Integrated lesson using TRIZ elements for the middle group “Who lives in the village”

TRIZ games for five minutes: signs. Week 2

We continue to study and communicate. This week we will continue our conversation on the topic “Signs of objects”, we will conduct observations, experiments, and even show a little trick.

Lesson 6. Signs

Preparation Prepare a bag (you can use a pillowcase) and objects made from different materials: metal, wood, plastic, glass.

Game “Magic Bag” The task is to get only wooden objects (or only metal ones) from the bag. When taking out an object, you need to name one more of its properties.

For your next activity, print out the activity cards. Game “Find a Pair” You are given cards with objects. You need to pair them up. A pair can be based on function (for example, a broom and a dustpan), or a pair can be based on another feature. The main thing is that the child can explain his choice.

Guess riddles about objects. File "Riddles". The child must guess and find it in the room. For kids, use pictures as a guide.

Game “Find an object and shape” You are given cards with an image of an object and cards of a circle, square, triangle. You need to choose the appropriate shape for each item. The game can be made with objects: put different objects in a bag. When taking out an object, the child must match it with the corresponding card.

Lesson 7. Distorting mirror

Preparation Purchase foil cardboard or foil in advance. Activity Mirrors are everywhere, we have them in our house.

Game 1. Find all the objects in the house in which we are reflected. Game 2 Take a spoon and invite the child to look into it. On the convex side the image will be straight, on the concave side it will be inverted. This is a kind of distorting mirror effect. Let the child make this discovery himself.

How Sema and I played in mirrors - here.

Game 3 Let's play with distorting mirrors and make our own distorting mirror. First, we need foil cardboard or foil. Let's bend it so that one side is convex. And the other is concave. That is, it will turn out to be a wave. The distorting mirror is ready. Look into it. You can experiment by folding it either with the convex side or the concave side. The next step is to cut it into squares. Now glue the squares together (not tightly, but so that there is a distance of 0.2 - 0.5 mm between them, we get a kind of mirror made of squares) and we will get another crooked mirror.

Lesson 8. Observations and experience

In the first week we talked about dividing objects into living and non-living. Plants are living. But how do they eat? If you have flowers at home, then your child knows that plants need water to nourish them. Plants create nutrients from water. Let's conduct an experiment that will show how plants drink. Preparation Take Chinese lettuce leaves, a jar of water colored with food coloring.

Experience Color the water, place lettuce leaves in it and wait. The lettuce leaves will color in a few hours.

Lesson 9. Focus.

Today we will surprise the child with a magic trick.
The choice is a wet task - getting a coin without getting your hands wet https://www.youtube.com/watch?v=DLzgkvknmrs Very impressive and simple, we recommend it! Semyon was delighted with this trick. Jumping Coin This is a cute home trick that is simple and effective.
Place a small coin on the table and have someone pick it up without touching the table or the coin. Of course, even if someone volunteers to do this, they still won’t be able to. The secret of the trick: just hold your hand close to the coin and blow strongly on it from a distance of 5 centimeters. The air compressed by your breath will lift the coin and throw it into your hand. This is not possible right away, but after several exercises you can deftly perform this trick: you blow and there is a coin in your hand! Lesson 10. Legs and tails

Preparation Prepare cards with the animals you will play with. You can take animal figurines.

Game 1. Domestic and wild animals. Animals are different. For example, there are wild and domestic ones. Wild ones live in nature, and domestic ones live with humans. You are given cards with animals. The child’s task is to divide animals into domestic and wild ones, to tell about domestic ones, why this animal is needed. You can organize a game of teremok. We are building a house, each animal is knocking on the door, but it is only allowed in if the child tells us why a person needs this animal.

