Integrated direct educational activity theme “spring” (middle group). GCD in the middle group of kindergarten on the topic: Spring. Cognitive development

“Making a birdhouse.” (Collective work)

Integration:"Communication", "Cognition", " Fiction».

Target: development cognitive interests children in the process of forming a holistic picture of the world.

Tasks: continue to promote the technique of folding paper in half, diagonally. Reinforce the technique of cutting a circle out of a square with scissors. Promote the ability to perform unified team work.

Develop memory, thinking, fine motor skills, compositional skills in arranging objects.

To consolidate children's knowledge about migratory birds and signs of spring.

Cultivate an interest in birds and a caring attitude towards them.

Means of activity: Glue, brush, stand, oilcloth, scissors.

Tinted paper with a painted tree. Rectangle different colors with a size of 6x13cm (wall), a square of 6x6cm (roof), a rectangle of 1x3cm (perch), a circle with a diameter of 2.5cm (window)

Music (birds singing).

Form of organization: frontal

Type of lesson: workshop

Preliminary work: observations on a walk, looking at a birdhouse, learning poetry. Conversation about spring birds (bring carved birds from home)

Progress of the event: Children sit on the rug, birds sing, and the teacher asks a riddle.

Educator: It gets light early in the morning

Thaws here and there

The stream roars like a waterfall

Starlings fly to the birdhouse

Drops are ringing under the roofs

The bear got up from the spruce tree

The sun caresses everyone with warmth

Who knows this time of year? (Spring)

Educator: Well done! How did you guess?

Children: The sun is shining, the starlings have arrived, the bear has woken up, the stream is noisy.

Educator: Correct. Who comes to us from the south in the spring?

Children: Birds.

Educator: What birds do you know?

Children: Rooks, starlings, swallows, wild ducks and geese.

Educator: Birds are our friends. They fight pests and save our crops from destruction. We must protect them and take care of them. Birds build nests and raise chicks. Where does the starling live?

Children: He lives in a birdhouse.

Educator: Who makes a house for starlings?

Children: Man.

Educator: shows a tray with cut out birds.

You brought some birds today. Where will our friends live? Where will they hatch their chicks? What should we do, guys? How can we help the birds?

Children: we need to make birdhouses for them.

Educator: Will you help make birdhouses?

Educator: We will place our birdhouses on this large tree where our friends will live. We'll get the whole picture. We'll hang it in the locker room. Everyone will be watching and admiring our work. Everyone will be in a spring mood.

What does a birdhouse consist of?

Children: houses, roofs, windows, perches.

Educator: Correct. It looks like a house with a roof and a window. It is made round so that birds can fly easily and not get scratched.

Educator: It's time to rest.

One-two (make two claps).

The drops are ringing (they strike twice index finger one hand over the palms of the other).

Three or four (make two claps).

We started singing (they press their palms to their chests twice).

Five-six (make two claps).

The starlings are flying, the messengers of spring are flying towards us (they wave their crossed hands).

Seven-eight (make two claps).

The songs flow (stretch arms forward).

Nine-ten (make two claps).

Everyone laughs (raises their hands up).

The children sit at the tables.

Educator: What geometric figure will we build a house from?

Children: From a rectangle.

Educator: What geometric shape is the roof?

Children: Triangle.

Educator: Birdhouses come in different colors. I will have yellow. I take a rectangle and bend it in half. It turned out to be a house.

Then I take a square and bend it diagonally (corner to corner). The result is a roof.

I make a window from a small square. I take scissors, smoothly cut the corners of the square (starting from the middle of one side, to the middle of the other, and so on in a circle). The window is ready.

Now I will make a birdhouse. (house, then roof, window in the middle, perch under the window). I glue it.

Whoever made the birdhouse can come up and glue it to the tree.

Well done! For whom were the birdhouses made?

Children: For birds, starlings.

Educator: Now our birds can move into their houses.

Children glue their bird.

Educator: Which one? beautiful picture we succeeded. Now it needs to be hung in the locker room (the children carry the picture and hang it up).

Antonova Oksana Pavlovna

Project in middle group on the topic

"Spring is red."

Project: short.

Project type: educational, creative.

Project participants: middle group children, teachers, musical director, teacher of artistic and aesthetic cycle, parents.

Problem:

Children have not developed knowledge about spring changes in living and non-living nature. Children do not know how to compare different periods of spring; they have not developed a caring attitude towards the awakening nature. Children have no idea about the first flowers of spring. Children have a little knowledge about migratory birds and their life in the spring. Children do not know how to establish the simplest connections between the conditions of the coming external season and the behavior of animals, birds, and the state of vegetation. Level reduced speech development, active, passive vocabulary is small, the grammatical structure of speech is broken. There is no coherence of speech when constructing a detailed statement. I think the reason is that there are not enough materials on this topic, little attention has been paid to this topic in the program kindergarten. This topic especially does not receive attention from parents at home.

