Open lesson on manual labor in the preparatory group “Journey to the World of Flowers”

Open lesson on manual labor in the preparatory group “Journey to the World of Flowers”

Lesson on artistic work for the preparatory group

"In the kingdom of indoor plants"

Educational areas:

Cognitive development.

Speech development: question and answer

Artistic and aesthetic development: making flowers from available natural materials.

Integration of activities:

aesthetic, communicative, speech, cognitive.

Lexical topic

: Indoor flowers.

Type of lesson:

Integrated

Forms of educational activities

: Occupation travel.

Equipment:

1 table: cones, ear sticks, cut in half, pieces of plasticine, oilcloths for labor, napkins, a sample of a cactus flower made from cones. Table 2: colored plasticine, stacks, oilcloths for modeling, wet wipes, color samples, table 3: colored paper, scissors, glue, glue brushes, waste container, oilcloths for manual labor, bases for placing finished colors, color samples.

Target:

Consolidating ideas about indoor plants, their names and how to care for them. Consolidating the ability to use natural materials to make indoor flowers, consolidating appliqué skills and working with plasticine.

Tasks:

Educational:

Strengthen skills in working with natural materials, skills in working with plasticine, and appliqué skills. Strengthen children's knowledge about indoor plants.

Educational:

Develop an interest in designing from natural materials, an interest in working with plasticine and paper.

Educational:

Cultivate a love for nature. Cultivate accuracy and caution.

Planned result:

Children confidently name indoor plants and how to care for them. Children know how to use various natural materials to make crafts. Children know how to use plasticine. Children have skills in working with paper, scissors, glue, have cutting skills, and know how to work in a team.

Educator.

Guys, an unusual guest came to us today. He was sent to us by the queen of flowers, but what he wants to tell us, we will now find out. (read the message from the Queen of Flowers).

Message: In my country, indoor flowers have stopped blooming, I don’t know what happened and I ask you to help me. Let's help the queen of flowers?

Children:
We agree to help the queen of flowers.
Educator.

Then, guys, we will go with you on a long journey, to the castle of the flower queen. but to do this we need to complete tasks and follow the arrows. Do you agree?

Children:
We agree.
Educator:

Then let's go. Look at the green arrow in front of us, what kind of task is there?

First task : green arrow. (inscription on the back)

NAME THE FLOWERS

Educator.

Guys, we need to name the indoor flowers in our group. What flowers do you know, name them?

Open lesson on manual labor

Transcript

1 Open lesson on manual labor Topic: Drawing up an ornament based on a pattern in a strip of geometric shapes (squares, triangles, circles), alternating in shape and color. Prepared and conducted by O.V. Ivanova. primary school teacher BSKSHI March 2009

2 Topic: Drawing up an ornament based on a pattern in a strip of geometric shapes (squares, triangles, circles), alternating in shape and color. Goal: The ability to correctly position parts with help and stick them on consistently. Objectives: 1. Educational: Repeat the rules for safe work with glue. Repeat the properties of paper and geometric shapes. Learn to design a product from geometric shapes in a strip. Repeat the methods of connecting parts. Expand and consolidate knowledge about patterns and ornaments. Replenish your vocabulary with new words: ornament, pattern, circle, square, rectangle, triangle. 2. Corrective and developmental: Development of spatial concepts, imagination, thinking, memory, attention and speech. 3. Educational: To develop in students the ability to listen and repeat the sample analysis on questions. Develop the ability to perform a product according to verbal instructions, alternating with demonstration of work techniques, and determine the quality of the finished product based on the teacher’s questions. To cultivate diligence, accuracy in work, and artistic taste. Equipment: Product sample, strips of green, blue and red paper, scissors, brushes, glue, backing boards, rags. Boxes for scraps. Samples of ornaments. Vocabulary: Ornament, square, triangle, circle, shape, color. Repetition: TB (rules for working with glue). Color combination of colored paper. Lesson progress: 1. Organizing a children's group (1 min.). 2. Repetition of cognitive information (3 min.). 3. Report the topic of the lesson (3 min.). 4. Organization of the workplace (2 min.). 5. Orientation in the task (2 min.). 6. Analysis of the object (2 min.). 7. Execution of the product according to the instructions (15 min.) 8. Collective assessment of the work (5 min.). 9. Watching a cartoon (10 min.). 10. Lesson summary (2 min.). Organization of the workplace. Performing a product according to the teacher’s instructions, alternating with demonstration of work techniques. First, students make geometric shapes. First, they compose a composition on a sheet, accurately determine the location of the parts and the sequence of their attachment (while focusing on the sample). Then all the parts are removed, and the students, planning the next operation, begin gluing the named part. Weak students are limited to constructing an ornament.

