Abstract of an open design lesson in the senior group on the topic: "Ship" (origami). Abstract of a lesson on designing from building material in the middle group "Trucks for a tiger cub and his friends
Program content:
1. Arouse children's interest in creating buildings from building material.
2. Consolidate children's knowledge of building details, color.
3. Contribute to the development of coherent speech in the course of work.
4. Develop imagination, memory, logical thinking.
5. To instill in children sympathy for fairy-tale characters, to arouse a desire to help them.
6. Fix the rules of conduct in public places.
Equipment:
Construction material;
Pictures of fabulous houses;
Carlson;
Toys for playing with buildings;
- sound signal;
Prizes for children.
Lesson progress:
Children sit on chairs.
Educator:
Guys, today the postman brought a letter to our group.
(shows envelope)
Who do you think sent it to us?
Children: This letter is from Carlson.
Educator: Let's read it.
“Dear guys, I invite you to the art gallery for an exhibition. I will be waiting for you. Carlson"
Guys, do you think we can accept the invitation?
Children: Yes, we want to go to Carlson.
Educator: Great, but first let's remember how to behave in public places, namely in the gallery.
Children:
It is not allowed to speak loudly in the gallery.
- You can not run and jump.
- Don't touch the paintings.
- Listen carefully to the guide.
Educator:
Well done! And now we're on our way.
(Transition to the music hall where the exhibition is located)
They stood up one after another. Imagine that you are trailers.
“The locomotive hummed and drove the wagons.
Choo-choo-choo, choo-choo-choo - I will rock far!
We go down the stairs, hold on to the railing with our right hand.
Educator: Guys, look what beautiful pictures Carlson has prepared for us. Who can tell me what is depicted on them?
Children: The paintings depict fabulous houses.
Educator: What do you think, who can live in such houses?
Children: Fairy-tale heroes.
Educator: What is special about this house?
Children: This house stands on chicken legs.
Educator:
Children: This is Baba Yaga's house.
Educator: Who can live in this house?
Children: This is the snowmen's house.
Educator: What does this house look like?
Children: For fungus.
Educator: Who can live in this house?
Children: Butterflies live in this house.
Educator: Guys, what do all these houses have in common?
Children: All houses have walls, a roof, windows, doors.
Educator: Guys, look what other houses are here. What details were used in the construction of these houses?
Children: During the construction of these houses, bricks, cubes, and bars were used.
Educator: Does anyone know what these parts are called?
- This is a plate - used for overlapping;
- Triangular prism - used in the construction of the roof.
Educator: And where is Carlson himself, otherwise he invited us, but he does not meet us.
(A buzz is heard, Carlson appears)
Carlson: Hello guys, I am very glad that you came to me.
(Speaks sadly)
These pictures were sent to me by Cheburashka. They show the houses of his friends. And I'm a man in my prime, I'm forty years old, but I still live on the roof, and I don't have my own house. And my friends don't have their own houses either, but they want to learn how to build them. I don't know who can help us?
Educator: Carlson, we can help you and your friends. Invite your friends. Guys, can we help Carlson?
Children: Yes.
Educator: And now I invite you to the creative workshop.
(Children sit down at the tables)
Educator:
Andryusha, who will you teach to build a house? (Bear cub)
Dasha, who are you? (Hippo)
Vika, who are you going to train? (Kitten)
Guys, each of you has a set of building materials. Show Carlson's friends, and Carlson himself, what houses can be built.
Independent activity of children.
Work analysis.
Educator: Guys, look what we got. One row of houses and another row of houses. Whole street.
Dasha, how many floors does your house have?
Andrew, what details did you use to build the house?
Vika, what color are your bricks?
Ksyusha, what color are your cubes?
Summary of the lesson:
Guys, what a wonderful day today. We helped Carlson and his friends. Do you know what Carlson has a sweet tooth? He has prepared a sweet treat for you.
Children receive sweet prizes.
educator,
MADOU kindergarten №1 "Alyonushka", Asino, Tomsk region, Russia
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
Ludmila Viktorovna Kutsakova -highly qualified teacher-methodologist, senior teacher of the institute, excellent student of education, laureate of the international competition "School 2000", author of more than 20 manuals devoted to the problems of artistic, aesthetic, intellectual and moral education of children.
