Sosnina Svetlana Sergeevna
Educational institution: MKDOU kindergarten "Solnyshko" Mortka village Kondinsky district Tyumen region Khanty-Mansi Autonomous Okrug
Brief job description:
Publication date: 2017-04-12 Synopsis of OOD on teaching literacy "Spring Helpers" Sosnina Svetlana Sergeevna MKDOU kindergarten "Solnyshko" Mortka village Kondinsky district Tyumen region Khanty-Mansi Autonomous Okrug Abstract of organized educational activities to prepare preschool children for school, to consolidate the ability to divide words into syllables, determine the stressed syllable, and perform sound analysis of the word. The abstract is accompanied by a presentation.

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Synopsis of OOD on teaching literacy "Spring Helpers"

Synopsis of organized educational activities according to the Federal State Educational Standard for teaching literacy in a group preparatory to school

Topic:"Helpers of Spring"

Tasks:

Educational. To consolidate children's knowledge of vowels and consonants. Strengthen the ability to conduct sound analysis of words. Continue to form the ability to divide words into syllables and find the stressed syllable.

Developing. To develop coherent speech, to consolidate the ability to answer questions with a common sentence, to develop phonemic hearing, to develop attention, memory, and thinking.

Educational. Cultivate love for nature.

Integration of educational areas: communication (literacy); cognition (formation of a holistic picture of the world); socialization (entering into a dialogue with an adult and with each other, listening carefully and not interrupting a friend).

Equipment: presentation; sound cases, sentence schemes.

Lesson progress:

1st slide.-Guys, a magpie flew to us and brought a letter. (In a letter: Trouble in the forest! Winter covered all roads, does not allow spring to pass ... Help drive winter away!)

2 slide. — How can we help spring? What does it take to melt snow? (Sun).

Let's call the sun. (repeat 2-3 times)

Sunshine, show yourself!
Red, gear up!
Hurry, don't be shy
Warm up the whole forest!

(the sun appears on the slide)

3-slide.

Guys, look, the sun began to warm up and thawed patches appeared. And on the thawed patches, the first ones usually appear in the forest ... what? (flowers). But winter did its best here too, bewitching them. If we guess the riddles of winter, then witchcraft will lose its power.

Children guess riddles, pictures-guesses appear on the screen.

Children divide words into syllables and identify the stressed syllable.

Puzzles:

White bells in my garden

On a green stalk they hide in the shade. (lily of the valley)

From the first days in April from oak preli

A flower peeped out - a little blue eye,

Green clothes, onion leg. (scilla)

This nickname is not for nothing, in a beautiful flower,

A drop of juicy nectar, both fragrant and sweet,

It will help you to recover from a cold ... (lungwort).

Fizminutka:

The sun began to warm
Droplets began to knock
Drop one, drop two
Drops slowly at first
And then faster, faster
The streams ran
Try them, catch up!

4-slide.

- Guys, look how beautiful it has become in the forest and someone is singing songs loudly. Who is this? (birds)

What birds come to us in spring from the south? (starling, geese, ducks, rooks, swallows)

“Which of them arrives first?” (rook) Make a diagram of the word "rook".

Finger game:

April, April, drops are ringing in the yard. ( snapping fingers alternately with the right and left hand)

Streams run through the fields, puddles on the roads, ( fingers in the "lock", wave-like movements of the hands)

Soon the ants will come out after the winter cold (fingers run)

Bear makes his way through the forest deadwood (we connect the little finger of the right hand with the thumb of the left hand, and vice versa, as if rolling)

The birds began to sing songs (we make “beaks” with our fingers, open them and close them)

And the snowdrop blossomed (we make a “bud” out of the hands and open it).

5 slide.

So spring has entered the forest. Well done guys, you are the helpers of spring!

- Let's make a beautiful sentence about spring according to the scheme (the teacher offers a sentence scheme, the children make up).

- Well done boys! Spring at parting decided to play puzzles with you. Let's guess the word made in the spring (children name the first sounds in the names of the pictures: starling, snowdrop, stork, icicles, willow, butterfly, cloud, and guess the word - "thank you").

