GCD in the middle group on the topic “Visiting river fish. Summary of GCD in the middle group: “Aquarium fish and the basics of mathematics Speech development topic fish middle group
Tasks. Enrich the experience of meaningful cognitive communication. Involve children in playful and verbal interaction with peers. Encourage people to speak out on topics personal experience. Activate adjectives. Clarify and consolidate the correct pronunciation of the sound “u”.
Materials, tools, equipment. Pictures: shark, dolphin, whale, Starfish, sea turtle. Elements of fisherman and traveler costumes: fishing rod, bucket, hat, backpack, Panama hat, etc. - at the discretion of the teacher. Typesetting canvas.
I'm running to you!
I'm already on the shore!
I'm running to your wave
running towards me!..
The teacher asks questions:
Guys, have you ever seen the sea? Where?
Which sea? (Salty, deep, blue, etc.)
What surprised and amazed you the most?
The teacher listens to the children’s answers and shares his impression: “What I remember most is how the fish behaved in the sea. When I swam, they swam after me. And when I stopped, the fish swam close, as if they wanted to say: swim further!”
What were you doing on the seashore?
What sea animals do you know? (After the children’s answers, pictures are displayed.)
Then the teacher invites the children to guess a riddle about the inhabitants of the sea: “It lives in the water, it has no beak, but it pecks. Who is this?" Then he asks
What fish do you know? What fish live in the sea? (Shark, seahorse, electric ray, etc.)
Children can name a whale and a dolphin. Then the teacher reminds that these animals are not fish. They, like fish, live in water, but breathe air by floating to the surface of the sea. They feed their young with milk. Who are the babies of a whale and a dolphin? (Baby whale and baby dolphin.) Reads B. Zakhoder’s poem “Whale”
The whale spends its entire life in water,
Although he is not a fish.
He eats in the sea and sleeps in the sea,
For which we thank him:
It would be cramped on land
From such a huge carcass!
Then the teacher continues:
I'll tell you an amazing thing: there are such huge whales that they weigh as much as 25 elephants weigh, and sometimes even more. And there is also an animal that lives in the sea, and its relative lives in the desert. “The stone shell is a shirt. And in the shirt... (turtle).”
Who do you think is the most important person in the sea? Why do you think so? (Children's reasoning.) You correctly named the giants of the sea - sharks and whales. But it turns out that the most important things in the sea are tiny algae that float in the water and feed numerous schools of fish, crustaceans, and shrimp. Without them, the sea giants could not feed themselves.
The sand burns my bare heels
The shadow is playing hide and seek with me.
Jump on a stone
At sea - gallop!
Nets hung on poles,
The wind beats in them like a fish.
A fisherman sits by the nets
With a long pipe in his teeth.
I came up and asked:
Who salted the sea?
Why is there always salt water in it?
The teacher asks the children a question: “What do you think the fisherman answered?” Listens to the children's reasoning and reads the poem further.
If only the water in the sea became sweet.
It would be a huge disaster
After all, then we could reach the bottom
Fish drink water in the sea.
Whales would drink water
Bloating bellies.
Dolphins would drink, they would drink,
Arching your back greedily /…/
And then really
Shoals appeared in the sea.
And we couldn't do it at all
Ships sail on the sea.
The teacher invites the children to play this poem. Someone will be a fisherman. The fisherman has a fishing rod, a fish bucket, and a sun hat. And someone will be a traveler. He comes with a backpack. He has a sun hat on his head. He asks the fisherman: “Why is the sea salty?” And the fisherman answers him.
A scene is played out. The teacher assigns a “strong” child to the role of fisherman. The game is repeated 2 times. Children improvise. If necessary, the teacher suggests the words of the role.
Then the children play the game “The Sea is Troubled.” The role of the leader is played by the teacher together with one of the children. These are observers. It's like they have binoculars. All other children are the sea, the sea waves. Waves move across the sea, rolling onto the shore with a rustling sound: “sch-sch-sch-sch.”
The driver says:
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Marine figure, freeze!
On last words children freeze in different positions. Observers choose the best naval figure. This participant becomes an observer and the game is repeated again. The teacher offers to play this game after class.
A pet store is a store that sells various pets, as well as various food for them, cages, aquariums and much more. PRESENTATION.