Introduction
Construction from building materials and constructors fully meets the interests of children, their abilities and capabilities, since it is exclusively a children's activity. Consequently, thanks to it, the child especially quickly improves in skills and abilities, in mental and aesthetic development. It is known that the fine motor skills of the hands are associated with the centers of speech, which means that a child advanced in design develops speech faster. Dexterous, precise hand movements enable him to quickly and better master the technique of writing.
The child is a born constructor, inventor and explorer. These inclinations laid down by nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings, structures, while showing curiosity, ingenuity, ingenuity and creativity.
The child learns from experience the structural properties of parts, the possibilities of their fastening, combination, design. At the same time, as a designer, he creates, learning the laws of harmony and beauty. Children who are fond of designing are distinguished by rich imagination and imagination, an active desire for creative activity, a desire to experiment, invent; they have developed spatial, logical, mathematical, associative thinking, memory, which is the basis of intellectual development and an indicator of a child's readiness for school.
Currently, specialists in the field of pedagogy and psychology pay special attention to children's design. It is no coincidence that in modern preschool education programs this activity is considered as one of the leading ones.
The proposed methodological manual will help teachers and parents in organizing work with preschoolers using new technologies. It organically includes a variety of cognitive and developmental material (on the development of spatial orientation, on teaching the construction of diagrams, plans, drawings; the formation of elementary geographical, astronomical and other representations, as well as entertaining games and exercises aimed at developing and correcting children's skills).
When developing this material, the studies of H. N. Poddyakov, L. I. Paramonova, A. L. Venger, A. N. Davidchuk, O. M. Dyachenko, V. V. Kholmovskaya and others were used.
The material was tested in preschool educational institutions No. 32, 1415, 1039, 1268 and other preschool educational institutions in Moscow and is a technology for the Design and Manual Labor program recommended by the Ministry of General and Vocational Education of the Russian Federation (1998)
When organizing work with children, consider their abilities and capabilities. The proposed system of classes is designed for the academic year. Each topic can be implemented within a month in specially organized classes and in your free time. Tasks can be varied, include tasks from game tasks in classes; reduce, transferring to free activity; spend in parts during the day or several days, or use for the lesson all the time allotted for all classes on a certain day of the week, transferring, for example, manual labor, drawing, appliqué to another day.
Tasks are built taking into account the constant change of activities, are full of game techniques and other entertaining moments, therefore, they exclude overwork of children. One lesson per month is held frontally. Game tasks usually have a subgroup form of organization.
Lesson notes
Topic 1. At home
Target. Clarify children's ideas about construction details, details of designers; about connection methods, properties of parts and structures (high structures must have stable bases); exercise in plane modeling, in joint design; develop creativity, independence, initiative, design skills; the ability to reason, draw independent conclusions, find their own solutions; introduce the concepts of "balance", "gravity", "map", "plan", "compass", with the idea of the relativity of spatial directions; develop skills of spatial orientation.
Material. Scissors, felt-tip pens, envelopes, building material, Lego-Dacta basic set (or any other appropriate for the age of the children).
Progress
Working with the illustration "Map of Formandia". Enter the children into a game situation: “This is a map. We are sailing on a ship to the island of Formador, on which the country of Formandia is located. The capital of the country is the city of Formadonia. Invite the children to tell what is shown on the map (Fig. 1); how many cities, rivers, lakes, railways in the country. Let the children come up with names for them. Draw their attention to the compass, explain how it works (how not to turn the compass, the blue arrow always points to the north, and the red one to the south).
Invite the children to find the North, South, West, and East sides on the island, and then determine the directions between them: Southwest, Southeast, Northeast, Northwest. Ask them what they see in the North of the island, in the South-West, etc. Offer to choose any of the ways to get to the capital of Formadonia (by river in your ship, by train, along a hiking trail, by plane). Have the children mark their path on the map with a felt-tip pen.