. .

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

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

Tasks:

Educational:

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

Form patriotic feelings.

Developing:

Develop coherent speech, thinking, attention, memory.

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

Educational:

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

Review and consolidate the classification of wild animals.

Dictionary work : forester, arborist, guard.

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

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

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

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

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

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

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

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

Planned results :

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

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

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

Criteria for evaluating the activities of children in OOD:

Active participation in cognitive activities;

Independence in the performance of assigned tasks;

Interaction with peers and adults;

Empathy;

Emotionality;

The manifestation of volitional efforts;

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

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

OOD Plan

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

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

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

The duration of the OOD is 30 minutes.

Progress OOD

1. Introduction .

Psychological mood.

All the children gathered in a circle

I am your friend and you are my friend

Let's hold hands tightly

And we smile at each other.

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

so that we have a good mood all day long.

(A balloon flies in)

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

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

Waiting for you! Forester.

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

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

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

Shall we begin our journey?

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

Let's go guys on a train journey.

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

(Children imitate the movement of the train).

Steam locomotive buzzed

He took wagons.

Choo-choo-choo, choo-choo-choo

I'll take you far.

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

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

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

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

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

(Children collect pictures that depict a hare)

(A hare appears - a soft toy)

Children, sit down on the stumps.

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

Didactic game "Choose the word"

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

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

- What about long legs? (leggy)

Quick legs? ( swift)

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

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

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

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

What other herbivores do you know? Name.

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

Bunny, Bunny - tell me

Bunny, Bunny, show me

How to find a track

To the forester in the lodge.

V: Bunny shows us

That we need to move in this direction.

Fizkultminutka "Together we go through the forest."

We walk through the forest together

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

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

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

Here is chamomile, cornflower,

Lungwort, porridge, clover.

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

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

Hands stretched to the sky

The spine was stretched. (Sipping - arms up)

We all had time to rest

And they sat down again. (Children sit down)

2. Main body.

Conversation about the rules of behavior in the forest

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

Didactic game "Recognize the tree by description"

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

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

The forest is the decoration of our land!

There are chief inhabitants in the kingdom of the forest,

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

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

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

And everyone knows this tree - both old and small.

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

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

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

I decorate green forests with myself.

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

With a green border, my summer sundress.

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

I have longer needles than a Christmas tree.

Very straight I grow in height.

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

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

The trunk is slender, dark bark,

It has been green all summer.

The autumn time has come

He wore a purple outfit.

Every year on it with a hunt,

Helicopters are growing ... .. (maple)

Many berries are red, ripe and beautiful.

They hang in clusters, their outfit is beautiful.

Collect berries on a string - for the soul,

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

(I post pictures)

V: Well done, all the trees learned.

Didactic game "Who lives where?"

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

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

So someone lives in it. Who? (animal)

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

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

(show pictures)

This is hollow. Who made it? (woodpecker)

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

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

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

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

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

Fizminutka.

• Are you tired?

  Well, then everyone stood up straight,

  They stamped their feet, clapped their hands,

  Turned around, turned around

  We close our eyes tightly, open them,

  And we're moving forward again!

V: So we went out to the clearing.

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

What grows in this clearing?

Look guys, something is written here.

Help me please.

Lost letters game

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

(children put letters together with numbers in order).

And the word came out - CAMOMILE.

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

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

Look guys, here it is gatehouse forester.

And here is the owner gatehouses.

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

Forester called forest watchman he guards the forest.

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

This owner must know his forest area well.

This study of the territory takes many years.

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

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

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

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

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

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

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

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

3. Final part .

Reflection.

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

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

Steam locomotive buzzed

And he brought wagons.

Choo-choo-choo, choo-choo-choo

I will take you home..

Did you enjoy our trip?

What did you like the most?

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

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

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

Well, now let's eat apples.

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

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

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

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

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

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

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

Abstract of the OOD on the development of social and communicative skills and speech of older preschoolers "Let's help Dunno".