Relevance:

The child must grow up to be a master and feel responsible for everything wildlife which surrounds him. Save the world around us for our descendants. And we – adults, educators, educators – must give the necessary knowledge, teach them to take care of and love nature from an early age.

Target:

To consolidate knowledge about spring changes in living and non-living nature: to develop the ability to compare different periods of spring: to cultivate a joyful, caring attitude in children towards awakening nature; a desire to learn more about the natural features of your region.

Tasks:

- Establish the simplest connections between the conditions of the coming spring season and the behavior of animals, birds, and the state of vegetation.

Develop the desire to communicate with peers during play activities.

To form the need for reading as a source of new knowledge about the environment.

Develop the ability to communicate with adults, answer questions about what you read, and conduct a dialogue.

Strengthen children's health and introduce them to a healthy lifestyle.

Develop cognitive activity, thinking, imagination, communication skills.

To develop the productive activities of children, improve skills in drawing, modeling, appliqué, and develop creative abilities.

To form primary ideas about the expressive capabilities of music, its ability to convey various emotions and moods.

Methodological support : Fiction, stories, poems, riddles about spring.

Visual aids : reproductions of paintings, photographs, presentations.

Didactic material : conversations, artistic creativity, drawing, applique, modeling, paper design.

Expected result :

1. Cognitive interest in observing natural phenomena;

2. Cognitive interest in search and research activities;

3.Development of observation, creative activity, communication skills;

4. The desire to communicate with peers in the process of productive activities and teamwork.

Project implementation:

Project stages:

Stage 1 preparatory:

Selecting a topic, defining goals and objectives;

Drawing up a plan for the main stage, selection necessary materials on the topic.

Stage 2 basic :

- Generalizing children's knowledge about the signs of spring (talking about spring as a season, reading and memorizing poems about spring, observing natural phenomena, examining the branches of several plants, forming the concept of “bud” (“house for a leaf”), problem situation: different leaves of different shapes appear on the branches).

Replenish the subject-development environment.

Organize work to solve project problems.

Working with children:

1. Conversations: “The rooks have arrived, bringing spring on their wings,”

"What is an icebreaker"

"All nature wakes up after winter sleep"

2. GCD: - “Spring is red!”;

- “Spring blew through the window”;

- “Spring comes to visit us”;

- “Composing a story about spring using a collage.”

Drawing: " Spring landscape", "Spring is red!";

Drawing twigs during observation (with buds and leaves),

Application: team work " Birch Grove", "Ice drift", "Lily of the valley".

Modeling: collective work “Spring Glade”,

Design from paper “Boat”.

3. Situational conversation “What has changed?”

Poems about spring, “The snow is already melting...” by A. Pleshcheeva, “Calendar” by S. Marshak, “Seasons” by A. Kuznetsov, “Spring has come”, V. Vinogradova “Spring Song”, E. Tarakhovskaya “We built a birdhouse” , “How the shirt grew in the field” Ushinsky, fairy tales by V. Sukhomlinsky: “Petal and Flower”, “The Chick Fell Out of the Nest”, “Why is the Titmouse Crying?”, L. Tolstoy “Grandfather Mazai and the Hares”, p. n.s. “Zayushkina’s hut”, colorful fairy tales and other works of domestic and foreign literature.

5. Targeted walks and excursions to the park and along city streets, targeted walk to the “Our Pond” pond, observing a puddle while walking.

6. Didactic games:

“Be careful”, “Say a word”, “Recognize by voice”, “Birds”, “Recognize by description”, “Collect a picture”.

Outdoor games:

“Road of Obstacles”, “Homeless Hare”, “Geese-Swans”, “We are Cheerful Guys”, “At the Bear in the Forest”, “Wonderful Bag”, “What’s Missing?”. “Seasons”, “So it happens or not?”, “What did the artist mix up”, “Journey to the world of nature”, “Name it correctly”, and others.

Role-playing games:

“Flower shop”, “Animal hospital”, “Let’s go on a nature holiday”.

Game, research activity “Swim, sail, my boat.”

7. Learning songs: words and music “Springfly”, words and music “Snowdrop”, listening to birdsong.

Working with parents :

Consultations: “Our home is nature”, “Leisure in nature”.

Exhibition in the book corner “Our books about nature”

Posting information in the parent's corner: “Memo on the rules of behavior on ice”, “This is what you need to know”;

Joint publication of a wall newspaper on the theme “Spring is Red!”;

- “Crafting with parents” exhibition on the theme: “Spring has come.”

- “Vegetable garden on the window” - joint activities: planting onions in the ground and in water, interest in experimental and research activities on growing plants indoors.

Cleanup day at the site.

Stage 3 final :

Carrying out leisure activities with children “Spring is Red”

Musical entertainment “We are going to welcome spring”

Result of the project:

1. Children began to show interest in observing natural phenomena; they began to distinguish trees from each other by the shape of their leaves.