Rice. 1
Work with the illustration "Inhabitants of Formadonia". Introduce the children to the inhabitants of the capital - Formadons, tell us what they do (Fig. 2, 3, 4).
Teacher. Who and what is carrying in front of him? Who is carrying what? Who is holding the ring with which hand? Who fell and which side did he get dirty? Which side is it on? Who is calling on the phone and in which hand is he holding the phone? Who descends from where and over whom? How is the Cube depicted in relation to us? Who carries what and how? Who and where does the water jet hit? Where is someone sitting? Which hand is the washcloth in? Where does it jump? What is the name of the jump? Who sits on the bench and how? What is the name of the jump? Which ear hurts? On which side of the pyramid is the heart? On which cheek and whom did they kiss? Who is beyond the river? Who is near the river? Who is going in which direction? What does he see to his right, to his left?
Invite the children to help the people of Formadonia design beautiful, comfortable homes and then build them.
Illustration work. Pick up illustrations that show different houses. Consider them with children different; analyze what parts the foundation, walls, roofs, superstructures are built from; number of storeys, number of windows, porches, design of houses, etc.
Work with the illustration "Geometric shapes". Invite the children to cut out geometric shapes (fig. 5) and model the facades of houses from them, and then build houses from building material. Pay attention to the children on that the houses should be voluminous, that three more walls should be attached to the facades and roofs should be built.
At the end of construction, analyze children's buildings, compare them with planar models; draw the attention of the guys to how beautiful the town turned out; offer to decorate the buildings with additional materials (trees, flowers, etc.) and play. Don't forget to invite the children to put the geometric shapes in their envelopes for later use.
Organize the construction of various houses from the designers of the "L his-D act". Encourage the children to build according to the conditions: "Build a three-story house with an entrance on the right, with balconies, with a turret on the roof." If necessary, explain, show design methods, give advice on improving designs. Encourage experimentation.
Game tasks
Exercise children in the construction of building materials and designers according to independently created planar models, according to ready-made drawings, diagrams, drawings.
Exercise children in independent analysis of buildings and their images; in establishing the dependence of buildings on the functional purpose, the stability of structures on their shape and the ratio of heavy and light parts. Form the idea that the spatial relationships of parts of buildings do not depend on their position on the plane, for example: "Build the same house (a drawing is offered), but turn it around to face this fountain."
Construction of buildings of ancient and modern architecture. Acquaintance with the concept of "plan" (a plan is a top view). Construction of plans and construction of buildings according to them ("Territory of the kindergarten", "Sports complex", "Park", etc.).
Designing interiors (Theater, Circus, Supermarket, Apartment, Office, etc.).
Tips for the educator
Exercise the children in making plans. Give the idea that the plan is an image from above (as if from an airplane); that it is customary to make plans dashed (not painted), do not depict small details (pipes on roofs), but show only those parts that structures occupy on the surface. The easiest way to lead children to building plans is through modeling with geometric shapes (children lay them out, combining them on the surface of a sheet and indicating: this is a pool, this is a flower bed, etc.; then they circle them with felt-tip pens and remove them). Children will quickly learn to do without figures and draw by eye. Building plans exercises in planning your activities, the ability to organize space for it.
The game "Select the details." Invite the children to look at the illustration (Fig. 6) with diagrams of structures. At the top of the figure are the construction details that are used to construct them (each in one copy). Invite the children to select the necessary parts from the drawing (4-5 pieces of each type) and model by laying out images from the parts, starting with the simplest diagrams shown in the first row.
Tower game. Building tall towers with Lego Dacta, etc. Ask the children, “Why do towers fall? How can we make them more sustainable?
Keywords
Superstructure, overlap, balance, map, plan, scheme, compass, direction.
Tatiana Mararu
Abstract of a design lesson in the middle group "Cockerel Tower"
Abstract of a design lesson in the middle group
theme: "Tower for a cockerel"
Tse l:
1. To teach children to analyze a model of a building, highlighting in it the main parts of an object that have their own special purpose.