Game 2. Wings, paws, tail. Animals are all different: some run, some fly, etc. They are all amazing. You are given cards with animals - they need to be laid out in front of the child. Another group of cards are questionnaires. We draw one card at a time and the one who guessed the animal takes the card with the animal for himself. The player with the most animals wins. Reflection "Tails". Animals have tails. Why do you think? Let the child think. If he had a tail, what would he want it to be like? Interesting facts about tails: For this wonderful jumper, its tail helps to maintain balance (Kangaroo). On the tail of this representative of the cat family there is a fluffy tassel, and in it a sharp claw (Lion). Its tail is like a whip, it is great for driving away biting insects (cow). Her fluffy red tail flashes cheerfully between the green branches and serves as a parachute for its owner during jumps (squirrel). Her long fluffy tail covers up the traces of her cunning mistress well, especially in the snow (Fox). For this river builder, his tail is both a rudder and an oar, and in it he accumulates fat for the winter (beaver). This feathered healer would have fallen out of the tree in a moment if he had not held on to the trunk with his claws and, of course, his tail, which serves as a support for him (woodpecker). His tail helps him hunt. The blow of its tail is dangerous even for large animals. Covered with horny plates, it is as heavy as a log. With its powerful tail, this animal knocks the victim off his feet, throws him up and catches him with a huge toothy mouth (crocodile). Its head smoothly turns into a tail, there is not even a neck (Snake). This species of primate lost its tail as unnecessary (human)

You can download additional materials from this link.

TRIZ for kids: playing and studying

The theory of inventive problem solving (TRIZ), developed by Heinrich Altshuller in the middle of the last century, initially had no relation to children. Now this theory is used in many fields, including pedagogy. Already 3 years ago, its individual elements can be used in classes with children. This system is good because it does not provide ready-made knowledge, it makes you think.

The goals of TRIZ are not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place. Ultimately, associative thinking, memory, attention, observation, creative imagination develop, the skill of analyzing any incoming information is formed, and a qualitatively different attitude towards life and the world around us is formed. Classes for 3-4 year old children should be conducted in a playful way, preferably united by a common plot, and contain literary and artistic material. At this age, it is important to teach to see the duality of the world: to be able to find the good in the bad and vice versa. An important condition for successful lessons is the child’s sufficient general awareness. For children 3 years old, TRIZ fairy tales are used, i.e. fairy tales with thinking out the plot, posing a problem and solving it by the child. It is very important that the plot of the fairy tale itself is well known, and the actions of the characters are understandable. At the same time, it is advisable not only to further fantasize the plot, solving the problem posed, but also to use other game methods within the framework of the fairy tale, which will be discussed later. What methods and games can be used in games with preschoolers. Actually, this is the main question, because it is not enough to talk about TRIZ; it is much more important to act. The described games can be played separately, “on the go.” But for children 3-4 years old, a better option is when we play such games as part of a fairy tale. For example, the “yes-no” game can be used when guessing the name of a fairy tale that is being proposed to be played.

Game “Yes-No” or “guess the mystery”.

The mother makes a guess about the object, the child tries to guess by asking leading questions. The main goal of the game is to teach the child to ask the “right” questions, that is, those that cut off the wrong answers. It is the matter of time. The younger the child, the longer it will take. First, the child will ask the question “head-on”. For example, “is this a bear?”, “is this a cat?”, “is this a cube?”. Then he will realize to ask other questions: “is this alive?”, “is this a toy?”

Game "Good-bad".

And this is already a method. Based on this game, we learn to see the world from different points of view; in the future, this skill is very useful when choosing the optimal solution. Every phenomenon has two sides: good and bad. The goal of the game is to name each object's good and bad qualities. Example: "Book". It's good - you learn a lot of interesting things from books. . . The bad news is that they tear quickly.

Game "Opposites".

An analogue of our children's game “edible-inedible”. It is necessary to name the opposite phenomenon, usually carried out with a ball. The mother throws the ball to the child and names the object, the child catches the ball and names the opposite. This game teaches you to see the world systematically.

Games with open problems. Good within fairy tales.

During the game, a problem is voiced that needs to be solved, and many solutions can be thought of. For example, how to prevent the kolobok from being eaten in the forest.

A game of resolving contradictions.

The essence of the game can be described by a simple question: what will happen if a dove and an eagle exchange wings. It is good to find such questions in the surrounding reality. For example, while on a walk you see a butterfly and a dove, ask what they have in common (they have wings). What will happen if they exchange wings? In the example with the dove and the eagle. The very first thing that comes to mind is that the eagle will not be able to fly, the wings of the dove are too small for its body. And vice versa - a pigeon will not be able to control such huge wings, although it might like it.

Method of focal objects.

We transfer the properties of one object to another and come up with a model. Developing imagination. For example, what happens if you combine a lion and an eagle. Here, in a fictional animal, we must transfer the properties of a lion and a giraffe to a common creature and invent the skills of the resulting animal.

System analysis.

