Filyuza Baygildina
Summary of the lesson on the world around in the second junior group on the topic “Where does the sun spend the night? Big and small apples "

Organizational information Note

1. Full name of the teacher Baygildin Filyuza Ildarovna

2. Dominant educational area Cognitive development (FKTSM)

3. Kind of activity of children playing, communicative, cognitive research, productive, reading

Methodical information

1. The topic of educational activities Where the sun sleeps? .

2. Methods and techniques for the implementation of content classes Show, conversation, explanation, observation, consideration.

3. Integration of educational areas Artistic creativity, Cognitive development, Socialization, Communication.

4. Age group: Second junior group

5. Purpose: To form in preschoolers an idea of ​​the phenomena of inanimate

6. Tasks:

6.1 to generate interest in non-living phenomena nature: the sun, month,

6.2 encourage the establishment of the simplest connections between inanimate phenomena nature: in the sky sun - morning has come, there is a month in the sky and stars - night has come;

6.3 to educate independence in the performance of the assignment;

6 to learn to glue ready-made forms in certain parts of the sheet.

7. Planned results:

7 emotionally interestedly observes on a walk the phenomena of inanimate nature, participates in discussions of what he saw, in a game situation "Dressing up the doll", answers the teacher's questions, is active in creating individual compositions in the application « Big and small apples on a plate» .

8. Organization of the environment for classes(educational activities) color pictures with the image sunny sky, the night sky, sun, stars, months, tray, doll Katya, doll clothes, illustration « Big and small apples on a plate» , paper with pasted silhouettes of dishes, plates, cut out forms ( big and small apples, glue, brushes, napkins.

9 Preparation for educational activities at occupations in regime moments Exercise in naming the phenomena of inanimate nature, items of clothing and shoes, riddles about Sun.

I. Introductory part 3 min.

Introduction to theme(creating a problem situation) Organizing time.

Hello my dear

AND small and large!

I see how you have grown

How good they are!

Guys, we will work together, cooperate, help each other,

1.2 Motivation of children's activities I will now ask you a riddle, and you guess:

You warm the whole world

And you don't know fatigue

You smile at the window

And everyone calls you. (Sun)

1.3 Goal setting (with the help of a teacher, children formulate the goal of their activities or accept the goal of a teacher) So what we will talk about in our class? (about Sun)

What do you know about Sun?

Where did you see him?

Let's see if your assumptions came true or not?

II. Main part: 12 minutes

2.1 Updating previously purchased

Knowledge Observation on a morning walk.

Guys, pay attention to the sky. Find Sun(gives the correct layered definition of the phenomenon that demonstrates: « The sun is shining brightly in the sky even hard to watch. The sun is bright, warm, high on

blue sky ").

Fizminutka "Butterfly"

Sleeping flower

And suddenly I woke up

Didn't want to sleep anymore,

Startled, stretched,

Soared up and flew.

Dressing up the doll.

We returned from a walk. The teacher, together with the children, examine pictures depicting the phenomena of inanimate nature.

Children, let's look at pictures depicting the phenomena of inanimate nature. We need to choose a picture depicting the phenomenon that you and I have just observed on a walk. (children's answers).

The sun is bright, dress up,

The sun is red, show yourself.

Put on a scarlet dress,

Give us a red day!

A. Prokofiev

Educator: And now, we will put the selected card in the corner of nature. Let it stand until evening, we will admire sunshine, and the doll Katya will be walking next to it. We walked with you, and she wants to walk. I will dress her in the same way as you dressed for a walk. What should Katya wear? (Answers of the children.)

Fizminutka "Dress Up"

We put on tights

We put on a sweater!

Hey guys, don't yawn!

There is a breeze outside.

Have you all put on your socks?

And they looked at the legs:

Left and right stand side by side.

Left and right: they want to be friends!

We take out our boots.

We put them on legs:

If the legs are friends,

Boots are also friends!

2.2 Mining (message and acceptance) new knowledge Observation on an evening walk. (in the 2nd half of the day)

Educator: Guys, pay attention to the sky. Search sun in the sky. (Answers of children)

That's right, no sunshine because evening has come, soon it will be night and it will be even darker. And then the moon and stars will appear in the sky. You can see them when it's dark.

Conversation about the phenomena of inanimate nature.

Educator: we are back from a walk and let's look again at pictures depicting the phenomena of inanimate nature. Guys, choose the picture that depicts the phenomenon that you just observed on

walk.

