Long-term design planning. Construction in the second junior group: tips and examples Construction 2 ml gr topic shoes

KSU Malubinskaya Secondary School

Mini-center "Rucheyok"

Lesson notes for the “Zerek Bala” program

Second junior group (3 – 4 years old)

Educational area "Cognition"

Subarea "Design"

Compiled by: preschool teacher

education and training Pavlova N. V.

year 2013

Introduction

Target: formation of simple constructive skills in young children preschool age.

Tasks:

1. Teach design using building materials and paper.

2. Learn to build buildings according to your own plans, combine them according to the plot and play them out, the desire to finish the construction you started.

3. Develop the ability to work individually and in a team, establishing friendly relationships with peers.

4. Develop creative imagination and artistic taste.

Construction from building materials

Learn to build simple buildings from parts of different colors and shapes, use techniques: attaching, attaching parts, placing bricks, plates vertically and horizontally, placing them in a row, in a circle, along the perimeter of a quadrangle, placing them close to each other, or at a certain distance .

Develop the ability to change buildings by building on or replacing some parts with others, for example: “Paths” (for cars and pedestrians, wide and narrow), “Fences for kids and camels” (high and low), “Gates” (low, high, wide, narrow).

Encourage children to name the main parts of the building material (cube, brick, plate, prism), their color, size. Teach to distinguish parts of a building by size (large - small, long - short, high - low, narrow - wide).

Paper construction

Develop the ability to transform sheets of paper into three-dimensional forms using paper construction methods: crumpling, tearing, twisting (for example, grass, dandelions, birds).

Class notes

1.Design from paper

Subject:"Book"

Target: Learn to fold a rectangular sheet in half, matching the corners and sides. Practice folding a sheet in half. Cultivate hard work and a desire to please loved ones.

Sample - a book. Various books, notebook, album. A piece of landscape paper for each child, markers.

Bilingual component: book - kitap

Progress of the lesson.

The teacher invites children to look at books, notebooks and albums; name the differences and similarities between these objects. He offers to give his mother a gift - a beautiful book.

Shows and explains how they will make the book: “Watch carefully and remember how we will make the book. Take a rectangle and place it on the table with the long side facing you (accompanied by showing it on a sample). We bend it exactly in half in the middle so that the corners and sides of the opposite parts of the rectangle exactly coincide. Iron the fold from top to bottom, holding the book with your hand.”

Finger gymnastics.

Children bend sheets of paper. The teacher recalls the techniques of folding a sheet in half. Invites children to draw pictures in the book as they wish.

Summary of the lesson.

The teacher lays out books on the board and draws the children’s attention to the fact that there are a lot of beautiful books. Asks questions: “What did we do? How did you do it? What did Medet (Murat) draw in his book? Did you enjoy making the book?”

He offers to give the book to mothers when they come to pick up the children in the evening.

2.Designing from paper

Topic: “Colorful leaf fall”

Target: Expand children's understanding of changes in living and inanimate nature in the fall, talk about the natural phenomenon of leaf fall. Teach children to tear paper into small pieces. Develop fine motor skills, consistency of both hands.

Demonstration and handout material: Thematic posters “Autumn”, “Leaf fall”; bouquet of autumn leaves; strips of paper in green, red, yellow, orange;

Bilingual component: sheet - zhapyrak, autumn - kuz, orange - sar ғ ylt, yellow - sary, red - kyzyl, zhasyl - green.

Progress of the lesson.

The teacher invites all children to look at beautiful bouquet from autumn leaves, pronouncing the color and size of the leaves.

Reads V. Shipunova’s poem “Autumn Bouquet”:

Let's collect an autumn bouquet

For grandma's birthday.

Green leaf, burgundy leaf,

Here's the green leaf again

Yellow leaf, golden leaf...

We'll take them home.

We need a lot of leaves.

Let them attack again.

Draws children's attention to paintings depicting autumn.

The teacher says: « Summer has passed, autumn has come. It’s cold outside in autumn, the leaves on the trees are now not only green, but what kind? (yellow, red). The sky in autumn is dark, there are clouds on it, it will probably rain. The wind blows and the leaves fly off the trees."

He suggests making colorful leaves and showing how the leaves fall to the ground. And multi-colored paper will help you and me do this. He asks what color paper we will take (red, yellow, green, orange). He gives the children strips of paper of different colors and asks them to tear them into pieces to make small, light leaves.