In our pet store they sell various fish (shows a picture): swordtail, guppies, angelfish. Let's take a close look at these fish.
Guys, look carefully and tell me how all these fish are similar?
That's right, all fish have the same structure: they have a head, gills, a body, a tail, and fins. The body of all fish is covered with scales. Displays a picture-scheme on the easel.
How are these fish different?
That's right, the fish various shape, size and color of body parts.
Guys, let's go to the aquariums to carefully examine the fish.
First we will look at the body of the fish.
What shape is the swordtail's body?
What shape is a guppy's body?
In the angelfish?
Now let's look at the size and shape of the fins. What kind of fins does the swordtail have?
What kind of fins do guppies have?
In the angelfish?
Now let's look at the size and shape of the ponytail. Describe top part swordtail tail and lower?
What kind of tail does a guppy have?
What kind of tail does an angelfish have?
Now we will talk about the color of the fish. What color is the swordtail?
What color is the guppy?
What color is the angelfish?
So we learned about the characteristics of each fish, tell me how they differ? Displays a picture diagram.
Guys, the fish want to check how you remember them, they invite us to play hide and seek.
Look carefully at the picture and guess where which fish is hiding.
Guys, the fish are very tired, it's time to feed them. What do you think we will treat the fish with?
These fish feed on animal food: bloodworms, cyclops - and plant food: algae, nettles.
Guys, let's give our fish a treat. Go to the square aquarium. Choose the fish and what you want to treat it with.
I choose angelfish. The angelfish ate the bloodworm.
Thanks guys, we fed the fish! What should you treat your fish with? Displays a picture diagram.
Guys, we already know what the fish are called, what they look like, and what they eat. How to care for them? Displays a picture diagram.
To make the fish comfortable, we must keep the aquarium clean: wash it and change the water; maintain the water temperature, make sure there is light for the fish.
Guys, we learned everything about fish. Displays a picture diagram.
Let's choose fish for our aquarium (The teacher comes up with a box containing the fish).
AUDIO INTRO.
I love tina
And wet places
Toadstools, mold, dampness
Such beauty...
I don't like fish
Their beauty and color.
They will be dragged into the swamp
Everyone will forget about them.
The fish become covered in mud and lose color.
Guys, what did Kikimora do?
And now we will not be able to take these fish into our aquarium. Why did she do this?
What needs to be done to defeat the evil of Kikimora?
Exactly! By decorating the fish, we will restore their beauty. So what can we do to make sure everyone knows about them?
Guys, choose the fish and go to the workshop.
Look carefully, what do our fish lack?
Guys, what do you think we can use to draw fish scales?
Let's draw fish scales using cardboard rolls. Take a roll, dip it in paint, and now press the roll to the body of the fish. The convex side of the roll is directed to the right. The teacher shows.
What kind of body does the angelfish (swordtail, guppy) have?
So we have returned the beauty to our fish, but since evil has not been completely defeated, what remains to be done?
Exactly! But how can you make sure that everyone, everyone, everyone knows about the fish?
Let's film our stories and send them to television! But we must tell in great detail and a diagram will help us with this: you must say what the fish is called, describe its structure, tell what fins, body, tail it has, what it eats, how to care for it. Directions to the diagram.
The teacher calls the children one by one.
Guys, look, we have destroyed the evil of Kikimora! It's time to return to the group, because now we can send fish from the pet store to our aquarium.
Summary of GCD on artistic creativity in the middle group
Abstract of GCD on artistic creativity in the middle group on the topic “ gold fish».
Antonina Viktorovna Nedopekina, teacher at State Budgetary Educational Institution Kindergarten No. 1524, Moscow.
Description of material: I offer you a summary of direct educational activities for children of the middle group (4-5 years old) on the topic “Goldfish”. This material will be useful for middle school teachers, parents, and children. preschool age. This summary is aimed at cultivating the interest of preschoolers in artistic creativity.
Target: An image of a fish based on an oval and carefully painting over the shape, adding the appropriate details (tail, scales, fins, eyes).
Tasks: Clarify the idea of appearance fish
Develop a sense of shape and color perception.
Continue to cultivate interest in co-creation with the teacher and with other children in creating a collective composition.
Exercise children in selecting different shades of the same color.
Develop a sense of composition (beautifully arrange fish by color one after another).