Educator (takes the doll)... Evening has come, Katya is returning home. What will she do now? What do children do in the evening? (Getting ready for bed.) So Katya will soon fall asleep.

Night has come, brought darkness,

The cockerel dozed off, the cricket began to sing.

Mamma came out and closed the shutter.

Go to sleep, buy-by.

Educator: Now find the night sky in the pictures again with

stars and a month.

There is a month and stars in the sky - night has come. The night sky is beautiful!

2.3 Independent activities of children to consolidate new knowledge Application.

Educator: Guys, today we are talking about the phenomena of inanimate nature. Please tell me, do trees belong to living or inanimate nature? (children's answers).

In autumn, fruits ripen on fruit trees. WITH apple trees people pick ripe ruddy apples... I suggest that you make an applique pattern (shows an illustration « Big and small apples on a plate» ). What is shown on this applique? What size apples? Tell me please, what are they lying on apples? I propose to all together

Go to the garden, collect apples and put them on our plates. Here they fell from the tree.

In front of the children are laid out in two large and two small apples made of colored paper... The teacher offers each child "put" (stick on) these apples in a plate(on each sheet there is an image of a plate, shows the techniques for pasting forms.

Educator. Here's how many apples we put on plates. Well done! What kind apples? (Answers of children)

III. Final part 1 min.

3.1 Analysis and introspection of children's activities Interesting our journey?

What did you like?

What new have you learned?

What belongs to the phenomena of inanimate nature?

Related publications:

Summary of the final lesson on speech communication and the world and nature in the second junior group "There are many fairy tales in the world!" Summary of the final lesson on speech communication and the world and nature in the second junior group "The Scarlet Flower" "There are many fairy tales in the world!"

"Big and small apples for Katyusha" Purpose: To teach children to stick round objects in the middle of the circle. Tasks: 1. Educational -.

GCD summary for the application "Big and small apples on a platter" for the second younger group Purpose: To teach children to stick round objects. To consolidate ideas about the difference in size of objects. Objectives: 1. Educational.

Summary of GCD on the outside world in the second junior group "Dishes" Tasks: 1. Educational: To form children's knowledge about dishes, about their purpose. Teach children to name the parts of the dishes. Learn to name the generalizing.

Other books by the author:

Nosov, Igor Petrovich

Categories:

• Personalities alphabetically
• Alphabet Writers
• Born in 1962
• Born in Moscow
• Dunno
• Writers of Russia of the XXI century
• Russian writers of the XXI century
• Children's writers of Russia
• Children's alphabet writers

See also other dictionaries:

A, pl. canvases, ten, tnam, cf. 1. Smooth linen or cotton fabric in which each warp thread is interwoven with each weft thread, as well as artificial or silk fabric of a similar weave. Severe canvas. Staple cloth. ... ... Small academic dictionary

I'm getting on, I'm okay; owls. (not sov. adapt). 1. Get in tune, in tone to someone l. when singing or playing a musical instrument. The melody was picked up by other [voices], at first uncertainly and out of tune, but gradually adjusted. E. Nosov, Red wine ... ... Small academic dictionary

1) the abyss and, kind. pl. her, well. 1. Steep, deep cliff, very deep crevice, abyss. To the right there was a cliff, to the left an abyss such that a whole village of Ossetians living at the bottom seemed to be a swallow's nest. Lermontov, Bela. Looking around, I saw ... ... Small academic dictionary

I sing, I sing; Sov., trans. 1. Perform with your voice a piece of music, a part of it or a musical phrase. “I would like to forget and fall asleep,” he suddenly sang in a thin tenor voice. Garshin, Nadezhda Nikolaevna. Cossacks, singing a song, cool and at once ... ... Small academic dictionary

Aet; nonsov. 1.Nesov. to leak. 2. To go with its own flow where l., Flow along which l. space. And the forest was nearby, and Istra flowed very close. Shurtakov, Where the sun spends the night. 3. To occur, to be accomplished. The disease is easy. □ For ... ... Small academic dictionary

Deru, fuck you; last tore, la, tore; nonsov., cross. 1. (Sov. Tear). colloquial Tear, tear apart. Who settled down to rest, exhausted from the battle; who tore the scarves and expensive clothes taken from the killed enemy for bandages. Gogol, Taras ... ... Small academic dictionary

Glued; nonsov. 1. Give in to gluing, gluing. The paper sticks easily. 2. transfer. (usually with negation). colloquial Get it right, get it right I feel happy. Yes, downright happy. Everything is glued, everything is fine. Beck, Postal Prose. Work in the morning ... Small academic dictionary