2. Select building parts in the building, naming them (prism, brick, and find them on your table.
3. To form the ability to impose details, increase the building in height (7-8 details); to develop speech activity, the skills of creating a design according to the scheme; learn to beat buildings
Zada chi:
Educational: Learn to build a tower of 7-8 bricks and a roof (triangular prism). Encourage children to name red, blue, green colors, exercise in the name of the building.
Developing: develop fine motor skills of hands, attention, speech, thinking, sensory perception.
Educational: Raise a desire to help fairy-tale heroes.
Means of education. Desktop building material, cockerel toy.
Occupation progress I
Mystery:
Early, early, at dawn
Rises with the sun.
To wake up everyone in the world
Sings a ringing song.
important walk,
red beard,
Spurs, scarlet comb-
Who is this? (Cockerel)
That's right, cock. Do you want the cockerel to visit us? Let's call him:
- “Cockerel, cockerel, show your comb!”
A sad cockerel appears.
Cockerel, what happened to you, why are you so sad?
Cockerel: “I lived in a tower and woke up the sun: “Ku-ka-re-ku!”. (The teacher shows actions with toys.) But one day a strong wind blew, and the tower collapsed.
Educator: Guys, let's help the cockerel build a new tower so that he can wake up the sun, as before.
We can use the schema. Think and tell us what parts we need to build the tower? (bricks, triangular prism).
What color are the bricks?
How many reds? Blue? Greens?
How many trapeziums? What colour?
In order for the tower not to collapse, what should it be like? (strong, there must be a tight connection of parts)
What lies at the base of the tower? (2 green bricks). This is the foundation.
What is attached to it? (bricks)
How do the bricks alternate in colors? (red with blue)
What do we use instead of a roof? (triangular prism)
Show educate la:
Let's select the right amount of details.
Based on the scheme, we will assemble the tower. Let's start with the foundation.
We will install a tower on it, alternating red and blue bricks.
Let's make a roof from a triangular prism.
The cockerel tower is ready.
Before you start working individually, let's get the fingers ready for work.
Finger gymnastics "Rooster OK".
Our cock suddenly woke up
Turned straight to the sun
Crowed one, two, three
You don't sleep today
Individual work children to her.
Educator. Well done, what beautiful towers you have built.
Rooster: Thanks guys! Now, as before, I can fly up to the tower and wake up the sun in the morning.
Educator: Let's invite the Cockerel to play with us a game called "Chickens roam the bank."
I will be the cockerel and you will be the hens.
The game "Chickens Roam Berezhk ohm".
Chickens roam the bank
For a diligent cockerel:
Ko-ko-ko! Ko-ko-ko! Ko-ko-ko! Ko-ko-ko
Petya will find grains -
Immediately the hens are calling:
Chickens are roaming around
Do not boast of a friend:
Ko-ko-ko! Ko-ko-ko! Ko-ko-ko! Ko-ko-ko!
Where - where you will not go,
You won't find a better Pete!
Ko-ko-ko! Ko-ko-ko!
You won't find a better Pete!
Ko-ko-ko! Ko-ko-ko!
It og:
Guys, did you like to play with the cockerel?
And what did we build for the cockerel?
What was the tower made of?
What color were our bricks? What about a prism?
We helped the cockerel, which means we did a good deed. We are great!
Related publications:
Abstract of a design lesson in the middle group "Trucks" Abstract of an open lesson on design in the middle group. Prepared by the educator Sivtseva Larisa Alekseevna Theme of the lesson: Freight.
Synopsis of OOD on design in the middle group "Tower with a flag" Purpose: To teach children to analyze a sample; develop the ability to distinguish and name individual details, use these names in your speech;
Synopsis of an open lesson on design in the preparatory group. Theme: "Street" Program content: To teach children to build buildings of various sizes and shapes, to plan the main stages of construction. Material.
Software content. To instill in children an interest in the main attractions of our country, the desire to capture them in their own.
Purpose: development of spatial thinking. Tasks: - acquaintance with the Japanese art of origami; - creating a complex figure out of paper; - development.