Improve technical skills.
Continue to develop the ability to examine and evaluate created images.
Demo material: Illustrations depicting fish.
Preliminary work: Feeding fish in an aquarium and observing their behavior. Conversations about the appearance and lifestyle of fish. Looking at illustrations of fish. Reading a fairy tale by A.S. Pushkin's "The Tale of the Fisherman and the Fish"
Handout:“The bottom of the underwater world” depicted on a sheet of blue paper (35 cm by 55 cm format, for group work), gouache, a set of brushes No. 8, No. 3, jars of water, napkins.
Progress of the lesson:
Educator: Listen and guess the riddle.
Wags his tail back and forth -
And she is gone, and there is no trace.
Children: Fish.
Educator: That's right, what fish do you know? (Show a picture with fish)
Children: 1 - pearl gourami; 2 swordtail; 3 - molynesia; 4 - betta fish; 5 - guppy.
Educator: Listen, which fairy tale by A. S. Pushkin is this excerpt from?
For the third time he cast the net, -
A net came with one fish,
With a difficult fish - gold.
Children: The Tale of the Fisherman and the Fish.
Educator: Who is the fairy tale about?
Children: About a goldfish. (Children briefly retell the plot of the fairy tale.)
Educator: Where does the goldfish live?
Children: In the underwater world.
Educator: Let's take a look into undersea world! What is happening there? How beautiful it is: there are colorful pebbles on the sandy bottom, green algae bending under the water. And who is this swimming? Gold fish. (Showing a blank for group work)
Educator: What color is the fish? Big or small? What do you think helps the fish swim?
Children: Tail, fins.
When a fish swims, its tail moves from side to side.
(The teacher shows the movements of the fish with his hand and invites the children to also do with their hands like a fish with its tail).
Educator: Do you think the fish sees us?
Children: Yes, because she has eyes.
Educator: What do her eyes look like?
Children: On small black beads.
Educator. Do you want to play fish?
Physical education minute:
Rowan grew by the river (crouching, gradually straightening your torso, shaking your arms up).
And the river flowed and rippled (smooth hand movements in front).
In the middle depth (bend forward, arms straight).
There was a fish walking there (walking).
This fish is not easy (jumping).
It's called golden (walking in place).
A fish swims in the water (smooth hand movements in front)
The fish has fun playing (jumping)
Fish, naughty fish
We want to catch you.
The fish arched its back (bend back and stretch)
She winked at us.
The fish waved its tail
The fish quickly swam away. (Children pretend to be frolicking fish)
Educator: The goldfish wants to tell us something. You see white bubbles rising from her lips. Oh, trouble, trouble! The fish lost its sisters, the goldfish. She is sad without them. Guys, we need to help the fish!
Educator: Do you want to learn how to paint a Goldfish? ( showing a drawn sample of a fish)
Think about what form is the basis of its image?
Children: Oval.
Educator: What else does the fish have?
Children: Tail, scales, fins, eyes.
Educator: I'll try to draw a fish, I'll take a large brush and yellow color gouache. I will draw an arc on top and an arc on the bottom so that it turns out to be an oval. The arcs should intersect in one place, this will be the tail of the fish. (Showing the drawing sequence).
Educator: I carefully paint over the oval. And I let it dry.
Educator: Then I take a smaller brush and paint the fish’s tail and fins.
Educator: What else should you add to the fish?
Children: Scales and eyes.
Educator: Right. The fish definitely needs to draw scales. (show)
Educator: So I got a goldfish.
And now you try to draw the Golden Fish and her sisters, as you remember. But first, let's stretch our fingers.
Finger gymnastics: “Fish”
The fish swam and dived
In clean warm water (fold your fingers into a pinch, making wave-like movements with your whole arm - from shoulder to hand):
They'll shrink (clench your fingers very tightly)
They will unclench (spread your fingers to the sides)
They'll bury themselves in the sand (put your fingers together and alternately make movements with your hands, as if you were digging up sand).
Educator: With your fingers stretched, let's start drawing fish.
(Children draw goldfish. The teacher provides individual assistance, pays attention to how the children pick up paint and whether they are holding the brush correctly)
Educator: Well done, you drew beautiful fish! Guys, look, the Goldfish was happy that her sisters were found. She thanks you for your help. They can fulfill your wishes.