1) injecting, injecting; nonsov. 1. Possess the ability to prick 1 (in 1 value), to cause a prick sensation when touched. [Myron] took her hand and pressed it to his face. Unshaven ... she laughed. You're injecting. Gladkov, Energy. This [hedgehog] was injected with hard ... ... Small academic dictionary

1) readable; nonsov. 1. To glow by emitting rays. In the meadow, on the breads everywhere, heavy drops lay with dew, and each drop was dazzlingly burning and beaming like a small sun. Shurtakov, Where the sun spends the night. Behind the station, over a dozen naked settlement ... Small academic dictionary

Aya, oh; lim, ah, oh 1. One that is impossible or difficult to overcome, overcome; irresistible. An irresistible passion. Irresistible tenacity. □ [Pretender:] But what is now hindering my breathing? What does this irresistible thrill mean? Or is it a tremor of desires ... ... Small academic dictionary

Adverb From now on. But so be it! My destiny From now on I entrust to you. Pushkin, Eugene Onegin. For the little man, this long July day from now on was full of special significance. It was a big day at work. Shurtakov, Where he spends the night ... ... Small academic dictionary

The sun sleeps ... over the blanket ...
The wind has gathered up pieces of clouds
Instead of lambs, the stars are counted
Month them a bridge of fabulous dreams ...

Sunny day writes a sleepy book
The night before sleep will read a fairy tale to the sun
There, about a girl ... and about a boy
About all people who live under the sun ...

The sun cannot sleep ... The sun is spinning ...
Over the blanket with a barrel on the stomach
Good morning, titmouse needs
Light ... Seryozhe ... And the sun rises ...

The rays are stretching into the locks of the keys ...
Day unfolded - blue sheet!
Sunny hare - on the windowsill!
Sun smile - again above the ground!)

Svetlana Valentinovna ...)
Best regards for the comma and sunny Smile)))

Reviews

Children's poetry is a special responsibility ...
Children are ... hope)
I sometimes see children in grown-ups)

This verse is for children ... But an adult)))
Do not know...)
Letters skip)

I need light ... Natural ... I am a child of the sun and the moon)
But the sun is bigger ...)
Somewhere I had a verse like this ... I'll look)))

The daily audience of the Potikhi.ru portal is about 200 thousand visitors, who in total view more than two million pages according to the traffic counter, which is located to the right of this text. Each column contains two numbers: the number of views and the number of visitors.

Preliminary work:

ü Reading books about space, viewing posters "Solar System", getting to know the globe, productive activities on the topic "Space", conversations on the topic: "The Earth is our home in the Universe", role-playing game "Astronauts", an event in the children's library "My homeland is Russia".

ü Enrichment of the dictionary: solar system, planet, orbit, globe, light, shadow, lifestyle.

ü Activation of words-names of parts of the day in the speech of children.

Visual material:

• A poster depicting a model of the solar system.
• Globe, table lamp, "little man".
• Pictures depicting nature at different times of the day.
• Doll Stepashka.
• Videos.

Equipment:

Projector, laptop, color projector, voice recorder.

1. 1.opening to children a way of joint cognition - reasoning, developing the ability to formulate their thoughts using proof speech and explanatory forms of speech, the ability to work in a group;
2. 2. Consolidation of children's ideas on the topic "Space".

Pedagogical tasks:

1. Reveal the knowledge and ideas of children on the topic "Space", contribute to the formation of elementary ideas about the structure of the solar system;
2. teach children to negotiate with each other about joint actions;
3. promote the unification of children according to their interests,
4. learn to coordinate your actions with the actions of your partner;
5. Exercise children in the ideas about the change of day and night, to consolidate the idea of ​​the relationship between the behavior of living organisms with the change of day and night.

1. 6. Arouse interest in the topic, promote psychological readiness for further study of astronomy and physics at school.

Practical task: to make diagrams for the "Laboratory of Miracles" about the dependence of the parts of the day on the location of the Sun and the Earth.

Collaboration process:

The educator enters and brings in the globe.

Guys guys !!! Yes, it's me - Stepashka, your friend. I sent you this ball, I don’t know what it is?

Q: Guys, do you know what it is? Children's answers.

That's right, this is a scaled-down model of our earth.

Children look at the globe and various pictures, nature, reservoirs and others.

The teacher reads a poem.

Forests and mountains and seas -

Everything is called Earth.