Municipal preschool educational budgetary institution "Kindergarten No. 1" Synopsis of OOD on design in the middle group
Target. Develop children's design skills; exercise in the construction of solid buildings with floors by building bricks on paper models, making floors from plates and boards, constructing superstructures on floors, decorating roofs with various details; exercise in distinguishing and naming the basic geometric shapes, in shading. Develop imagination, creativity, the ability to independently perform a sequence of actions, generalize, compare, find common ground and highlight differences.
Material. Colored pencils, building material, planar paper models of different sizes and colors (square, rectangular, round, triangular, oval).
Progress
Work with illustrations "Animals and figures". Invite the children to help the animals circle the shapes. Consider with the guys the images in each picture (Fig. 12, 13, 14, 15, 16). Offer to circle geometric shapes in frames, shown in dotted lines, first with a finger, then with a pencil, and then color.
Rice. 12
Rice. 13
Rice. 14
Rice. 15
Rice. 16
Working with illustrations. Read the poem to the children:
Early in the morning, at dawn,
The tower grew on the mountain.
With golden domes
And painted walls.
Pick up illustrations that depict a variety of towers. Look at the pictures with the children, talk about the content. Remind the children of the fairy tale "Teremok" and offer to build houses for animals.
Build a tower from building material. Draw the attention of children to it: examine, analyze, specify what shape its foundation has, how many floors, how many superstructures, how they are decorated.
Offer the children paper models (different foundations) - let them choose any. Encourage the children to select several models for the foundation and combine them to make unusual towers. For example, you can put a rectangle on the table, and in front of it, close at some distance from each other, two circles, etc. Let the children name the selected figures.
First, children build paper models, placing the bricks tightly together, vertically and leaving space between them for windows and doors. Then overlaps are made using plates of different shapes (plywood, cardboard, etc.). Invite them to build various superstructures on the resulting floors and complete the construction with the design of buildings, the construction of related structures.
Help the children as they work. Upon completion of construction, draw their attention to the fact that a whole fabulous town has turned out from beautiful and different towers. Examine the towers with the children, populate them with residents (toys, little men) and invite the children to play.
Organize the construction of a fairy-tale town from the Lego-Duplo constructor (add boards). Populate it with inhabitants (toys, little men). Play with the guys, uniting their activities with a common plot of the game.
Tips for the educator Create conditions for the manifestation of independence, initiative, creativity; encourage children to verbal and playful communication; teach to take care of your buildings and the structures of your comrades. Offer to remove the building material in place, gradually carefully dismantling the structures.
Game tasks. Construction of towers, houses for fairy-tale heroes (from building material and designers). Invite the children to build houses for the grandfather, the woman and the hen Ryaba; three bears, all the heroes of the fairy tale "Turnip". Show options for the construction of two-, three-story houses; options for building structures in height (overlapping, placing parts on top of each other or connecting them). Offer to build according to the conditions: "Build a high tower so that this bunny can live in it."
Teach children to analyze buildings (identify the main parts, distinguish them by shape, size, establish the spatial arrangement of parts relative to each other). Introduce them to the regularities available to them (the dependence of the stability of a structure on the strength of the foundation, the design capabilities of parts on their shape; interchangeability of parts as a result of their combination, etc.).
Work with the illustration "Beads and Flags". Offer the children the task that the Cube prepared for them: finish drawing and coloring the beads and flags (Fig. 17). Exercise them in distinguishing and naming shapes and colors, in alternating objects in a given order.
Rice. 17
Exercise the children in the ability to find the same geometric shapes in ways of comparison and selection (Fig. 18). Offer to find in a row of figures in a frame the same figure as the one drawn on the left, and paint it in any color. At the end of the work, check with the children the correctness of the task.
Rice. 18
Keywords
Oval, dotted line, overlap, superstructure.
Topic 4. Forest kindergarten
Target. Teach children to organize space for design; plan activities, model; design various pieces of furniture; combine buildings with a single plot. Encourage the creation of new versions of already familiar buildings, introduce them to joint activities, develop design abilities, form ideas about geometric shapes, and develop spatial thinking.
Material. Construction kits, glue, brushes, scissors.
