basket, don't drop the bump (carry it on a saucer).

Hazelnut tasting

At parting, the forest has prepared a gift for us - hazelnuts. Try them.

Municipal Autonomous Preschool educational institution "Kindergarten No. 7" Pinocchio " of the city of Gaya, Orenburg region Completed by: Tagirova R.R. teacher of the 1st qualification category 2015-2016 academic year

Integration of educational areas:

1. cognitive development (FTsKM)
2. Social and communicative development
3. Speech development
4. Artistic and aesthetic development
5. Physical development

Program tasks:

Educational area "Cognitive Development"

• "a lot of" , one"

Educational area :

Educational area "Speech development" :

• cultivate goodwill in communication.

Educational area (sculpting)

• generate interest in modeling
• cause joy from the perception of the result of common work.

Educational area "Physical development" :

• develop fine motor skills of the fingers

Planned result:

• takes an active part in educational process
• actively, benevolently interacts with the teacher and peers in solving game tasks
• is actively involved in productive activity

Methodical methods:

Verbal - when creating game motivation, reading a poem, guessing a riddle, question and answer.

Gaming - games "Collect Mushrooms" , "Hares and the Wind" , "Hedgehog - we are friends" .

Visual - toys (squirrel, bear, hare, hedgehog).

Preliminary work: looking at illustrations of wild animals, guessing riddles, reading the Belarusian fairy tale in the processing of N. Myalik "Puff" , "The Tale of the Brave Hare-long ears, slanting eyes, short tail" Mamin-Sibiryak; poems about animals "Hedgehog" B. Zakhoder, "Bunny" A. Blok; memorizing a poem by A. Usachev "Bear clubfoot" didactic exercise "One-Many" , didactic game "Sort By Color" .

Materials and equipment:

• balloon
• toys (hedgehog, bear, squirrel, bunny)
• salty dough
• molding boards
• decoration "Forest"
• mushrooms
• baskets (large and small)
• wet wipes
• phonogram: "Noise of the Forest" , "Rustle of leaves" , "Bunny Long Ears" .

The course of the immediate educational activities.

The children are in the group

Educator: Guys, look how many guests we have. Let's say hello to our guests.

Children greet guests.

Educator: Oh, guys, look what a beautiful balloon we have in our group. And what color is it?

Children's answer.

Educator: Guys, in a balloon we will fly with you into the forest. Hold on to the rope, let's fly!

Educator: Guys, here we are in the forest.

"Hello forest!

Magical forest,

Full of fairy tales and miracles!

Educator: Listen to the birds sing, the brook murmurs?

Soundtrack sounds "Noise of the Forest"

Educator: And who is it that meets us?

The teacher draws the attention of children to the squirrel

Lives in a hollow
Yes, he chews nuts.
Who is this?

Children's answer.

Educator: And what kind of squirrel?

Children's answer.

Educator: Right. The squirrel is small, fast, it has a fluffy tail.

What does a squirrel like to eat?

Children's answer.

Educator: Look guys, how many mushrooms grow in the clearing, and let's help the squirrel, collect mushrooms for her.

A game "Collect Mushrooms"

Teacher: Well done guys! How many mushrooms did we collect?

Children's answer.

Teacher: That's right, a lot.

Squirrel thanks and says goodbye

Soundtrack sounds "Rustle of leaves"

Educator: Do you hear who is rustling there?

That rolls in a ball,
That hides under a bush,
There are needles on the back - beware of the wolves!

Children's answer.

Educator: That's right, it's a hedgehog! Don't be afraid hedgehog, we won't offend you. Guys, do you want to play with a hedgehog?

Children's answer.

Educator: Stand around the hedgehog.

A game "Hedgehog - we are friends"

Walking slowly through the forest
Suddenly we saw a hedgehog
Hedgehog, hedgehog - we are friends,
Let us pet you!

Educator: Guys, what kind of hedgehog do we have?

Children's answer.

Educator: Right. Guys, the hedgehog wants to sleep, let's cover it with leaves. Sleep hedgehog. And we'll hurry on, look what beautiful house who lives in it?