Description: The material is aimed at developing the emotional sphere, social and communication skills, coherent speech of children of senior preschool age (5-6 years old) and will be useful to kindergarten teachers and specialists.
Teacher of GBDOU No. 3 of the Vasileostrovsky district of St. Petersburg Maslova Oksana Vasilievna.
Target: Development of the emotional sphere, social and communication skills and coherent speech of children 5-6 years old.
Tasks:
-Clarify with the children the concept of what a mood is and what it depends on.
-To teach children to understand each other by facial expressions, gestures, intonations, body movements, which allow them to better navigate in various situations of communication.
-Develop evidence-based speech, intonation expressiveness of speech.
-Expand vocabulary in the field of feelings and emotions.
-Develop the ability to understand your own mood and the mood of other people, communication skills.
To cultivate an attentive, sensitive, benevolent attitude towards each other, the desire to notice positive qualities of character in friends.
- To cultivate the ability to listen to the opinion of their comrades.
Preliminary work: Reading fiction on the topic; familiarization with didactic aids "Our feelings and emotions", "Lessons of kindness"; didactic games "Find a friend", "What is good and what is bad?" and etc.; games for the development of the emotional sphere "Hand to hand", "Surprise", "Compliments".
Materials for the lesson: Dunno toy, demonstration material "Our feelings and emotions", "Choosing a mood", pictures with a schematic representation of moods, a ball, red and green hoops, small photographs of the children of the group.
Stroke:
Knock on the door. Dunno came to visit the children.
Dunno: Hello guys. I have come to you for help. The fact is that today I looked at my friend Znaika, and he didn’t even want to play with me. Said, "I'm in a bad mood." So I thought, what kind of "mood" is this. Is this some kind of disease? Tell me, what is the mood?
Children: This is when you feel bad, when you don’t want to do anything, when you were offended.
Educator: That's right guys. Mood is the emotional state we are in. Let's tell Dunno what the mood is like.
Children: Sad, sad, funny, funny, calm.
Educator: Right. The mood can be joyful, sunny, when you want to laugh, smile at everyone around.
The teacher points to the pictures.

Or maybe the mood is very sad, gloomy, when tears well up on their own eyes. How can such a mood be defined?
Children choose a pattern.

And sometimes the mood is not very sad, but not joyful either. Calm. What picture shall we designate it with?
Children choose a pattern.

Guys, feel your mood. Designate.
Children indicate their mood by attaching their photo to the diagrams.
Dunno: How can I help a friend improve his mood?
Children: To cheer, to make laugh, to give something, to say a compliment.
Dunno: What is a compliment?
Educator: Dunno, let's play the game "Compliments" together and you will understand everything. The game begins with the words "I like about you ..."
Children stand in a circle, pass the ball to each other and say a compliment.
Educator: Well done boys! So many compliments you said to each other and Dunno!
Dunno, do you understand what a compliment is?
Dunno: Certainly! Compliments are pleasant words, words of admiration, praise.
Educator: You see, Dunno, now everyone is in a good mood and everyone has bright feelings!
Stranger: What are feelings?
Educator: But the guys will help you figure it out. Children, take one picture. Sit down at the tables, think about how the hero feels in the picture?
Children take a picture from the album "Our feelings and emotions".

They sit in pairs at tables, discuss, express their opinions to each other. Dunno listens to children.
Dunno: How do you know the girl is happy?
Children: She smiles, she has joyful eyes, she jumps on one leg.
Dunno: Why do you think the boy is angry?
Children: His brows are furrowed, his mouth twisted, his fists clenched.
Educator: What good fellows you are, very attentive and well versed in feelings!
Let's show Dunno how we can portray any feeling. Read a familiar poem with different feelings.
Children read the poem "Our Tanya is crying loudly ..." cheerfully, sadly, angrily, etc.
Educator: Well done! Now look at me and guess what I want to tell you?
The teacher puts his finger to his lips.
Children: You said: "Quiet, please be quiet, shut up."
The teacher waves his hand towards himself.
Children: You show: "Come to me, come."
The teacher hugs the child. Asks what this gesture means.
Children: It means: "I'm glad to see you, I like you."
Educator: That's right, I show how well, warmly I treat you.
You see, Dunno, you can understand each other without words, by the movements of the face, hands and body.
Play with us the game "Guess the feeling".
Dunno calls the child and names the feeling that he must portray. The rest of the children guess.
Educator: Guys, you are so great! So well learned to understand each other!
And what do you think, are all feelings "useful", are there any feelings "harmful"?
Children There are!
Educator: Right. It is useful to experience bright, joyful feelings, and it is very harmful to get angry, to experience black, bad feelings.
Take the picture and try to determine the "harmful" feeling is depicted here or "useful" ?.

