Summary of a lesson on cognitive development in the middle group using non-traditional drawing techniques and elements of experimentation on the topic: “Fish swim in an aquarium.” Abstract of GCD on artistic creativity in the middle group “Fish in aquarium”
Sections: Working with preschoolers
Program content
I. Educational objectives:
1. Continue to develop children’s environmental culture, consolidating children’s knowledge about fish: the structure of their body, methods of movement.
2. To consolidate children’s knowledge about the different habitats of fish: open reservoirs (seas, rivers, lakes...); aquarium.
II. Developmental tasks:
1. Improve skills in experimenting with materials necessary for working in non-traditional visual techniques: frattazh, drawing with dots, stencils.
2. Encourage initiative and independence in manipulating materials and creativity in adding to one's work.
III. Educational tasks:
1. Foster a love for living nature
2. Cultivate a sense of complicity, a desire to look for a way out of a problematic situation.
IV. Correction and development tasks:
1. Develop hand-eye coordination (eyes - hand).
2. Ability to perform work in a circuit.
Vocabulary work:
Expand the dictionary with names:
– nouns (shark, pike, dolphin, octopus, aquarium fish, goldfish, swordtail, guppy; aquarium – a house for fish, algae, fin, scales..);
– verbs (swims, hides, swims up...).
Materials for the lesson: tinted sheets of paper, images of fish and snails for the frattage technique, wax crayons, stencils, cotton swabs, foam sponges, gouache. Inclined boards for visually impaired children and children with strabismus.
PROGRESS OF THE CLASS
The guys are part of the group.
Educator: Are you guys in a good mood? (Good)
And I'm in a good mood too. Look how many guests have come to us, let's smile at them, say hello and give them our good mood
Oh guys, hush, hush
I hear something strange
Prepare your ears
Listening ears...
(Music sounds - sound of water)
– What do your ears hear?
– What did Lerochka hear?
- Sonechka?
Educator: I also heard the water making noise. Where can the water make noise? (In the sea, ocean, lake, pond, fountain, river...)
– Do you know who lives in the pond? (Fish, octopus, snails...)
– Where can fish live in our group? (In aquarium)
– What kind of fish can live in an aquarium? (Aquarium)
– What aquarium fish do you know? (Goldfish, guppy, swordtail...)
- Guys, would you like our group to also have an aquarium? (Yes)
– And I really want it too, and I decided to surprise you. Close your eyes...
(Magic music sounds and the teacher opens the flannelograph under the fabric cape. Children open their eyes)
Educator: Look what kind of aquarium I decided to give you. There's even a fish living here. What do you think it's called? (Gold fish)
She loves to swim and dive. Look...
(Visual gymnastics - the fish swims - left, right, up, down)
The fish swam and dived
The fish wagged its tail
Swims up and dives down
Swims up and dives down
Right, left, right, left
She kept diving every now and then.
That's what it is - a goldfish!
Educator: Who do you guys think she's looking for? Why? (She’s bored, sad, alone, has no one to swim with, play with...)
- What we can do
– What would make the fish more fun, more joyful?
Educator: Let's draw her friends - fish.
I invite the guys to the tables. On tables (sloping boards) there are tinted sheets of paper (of indeterminate shape) with tinted round windows)
I tell the children that there is already someone hiding on our piece of paper (under a pebble), and I suggest they find an unknown friend for our fish.
Frattage technique: children move a wax crayon and find a fish, a snail...
Next, children draw fish: using stencils, foam sponges, transferring scales with cotton swabs or fingers.
Supplement the work with algae, pebbles, octopuses if desired (children draw to the music of the sound of water).
At the end of the work, they independently place their drawings in the “aquarium” and “introduce” the “goldfish” to friends (admiring!)
Game: “The fish is glad”
(plays with the guys)
Fishes swim, dive -
Underwater food is collected.
One-two-three - collect!
The fish dives under a pebble and gives the children a shell-box, and there is a treat called “sea pebbles” - candies.
Municipal budgetary preschool educational institution
kindergarten "Rosinka"
Summary of the final lesson on FCCM with children of the middle group
Prepared by: teacher
T.N. Nikitina
P. Pionersky 2014
Topic: “Journey with a wise catfish.”