3 Progress of the lesson. Stages of the lesson Teacher's activities Student's activities - Hello, guys. Today we have an unusual lesson. The children sit down quietly and have guests today. desks. Now everyone smiled, looked at each other and sat down in their places. 1. Organization of a children's group (1 min.). 2. Repetition of cognitive information (3 min.). — Today in the labor lesson we will have to work with colored paper and glue. Let's remember what you know about paper? —What is paper made from? (Made from wood) - What properties does paper have? — Paper is made from wood. 3. Report the topic of the lesson (3 min.). - Well done, you know the properties of paper well. - Which one of you will tell you how to work correctly with glue, scissors and paper? (Working with a poster stand “Safety Rules”) - Well done, you know the rules well. — Guys, today we will go on a journey to the land of “Magic Patterns and Ornaments.” (The phonogram of a Russian song sounds) - What is an ornament? (is a pattern consisting of rhythmically ordered elements for decorating any objects or architectural - Paper crumples, folds, gets wet, tears, cuts, burns. Students go out and tell the rules for working with glue on a poster stand. - Ornament is sequential a built-up pattern of identically repeating 2-3 elements.

4 Brief conversation about ornaments. structures). — Where can we find patterns and ornaments? (The teacher shows various patterns on clothes and dishes) - Correct. — People have long decorated their clothes, dishes and other household utensils with various patterns and ornaments. Patterns or ornaments could be made from plant elements, geometric shapes, and various colored stripes. - So, the topic of the lesson: Drawing up an ornament based on a pattern in a strip of geometric shapes (squares, rectangles, circles), alternating in shape and color. - Let's remember, looking at the sample, what the ornament looks like. — What geometric shapes is our ornament made of? - What figure is our ornament built in? — How are these geometric shapes repeated? Name the order of the figures. — What color is the stripe itself in which the pattern is built? - What color are circles, squares, rectangles? - What will we use to connect the parts? - Patterns are found on clothes, dishes, etc. - From a circle, square, rectangle. — The ornament is built in a rectangle. - Circle, square, rectangle. (circle square rectangle - square circle) - The strip itself is white. - Yellow, red, blue. - Using glue.

5 4. Organization of the workplace (1 min.). Physical education lesson (1 min) cut out from paper to cardboard? — This method is called gluing. — What available equipment will we need to ensure that our work is clean? — To make a striped ornament we will need: a sample of the product, colored paper, scissors, glue, backing boards, rags. Boxes for scraps. Sample of the ornament. — Before we start laying out the ornament on paper, we need to cheer up and do exercises. “If you like it” (The teacher sings a song and shows the movements. The children sing along and follow the teacher in making all the movements). do this (2 clicks of your fingers above your head). do this (2 claps). do this (2 claps behind your knees). do this (2 foot stamps). you say: “Okay!” and show it to others. — A cloth, use it to remove excess glue from the parts. Students examine the equipment and materials and lay them out on their desks. The children sing along and follow the teacher in making all the movements: - snapping their fingers above their heads; - clap their hands; - slap the knees; - stamp their feet; - they say “Okay”;