The point is to decompose any object into a system and a subsystem. For example, a bun consists of dough (subsystem): water, flour, egg. And the bun ran away into the forest (this is a system). The past of the kolobok is that the grandmother baked it; the future is that the fox ate it. Little frog: subsystem - legs, gills, etc., system - swamp.

Game "What will happen if.."

A game of imagination and building cause-and-effect relationships. For example, what will happen if: - there is no need to pay in the store - birds will not be able to fly - electricity disappears, etc.

Association game.

For example, wind-fan fur coat-skin singer-bird singing perfume - flower shower-sink-washcloth-soap It is good for kids to make pictures of these phenomena and find a “pair”. It is important to teach children to see the ideal end result . For example, Suteev’s fairy tale “The Apple”. There is only one apple, but there are three people who want to get it. The ideal end result is that everyone gets an apple. In Suteev’s fairy tale it is divided into three parts. In the fairy tale about the kolobok, the ideal end result is that the animals themselves do not want to eat the kolobok, then there will be no need to protect it. And now the main thing is - why are all these games needed? In life, we usually encounter problems, by solving which we must achieve a very specific final result. It can take a long time to solve, spending a lot of effort and money. In addition, the solution may not be ideal: it may require too many resources, it may not be feasible, etc. But every problem has an ideal solution, it just may not have been found yet. The games described are the first step in mastering TRIZ methods and techniques. In addition, the technique breaks the stereotypes and templates ingrained in our heads and opens the way to creative thinking, which is already quite a lot.

"TRIZ games for developing creativity"

Consultation “TRIZ Games for the Development of Creative Abilities”

Target:

increasing the competence of parents in the field of innovative technologies.

Tasks:

introduce parents to TRIZ technology; introduce the methodology for conducting games and exercises using TRIZ technology; to form a desire to help your child, the ability to find contact with him.

Life constantly presents us with challenges, and our fate depends on their solution. How to raise a person who can easily solve problems that arise? Teachers know well that any child can be a creative person; he is potentially talented from birth.

To raise a talented person, it is necessary to develop in preschool childhood creative thinking, the ability to think outside the box, to look at the world around us. TRIZ pedagogy deals with solving these problems.

The goal of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place.

Don't be confused by this loud name - TRIZ - the theory of solving inventive problems. Everything great starts small. TRIZ is a unique tool for searching for original ideas and developing a creative personality.

Since preschool childhood is a sensitive period for the development of abilities, it is therefore necessary to develop the abilities of children as early as possible.

TRIZ motto “Creativity in everything”

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The main means of working with children is pedagogical search. The teacher does not give children ready-made information, but teaches them to find it. TRIZ allows you to gain knowledge without overload, without cramming. One of the main indicators of a child’s level of development can be considered the richness of his speech. And his overall mental development and future success at school largely depend on these data. That is why TRIZ pedagogy focuses on this area. The child’s ability to communicate, explore the world, and plan his actions is formed as his speech develops. It was TRIZ methods that made it possible to create methods for developing the speech of preschoolers, which best allow teachers to solve problems of speech development.

I bring to your attention a selection of games that can be safely used when teaching children.

1.Exercise “What our palms look like”

Goal: development of imagination and attention.

Invite children to trace their own palm (or two) with paints or pencils and come up with, fantasize, “What could this be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.

2. Exercise “Magic Blots”

Goal: development of creative imagination; learn to find similarities between images of unclear outlines and real images and objects.

MAGAZINE Preschooler.RF

Age category 5-6 years

Software tasks:

• consolidate in children the concept of the general word “transport” ;
• introduce the history of the emergence of various types of transport;
• exercise the ability to classify transport by type;
• promote the involvement of children in an active thought process;
• develop controllability of the imagination in accordance with the task.

Types of children's activities: cognitive - research, communication, play.

Planned results:

• distinguishes and names types of transport,
• able to reason, analyze,
• active and friendly in communication with adults and peers.

Preliminary work:

• examination of illustrations on the topic “Transport” ;
• monitoring traffic on the street;
• coloring pictures – coloring books and drawing various types of transport;
• listening to audio recordings of noises and signals produced by various types of transport;
• making the game “Wonderful Things” and getting to know it;
• riddles about modes of transport;
• didactic games;
• involving parents in making crafts from waste materials.

GCD

- Guys, look at these pictures and guess what we will talk about today? (on the flannelgraph there are pictures with types of transport).

- How to call all this in one word?

— Why do you think people need transport?

— What types of transport do you know? (water, air, ground)

— Guys, what can be classified as air transport?