Tasks:
1. Educational objectives: Expansion and clarification of natural science concepts. Formation of ideas about aquarium fish, their appearance and lifestyle. Expansion and clarification of the dictionary on the topic “Aquarium fish” (fish, body, head, fin, tail, gills, aquarium, algae, snail, swim, breathe, catch, eat, golden, big, small, beautiful). Use of simple prepositions.
2. Corrective developmental tasks: Development of speech, visual and auditory attention, observation, thinking, fine motor skills.
3. Educational tasks: Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. Fostering a caring attitude towards nature.
Equipment: an aquarium with a catfish, subject pictures depicting fish, d/i “Find out the seasons”, “What has changed”, “What is superfluous”, puzzles “aquarium fish”
Progress of organized educational activities:
Organizing time
Surprise moment ( Development of mental activity. Creating a positive emotional background.)
I have prepared a surprise for you. Want to know what it is? But to find out what kind of surprise I have prepared for you, you must help me. Will you help me?
(Children: Let's help)
Tell me what time of year it is now. (Children: it’s spring now).
Right. How will we know that spring has come?
(Children, puddles appear on the street, the snow is melting, the sun is shining brightly.)
Well done. D/I “Find out the time of year”(development of coherent speech, improvement of grammatical structure of speech).
Find pictures on the board where the artist depicted spring.
Well done. And what other seasons are depicted in the paintings? How did you figure it out?
Well done. Well, since you completed my task and answered my question, look what kind of surprise I prepared (Shows the catfish in the aquarium). Guys, this is a wise catfish. He came to visit you and me.
Watching a catfish. Conversation. (Expanding the vocabulary on the topic “Aquarium fish.” Improving dialogic speech.)
Guys, look at him, what is he like?
(Children big, black, handsome, etc.)
Guys, in order to find out where the fish lives, listen to the riddle:
This house is not made of wood,
This house is not made of stone,
It's transparent, it's glass,
There is no number on it.
And the residents there are not ordinary,
Not simple ones, golden ones.
These same residents -
Famous swimmers.
What is this? (Children: Aquarium);
Right. She swims in an aquarium. That's the name of her house. Smart catfish big or small? Compare it with a snail, which also lives in an aquarium. (Children: The fish is big and the snail is small);
What else can you say about catfish? (Children: he is handsome, agile.)
It's true how fast she swims. Look at the fish carefully. She has a body, a head, a tail, and fins. There are eyes and a mouth on the head. The body is covered with a cup. The cups look like gold coins. What do you think, why does a fish have a tail and fins? (Children: To swim.)
That's right, in order to swim. Listen to how similar the words swim and fins are. This means that fins help to swim.
What else does a fish do in an aquarium? (Children: splashing, diving, breathing, eating.
What do you think the fish eats? (Children: Grass)
The correct name is algae, it eats algae, and we also feed it dry food. Let's treat our fish with food.
While she eats, let's play a game "Kind words"
What do you call a small fish? (Children: fish)
Name the fish affectionately (Children fish, little fish, etc.)
What do you call a big fish? (Children: fish)
Well done, what is the name of the fish soup? (Children: fishy)
Do you know what they call a person who fishes? (Children: fisherman)
What a great fellow you are. We're tired, let's take a rest.
Physical education break "Aquarium" (Development of coordination of speech with movement, development of imitation. Clarification of vocabulary on the topic.)
Snails crawl, move in a circle in a half-squat
They are bringing their houses. clasping your hands behind your back.
They move their horns, they stop and make horns from their fingers,
They look at the fish. tilt their head to the right, left.
The fish are swimming, moving in a circle with their arms down
They row with their fins and perform movements with their palms forward -
back.
To the left. Turn to the right, turn the body left and right.
And now it's the other way around.
Well done! And since our fish is not simple, but wise, today it will show us a lot and tell us a lot. Will you help her?
(Children: We will.)
Now the wise catfish wants to show you who else lives in the aquarium.
(Show presentation!.)
Guys, who else lives in an aquarium? (snails, fish - goopies, swordtails, catfish, algae.)
Right. This is how many inhabitants are in the aquarium.
4. P/n “What has changed” Development of visual attention and perception, dialogic speech. Improving the grammatical structure of speech (use of simple prepositions)).