Educator: Guys, explain the proverb: “You can’t even pull a fish out of a pond without difficulty.”
(Children explain the meaning of the proverb.)
Educator: That's right, if you try and work hard, everything will work out. You learned how to draw Goldfish and helped the fish. Well done!
Directly educational activities By educational field « Cognitive development"in the middle group on the topic "Visiting river fish»
Author of the NNOD summary: Kolobova Gelsina Fidailovna, teacher of the 1st qualification category
Objectives of the priority educational area (“Cognitive development”): to introduce children to the basics of environmental literacy; promote children’s understanding of river fish, their appearance, what they eat, how they reproduce; develop the ability to use a model and diagram. Develop thinking, memory, logic, the ability to analyze, express your thoughts in active speech. Cultivate in children a love for living nature.
Objectives of OO in integration:
Download abstract
Speech development: continue to learn how to select definitions, practice forming adjectives from nouns; enrich the active vocabulary with new words (reproduction, eggs, larva, fry).
Social and communicative development: development of communication and interaction of a child with adults and peers
Equipment: easel, envelope, model diagram for describing fish, blue fabric (“river”), pictures of algae, stones, river fish, household waste(bags, jars, boxes, lids, etc.), “Defenders of Nature” emblems, fish development diagram.
Contents of NNOD:
Introductory part:
The teacher brings a Letter to the group with “SOS” on the envelope.
- What do these letters mean? (disaster)
The envelope contains a model of “Pisces”.
- Who is the letter from?
-Where can fish live?
-Guess which fish this letter is from?
Riddle about the river:
-Rolls, turns,
Shoals and whirlpools.
Spilling the shores,
The fast one is rushing...(river)
So the letter came from which fish? (river). And if fish live in a lake, then what are they called - lacustrine, in the sea - marine, in the ocean - oceanic. Do we need to rush to the river to see what fish? (river)
Main part:
Children pass by and there is an imitation river on the fabric floor. There is garbage all around (bags, juice boxes, plastic bottles, candy wrappers, fruit peels).
- What happened to the river? So much garbage. Where did he come from here? (children's conclusions). - And when you relax on the banks of a river or lake, what do you do with the garbage?
-How can we help the inhabitants of the river and the river itself? (children's suggestions)
Before we start picking up the trash, what should we wear? We put on boots (imitation), and what kind of boots? (rubber), and what about gloves? (rubber). Game "Collect garbage".
Well done, together, together we cleaned up the place. And to prevent such a disaster from happening again, we will put a prohibitory sign near the river. (The teacher once again draws attention to the fact that you should always pick up trash after yourself to keep it clean).
After you and I cleared the bottom of our river of debris, it became clear what kind of fish live here. Now I’ll tell you some riddles, and you’ll show me what kind of fish this is. Puzzles:
swam underwater
A fish with a mouth like a saw.
This bastard scared everyone.
It turned out to be (pike).
-Guys, why does the riddle say that the pike is angry? (predator)
-What animal does pike look like? (on a crocodile)
Prickly, but not a hedgehog.
Who is this? (Ruff)
-Why do I have such spines on my fin?
At the bottom, where it is quiet and dark,
A mustachioed log lies.
Answer: Som
I hid from the toothy pike,
He hid in the thickets.
Swam out of the mud silver...
What is his name (crucian carp).
Even though the fish is small,
She's still very strong
It's hard to take out of the pond,
Small (perch).
-And perch is also a predator, it attacks small fish.
The teacher pays attention to what fish use to swim so quickly (flat body, fins, tail).
- Guys, come quietly here to the algae, a miracle happens here - the fish spawn, then babies will appear from the eggs, they are called fry, the fry will grow up and look like the fish that spawned. This is how fish reproduce. That's why there are so many of them.
-Now let’s sit down on the shore and try to figure out from the pictures how the fish reproduces. A reproduction diagram is posted and the children compare.
Finger game “Mischievous Fish”.
A fish swims in the water
The fish has fun playing
Fish, naughty fish
We want to catch you.
The fish arched its back
I took a bread crumb
The fish waved its tail.
The fish quickly swam away.
And in order for the fish to be healthy and cheerful, they of course need to eat. What do fish eat? Children call and hang out prepared in advance
pictures depicting what fish eat: algae, caviar, worms, insects, fish.