Children make their choice. Pictures depicting sadness, fear, resentment are placed in a red hoop; in green - with the image of joy, fun, curiosity, etc.
Educator: Well done boys!
Let's now advise Dunno, how can he return a good mood to his friend Znayka?
Children: It is necessary to cheer him up, joke, treat him with candy, praise him!
Dunno: Okay guys. I will now go to Znaika and try to cheer him up. Thank you very much and goodbye!
Children: Goodbye!

Olga Gumyonnaya
Synopsis of OOD on the development of speech "Toys". Writing a descriptive story

Topic: "Toys"

Target: "Teach write a descriptive story» .

Tasks:

1. Teach children describe a toy, using in speech names of objects, their parts, details according to the graphic scheme (color, shape, size, materials from which they are made, actions with them).

2. Continue develop coherent speech, thinking, imagination, visual memory, observation.

3. Cultivate goodwill, respect for toys.

Methodological techniques:

Riddles, surprise moment, game moments, articulatory gymnastics, dynamic pause, teacher's sample, children's stories according to the scheme reading a poem.

Material:

Toys for a surprise moment: snowman, sled, wonderful bag, bunny.

Description Toys: cube, bear, bell, ball, matryoshka, pyramid, doll, rattle.

Riddles about toys, scheme descriptions of toys.

vocabulary work:

Expand your active vocabulary with quality adjectives.

preliminary work:

looking at toys, word games, didactic games "What does it look like?"

OOD progress:

caregiver: Guys, look at our guests, say hello, smile and give everyone a good mood. Today we have will take place organized educational activities for speech development.

caregiver:

I am your friend and you are my friend.

Let's hold hands tightly

Let's get in a circle

And we smile.

In order to speak beautifully and correctly, you need to massage the neck, bridge of the nose, ears (stroking hands) and lip exercises.

Articulation gymnastics:

1. Smile. (Holding lips in a smile, teeth not visible).

2. Tube. (Pulling lips forward with a long tube).

3. Fence. (Lips in a smile, teeth closed in a natural bite and visible).

(Children sit on chairs).

(Knock on the door).

caregiver: Guys, a snowman came to us with a wonderful bag. And there note:

I am a wonderful bag

I'm a friend to all the guys

I really want everyone to know

How can you play

solve riddles and find clues by touch

(The toys are in the bag.) .

Puzzles:

caregiver: Guess who it is?

If you hit him with your hand,

He doesn't cry at all

It just jumps higher.

caregiver: What is it?

Children: Ball.

caregiver: Candle likes to dress up

In colorful rings.

Put it on soon, come on:

From below - wider, from above - already.

caregiver: What is it?

Children: Pyramid.

caregiver: blue eyes,

golden curls,

Lips are scarlet.

put to sleep -

Will sleep

Day, and two, and even five.

caregiver: What is it?

Children: Doll

caregiver: Growth different girlfriends,

But they look alike

They all sit next to each other

And just one toy.

caregiver: What is it?

Children: Matryoshka.

caregiver: These miracle bricks

I received as a gift

What I make of them - I will break,

I start everything from the beginning.

(dice)

caregiver: He is brown and clubfoot,

Catches fish with a powerful paw.

He also loves honey!

Who will call sweetheart?

(Bear)

caregiver: Peas ring in it,

The little ones are having fun.

This is the first toy

Under the title…

(Beanbag)

caregiver: He sits under a hat,

Do not disturb him - he is silent.