A wise catfish suggests playing a game: “ What changed? » (
Look what a beautiful aquarium I have. Who do you see in him? (Children: Goldfish, Ulyka, Goopie, Swordtail.)
What does a snail do? (crawls along a leaf)
What does goopi do? (floats under a snag.)
What does the swordtail do? (floats on the surface)
What does a goldfish do? (digging in the sand)
Now close your eyes, I will change something in the aquarium. You will have to tell what has changed in the aquarium.
(A snail crawls along a snag, a goldfish swims on the surface, a swordtail swims under a snag, a guppy digs in the sand.)
5. D/i “What’s extra” ? ( activation of the dictionary, classification of objects)
Well done!. We saw all the changes. And the fish has prepared another game for us "What's extra?"
Cards: “goopie, catfish, dog” ( Children: An extra dog is a pet.
What other pets do you know? (Children: cow, horse, pig.)
- “goldfish, swallow, catfish” (Children: an extra swallow is a migratory bird. What other migratory birds do you know? (Children: rooks, bluebird, cuckoo.)
- “goopie, goldfish, fox” ( Children: an extra fox is a wild animal.)
What other wild animals do you know? (hare, wolf, bear)
7. D/i “Assemble puzzles” (improving the skills of making a whole from parts)
Look, while the wise catfish was swimming to visit us, his photos of his friends were all mixed up. Guys, help the catfish collect photos.
Who is in your photo... (Children: Catfish, goldfish, goopy).
7. Lesson summary:
Well done boys. What new did you learn today? Who did you meet?
(Children: met aquarium fish.)
Who lives in the aquarium? (Children: catfish, goopies, etc.)
What can you feed aquarium fish? . (Children: dry food)
You worked very well today and the wise catfish prepared magic sea pebbles for you as a gift.
Introspection
joint educational activities of adults and children in the middle group
compensating direction No. 14 “Sunny”
on the topic: “Travel with a wise catfish”
The outline of joint educational activities of adults and children in the middle group of compensatory orientation was developed taking into account the program of correctional and developmental work for children with special needs N.V. Beggar, age characteristics of children, individual, systematic and active approach.
This summary of the final lesson is presented as part of systematic work with students of the middle group of compensatory orientation, consisting of 5 people.
When conducting the lesson, great importance was attached to compliance with the fundamental didactic principles (availability of the proposed material, clarity, individual approach, etc.) and special provisions developed in speech therapy (the principle of development, the principle of a systematic approach, the principle of the connection of speech with other aspects of mental development).
The integration of educational areas in the classroom was carried out according to the following tasks:
Educational objectives:
Expansion and clarification of natural science concepts.
Formation of ideas about aquarium fish, their appearance and lifestyle. Expansion and clarification of the dictionary on the topic “Aquarium fish” (fish, body, head, fin, tail, gills, aquarium, algae, snail, swim, breathe, catch, eat, golden, big, small, beautiful).
Use of simple prepositions.
Strengthen the ability to answer questions clearly and correctly.
Corrective and developmental tasks:
Development of mental activity
Development of speech, visual and auditory attention, observation, thinking, fine motor skills.
Educational tasks:
Cultivating a positive attitude towards learning activities.
Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.
Fostering a caring attitude towards nature.
The following methods were used during the lesson:
Verbal meth od was carried out through joint speech activity: dialogue, explanation, conversation, children’s answers.
Visual method represented by the use of: an aquarium with a catfish, subject pictures depicting fish, d/i “Find out the seasons”, “What has changed”, “What is superfluous”, puzzles “aquarium fish”.
Game method carried out through: an imaginary situation, game techniques. Using the practical method, I used: dynamic exercises, performing exercises.
Equipment and training materials: computer, paintings, illustrations.
Preliminary work: Reading an excerpt from the work of A.S. Pushkin's "The Tale of the Fisherman and the Fish", examination of the album "Aquarium Fishes".
Vocabulary work: fish, body, head, fin, tail, gills, aquarium, algae, snail, swim, breathe, catch, eat, golden, big, small, beautiful.
Individual work: with Vanya
Type of activity: educational, with final elements.
Type of activity: lesson - excursion
The abstract is compiled on the principle of integration of several educational areas (communication, socialization, health), which corresponds to federal state educational standards for building a modern preschool education system.