2. Children have become more observant, sociable and proactive;

3. Children have become more friendly towards their peers in the process of productive activities and collective work.

4. The children tried to follow all the rules of behavior in nature. Many have concluded that all of us (animals, people) are big house, in which they must live together, maintain cleanliness and order.

Summary of an integrated lesson in the middle group "Spring in the Forest"

Educator: Manaeva I.G.

Target: creating conditions for the development of children's cognitive and creative abilities.

Tasks: Clarify with children their ideas about signs early spring, about primroses (their diversity, structure), about the rules of behavior in the forest;

continue to develop skills in cutting round shapes (petals) by rounding corners; consolidate accurate gluing skills;

develop emotional perception, creative imagination;

cultivate a caring attitude towards living nature and a desire to provide assistance.

Equipment and materials: toy - pig Piggy; layout of a corner of a spring forest; homemade bullfinch, snowdrop; illustrations with primroses; phonogram “Sounds and voices of nature”; easel; set of flower parts; material for application.

Progress of the lesson:

Educator: Guys, I think I hear someone’s steps. Listen. Can't you hear anything?

“Who passed so quietly - quietly

Well, of course not an elephant,

And, of course, the hippopotamus

I couldn't go through this quietly.

And none of you heard

Like a leaf coming out of a bud,

And you couldn't hear

Like green blades of grass

Taking off my green shoes,

They quietly emerged from the ground.

And the snowdrop quietly came out,

And there is silence everywhere.

This means, this means

Quietly has come... (spring).”

So this is whose footsteps we heard. Spring has come! Guys, what has changed in nature with the arrival of spring?

Children: the color of the sky, the sun is shining brighter, the snow has darkened and begun to melt, streams are running, drops are ringing, bird voices are heard everywhere.

This is how spring pleased us with its arrival. Let us also make spring happy and give it a wonderful spring song.

Children sing a song about spring.

Educator: Guys, let's go to spring forest and let's see what happens there in early spring. Do you agree? But first, let's remember how to behave in the forest.

Children: Do not make noise, do not litter, do not break branches of trees and bushes, do not catch birds, do not frighten animals.

Sketch “On the Road to the Forest” (children imitate walking along a path, jump from “bump” to “bump”, cross a “bridge” over a stream, walk along the path again).

The teacher takes the children to a screen depicting a spring forest.

Educator: Well, here we are.

“On the mountain, like a belt,

The young forest is rustling.

Rare, short,

And he makes noise like an adult.”

Let's sit down, relax and listen to the sounds of the forest.

Phonogram “Sounds of the forest”. After listening, ask the children what they heard?

Educator: Guys, I see someone’s footprints all over the forest. What are these strange dark bumps? (thawed patches) Yes, it’s clear that Spring has been here too. And under her warm feet the snow melted, and thawed patches appeared on the ground.

Educator: Spring entered the forest, looked around and first of all decided to wake up the birch tree. Spring touched the snow-white trunk, and a miracle happened. The tree woke up from sleep, and these dense lumps appeared on its branches. (Paints attention to the buds) Guys, what is this?

Educator: Guys, can I touch the kidneys? (not possible, the kidneys are very delicate)

Children: Soon the first leaves will appear.

Educator: Well, what kind of strange tree is this? There are no leaves, only berries hanging.

Children: This is a rowan.

Children: Bullfinches flew to the mountain ash all winter. For bullfinches, this is the most delicious berry.

Educator: Do you think that if spring has come now, then it’s possible not to feed the birds?

Children: We need to continue to feed the birds, because frost may return. It is difficult for birds to get food from under the snow, and the insects have not yet woken up.

Educator: you are very kind and know a lot of things. I want to show you one miracle that recently appeared in the forest. But first, guess the riddle:

“It blooms from under the snow,

welcomes spring before anyone else"

Now let's check if you guessed correctly. Close your eyes. (A snowdrop appears on the screen)

Educator: What did this grow in the spring thawed patch? (Children's answers) Yes, guys, this is a real primrose. Explain to me what a primrose is.

Children: These are the first spring flowers.

The teacher draws attention to the beauty of the spring meadow.

Educator: “In a forest clearing

A sea of ​​flowers!

Decorate the earth

After winter dreams!»

(L.M. Gerasimova)

Guys, let us turn into these wonderful spring flowers.

Dance with flowers .

Educator: Tell me, can I pick flowers in the forest?

"If I pick a flower,

If you pick a flower,

If you and I are together,

Together we will pick flowers,

All the clearings will be empty.

And there will be no beauty.”

Educator: What should we do when we want to give mom a flower?

Educator: I invite you to go to the forestry workshop.

Children go to the tables. In front of them, on an easel, is an image of a spring thawed patch with a stem.

Educator: Look, in front of us is a “spring thawed patch”, on which a flower is about to bloom. What part of the flower do we see? (stem)

What is our flower missing? (leaf, flower)

The missing parts are laid out. The teacher suggests looking at the parts of the flower. What are the shape of the petals? (oval)

Finger gymnastics “Flower”

Our scarlet flowers are opening their petals.