And if you fly into space,

Then from the rocket window

You will see a blue ball there -

Favorite planet!

Our home is dear -

Our common home!

The land where you and I live!

Educator: What a beautiful piece! Guys, what does the author tell us about in a poem? I wish we could look at our planet from space.

Why is there life on Earth? (children's answers). Because our Earth is warmed by the Sun.

Educator: Our home planet is Earth. People, animals, birds, insects, plants live here. But only people can dream, want to know how the world around them works, go on trips for new impressions and knowledge.

Guys guys !!! Yes, it's me again - Stepashka, your friend. Well, what does this happen every time! So I have been living in your group for a very long time and I can not understand anything, it is dark outside the window, then it is light. What is it? Help me figure out what's the matter?

Educator: I think we need to help Stepashka.

Children: Well, guys, let's help Stepashka find out what is happening outside the window. Maybe we can fly to the "Space laboratory" and find out a little about how the world in which we live works.

Educator: But, what can we travel on? (children's answers, suggestions). Let's build a spaceship. (Children simulate a spaceship). And I can go with you. Will we take Stepashka with us?

Who will be the captain? (the choice is made by the children themselves). Imagine that you are the crew of a spaceship of earthlings. Everyone took their place. Squeeze the steering wheel in the cams, press the pedals with your feet. Hold, hold! Deep breath, exhale ... Our ship has lifted off the Earth, rises into the sky, higher and higher into outer space. (video "View of the Earth from Space", color projector)

Look at the picture we see in the window of our ship (draw the children's attention to the poster depicting a model of the solar system). What do you think we see? (children's answers)

Educator: This is a model of the solar system.

Let's take a closer look at it. How does the solar system work?

Approximate children's answers (discussion is in the form: question - answer)

At the center of the solar system is the sun. It is a large star, a huge fireball that has a very high temperature and gives light and warmth to everything around it. Planets revolve around the Sun.

Educator: Names, what other planets do you know?

(Answers of children)

All planets are different in size, but much smaller than the Sun. There are nine of them, and each of them revolves around the Sun along its own "path". Who knows what it's called?

Children: Orbit.

Educator: Yes, each planet rotates in its own orbit. Please find our planet. Here it is, a small blue ball, the Earth. What is it like from the Sun?

Children: Third.

Educator: Observing the Sun, you have already learned that it heats the Earth all day.

What happens to the sun?

The sun rises in the morning in the East, rises in the sky in the afternoon, and then sinks in the West over the horizon. The sky gradually darkens, the stars and the moon appear in the sky. (we look at the pictures).

Educator: Have you ever wondered where the Sun spends the night? Where does it hide at night? (Answers of children). I suggest you watch the video.

You made a lot of assumptions, and to find out which one is correct, we will experiment a little in our "Space Laboratory".

It is necessary to make diagrams for the "Laboratory of Miracles" about the dependence of parts of the day on the location of the Sun and the Earth, so that all children learn about the Sun. (determine who will draw the scheme of the experiment - Scientists)

Experimentation.

To do this, we need an ordinary table lamp - this is the Sun and a globe - a model of our planet Earth. (Consider the globe). Let's find on the globe the place where you and I live (this is the continent of Eurasia), and put this "little man" there. The planet Earth revolves not only around the Sun in its orbit, it constantly revolves around its axis (children agree with each other about joint actions, divide into interest groups, choose "chief scientists", plan their research; simulate the corresponding situation: the Earth rotates and together with it everything that is on it - mountains, seas, cities. People also rotate, however, they themselves do not notice it).

Conclusions of the experimental joint children's activity (answers of the "main scientists"): During rotation, the Earth passes through the sun's rays, and then through the dark space. Our "little man" is now in the light, now in the dark. Day comes to that part of the Earth, which is illuminated by the Sun, and night comes to the opposite part. We have a sunrise when the part of the Earth where we live turns towards the Sun. And at sunset, when it seems that the Sun is sinking behind the horizon, our site turns from the Sun. So where does the Sun spend the night?

Invite one of the children to independently simulate the situation of changing day and night.

Children independently in groups sketch the experience, choosing what to draw, felt-tip pens or pencils - they create diagrams for the "Laboratory of Miracles" about the dependence of parts of the day on the location of the Sun and the Earth.

Competition "scientists".

Stepashka: Guys, do you know what they call day and night together, in one word?

Children: Day.

Stepashka: Right. What other parts of the day do you know? (evening, morning) Arrange them in the order of occurrence.