Educational objectives correspond to the educational requirements of a given age.
I believe that the material I selected contributed to the development of interest in studying a new topic. The exercises I chose contributed to the students’ understanding of the life of aquarium fish. Presenting children with new, previously unstudied material.
The motivation for children's activities was determined by the fact that a “wise catfish” came to visit the children.
Goal-setting: the children made several assumptions about why a catfish needs fins, a tail, and gills.
The joint activities of adults and children were carried out in the process of organizing various types of children's activities: play (“Find out the seasons”, “What has changed”, “What is unnecessary”), motor (dynamic pause “Aquarium”), communicative (Guessing riddles, talking about fish), productive ("Fish" puzzles).
Independent activity was monitored when performing a task for the development of fine motor skills (exercise “Fishes”).
Activities of students in class:
I think that the material I presented was very interesting to the students. The proposed exercises and material were easily absorbed by the children. The children were active and, if necessary, acted collectively, helping each other. Since the material was interesting, the discipline in the lesson was good, the relationship between the children and the teacher was friendly.
I tried to provide individual assistance to: Robert, Alina when performing the “Fish” exercise.
I tried to interact with children in the child’s zone of proximal development: I listened to the opinion of each child, supported their reasoning with a positive assessment, thus creating a situation of success for each of them.
Children's speech initiative was stimulated through encouragement, praise, questions, and listening to answers.
When summing up the results, the students formulated their answers using the knowledge given in the lesson.
The selection of lesson content was based on the personal, emotional, playful, and cognitive experience of the children.
The children were active during the lesson. Every child was included in the work.
Changing the types of activities at each stage of the lesson made it possible to prevent fatigue and oversaturation with any one type of activity. Children dynamically switched from one type of activity to another.
Analyzing the activities of children in the lesson, I would like to note that they showed cognitive activity, reacted emotionally to methods of activating activities, and used existing knowledge and skills. They were interested, attentive, organized.
I think the session was productive. The lesson plan has been completed in full. Educational, educational and developmental tasks are fully disclosed. The educational load does not exceed acceptable standards. The selected teaching methods provided motivation for activities, organization of children to achieve assigned tasks, helped to generalize and consolidate the knowledge gained. The correctional and developmental tasks were completed almost in full and the goal was achieved.
I am satisfied with the children's activities and my own activities.
Rogacheva Maya Petrovna
teacher of MBDOU No. 8
Target. Bring to the concept of “fish”. Learn to establish the conditions necessary for the life of fish, learn to compare. Reinforce the concepts of “whole” and “part”, counting skills, spatial concepts; develop logical and combinatorial thinking, memory, spatial imagination, communication abilities, speech. Learn to write a story using diagrams.
Material and equipment. Aquarium with decorative fish. A sheet of white paper and strips of paper of different colors and sizes (blue, yellow, green, gray). Reference pictures for forming the concept of “fish”. Cards depicting different types of food.
Progress of the lesson in the middle group
Part 1. Aquarium
Children approach the aquarium; look at it and find out what is in it besides fish; pay attention to the beauty of the aquarium.
P. Please tell me what is in the aquarium?
D. The aquarium contains water, plants, sand, and shellfish.
P. Why is sand needed at the bottom? Pebbles?
D. Plants are planted in the sand. Pebbles are needed so that the fish can hide behind them.
P. Why do you need plants in an aquarium?
D. The plants are beautiful. Some fish feed on them. Plants produce oxygen, which fish breathe. Fishes hide among the plants.
P. Look where else there are plants in the aquarium?
D. Some grow in the ground, while others float on top.
P. Now let’s set up each of our own aquariums.
The children sit at the tables.
Part 2. Setting up the aquarium.
On the table in front of each child is a sheet of white paper and a set of strips that they must place on the sheet. Remembering the “floors” of the aquarium, children place multi-colored (blue, green, yellow, gray) stripes on a white background.
Children should get this model of an aquarium:
P. How many parts (“floors”) does our aquarium consist of?
D. One, two, three, four, five, six, seven. Seven.
P. What kind of floors are these?
D. Sand, stones, plants, water, plants, water, air.
The teacher shows his model of an aquarium in which plants are located on the surface of the water.