Progress
Work with the illustration "Geometric shapes". Offer the children the task that the Cube prepared for them: find a sheet that shows a strip with five geometric shapes (Fig. 19), cut it off and cut out the geometric shapes; then find the free space left for the figures in the pictures (Fig. 12 - 16) and stick them (for example, you need to stick a ball (circle) next to the bunny).
Julia Nashchekina
Abstract of GCD on design in the senior group« Builders»
Target: to teach children to creatively apply previously acquired constructive skills to strengthen children's skills build different houses, learn design according to a drawing.
Educational tasks:
Teach children to plan their activities;
Development tasks:
Strengthen children's knowledge of details constructor and their properties.
Continue to improve your fine handling skills constructor;
Develop a sense of form and composition;
Educational tasks:
To cultivate the ability to work without interfering with a friend, to be able to negotiate.
Choose your own construction material;
Cultivate independence and initiative.
vocabulary work:
Vocabulary Enrichment children: "architect",
Activation (left, right, above, below, near, near, under, above) .
Materials and equipment:
Demonstration –Illustrations, photos
Dispenser - constructor
preliminary work:
During walks, looking at houses in the immediate surroundings;
The teacher's story and looking at the photos in the album "My street"
Reading works of art looking at illustrations;
Children's games with constructor(LEGO, small wooden) .
Methods and techniques:
Playful, visual, verbal (questions, conversation) .
Progress of educational activities
1 part. Conversation.
The teacher introduces the topic construction. They remember that the children saw on the streets of the city, what buildings, houses. Remember what details the designer was assembled at home in a group.
2 part. What beautiful and different houses in our city.
Guys, what do you think, who creates the project at home? That's right, architects.
Let's guys try to name the details constructor which are shown in this figure.
Children consider, name the details constructor which are shown in the figure. The teacher asks clarifying questions:
The teacher offers to think together and decide what kind of house they will be build. Can construct houses according to any drawing, or according to your plan.
Then several children talk about the future construction.
The teacher offers to approach the tables and proceed to building a house. Performed finger gymnastics « Builders» .
We builders, We building, The child taps the fist on the fist.
We are many houses let's build, Bends in turn the fingers on both hands.
Lots of roofs and ceilings
Lots of windows, walls, floors,
Many rooms and doors
Elevators, stairs, floors.
The residents will have fun - He pronounces the words in a cheerful voice.
Housewarming in the new house! Speaks a word out loud "housewarming" raising your hands up.
Having done half the work, I propose to stretch a little.
Fizminutka:
It’s not hail, it’s not thunder (Children stand on their toes, raise their hands up,
Roofer on the roof. imitating knocking with a hammer fists)
He beats loudly with a hammer -
The whole neighborhood hears. (cover ears with palms)
He covers the house with iron,
To keep it dry. (bend down, palms on the floor)
3 part. Outcome
At the end of the work, the teacher invites the children to consider each other's buildings. The teacher offers to tell about who, what built.
Guys, let's look at the houses that you got. Did you like to build houses? (children's answers) .
Children, your houses turned out to be different, durable and beautiful. You worked together and helped each other. Well done.
Related publications:
Construction in the senior group "Fairytale City" Purpose: to teach children to creatively apply previously acquired constructive skills, to consolidate.
Software content. Purpose: to create conditions for the formation of UUD (cognitive, regulatory, communicative, namely design.
Synopsis of GCD on designing "We are builders" in the preparatory group Bogomazova Elena Konstantinovna Educator MBDOU Kindergarten "Zvezdochka" YaNAO, Tyumen region, Novy Urengoy Abstract of the GCD on design.
Abstract of the GCD on the design of the "Buildings of our city" in the senior group. Tasks: 1. continue to teach children how to create simple and complex structures.
Abstract of a lesson on paper design in the senior group "Dog" Program content: - to teach children to make toys based on a cylinder; - exercise in the ability to connect a sheet of rectangular paper.
Abstract of a lesson on paper design in the senior group "Snowdrops" Software content. To teach children how to make paper crafts using the origami method, to honestly follow the instructions of the teacher. Develop memory,.