Children: morning, afternoon, evening, night.

Stepashka: Is the lighting the same at different times of the day? How is it different?

(Answers of children).

Stepashka: Look here on the table, there are pictures depicting different parts of the day.

Ah, I got it all mixed up. Guys, look carefully, is everything right here? (Children correct mistakes on their own, explaining their decision).

Educator: Well, well, it's time for us to return. Let's go back to our beloved planet. Captain, call everyone aboard the ship. Clamp the steering wheel in the cams, press the pedals, take a deep breath and smoothly with the exhalation we descend to the Earth. Interesting discoveries await us here.

Educator: Well, guys, let's tell you what have we learned today in our journey for new knowledge? (Answers of children)

We examined how the Solar System works, we learned how the change of day and night occurs on planet Earth, we modeled it using a simple table lamp and a globe. Fixed bugs on the part of the day model. I think we did a great job today.

Oh guys, I liked everything so much. Thank you very much for such an interesting journey, you helped me find out what day and night are! Thanks for the diagrams, now I have learned everything, everything about the Sun, about the parts of the day: day and night! I will tell the other children everything. Thank you and see you soon!

Educator: I want to end our journey with the words: "The night will pass, the Sun will rise again, illuminate everything with its warm rays, and we will happily say to each other and everyone on our planet:" Good morning! "

Children are awarded certificates for participation in space travel and for the acquisition of new knowledge about space, the sun and our planet.

Young children often ask questions that even their parents do not know the answer to. And sometimes the answer seems to be obvious, but there is nothing to say to the child. To prevent this from happening, each parent must be prepared for different questions.

There are many standard questions that children love to ask.

Where is the Sun at night?

Where does the sun spend the night? This question is often asked by children when they notice that at night a large star disappears and becomes dark. It is necessary to explain to the child that the Sun gives the earth warmth and light, and it is necessary for a normal life. This can be explained in children's language and embellished with a small story so that the child is interested and he can remember it. The child needs to be told that the Earth is round and revolves all the time. Also, so that a small person can imagine everything, you can pick up a few fruits. For example, an apple, and say that this is our planet, take an orange and say that

Put the orange on the table, and pick up the apple, slowly twist it around its axis and at the same time - in your hand. So you can clearly show what is happening in space, how the earth and the big star that warms us interact. So it will be easier for the child to understand where the Sun spends the night. It is worth saying that if it shines on one side of the earth, then night falls on the other side, and people A in a few hours, the opposite happens, the Sun comes there, and on this side it becomes dark. To the question "Where does the Sun spend the night?" the answer can also be given in a "fabulous" way.

Think of a fairy tale that a huge star lives its own life, smiles and gives light to people, and when it gets dark, she goes to bed (at this moment, you can tell the child that it's time for him to go to bed, this will help him fall asleep faster). And the house of the Sun is in the sky, behind the clouds. And in the evening it goes to its home, rests there, and in the morning it comes again to shine for people and warm them.

Does the sun sleep?

You can tell the kid that the Sun does not sleep at all, that it exists and shines all the time, and when it gets dark, it means that it shines for other children. Then the child will not ask where the Sun sleeps. In fact, it is. After all, it never sleeps, simply due to the fact that our planet is spinning, one of its sides is always dark. It is better for the child to tell the truth right away, so that he does not have erroneous opinions and then he does not get confused, it is just necessary to do this in a colorful and fun way.

"Where does the sun spend the night?", "How does the ant hear?" and many other interesting questions can be heard from children. It is always necessary to understand them and try to give them a complete answer. Sometimes the parents respond rudely to the child and this has a bad effect on the children. In fact, very interesting questions can be heard from a small child, and it is exciting to think about how best to satisfy the interest of why.

Possible answers to the question "Where does the Sun spend the night?"

In order for parents to choose how to respond to their child, we will offer several options. To the question of where the Sun spends the night, there are many answers for children. The child can be told that the Sun spends the night in the sky, with or behind the clouds. You can also tell the child that the Sun is resting behind the clouds, so when it sleeps, it gets dark. Even during sunset, the child observes that the Sun goes beyond the horizon. You can answer that it was there that the house was shining, and it sleeps there. You can also say that the Sun goes to spend the night home to the Moon, and instead of him she goes to the sky and shines on people. In the morning the moon goes to sleep and the sun comes. And so they change all the time in order to stay in sight of people. And sometimes it happens that you can see both the Moon and the Sun in the sky at the same time, this suggests that they both got enough sleep.