P. How many parts (“floors”) are there in my aquarium?
D. One, two, three, four, five, six. Six.
P. Where did one part disappear? (The children explain that the teacher placed floating plants on top of the water.) Does anyone have other aquarium models?
D. We have no other models.
P. How many different parts are there in the aquarium?
D. One, two, three, four, five. There are five different parts in total.
P. Why do you think so?
D. This is water and this is water (point to two blue stripes). These are plants and these are plants (point to two green stripes).
The teacher summarizes: two green stripes mean that there are plants on the bottom and in the water in the aquarium, two blue stripes mean that there is water in the aquarium.
Note. If children find it difficult to set up an aquarium on their own, the teacher first conducts a conversation of this kind.
P. Which strip will we start setting up the aquarium with?
D. With blue. It means water.
P. How big is it?
D. Small. Less white.
P. How did you determine this?
D. There is a lot of free space left above it on the white sheet.
P. What is there on the top floor of the aquarium? Why do fish sometimes rise up with their mouths open?
D. There is air at the top. They breathe it.
P. So, how many main parts have we identified in the aquarium? Which?
D. There is a blue stripe at the bottom and a white stripe at the top. Two parts.
P. Set up an aquarium using strips of paper and count how many parts (“floors”) there are now in the aquarium.
Part 3. Pisces
P. Now let's take a closer look at our fish. (Children approach the aquarium again) What are they called?
D. Guppies, swordtails...,
P. Look carefully at the guppies. Are they the same size and color?
D. Some guppies are larger and others are smaller. Some are bright, while others are gray and therefore invisible.
P. Which fish are brighter: those that are larger or those that are smaller?
D. Small ones are bright, but large ones are inconspicuous.
P. Which fish have a longer and more beautiful caudal fin?
D. Small guppies have a large, long, brightly colored caudal fin. In large guppies, the caudal fin is smaller and almost uncolored.
The teacher explains that among the fish there are fathers and mothers, only they are called females and males. Small guppies with bright caudal fins are males, and large, gray, inconspicuous ones are females.
P. What is the fish’s body covered with?
D. The body of the fish is covered with scales.
P. What is the cat’s body covered with? Birds?
D. A cat’s body is covered with hair, and a bird’s body is covered with feathers.
The teacher attaches graphic diagrams of the structure of the fish (Fig. a, b).
II. How and with what help does a fish move?
D. The fish swims. She has fins, and they are in the water.
P. How do birds move? Cats?
D. Birds fly and walk. They have wings and legs. The cat walks, runs, jumps, climbs - it has paws.
The teacher puts out another card (Fig. c).
P. Where do fish live?
D. They live in water. They have no legs or paws, and they cannot move on land.
The teacher displays a card with a picture of water (Fig. d) and explains that fish not only swim in water, but also breathe air dissolved in water using their gills. Shows the gills in the picture. If large fish live in an aquarium, then children examine their gills, watch how the fish breathe, how their gill covers rise and fall. They talk about what they saw.
P. What do fish eat? Look at the picture.
Food for aquarium fish:
a – lettuce leaf; b – bloodworm larvae; c – dry food; g – porridge; d – bread; e – egg yolk; g – minced meat; h – milk powder
D. They eat dry food, hard-boiled porridge (semolina, buckwheat, millet), salad, white bread, bloodworms - mosquito larvae, egg yolk, powdered milk.
P. Who finishes the fish food and thus helps clean the aquarium?
D. Molluscs (snails). They eat the same things as fish, and in addition, they feed on algae.
P. Now let’s create a menu for the fish for seven days from five types of food so that every day the fish receive only two types of food, but at the same time their food is varied.
Part 4. Let's feed the fish
The children sit at the tables. Each has a set of cards depicting types of food for aquarium fish.
P. How many days do we create a menu for?
D. For a week. So, for seven days.
P. Name what kind of food is shown on the cards?
D. Bread, porridge, bloodworms, dry food, egg yolk.
P. How many types of food do each of you have?
D. One, two, three, four, five. There are only five types
P. How many types of food can be given every day?
D. Two types.
P. Make a menu for the fish for the week.
Children make up sets using cards, and the teacher checks that each child completes the task correctly. Then he puts the menu on the flannelgraph. For example, Monday - bread, bloodworms; Tuesday - porridge, dry food; Wednesday - bread, yolk; Thursday - yolk, porridge; Friday - bread, porridge; Saturday - dry food, bread; Sunday - yolk, bloodworm.