Finger gymnastics “Autumn Leaves”

One, two, three, four, five - (bend fingers, starting with thumb)

We will collect leaves (clench and unclench fists)

Birch leaves, rowan leaves,

Poplar leaves, aspen leaves, (bend fingers, starting with the thumb)

We will collect oak leaves,

Let's take an autumn bouquet to mom

(walk on the table with the middle and index fingers)

Independent activity of children.

Children sit at tables, pick up strips of paper (one of each color) and tear it into small pieces. The teacher helps children who have difficulty completing a task.

Summary of the lesson.

The teacher reads a poem. Invites the children to all throw the multi-colored leaves they have prepared high above them and spin around.

Leaves are falling, falling,

It's leaf fall in our garden.

Red, yellow leaves

They curl and fly in the wind.

He praises the children: “How many colorful leaves the guys made!”

3.Paper design

Subject: "Christmas tree"

Target: Teach children to fold a square diagonally, combining the corners and sides. Develop imagination, teach them to see a Christmas tree made of folded paper of a certain color and shape. Develop fine motor skills and coordination of both hands. Cultivate neatness and the desire to make quality crafts.

Demonstration and handout material: Snowman toy, artificial Christmas tree. Green square blanks 10x10 cm.

Bilingual component: Christmas tree - shirsha, snowman - akkala

Progress of the lesson.

Guys, look who came to visit us! Yes, it’s a snowman, he’s rushing to the animals with a Christmas tree! Look what kind of Christmas tree he has? (green, prickly, branchy, fluffy). What does a Christmas tree look like? (on a triangle, bag, mountain). The Christmas tree is beautiful, but the Snowman has a problem, he has only one Christmas tree! So the snowman is afraid that every forest child will want to decorate the Christmas tree in his house. How can we help him? (Make Christmas trees for the animals).

Shows and explains how they will make the Christmas tree: “Watch carefully and remember how we will make the Christmas tree. We take a green square and place it on the table with an angle towards us (accompanied by a demonstration on the sample).

We bend it away from us exactly in half diagonally so that the corners and sides of the opposite parts of the square exactly coincide. Iron the fold from the middle to the edges on one side and the other, holding the Christmas tree with your hand.”

Finger gymnastics"Herringbone"

There is a Christmas tree in front of us: (The fingers are intertwined, the top of the “Christmas tree” is made from the thumbs)

Cones, needles. (Fists; index fingers extended).

Balls, lanterns, (“Balls” from fingers up, down).

Bunnies and candles, (“Ears” from the index and middle fingers; both palms are folded, fingers clenched)

Stars, people. (Palms folded, fingers spread; middle and index fingers on the table or looking down).

Soon we will dress her up for the holiday.

Independent activity of children.

Now let’s go back to the tables and once again remember how we will work. Children no-turn name the stages of work, based on the example, and get to work. The teacher encourages the children to make several Christmas trees. During the lesson, he helps children who have difficulty and gives reminders.

Summary of the lesson.

Now look what green beauties we have created and now there are enough of them for all the forest dwellers to meet New Year!

4.Designing from paper (team work)

Subject: "Dandelions in Spring"

Target: Develop the ability to transform sheets of wet yellow paper into three-dimensional round shapes (crumpling). Develop imagination, teach to see flowers in lumps of paper of a certain color, shape and size. Cultivate an interest in teamwork.

Demonstration and handout material:

Bilingual component: dandelion – bakbak, sun –Toүн, grass – wөп, green – zhasyl, yellow – sary.

Progress of the lesson.

The teacher talks with the children about spring, about green grass, about the beauty of a green meadow, and shows illustrations of landscape compositions.

Asking questions: " What is shown in this picture? (dandelions, grass, butterflies.) What does a dandelion have? (petals, flowers.) What color are dandelions? (yellow) How else can you say: what kind of dandelions? (beautiful, spring.) What can dandelions be compared to? (with the sun)

Let's make dandelions out of paper and combine them into a large panel. He asks what color paper we will take. We will make the dandelions by crumpling the paper into round shapes and placing them on this green clearing (unfolds whatman paper on the table)

The teacher resembles the method of making dandelion: lightly moisten a sheet of yellow paper with a wet cloth and crumple it well, forming a round shape. Then we place the resulting flowers on a green clearing.

Finger gymnastics.

Independent activity of children.