(Apply rounded palms to each other (“bud”) and slowly spread your fingers to the sides)

The breeze breathes slightly, the petals sway.

(Finely fingering)

Our scarlet flowers cover their petals.

(Slowly connect fingers)

They shake their heads and quietly fall asleep.

(Swing the “bud” left and right)

(M. Rudina, A. Afonkin)

Review of finished works.

Educator: You guys and I spent some time in the forest. It's time for us to return to kindergarten.

Construction is the process of arranging objects or parts in a certain order to obtain an object necessary to support life. In the process of development of society, children's design emerged from this area of ​​human activity. The child’s actions are easier, the designs are simpler. But children's design can also have practical application- the child uses the resulting objects in play activities. You can design with various materials: the actual designer, natural or waste material, paper and cardboard. At the same time, the creation of paper structures (possibly involving additional materials) is the most complex; preschoolers become familiar with it in the middle group of kindergarten.

Paper construction in the middle group of kindergarten

A child becomes familiar with paper in the first year of life. IN junior groups In kindergarten, he learns to make paper appliqués, decorates cardboard cards, and does paper modeling. Children 3–4 years old master the concept of shape and develop the skill of cutting out paper. Younger preschoolers accumulate knowledge and skills for future work with paper. The teacher should not rush, should be attentive to age characteristics each group. Any activity should bring joy and satisfaction to the child, and the child is most happy when he manages to complete the task. At the age of 4–5 years, preschoolers have an idea of ​​the basics of construction through activities with cubes, plastic construction sets, they built houses from plasticine logs and attached a roof from sticks to them - there it is, a constructive activity. Designing from paper material (sheets of paper, cardboard, boxes, matchboxes, cardboard rolls, etc.) begins in the middle group.

Target

The purpose of paper design classes in the middle group is to encourage children to engage in design activities using paper materials.

Tasks

• introduce students to the properties of paper that are used in design;
• teach children basic paper construction techniques (creasing, tearing, rolling, twisting);
• fostering perseverance, accuracy, polite communication;
• development of interest in collective activities.

Types of activities

1. Full demonstration and sample (used in the first paper design classes, later - when creating complex structures);
2. According to the model (in this case, the teacher gives verbal instructions and explanations on how to create the object).

When preparing for a design lesson, it is necessary to remember that the goal visual arts child - not the creation of crafts, but the development aesthetic taste, imagination, constructive thinking and education of moral qualities.

Types of design in the middle group

Materials for construction

• Pissing and colored paper A4 format.
• Colored cardboard.
• Velvet colored paper.
• Wallpaper trims.
• Waste paper material: matchboxes, tubes of paper rolls, paper plates and cups, etc.
• Sheets of paper for scrapbooking are sheets of thick paper with a themed print. Expensive material for children's crafts.

Materials for construction from paper in the photo

The main material for designing from paper The main material for designing from paper An excellent option for simulating various surfaces of objects in the surrounding world
A beautiful and original, but expensive material Example of construction using paper plates Example of construction using cardboard cores Example of construction using matchboxes Example of construction using velvet paper Example of origami with wrapping paper addition Example of construction with disposable cups

Combining paper design with other art techniques

To create objects from paper, you should use the following techniques: fine arts, like drawing, coloring, applique, sculpting. Preschoolers aged 4–5 years master the basic techniques of these techniques and are happy to supplement paper models with them. When creating images of animals and people, students can add parts of the face or body/muzzle or paws. Applique techniques can be used to imitate the plumage of birds, the crown of a tree, grass on a lawn, etc. Plasticine parts are also often used to complement and/or decorate paper crafts. Coloring should be used in works made of thick cardboard or waste material; work made of paper is deformed when paint is applied.

Examples of synthesis of various techniques in paper construction works

Paper plate details are painted Mandatory task - decorate finished work a piece made of plasticine. To decorate the work, the direct applique technique was used. The animal faces were made using a simple drawing technique.

Multi-level tasks in paper design classes

The teacher must always remember about the individual approach to teaching each child. When completing a construction task, the student will lose interest in creative process, if the task turns out to be simple for him. Therefore, when developing each lesson, the teacher must prepare additional tasks for those students who have better mastered simple design skills. For example, during a lesson on creating a cup with a handle, offer to decorate the finished work with paper appliqué. For work on design on a plane, it is a good task to complete the details on the base as a background image. Initially give tasks different levels complexity is incorrect, dividing the team may look like separating those who are achieving and those who are lagging behind. In such a situation, students who received a simple task may experience a feeling of anxiety or even aggression towards those who were given a difficult task, but with a more interesting or beautiful result.