— What symbol can be used to indicate air transport? (children's answers)

- Like a cloud.

- Why do you think so?

— Because planes fly high in the sky between the clouds.

— Great, we’ll designate air transport with a cloud like this. (The teacher draws a cloud over the air transport)

— Guys, name the transport that moves on the ground?

— What icon can be used to indicate ground transport? (children offer various options, stop at the strip)

— Striped, because cars and buses drive on the roads. (The teacher draws a stripe near ground transport)

— Guys, what do you classify as water transport?

- What icon do we use to designate ships, boats, boats that sail along rivers and seas?

— A wave or a wavy line. (The teacher draws a wavy line over the water transport)

— Guys, what do you think, which of the modes of transport depicted here moves the fastest and has the highest speed?

— That's right, an airplane, an airliner.

Reading of the poem “Liner” by G. Sapgir.

The liner takes off, the liner is a passenger plane. The airliner is as tall as a three-story building, and you can fly on it too,

At least you haven’t grown up to his big wheels yet.

Didactic game “Rides, swims, flies” :

Each child has a card with a picture of a vehicle. Children must take it to where the icon corresponding to this particular type of transport is shown.

- And now, guys, I’ll tell you how the first types of transport appeared (the teacher accompanies the story by showing illustrations - pictures on a magnetic board).

“At first, people moved independently and carried all the loads on themselves. Do you think it was easy to carry heavy weights? That's right, it was very difficult.

But then... domestic animals came to the aid of man. Horses, donkeys, and in hot countries, elephants. Man got the opportunity to travel and transport small loads.

Then man invented a boat and a sail, began to build ships from wood and use the power of the wind inflating the sails, he got the opportunity to sail along rivers, seas, and then oceans, to discover distant and mysterious lands.”

Breathing exercises “The wind blows the sails” :

Children are invited to blow on a napkin - the wind inflates the sails. Offer to try different strengths of wind - breathing.

“For many years, domestic animals and the wind served man. But the needs of people were growing all the time and no horses could lift the weights that people needed to carry over long distances.

And then the man realized that he needed to invent vehicles himself. This is how other types of transport appeared, the first of which was... a balloon.

The balloon could lift a person and transport him a long distance. Alas, it was almost impossible to control the ball - it flew only where the wind carried it. Therefore, people had to invent further.

After some time, man invented the engine - the heart of any machine. The first engines ran on coal and wood, they were very smoky and smoked, but they helped the inventors build the first train - a steam locomotive.”

Physical school:

Hands to the sides - flying on tiptoes in a circle, We send the plane. arms out to the sides Right wing forward, turn over the right shoulder Left wing forward, turn over the left shoulder

Our plane has arrived. running on their toes in circles,

arms outstretched

- That's how many types of transport people have created to make their work easier.

— Guys, let’s imagine ourselves as “designers” and “invent” our own car of the future.

Didactic game “Wonderful things”:

— On the table are cards with pictures depicting smell, material, sound, method of movement.

— Children are invited to create a car of the future by choosing one card with the listed characteristics.

— One child chose the material - glass, the second child chose the smell of candy, the third child chose the sound of a bell, the fourth child chose the method of movement of the kite.

- Next, the children describe the car: the car is glass, has the smell of candy, honks like a bell and crawls like a snake.

— TEACHER: — Guys, what’s good about having a glass car?

- CHILDREN: - Everything is clearly visible.

— TEACHER: — What’s wrong with a glass car?

- CHILDREN: - It may break.

— TEACHER: — What’s good about a car smelling like candy?

- CHILDREN: - This is a delicious smell, it will be pleasant to drive.

— TEACHER: — What’s wrong with a car smelling like candy?

— CHILDREN: — You can be distracted by the delicious smell and not watch the road.

— TEACHER: — What’s good about a car ringing like a bell?

- CHILDREN: - The bell sounds melodic and gentle.

— TEACHER: — What’s wrong with the car ringing like a bell?

- CHILDREN: - I'll get tired of her ringing.

— TEACHER: — What’s good about the car moving like

- snake?

- CHILDREN: - She will move slowly and will not have an accident.

— TEACHER: — What’s wrong with the car moving like

snake?

- CHILDREN: - It will take a long time to move, you may be late where you are going.

— TEACHER: — So we created our own car of the future.

Reflection.

• This is the kind of car of the future we have created today.