The teacher provides children practical help, teaches you to work carefully, tear paper into even strips, arrange them beautifully against the background and glue them yourself, coordinating your work with the actions of other children.

Summary of the lesson.

Children admire the work done and note the beautiful combination of yellow and green colors. The teacher says that they all tried. Asks questions: “What kind of meadow did we get? (beautiful, yellow, spring.)
What flowers bloom in our meadow, what are they called? (dandelions)

M. Polyanskaya reads a poem:

Dandelions are everywhere

On spring grass:

Flashed in the yard

They fled across the mountain,

They hid in a ditch.

5.Designing from paper (teamwork)

Subject:"Bullfinches on a Rowan Branch"

Target: Continue to teach children to crumple soft paper into strong lumps with their fingers, to work independently, carefully. Clarify and generalize children’s knowledge about the bullfinch and trees in winter. Develop imagination, teach to see bullfinches in wads of paper of a certain color, shape and size. Cultivate an interest in teamwork.

Demonstration and handout material: a picture depicting bullfinches on a rowan branch; a sheet of Whatman paper with a rowan branch drawn on it, red paper.

Bilingual component: bullfinch - Boztorg ay

Progress of the lesson.

The teacher offers to guess the riddle:

Snow fell, and this bird

He is not at all afraid of snow.

We call this bird

Red-breasted... (bullfinch).

Places on the board a picture depicting bullfinches on a rowan tree.

Offers to look at the bullfinch and: draws attention to the fact that the bird’s body is covered with feathers, the feathers on the chest are red, the feathers on the back are gray, and the feathers on the head are black. The bullfinch has two wings and flies; there is a tail, beak, legs with claws. The bullfinch has no visible neck; its head immediately merges into the body, which is round and short. The bullfinch is a very beautiful and important bird.

Talks about rowan. In winter, the trees are bare, without leaves. Snow falls on the trees. In winter, trees covered in snow are very beautiful. There are berries preserved on the rowan tree. There is white snow on the red rowan berries. Birds fly in and peck berries from the rowan tree.

Let's make these paper birds and combine them into a large wall panel. We will make bullfinches by crumpling paper into round shapes and placing them on these branches (unfolds whatman paper on the table)

Shows how to make a bullfinch: lightly moisten a sheet of red paper with a wet cloth and crumple it well, forming a round shape. Then we place the resulting bullfinch birds on a rowan branch (pinned with a pin).

Finger gymnastics.

Independent activity of children.

The teacher helps children who have difficulty, reminding them of the method of crumpling paper.

Summary of the lesson.

Did you guys enjoy working together? Today we each made one bird, and when we put them together, we got a whole flock of bullfinches! Let's decorate our room by hanging a picture on the wall.

Reads the poem “Bullfinch” by A. Chepurov:

Black-winged, red-breasted,

And in winter it will find shelter:

He is not afraid of colds

With first snow

Right here!

6.Paper design

Subject: " New Year decoration»

Target: Introduce children to the tradition of decorating christmas tree toys, garlands. Develop children's imagination, teach them to see Christmas tree decorations (balls) in multi-colored paper lumps. Train children to crumple a large sheet of soft paper into a tight ball, construct a New Year's garland from multi-colored “balls,” alternating them by color in a given order. Learn to work together, coordinating your actions with the actions of the children in the group.

Demonstration and handout material: pictures depicting the New Year's holiday, paper table napkins (large in size) 3-5 colors, 5-7 sheets for each child.

Bilingual component: New Year - Zhan a zhyl, Christmas tree - shirsha

Progress of the lesson.

The teacher reminds the children about the approaching winter holiday; asks a riddle about the Christmas tree:

To every home on New Year's Eve

This tree will come
Green and prickly,
It's called... (Christmas tree).

The teacher engages the children in a conversation about the upcoming holiday and invites them to look at pictures depicting the holiday.

Asks questions: “What is this? (Christmas tree.) What kind of Christmas tree? (Beautiful, elegant, green.) What is the Christmas tree decorated with? (Balloons, toys.) What will we hang on the Christmas tree? (Toys, lights.) This is a garland. Asem, tell me: what is this? Garland, what kind? (Long, multi-colored.) Where does the garland hang? Asem, tell me: where is the garland hanging? (The garland hangs on the Christmas tree)"

Then the teacher reads a poem about E. Blaginin’s decorated Christmas tree “Yolka”:

What a wonderful Christmas tree!
How elegant, how beautiful!
Here the lights are lit on her,
Hundreds of tiny lights.