Using motivating material in the classroom

At the preparatory stage of each lesson, it is necessary to involve motivating material. This is necessary to activate the pupils’ imagination, broaden their horizons, increase interest in creative activity, development of aesthetic taste. The material should be varied:

• Visual material (cards with images of objects or objects on the topic, posters, handouts).
• Audio accompaniment (listening to songs on the topic of the lesson or background sound of melodies during a game or physical education session).
• Reading poems, nursery rhymes, proverbs and sayings.
• Riddles.
• Creating a game situation (using toys or objects on the topic).
• Show slides or presentations on the topic of the lesson.

Examples of using a motivating start to classes

Lesson topic	Motivating start
"Tumbler"	At the beginning of the lesson, the teacher asks the children a riddle: Came to visit us, friends, The doll is unusual. Doesn't sit, doesn't lie, Just know for yourself, it’s worth it. Sashka and Natasha know, These dolls... (tumblers). The pupils are shown a tumbler who was in a hurry to visit them. The teacher talks with the children and asks questions: “Why do you think this doll is called a tumbler?”, “How to play with a tumbler?”, “What figures does this toy consist of?” etc. The game “Find where she hid” is played: The teacher says that another tumbler came to visit the children, but she was shy and hid behind one of the toys in the room. Children are asked to find the doll by verbal guessing (said in turn): “The tumbler is hiding behind the car,” “The tumbler is behind the ball,” “The tumbler is behind Katya’s doll,” etc. until the tumbler is found.
	At the beginning of the lesson, the teacher shows the children pictures of wild animals. The guys name them, the teacher hangs the pictures on the board. Then the teacher says that wild animals are dangerous and their behavior can be unpredictable, and suggests turning the animals from the pictures into toys (a game element). To do this, students must close their eyes and simultaneously clap their hands loudly three times. At this time, the teacher puts animal toys on the table, the images of which the children will design.
"Beauty Snowflake"	The teacher creates a surprise moment: There is a mailbox on the table, the teacher tells the children that the postman delivered it to their group, reads out the address (the real address of the kindergarten is written - city, street, house, kindergarten number, group). A letter is found in the box, the contents of which the teacher reads out loud: animals from distant Africa are addressing the children, they tell them what the climate is like in their native place and are sad that they have never seen snow, but have heard a lot about what an amazing and beautiful phenomenon this is. . The teacher asks how to show the people of Africa snow and, through suggestions and hints, leads them to the idea that they can make snowflakes out of paper and send them by mail to Africa.
	The guys are given a riddle: We are green like grass Our song: “Kva-kva” (frogs/little frogs). The teacher conducts a conversation with the children: what color are the frogs, where do they usually live, what do they eat. Shows the pupils a picture/poster showing a frog in a swamp. The teacher says that the little frog is sad and invites the children to cheer him up by showing him how to perform the movements at the “Frogs” physical education lesson: There are two girlfriends in the swamp, two green frogs. In the morning we washed ourselves early, rubbed ourselves with a towel, They stomped their feet, clapped their hands, They leaned to the right, to the left and came back. (Perform appropriate movements). But the teacher notices that the frog is still sad because he is all alone in the swamp, and gives the children the idea that they can make frogs out of paper and place them on the poster.

Examples of work on the specified lesson topics

Designing from paper strips Designing from paper strips Designing from paper strips on a plane Designing from paper using the origami technique

Compiling lesson notes for the middle group on paper design

For each lesson, the teacher must prepare a detailed lesson summary. Goals and objectives must be age-appropriate and individual characteristics children. The use of visual and technical materials by the teacher, as well as those materials and tools that the children will use, is recorded. Then you should describe the course of the lesson. All this is necessary in order to carry out an analysis after the lesson: what moments were successful, what did not work, what pedagogical techniques were effective, what aroused the children’s interest, what was their emotional state at each stage of the lesson.

Lesson time plan

The duration of a design lesson in an average group is 15–20 minutes.

1. Organizational moment 1 minute.
2. Motivating stage 3-5 minutes.
3. The teacher demonstrates working techniques for 2–3 minutes.
4. Independent work of pupils 6–8 minutes.
5. Demonstration of work, discussion 2 minutes.
6. Summing up 1 minute.

Setting goals and objectives

Goals and objectives must be specific; they are set by the teacher in accordance with the skills mastered in class that are necessary when working with certain patterns and performance techniques. Let's look at options for goals and objectives using examples with specific work methods:

Lesson topic	Target	Tasks	Technique for performing the task
"Bridges"	Making crafts using geometric shapes from paper.	- training in object analysis; - development of the ability to create a building using ready-made forms; - development of spatial thinking and design skills.	Constructing a building using cardboard figures (cube, brick, block, cylinder).
"Spring Miracles"	Making flowers from strips of paper.	- development of spatial and design thinking; - developing the ability to combine; - development of aesthetic taste.	Gluing strips of paper to create “petals”, connecting them into a flower using the middle.