P. Look at the cards and tell us everything you learned today about fish.
Children make up a story using reference cards (Fig. a, b, c, d, e).
Theme: "Aquarium"
Educational areas:
Speech development
Cognitive development
Artistic and aesthetic development
Types of children's activities:
Communicative
Cognitive - research
Productive
Target :
1 Developmental:
Develop the ability to organize action;
Develop the ability to set goals and set outcome parameters;
Choose material, tools, method to obtain results;
To develop children’s ability to communicate while working;
Carry out reflection in the conceptual pair goal - result.
2 Educational:
Enrich and systematize children's knowledge through cognitive research activities;
Clarify children’s existing ideas about fish;
Teach children to see, evaluate the current situation, and come up with ways to solve it;
Activate and enrich children's vocabulary.
3 Educational:
Promote the formation of independence and accuracy when performing work.
Forms and methods of work:
Surprise moment
Artistic word
Conversation
Workshop
Vocabulary work: scales, algae, aquarium, fins,
GCD move:
Greetings.
Organizing time. Guys, hold hands and stand in a circle.
All the children gathered in a circle,
I am your friend and you are my friend
Let's hold hands tightly,
And let's smile at each other.
Guys, today Katya’s sister Snezhana came to visit us. Let's listen carefully to what she wants to tell us.
Katya and I went to the pet store over the weekend. There we saw many different aquariums and looked at them with interest. Arriving home, we wanted to make an aquarium with our own hands. As a result, this is what we got (shows an aquarium). Katya offered to take him to the group. We give it to you and the children. I think it will be useful to you (he gives it and leaves).
Thank you, Snezhana, what an interesting aquarium you have created.
(Children sit in a semicircle on chairs)
Let's look at it. What do you see? (Algae, pebbles, sand, shells, starfish, etc.)
Who can live in an aquarium? (listens to children's suggestions)
Listen to the riddle and guess it.
Parents and children have all their clothes made of coins. (Fish)
Its clean silver back shines in the river. (fish)
Well done. Of course it's a fish.
(I show videos or pictures with aquarium fish.)
Guys, look how beautiful aquarium fish are. Did you recognize them? What are they called? (Goldfish, cockerel, clown fish, butterfly, etc.)
Well done. Please come to the table. I have “magic pictures”, look at them carefully and tell me what can be done with them? (make a picture).
Try to make a picture. What happened? (it turned out to be a fish).
Word game (individual work to activate the dictionary)
- What does the fish have? (name the body parts of the fish);
- What is the fish's body covered with? (Scales)
- What helps a fish swim? (Fins, tail)
- (Scales, and a tail instead of a rudder)
- What can a fish do? (swim, dive, move fins, grab food, look, turn, etc.);
- Are all fish the same? (All fish are different)
- Where does the fish live? (In water)
Let's turn into fish.
Physical exercise "Fish".
The fish swam, splashed,
In clean, light water.
They will curl, develop,
They will bury themselves in the sand.
Have you rested!? Guys, who were we now? (Fish)
We had fun, we played, swam, frolicked. But no one lives or swims in our aquarium.
What to do? (One of the children suggests populating the aquarium with fish)
Let's put the fish in the aquarium.
What can we do to make fish appear? (children's assumptions)
Do you have any fish? (children's assumptions) Where will we get them? (We can do it ourselves).
Of course we can do it ourselves. But as? (with my own hands) Okay guys, I agree with you.
What will our fish look like? (children's assumptions)
(There are silhouettes of fish and other material on the table)
Go to the table and select everything you need for work. Pay attention to seeds, feathers, buttons, etc. (children's productive activity in making fish.)
Questions aimed at building a plan. (individually)
What do you want to do?
Why will you do this?
What does your fish look like?
Why are you taking this?
Questions aimed at analyzing the implementation.
What are you doing right now?
What have you done already?
Can you do it? What's the difficulty? (do you need my help?)
Questions of reflection in accordance with the implementation of the plan.
What did you want to do?
Did you succeed?
Did you want to make a fish like this?
General question.
Why did we make fish? (to populate the aquarium)
Take your fish and come to our guests, they will help you.