6 5. Orientation in the task (2 min.). do everything. - Let's look at the ornament. The entire ornament is made of colored paper and cardboard. Tell me in what order the geometric shapes are arranged in terms of shape and color. 6. Analysis of the object (2 min.). — What geometric figure will the ornament be glued to? — What is the first geometric figure that begins the ornament? - Name the next geometric figure after the circle, square, rectangle? — What unusual things did you notice in the ornament? Finger gymnastics (1 min.) 7. Performing the product according to the instructions (15 min.) - What geometric figure is located in the center of the ornament? - What are the figures at the edges? The teacher pronounces and shows an exercise for fingers: “Crab” The crab crawls along the bottom, with its claw outstretched - Take colored paper and scissors. Remember the rules for working with scissors. Cut out geometric shapes and place them on white cardboard. (demonstration by teacher) - Carefully arrange the figures into an ornament. Make sure everything is good and beautiful. - repeat everything from beginning to end. Children consider and answer the question posed. - On a rectangular figure. - Circle. - Square, rectangle. — The pattern is repeated from edge to middle and from middle to edge. — In the middle of the strip there is a rectangle — Circle, square. Students repeat words and actions after the teacher.

7 8. Collective assessment of work (4 min.). — Take glue and remember the rules for working with glue. - Let's start gluing the figures with the white stripe, following the established sequence. We remember that in order for our work to be clean, we must use a cloth to remove excess glue. (Teacher shows) - Our pattern is ready and we can arrange an exhibition in the country of “Magic Patterns and Ornaments” - So we have beautiful ornaments that can be used to decorate any clothes or dishes. - Let's remember how and what we made our ornament from? — What geometric shapes does our ornament consist of? - How did we make it? — Tell me whose work was done neatly and cleanly. Whose work can be placed in first place. — How many of you experienced difficulties and difficulties during your work? Hands up. — What exactly was difficult to do? - How did you cope with - Cut out geometric shapes from colored paper. — A pattern of geometric shapes was laid out on white cardboard. - Circle, square, rectangle, - Then they glued it to the cardboard with glue. — The ornament is ready. Children's statements on completed work.

8 difficulties, who helped you with this? 9. Review - I suggest reviewing magazines. (10 min) magazines containing various patterns and ornaments. 10. Lesson summary (1 min) - Did you like the trip to the land of “Magic patterns and ornaments”? — What did you do in class today? Reviewing magazines. - Yes. — We made the ornament ourselves, which is on display at the exhibition.

Mission of labor activity in the preparatory group

The Federal State Educational Standard (FSES) understands labor activity as a fundamental element of labor education, designed to develop labor skills and respect for work in children. In the preparatory group (children 6–7 years old), it is important to continue the transition from the play form of work activity to the form of duties that began in the older group. The goals of labor education in a preschool educational institution (DOU) have a general direction for all age groups, but in preparatory education they are mostly of a general nature:

• to form the right attitude towards work as a means of finding one’s place in life,
• develop mental and physical abilities (for example, when you need to find a way to repair a book, children themselves choose the material - tape or paper, that is, they show ingenuity, and regular physical activity in the process of cleaning the territory and group premises provides muscle training),
• cultivate a positive attitude towards one’s own work activity (for example, the joy of a flowering indoor plant, which the child has diligently cared for for several months, or the neat appearance of a shirt after the child himself sewed on a torn button),
• to establish a positive attitude towards working in a team, to form a sense of camaraderie in the process of joint work.

Labor activity contributes to the unity of the children's team

The tasks of labor education to achieve these goals vary depending on the age of the children, as well as the types of labor activities practiced in kindergarten.

Table: tasks of different types of work activities in the preparatory group

This is interesting. The tasks of labor education in the context of the new requirements of SanPiN are almost completely leveled out. After all, according to the provisions of regulatory legal acts, work in nature for children in preschool educational institutions is actually prohibited. The only thing allowed was watering flowers, since it is prohibited to keep fish and birds in a group. And even the beds are now made by the assistant teacher. That is, children become observers, and not participants in work activities, which, of course, leaves a significant imprint on the entire process of education. Therefore, it is important to find compromise ways to involve children in work, for example, organizing work activities in the form of helping adults.

Labor activity organized in the form of assistance to adults does not conflict with the norms of SanPiN