Summary of the lesson “Our spring stream.”
Authors: Petrukhina A.V. teacher, Tatarkina Yu. V. teacher, MADOOU No. 96 “Umnichka”, Naberezhnye Chelny

Types of activities	Playful, productive, educational and research.
Goals	Strengthening skills in working with paper, developing attention, responsiveness, instilling a culture of communication in a team.
Expected result	Ability to design paper boat, positive and active interaction with all participants in the creative process.
Materials used	Whatman paper with the image of a stream, sheets of paper, glue with tassels, oilcloths and rags for cleaning the workplace.
Progress of the lesson	The teacher conducts a conversation with the children: what time of year is it now (spring), name the spring months, what month it is now, what the weather is like outside today. Usage visual material: The teacher hangs a Whatman paper with a picture of a stream on the board and asks them to imagine what they would do on a walk if they saw such a stream. Offers to decorate the picture with paper boats. The teacher conducts a live demonstration of the actions to create a boat. The children independently repeat the actions demonstrated. Physical education minute: The bear crawled out of the den, Looked around on the threshold, (turns left to right) He stretched out of sleep. (hands stretch up) Spring has come to us again. (Head rotation) To quickly gain strength, The bear's head was twisting. Bent back and forth (leans forward and back) Here he is walking through the forest. (tilt with your right hand to touch left foot and vice versa) The bear is looking for roots And rotten stumps. Finally the bear had his fill And he sat down on a log. The children sit down. The teacher thanks the children for the work done and invites everyone to decorate the stream with their own boat.

Lesson summary “Dog kennel”.
Creating paper crafts using a new design method - folding paper in half. Tasks - training in the analysis of paper crafts (selecting parts of the craft, their location on the plane and relative to each other);
- learning how to fold a sheet of paper;
- learning to create an oval by rounding the corners of a square;
- education of accuracy. Materials A sheet of white paper, a strip of brown paper, a square sheet of black paper, glue, a brush, scissors, dog figures, oilcloth, a rag. Progress of the lesson Ball game “Who lives in which house”:
Children stand in a circle, the teacher is in the center. The teacher throws the ball to one of the students, naming an animal or bird; the child’s task is to say where this animal lives. Then the child throws the ball to the next student, naming another animal, etc.

The teacher shows the children a finished paper booth and teaches them to analyze the paper structure using leading questions.
Direct demonstration of steps to create a paper booth.

Physical education minute.
One - get up, stretch, (Stretched.)
Two - bend over, straighten up, (Bent your backs, hands on your belt.)
Three - three claps, (Clap your hands.)
Three nods of the head. (Head movements.)
Four - arms wider, (Arms to the sides.)
Five - wave your arms, (Wave your arms.)
Six - sit down again. (Sit down.)

Pupils independently perform actions to construct a paper booth.
Demonstration and discussion of finished works.
Time to play with paper crafts and dog figurines.

Summary of the lesson “Funny Snowmen”.
Learn how to make a craft from paper napkins. Tasks - consolidating knowledge about winter and its phenomena, expanding the vocabulary of students;
- training in plane orientation;
- strengthening the skill of using scissors and glue;
- development of constructive thinking;
- education of accuracy. Materials Frame with a picture of a New Year tree. Pictures depicting Father Frost, Snow Maiden, snowman, bullfinch and Snow Queen. “Ice blocks” made of paper. Images of snowmen in different poses with different facial expressions. Scissors and glue, glue brushes, paper blanks for cutting out snowmen and their decorations. Progress of the lesson At the beginning of the lesson, five pictures covered with ice floes hang on the board. The teacher invites the children to go on a visit to the snowy kingdom. A conversation is held about winter and the features of this time of year.
The children meet the inhabitants of the snowy kingdom (their images were hidden under pieces of ice): Father Frost, Snow Maiden, Bullfinch, Snow Queen, Snowman. The teacher can first make riddles about these characters.
Surprise moment: Snow Woman comes into the room. She is sad and says that she had a great winter (shows a picture), but all the snowmen left at the beginning of the year when spring came. The teachers decide to create snowmen for the Snow Woman.
Physical education.
The teacher shows how to create a snowman from napkins.
Repeat by pupils.
After completing the work, leave the snowmen to dry.
At this time, children play with the Snow Woman the game “Assemble a Snowman” (they assemble snowmen from individual parts).
The guys hand Snow Baba paper snowmen and say goodbye.

Origami club program for middle group

The origami club program should have an artistic and aesthetic orientation. Its relevance lies in creating conditions for the comprehensive development of the personality of preschool children, familiarizing them with cultural values, creating motivation for cognitive and creative activities, and implementing positive interaction between teachers, students and their parents.

The creative process of creating origami “Ladybug”

Purpose of the program

Intellectual and aesthetic development of students through mastering the technique of paper construction - origami.

Tasks

• familiarity with the basic concepts of geometry (circle, square, triangle, point, line, angle, side, vertex, etc.) and origami shapes;
• learning how to work with paper;
• composition training;
• learning to follow verbal instructions;
• development fine motor skills hands and eye;
• activation of attention, constructive and spatial thinking;
• memory development;
• development of imagination and creative abilities;
• education of neatness, careful attitude to the material, maintaining cleanliness and order in the workplace;
• formation of a culture of work and communication in the team.