- Guys, look what I have? (entering a picture of a fish in an aquarium). Aquarium with veiltail fish. If a fish lives in an aquarium, what is it called? (aquarium) What other aquarium fish do you know? Maybe we'll let her out into the river so she won't get bored? Can? Why? (bright color, used to being looked after, no food, will attack predatory fish, does not know how to hide).
Final part:
- Well done, we have done so much good. Our stay on the river is over.
-What did we do today?
-What did you like? As a souvenir of our journey, I would like to give you the “Defenders of Nature” emblems.
State budgetary preschool educational institution
kindergarten No. 16 combined type
Krasnoselsky district of St. Petersburg
ABSTRACT
continuous educational activities
with middle school children
on cognitive development
Topic: “Pisces. Structure of fish"
prepared
teacher A.A. Bogoslavskaya
Saint Petersburg
2017
Target :
Give elementary representations about fish,.
Planned results: have ideas aboutthe structure of fish and their habitat; show a desire to take care of the fish.
Tasks :
1. Teach children to identify body parts.(Mouth, eyes, gills, tail, fins, scales).
2. To consolidate existing ideas about the aquarium, to provide new information about its inhabitants(features of behavior)
3. Create a desire to take care of the fish and the cleanliness of the aquarium.
Activating the dictionary:
Aquarium, enough (mouth, food, fins, scales, gills, eggs.
Equipment :
Charged aquarium with fish, illustration,"Magic TV", slides-DVD, musical accompaniment.
Preliminary work:
Excursion to "Nature Corner", watching aquarium fish, reading a fairy tale by A. S. Pushkin"Gold fish.
GCD move:
Children sit on chairs in a semicircle.
Educator : Guys, today we will talk about someone very interesting. And about whom, you will find out if you guess riddle:
I'm swimming under the bridge -
And I wag my tail.
I don't walk on the ground
I have a mouth, but I don’t speak.
(fish)
That's right, it's a fish.(slide show) .
What kind of fish are they? ? How are they different from us humans?(children list characteristic features).
The teacher gives all other information after the statement. children : no arms, legs; there is no fur, but there are scales, fins, and they breathe through gills.(schematic drawing).
Where do the fish live?(in water) . You said correctly, fish live in water, but not just any water. Can they live in puddles?(children’s answers with teacher’s additions). Fish need a lot besides water. other : light, heat, plants, food.
Can people live in water? That’s right, they can’t, but people have always been attracted to the underwater world, because they really want to know what’s happening there! Underwater there is a most interesting and diverse world, inhabited by amazing inhabitants(show the slide and look at it). But traveling underwater is difficult and not always possible, so people came up with a special house in which fish can live. Who knows what it's called?(aquarium) . Do we have an aquarium?(Yes) . Where is he located? But before we go there, let's do something with you warm-up:
Warm up.
Fishes swim in the pond
They wag their tails.
So we dived into the depths,
They were scared of Masha.
I light a candle with a flashlight
I will call them with light.
And, of course, I’ll feed you
This is delicious food.
Now, guys, let's go to our aquarium. Here it is, our aquarium! And for whom is it prepared? What's in the aquarium?(pebbles, aquatic plants, snails). Guys, the fish have become crowded in one aquarium, so we will move the small fish to a smaller aquarium. Our fish are called GUPPIES.(we release fish into the aquarium with the children).
Are the fish big or small? Where are the eyes? What do fish have? Where are the fins?(on the back and stomach)Guys, show me how a fish helps itself to swim with its tail(children show movements).
And in order for the fish to live in our aquarium, what needs to be done?(feed) .
The fish are fed with special fish food. Let's feed her. What is the fish doing?(eating) . How does she grab food?(mouth)
New information: Fish are never still, they are constantly moving : fins, gills, mouth.
Now guys, let's go to our cinema hall(Show slideshow). Look, fish come in different sizes and colors. They live in various bodies of water and in fresh water(rivers, lakes) and in salt water(seas and oceans) . But all fish have fins, gills, eyes, a mouth, scales, and a tail.
Who knows where they come from? fish ? (children’s answers and reasoning) Fish spawn , and from the eggs fish hatch, small at first, and then they grow.
Finally, you can ask the children to show those parts of the fish’s body that they remember in the illustration.
