Summary of a lesson on familiarization with the environment “Journey to Autumn” (for children of the preparatory group with special needs).

FCCM preparatory group

Long-term plan for FCCM for children of the preparatory group

Literature:

1. Dybina, O.V. Familiarization with the subject and social environment Preparatory group for school. –M.: MOSAIC-SYNTHESIS, 2015.-Page. 80

2. Shorygina, T.A. Conversations about the Russian North. Methodological recommendations.-M.: TC Sfera, 2010.- P.96

3. Kolomiychenko, L.V., Chugueva, G.I., Yugova, L.I. On the way to goodness. Classes for children 6-7 years old on social and communicative development and social education / L.V. Kolomiychenko. – M.: TC Sfera, 2015. – P.320

4. Malova, V.V. Lesson notes on spiritual and moral education of preschool children / V.V. Malova. – M.: Vlados, 2010

5. Kolobanova, A.I. Project “Hero of the Days of Military Glory”. Senior preschool age – Volgograd: Teacher, 2013.- P. 63

6. Environmental education of preschool children in Crimea / Textbook. - Simferopol: Crimean State Educational and Pedagogical Publishing House, 1995.-P. 65

7. Shorygina, T. A. Conversations about the steppe and forest-steppe. Guidelines. -M.: TC Sfera, 2009.- P. 64

8. Shorygina, T. A. Conversations about the Russian forest. Guidelines. -M.: TC Sfera, 2010.- P. 96

Autumn is outside

Summary of educational activities to familiarize yourself with the surrounding world in a preparatory group for school

Target:

formation of ideas about the autumn season.

Tasks:

• consolidate ideas about the seasons and their sequence;
• expand knowledge about autumn changes in nature;
• repeat the concepts of “sound”, “word”;
• introduce new words and expressions, properties and qualities of phenomena and objects into children’s active vocabulary;
• motivate children to freely conduct an active dialogue, actively speak out, justifying their opinions;
• learn to compose short descriptive stories, including using a diagram;
• develop logical thinking and coherent speech, creative imagination, auditory and visual attention;
• cultivate interest in native nature and its knowledge.

Preliminary work:
reading and discussing children's literature on the theme “Autumn”; observation of leaf fall and autumn changes in the nature of the city, on the territory of the kindergarten. Conducting didactic games “Guess which tree”, “Leaf fall”, “What came first”. Printing with autumn leaves, appliqués, modeling “Mushroom basket”. Listening to the music of P. Tchaikovsky “The Seasons” “Autumn”.

Materials:

illustrations “Seasons”, K. Ushinsky’s book “Four Wishes”, autumn leaves (from birch, oak, maple), pictures depicting these trees, a basket of vegetables and fruits, ears of wheat, rye, a diagram for compiling a descriptive story , several plot pictures and landscape paintings on the theme “Autumn”.

Equipment for the experiment according to the number of children:

flat dishes with dry soil, a strip of dark-colored sandpaper in the form of a path, trays, napkins, small watering cans with water.

Progress of the lesson

Educator :
Hello, guys.
Look at the book in my hands. What is the name of this story by K. Ushinsky? Why did the author call it not three, not five, not six, but four wishes? ( The teacher praises the children for correct, reasoned answers.
)

Educator:

I offer you the game “What is earlier, what is later?”
Please answer my questions. What happened before autumn? And later? What happened before summer? And before spring? And later in winter? ( Children answer and sit on chairs standing nearby in a semicircle facing the floor board.
)

Educator:

You did great.
Now a new game is “Find the Bug”. ( The teacher invites several children to place illustrations of 4 plot paintings “Seasons” on the board in the correct sequence and name them in order.
)

Educator:

How many months are there in a year?
How many autumn months are there? Name them. ( Children's answers
.)

Educator:

What vowel sounds do you know?
[A], [O], [I], [Y], [U], [E] and [IA], [IYU], [IE], [YO]. Let's sing them. Why are these sounds called vowels? What seasons begin with the vowel sound [O]? Now name the words that begin with the sound [O], and I will write them down. ( The teacher writes down the words the children call in a column. Then the children select definition words for these words.
)

Educator:

Guys, let's try to play with words. Let's substitute the same definition words for the word “Autumn”. What did we get?

Children:

Autumn is damp, beautiful, boring, soft, gloomy, cheerful, fearful.

Educator:

Can you say that about autumn or not?
Why? ( Children think, express their opinions, argue, prove. The teacher summarizes the children’s statements.
)

Educator:

And now we will conduct an autumn physical education session.
( The teacher scatters leaves of different colors and shapes (maple, oak, birch) all over the carpet.
) What is the name of this autumn natural phenomenon?
( Leaf fall
.) From what words was this word formed?
( Leaves + are falling.
) Let's collect leaves, but not all in a row, but of our choice only from one tree.
You can admire them, rustle, dance, run. ( Pictures of oak, birch, maple are hung on the board.
)

Educator:

Now find your tree!
( Children find their tree, run up to it, identify it, compare it by leaves.
)

Educator:

Children, close your eyes and imagine autumn in the form of a person.
( The music of P.I. Tchaikovsky “The Seasons” sounds. The children close their eyes, and the teacher speaks quietly.
) Each of you has your own autumn... Who do you imagine autumn to be?
And you? Describer her. ( 3-4 children answer. Children name and describe imaginary images of autumn. The teacher summarizes the children’s answers.
)

Educator:

Now for a moment of questions.
Why can you see fewer people wearing high rubber boots in the city in the fall than in the countryside? Where do we live in a city or village? What is the name of the asphalt path that people walk on? ( The teacher suggests going to the tables and removing the napkins from the trays.
)

Educator:

Let's move on to experiments.
What does the dark stripe look like? ( Pavement
.) Where are there more asphalt roads and sidewalks?
Walk your toes along the sidewalk. What is he like? ( Dry, rough, clean.
) Now walk on the ground, compare the sensations.
What do you think the weather was like here? ( Sunny, dry.
) Let's make it rain!
( Children use a small watering can to water the experimental surface.
) Walk along the sidewalk.
What are your fingers like now? ( Wet, damp, moist, clean.
) Walk along the ground in the village.
What happened to your fingers? ( They got dirty. Children speak out and come to an answer to the question posed.
)

Children:

It is dirtier in the village in autumn, so people wear rubber boots.

Educator:

So they say about rainy weather: “slush, damp.”
( Children repeat new words.
)

Educator:

If you were fashion designers, what color fabric would you choose for your fall outfit?
( Children's answers.
) Let's look at paintings on the theme “Autumn.”
( While the children are looking, the teacher hangs a plan diagram on the board for compiling a descriptive story “Autumn.”
)

Educator:

And now we will summarize everything we saw and new into a story about autumn.
( Two forms of work: collective and individual
).

Educator:

Well done! I liked your stories about autumn.

Lyudmila Nagornova, teacher, MADOU D/s No. 7 , Salavat, Bashkortostan