In the origami circle, students work in subgroups of 8–10 people. The lesson lasts 20–25 minutes and is held once a week. Following the work of the circle, exhibitions of children's works are held.

Card index of topics for an origami mug in the middle group

Lesson topic	Mastering and/or consolidating paper design skills
"Sweetie"	- bending the square diagonally, - finding the middle, - bending the corners of the square towards the middle.
"Butterfly"	- creating a triangle from a square, - bending corners in different directions.
"Christmas tree decoration"	- bending the circle in half, - finding the middle, - gluing parts of figures.
	- folding paper in different directions, - working with glue.
	- folding the square in four, - working with scissors.
"Fish"	- making a triangle from a paper square, - working with scissors.
	- obtaining a triangle, - bending and everting parts of the triangle.
"Bookmark"	- folding the basic “candy” shape.
	- folding the basic “kite” shape.

Schemes for practicing origami and examples of work in the photo

Memo Technological map on origami Technological map on origami Technological map on origami Technological map on origami Collective work Craft from two origami elements Examples of work Examples of work Folding the “kite” shape, connecting modules Collective work

Interesting ideas and design schemes for the middle group.

To intensify interest in visual arts, the teacher must introduce an element of play into classes, involve non-traditional materials in the use, and offer to create crafts that will have a practical purpose.

Work templates for classes

Template for cutting and gluing Origami diagram Construction instructions Origami diagram Diagrams Construction instructions Construction instructions Instructions for constructing a house with a surprise Ideas for constructing doll furniture from matchboxes Construction instructions Idea for creating a headdress for a doll Idea for creating a headdress for a doll Origami diagram Instructions for design Instructions for design Instructions for design Instructions for design

Examples of finished works

An example of paper construction using matchboxes. The craft can be used in a game or to create a project according to the rules road safety Example of construction from paper Example of construction from paper Example of construction using cardboard cores Example of construction from paper. You can decorate a room, window, Christmas tree An example of a design using a milk carton An example of a design using paper. The work is designed in the form of a postcard for mom on March 8. An unusual craft in a closed form. In an expanded version. An example of design using a cardboard sleeve. An example of design made from paper. Teamwork. A garland of lanterns will decorate the room for the holiday. Example of design made from paper. Birds can be hung on a window. Example of a design using a cardboard core. Example of a design made from paper. The basket can be filled with paper flowers. Example of a design using a matchbox at the base. Example of a design using waste material (matchboxes, ice cream sticks). Example of a design using a cardboard core. Example of a design using paper. Teamwork. A garland of flags is used to decorate a room or a Christmas tree. New Year's party An example of paper construction. Crafts can be used to create group work or play with animal figures. Example of construction from matchboxes. The craft can be used in playing with dolls. An example of construction from matchboxes. The craft can be used in playing with dolls. Example of paper construction. Example of paper construction. Example of paper construction. Crafts can be used to decorate a room for the Spring Festival

Technological map of GCD cognitive development (design)

Subject: “In search of the first spring flowers”
Target: developing children's skills in working with the transformable construction set "TIKO" using full cards.
Tasks:
Educational:
1. Enrich children’s ideas about the spring flower (snowdrop).
2. Learn to celebrate characteristic features flower structure.
3. Fixing the score within 5.
4. Improve the dialogical form of speech, encourage attempts to express one’s point of view;
5. Strengthen the ability to identify the main parts and characteristic details of structures (shape, size);
Educational:
1. Develop interest in nature, emotional responsiveness.
2. Develop the ability to act according to an algorithm based on a complete scheme;
3. Develop the ability to act according to verbal instructions;
Educational:
1. Foster hard work, a conscientious and responsible attitude towards the work performed.
To develop the ability to cooperate with other children and to finish what they start.
Integrated educational areas: cognitive, speech, social - communicative, physical and artistic-aesthetic development
Equipment: Equipment: multimedia presentation, musical accompaniment“sounds of the spring forest”, TIKO construction set “Balls” (for the teacher to create a basket), individual cards – diagrams of a complete planar figure “Snowdrop”, “TIKO” construction set - dreamer - 1 set for two children.

Progress of the lesson:

Educator: Look, guys, guests have come to us, let's say hello to them too.
We stand in a circle with the children and say:
Hello right hand
(stretch forward)
Hello left hand
(we hold out the other one)
Hello friend
(we grab hold of our neighbor with one hand),
Hello friend
(take another one)
Hello, hello friendly circle (we shake our hands).
We stand hand in hand, together we are a big ribbon,
We can be small
(we squat)
Can we be big?
(get up)
But no one will be alone
(connect in the middle).
(A bear cub appears on the screen in a spring meadow)
Educator: Children, look, who is this?
Children: Teddy bear.
Educator: How did he get to us? The bear is a wild animal and he lives where... (in the forest)?
Educator: Little bear, why did you come to us? (the little bear says: “I was born this winter and just recently left the den with my mother. There is still snow in the forest, and the birds are singing about some kind of spring, about flowers. But I don’t know what it is.”)