Someone is clumsy
Walks through the forest
And furry paw
He peels the bark

Children's answer.

Educator: Right! (The teacher takes the bear out of the house)

Educator: And what kind of Bear do we have?

Children's answer.

Educator: What does the bear like to eat?

Children's answer.

Educator: That's right, guys, honey, berries. Mishka, Dasha wants to tell a poem about you. Dasha tell me please!

A clubfoot bear walks through the forest,
He collects cones and puts them in his pocket,
Suddenly a bump fell right on the bear's forehead,
The bear got angry and kicked the top!
I will no longer collect bumps,
I'll sit in the car and go to sleep

The bear thanks the children

The teacher draws the attention of the children to the stump

Educator: Who is it hiding behind a stump?

long ears,
quick paws,
Gray, but not a mouse,
Who is this?

Children's answer.

Educator: Here he is a coward, hid behind a stump.

Educator: Kids, what kind of bunny?

Children's answer.

Educator: Right. Guys, what does a bunny like to eat?

Children's answer.

Educator: That's right, carrots, cabbage. Guys, let's play with the bunny!

Music game "Hares and the Wind"

Educator: Well done, Bunny played with us, we liked it! And we want to serve you! Guys, let's treat the bunny with carrots?

Children's answer.

Productive activities of children (sculpting "Carrot for a Bunny" )

Educator: Well done guys, what beautiful carrots you got!

Bunny thanks the children

Educator: Guys, it's time for us to return to kindergarten. Where is our balloon? Hold on to the rope, let's fly.

Educator: Here we are! Guys, do you like flying in a hot air balloon?

Children's answer.

Educator: Where have we been today? Who did you meet in the forest? And what did we collect for the squirrel? What did we feed the bunny?

Children's answer.

Educator: And now let's say goodbye to the guests.

Children say goodbye to the guests and leave the group.

Self-analysis of the direct educational activities of the educational field "Cognitive Development" (FTsKM)

Subject: "Who lives in the forest?"

In this direct educational activity, the following educational areas: main - cognitive development (FTsKM), social and communicative development, speech development, artistic and aesthetic development, physical development.

I have set the following program tasks:

Educational area "Knowledge" :

• continue to acquaint children with wild animals and their habitat
• expand children's understanding of wild animals
• consolidate children's knowledge of color and distinguish between concepts "a lot of" , one"
• cultivate love for animals, kindness, a desire to help.

Educational area "Social and communicative development"

• Creation game situations facilitating the formation of an attentive, caring attitude towards others
• to form the ability to accept a game task, to perform actions in a certain sequence.

Educational area "Speech development" :

• to form the ability to conduct a dialogue with the teacher: listen and understand question asked, answer it, speak at a normal pace
• learn to pronounce words clearly short phrases, speak calmly, with natural intonations
• cultivate goodwill in communication

Educational area "Artistic and aesthetic development" (sculpting):

• generate interest in modeling
• learn to roll out lumps of salt dough in straight and circular motions
• reinforce the ability to carefully use salt dough
• cause joy from the perception of the result of common work

Educational area "Physical development" :

• development fine motor skills fingers
• to consolidate the ability to build in a circle, walk in a circle.

In the course of direct educational activities, the unity of educational, developmental and educational tasks was traced.

All tasks were implemented through a combination of the following methods and techniques:

Verbal - when creating game motivation, reading a poem, guessing

riddles, questions and answers.

Gaming - games "Collect Mushrooms" , "Hares and the Wind" , "Hedgehog - we are friends" .

Visual - toys (squirrel, bear, hare, hedgehog).

The method of control and stimulation is approval and praise.

The whole educational process is built as play activity. While in the forest, the children performed various tasks. This playful activity has created a positive, emotional background learning process, increased cognitive and speech activity. All stages of direct educational activity are interconnected and interdependent, subject to a given topic and program tasks. Changing the type of activity at each stage of educational activity made it possible to prevent fatigue with any one type of activity. To obtain better results in the activities of children, a variety of materials were used:

• balloon
• toys (squirrel, hedgehog, bear, bunny)
• molds of mushrooms
• baskets (large and small)
• decoration "Forest"
• salty dough (color)
• molding boards
• wet wipes
• phonogram "Noise of the Forest" , "Rustle of leaves" , "Bunny and the Wind" .