Just gotta take it in hand

And swing a little

Heard, there will be a call:

"Dili-dong, dili-dong."

Children: Bell!

caregiver: What kind snowman brought toys name them in order?

Children: ball, pyramid, doll, matryoshka, bear, cube, rattle, bell.

caregiver: How can you call it all in one word?

Children: Toys.

caregiver: That's right, well done. It's all toys.

Guys, and the snowman brought with him toys are not just. He wants you to teach him how to play with them and describe toys. Can we help the snowman?

Children: Yes.

caregiver: Guys, whatever talk about toys This diagram will help us. Let's look at the diagram (I ask questions according to the scheme)

caregiver: Guys, story you have to start with the name toys(of your choice). Following the scheme, you need to say about the color toys. Toys are(what color)

Children: red, yellow, green, blue; (what shape): round, square, triangular, rectangular, oval.

in size, toys are(what kind): big and small.

Toys made from various materials: plastics, iron, wood, rubber, fur.

What is the name of toys made of iron?

Children: Iron toys.

caregiver: And from a tree?

Children: Wooden toys.

caregiver: And from rubber?

Children: Rubber toys.

caregiver: Fur?

Children: Fur toys.

caregiver: Or are we talking soft toy. And also such toys are called plush. Let's all get together say: plush toys.

Children: Plush toys. (Chorus.)

caregiver: what parts composed toy:

At toys have parts.

For example, the doll has what?

Children: Head and torso. On the head - ears, eyes, nose, mouth, on the body - arms, legs.

caregiver: And the palm tells us how to play with toys. How can you play with a doll? She can be wheeled around, fed, undressed and dressed, put to bed, rocked.

caregiver: Children, before you start tell, let's play a little, and the snowman will look at us.

Fizminutka:

One, two, three, four, five,

We start to play (children walk in place).

Doll doll, bye bye

fall asleep quickly (rocking an imaginary doll).

I'll take flags for sticks,

I will lift and wave (waving imaginary flags in front of the chest, then raise them up).

The ball jumps like a living one (jump on the spot,

Red, blue, cyan (imitate hand movement when hitting the ball on the floor).

Putting a cube on a cube

We are building, building a new house (children put on each other fists: right to left, then left to right.

caregiver: the snowman liked to play with us so much. But we must teach him talk about toys, let's look at the diagram again and listen to how it is right to talk about the toy.

(The teacher's story) .

This is a pyramid. She is colorful. Triangular pyramid. She is big. The pyramid is made of plastic, it is plastic. The pyramid can be assembled and disassembled.

caregiver: Guys, who wants talk about the toy?

(stories 2-3 guys)

caregiver: Okay, well done. Very beautiful and interesting you got the stories. After listening to your stories, the snowman has learned talk about toys. He says thank you very much.

(crying is heard)

caregiver: Ouch! Who is crying there?

(approach him)

Children: Bunny!

caregiver: (listening to the bunny) is reading poem:

The hostess threw the bunny -

A bunny was left in the rain.

Couldn't get off the bench

Wet to the skin.

caregiver: Feel sorry for the bunny?

Children: Yes, sorry.

caregiver: Why?

Children: The hostess left the bunny, and he got wet in the rain.

caregiver: Let's take pity on the bunny, stroke it.

And you will scatter your toys?

Children: No.

Children: Tell me, please how to play to toys did not break and pleased the guys for a long time.

Children: Do not throw them on the floor, they may be stepped on. Don't rush toys. Put them away after the game.

caregiver: That's right guys. toys should be protected.

Summary of the lesson:

caregiver: Children, let's remember who came to visit us? Why did he come to visit us?

Children: A snowman came to visit us with his toys.

caregiver: What did we guess today?

Children: Guessed riddles about toys.

caregiver: Children, what have we learned today make up?

Children: Learned write stories about toys according to the scheme and taught the snowman talk about toys.

caregiver: Children, the Snowman says thank you. He now knows how to talk about toys and after the games he will clean up toys in place, he wants to give you coloring pages with toys, go for a walk with you and listen other kids' stories.