Educator: Guys, let's tell the little bear about spring? To do this we need to go to the spring forest. Do you agree? Do you know how to behave in the forest? Tell me.
Children: You cannot make noise in the forest, break branches, or throw garbage.
Then let's go!
To the music “sounds of the spring forest”, children perform the motor exercise “On the Road!”:
We walk into the spring forest
We raise our legs higher
(walk at a marching pace).
Feet stomping
On a straight path
(walk with a stomping step).
Along a narrow path
Little feet will walk
(walk on toes).
They ran after each other.
They ran into the spring forest
(running on tiptoes).
Educator: Here we are in the forest! (The image “Spring in the Forest” appeared on the screen.)
Educator: What time of year is shown in the picture? Why did you decide this?
Educator: Guys, look, there’s also an envelope here (an envelope appears in the clearing, and there’s a riddle in it) and there’s a riddle in it:
The very first, the thinnest
There is a flower with the name tender.
Like a ringing drop of hello,
It's called...(snowdrop).
(an image of a snowdrop appears on the screen.)
Educator: Guys, what is this that has appeared in our clearing?
Children: Flower.
Why do you think this is a flower?
Children: it has a stem, a flower, leaves.
Educator: That’s right guys, it’s a flower, and its name is “Snowdrop”. Why do you think this particular flower was called “snowdrop”?
Children: Because it grows from under the snow - “under-snow-nick”, this small plant can withstand even ten-degree frost.
(A bear cub appears on the screen in the spring forest and says the words: “What beautiful flowers. I want to make a bouquet of them and give them to my mother.”)
Educator: What are you talking about, little bear, you can’t tear them. Let's tell him about it. (child reads a poem)
Child:
If you pick flowers,
If I pick flowers,
If everything: both me and you,
If we pick flowers,
All the clearings will be empty
And there will be no beauty.
Educator: Children, will the little bear do well if he picks flowers for a bouquet?
Educator: That's it, little bear, now you know why you can't pick flowers. (The little bear answers: “I understand everything!”)
Educator: little bear, why are you sad? (the little bear replies “I wanted to please my mother, but now she will be upset”)
Educator: Don’t be upset, now the children and I will turn into flowers, and you look at us.
Dynamic pause “Charging flowers”
The flower says to the flower: “Pick up your leaf.
children raise and lower their hands.
Go out onto the path and stamp your foot
children walk in place, raising their knees high,
Shake your head and greet the sun in the morning.
head rotation
Tilt the stem slightly - this is a charge for the flower.
Bend the torso to the sides
Now wash yourself with dew, shake it off and calm down.
shaking hands
Finally ready to greet the day in all its glory.
(after the game the little bear says “guys, what beautiful flowers you are, let me give you to my mother”)
Educator: Little bear, let’s better ask the children how to help you?
Educator: That's right, let's design the first spring flower using a construction set and the little bear can keep the first spring flowers for himself and give it to his mother.
(A complete diagram of the “Snowdrop” image appears on the screen. Children stand in a semicircle near the screen and pronounce the details that make up the flower)

Educator: Look carefully at the diagram to see what parts you need for construction.
Children: Large and small triangles, square, hexagon, rectangle
Educator: Guys, let’s count the parts that we will need. Count the small triangles, rectangles? How many triangles and rectangles are there in total?
Children: 1 triangle, 2,3, 4, a total of 4 small triangles. 1 rectangle, 2, 2 rectangles in total.
(Invites the children to sit down at the tables. On each child’s table there are complete diagrams of a snowdrop)
Educator: Well done, everything is correct. I suggest you sit down at the tables. On the tables each of you has a diagram of the “Snowdrop” image, and details of the designer. I suggest you get to work.
Educator: Great! You got very beautiful flowers. Look, I have a basket for these flowers (the basket is also assembled from the “TIKO” designer Shara), it is needed so that the bear cub takes the first spring flowers that you made home and gives it to his mother. (Children collect flowers in a basket and give them to the teddy bear). Our journey into the spring forest is coming to an end. We need to say goodbye to our guest and return to the Kindergarten. And in order for them to return to us, we need to say magic words:
We're walking out of the forest
We raise our legs higher
(walk at a marching pace).
Feet stomping
On a straight path
(walk with a stomping step).
Along a narrow path
Little feet will walk
(walk on toes).
They ran after each other.
And we ran to the kindergarten
(running on tiptoes).
Here we are back. Children, tell me, did you like our trip?
Educator: Guys, tell us who came to visit us? Where did we go? Did you like it in the forest? What was the first spring flower we were talking about, and why is it called that, snowdrop? Children, what did we design today, and from whom? What parts did you use? Shall we go traveling again?
Educator: Guys, look, the bear cub left us a book about flowers as a gift, so that we could learn even more about snowdrops and other first spring flowers.