At all stages, cognitive, play, speech, motor activity became more active.

When planning direct educational activities, the following were taken into account:

• individual and age features children
• variety of children's activities
• creating a friendly environment for all students
• respectful attitude to the results of children's creativity.

I believe that the planned results were achieved in the course of direct educational activities. Children took a lively, interested part in the educational process. Actively, benevolently interacted with the teacher and peers in solving game problems. Actively participated in productive activities. The tasks set by me, in this direct educational activity, were realized.

Gulganam Maksutova
Summary of modeling classes in senior group. Fascinating testoplasty. Theme: "Journey to the Forest"

Theme "Journey to the Forest"

P/s: To consolidate the ability of children to sculpt figures of animals, birds, insects from salt dough. Create collective compositions. Develop fantasy. To promote the development of fine motor skills of hands, eye, artistic taste. Generate interest in art.

Preliminary work: talk about folk traditions; familiarity with the properties of the test; training in modeling techniques; examining crafts from the test.

Material: salty dough different color, additional natural material, cutting boards, stacks, forks, wet wipes, water in sockets, aprons, letter, magic wand, decoration.

Literature: magazine "Child in kindergarten» No. 5, 2006, pp. 68-70.

Characters:

Educator: old man Lesovichok,

Children: masters - craftsmen.

Lesson progress

There is a knock on the door. The old Lesovichok enters.

Lesovik:"Good afternoon, dear guys!"

Children:"Hello!"

Lesovik:"Who am I? I have come to you from afar. Guess where I live, where did I come from?

The house is open on all sides.

It is covered with a carved roof.

Come into the green house -

You will see miracles in it!

Lesovik:“What is this house? Where I live?"

Children:"In the forest".

Lesovik:“That's right, I came from the forest. Guys, I came to you for help. Here is a letter from my animals. Listen!” (reads letter)

“Dear children! Trouble in the forest! Animals, birds, fish, insects disappeared. Help. There are very few of us left."

Lesovik:"Children, help?"

Children:"Yes".

Lesovik:"I turn you into mine magic wand into craftsmen. I invite you all to my magical forest."

(Children and Lesovik go to the forest with a song).

We'll go to the woods

We will find fungus

Small but foldable

In a fancy hat

We'll find the fungus.

Lesovik:“So they came to my forest. Silence. Various animals, birds and insects lived in my forest.” Guess what:

1. Angry touchy

Lives in the wilderness of the forest.

Too many needles

And not just one thread. (HEDGEHOG)

2. Cunning cheat,

red head,

Fluffy tail - beauty!

And her name is... (FOX)

3. The owner of the forest

Waking up in the spring

And in winter, under a blizzard howl,

Sleeping in a snow hut. (BEAR)

4. Who is cold in winter

Walking angry, hungry? (WOLF)

5. Doesn't offend anyone

And he's afraid of everyone! (HARE)

“Well done! All riddles solved. Now get to work!"

(Children approach the tables and begin to work on their own. The guys independently agree on what figures they will make. They sculpt crafts and decorate it. After completing the work, the children place the work in the zones: “In the forest” (in a clearing, on a leaf, on a river, they go to wash hands).

Lesovik:“Let's see who blinded what. I really like your work and my friends - the forest dwellers will also like it.

Sasha, what did you blind?

Sergei, whose work do you like the most? Why?

Well you did your best!

It is not for nothing that they say in the proverb about labor: "Where there is harmony, there is a treasure."

What proverbs do you know about work? (children name 2.3 proverbs).

Guys! Me and my friends thank you for your help!

I want to give you badge medals as a keepsake.”

Children:"Thank you! Goodbye!"

Lesovik:"Goodbye, kids!"

(Children with the song "If you are good" leave the group).

The lesson is over.