(children with a teacher put fish in the aquarium) music plays
Bottom line.
Guys, look at what we did!
The children of another subgroup and I will make more different fish and replenish our aquarium.
Lesson notes
Subject: "Aquarium and its inhabitants"
Target: expand children's understanding of the aquarium and its inhabitants
Tasks:
To clarify the ideas of children with disabilities about the fact that fish, snails, and plants live in an aquarium;
To consolidate the knowledge of children with disabilities about the functions of fish, the purpose of aquarium plants (fish swim, snails crawl, clean the walls of the aquarium, plants grow, decorate the aquarium, serve some fish as food or shelter);
Developing a sense of empathy and emotional responsiveness to the inhabitants of the aquarium.
Material and equipment:an aquarium in a living corner, a fish model, plasticine, modeling boards, stacks, a stereo system, recorded music for relaxation.
Progress of the lesson:
(children sit in a semicircle in front of a table on which there is an aquarium covered with a napkin)
P: - Guys, try to guess my riddle:
The house is standing
It's filled to the brim with water.
Without windows, but not gloomy,
Transparent on four sides.
Residents in this house
All skilled swimmers (Aquarium)
(children's answers)
P: - That's right, an aquarium, and what kind of residents live in this transparent house? (Fish)
Let's get to know fish and look at what fish have.
Game "Aquarium and its inhabitants"
(the teacher reads a poem about fish and draws the children’s attention to these fish)
1. It came to us from a fairy tale,
There was a queen there
This fish is not simple -
This fish is golden
Wears a long pointed ponytail
And it's called (sword bearer)
2. Predatory fish with mustaches
We call... (gourami)
3. Who has a house under the stone?
He is mustachioed and motley(catfish)
4. Like a silver moon and sad in appearance,
A mysterious fish sits in an aquarium(angelfish)
5. Small, beautiful, nimble and mischievous
Fish (guppy) floats on the water.
P: - We admired the fish, and now let’s look and name what fish have and why they need it:
(draws the children’s attention to the fish model)
Oval body
Fins on the back and abdomen (help the fish swim in the water)
Tail (helps to swim, steer and turn)
There are eyes (fish sleep with their eyes open because there is no eyelid)
There is a mouth (for the fish to eat)
They have gills (fish use them to breathe underwater)
The body is covered with scales.
Physical exercise.
The fish swam, dived - wave-like vertical movements with their palms.
And they splashed on the water - wave-like horizontal movements with their palms.
They will come together and diverge - horizontal converging and diverging movements
Then they bury themselves in the sand - they squat with circular movements of their palms.
Game "Dress up the fish"
(children are given silhouettes of aquarium fish and scales; children insert scales into slots on the fish’s body, dress up their fish and assign the name “scales”)
P: - Let's take a good look, guys, who else lives with the fish in the aquarium (children's answers)
That's right - these are snails, shells, aquarium plants.
P: - What do you think, are fish, snails, alive or not? (children's answers)
P: - That's right, fish and snails are living creatures.
What kind of water would they like to live in? (children's answers)
P: - In clean water.
P: - You know, guys, aquarium plants are also needed for the aquarium, for beauty. And some fish will hide there and can eat blades of grass.
P: - Let's see how the fish eat.
(children watch the process of feeding aquarium fish).
P: - And now our fish invite us to relax on the seashore.
Relaxation “Sleep on the seashore”
Calm music plays, the children sit on the carpet: they lie down, their eyes are closed and listen to the sound of the sea. The teacher talks in a calm voice about how all children have the same dream. In this dream, they see a sea with clear blue water, through the thickness of which you can see the underwater world: unusual algae, strange fish, jellyfish and funny dolphins (then a pause). Silence, only the sound of the sea and the cries of seagulls can be heard.
But it's time to wake up and come back again (children open their eyes, slowly sit down, and then stand up)
P: - To remember today’s meeting with the inhabitants of the aquarium, let’s sculpt the fish you like.
(children take their jobs at the table and begin to work to the accompaniment of calm music; the teacher provides assistance with advice or demonstration)
P: - Well done, guys! Your fish are very beautiful and will definitely please our aquarium inhabitants.
Take care of your beautiful home for fish, take care of the fish, do not forget that they are alive, that they need your attention, feed them, and they will delight you with their beauty.
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