Children, with the help of a teacher, figure out how to decorate a Christmas tree in a group: you can make a garland from multi-colored paper “balls”.

The teacher reminds how clumps are made from napkins of different colors. These lumps will be balls for decorating the Christmas tree. The teacher places the lump-balls in a certain sequence, pays attention to the given order of alternation of colors and asks to name the color of each lump-ball.

Finger gymnastics.

Independent activity of children.

Children work independently. The teacher suggests laying out the finished “balls” in a chain on the edge of the table, alternating them by color in a given order.

Summary of the lesson.

At the end of the lesson, the teacher “collects” all the “balls” with a needle and thread. Invites you to admire the garland.

Asking questions : « What did we get? What is this? (Garland.) Where will we hang it? What does the garland hang on? What do the balls hang on? (On a string.) What color are these balls, what are they? How did the garland turn out? (Long, multi-colored.) What did we do? (We decorated the Christmas tree)"

Children, together with the teacher, choose a place in the group room for the garland and admire it. The teacher draws the children’s attention to the fact that such a beautiful and long garland can only be made by everyone together.

7. Paper construction

Topic: “It’s snowing”

Target: Continue learning to tear paper into small pieces. Develop children's imagination, teach them to see white snow in small pieces of paper. Develop interest in the natural phenomenon “snowing”. Develop fine motor skills and coordination of both hands.

Demonstration and handout material: illustration of a winter forest,

Bilingual component:

Progress of the lesson.

The teacher brings a bucket of snow to the group. Asks questions to children:

Guys, look what's in my bucket? (snow)

Look what color our snow is? (white)

Touch the snowball. What is he like? Warm or cold? (cold)

The teacher shows an illustrative picture of a winter forest, shows the children that all the trees in the forest are covered with snow. This snow covered the branches so that the trees would not freeze in winter.

The teacher invites the children to spin like snowflakes (Children spin to the music)

He offers to make snow and show how the snow falls quietly, white, pure, like fluff. And paper will help you and me do this.

He asks what color paper you and I will take (white). He gives the children strips of white paper and suggests tearing them into small pieces to make small, light snowflakes.

Game exercise.

"It is snowing". Formation into a circle.

Snowflakes are falling from the sky,

Like in a fairy tale picture.

We'll catch them with our handsChildren raise their arms above their heads and make a praise

And we'll show mom at home.tactile movements, as if catching snowflakes.

And there are snowdrifts around,Stretching - arms to the sides.

The roads were covered with snow.

There's a fox jumping in the forest,Jumping in place.

Like a soft red ball.

Well, let's go, let's goWalking in circles.

And we come to our house.

Independent activity of children.

Children sit at tables, pick up strips of white paper and tear it into small pieces.

The teacher helps those who do not succeed.

Summary of the lesson.

The teacher reads a poem I. Demyanova

Snowflakes-stars are flying.

I look from under my hand:

Spinning, dancing in the air,

Fluffy and light! The street became brighter

The village is more beautiful.

Snowflakes are flying and spinning,

All around is white and white!

He invites everyone to throw the snow high above them and spin around. Praises the children: “How much white, fluffy snow the guys made”

Asks questions: “Can our snowball melt? What happened to our snow in the bucket? Why did the snowball melt and turn into water?

8.

Topic: “Paths for cars and pedestrians”

Target: Expand children's understanding of changes in living and inanimate nature in the fall, talk about the ripening of vegetables. Learn to build two versions of a road based on a model (a narrow path for pedestrians, a wide road for cars). Learn to distinguish between the wide and narrow sides of a brick, and connect the bricks tightly (narrow and wide sides). Develop imagination, teach to see the road in the elements of building material. Learn to play around with the building, disassemble your buildings and carefully put the parts in a box. Cultivate an interest in constructive activities, a desire to build and complete the construction that has been started, and to work in a team of peers.

Demonstration and handout material: pictures of vegetables; wide roads with cars filled with harvests and paths leading to the garden; bricks; toys: a small doll and a car.

Bilingual component: road - zhol

Progress of the lesson.

The teacher talks about a large harvest of vegetables. Invites you to look at pictures of vegetables. Then he turns the children’s attention to other pictures, which depict cars transporting crops from the fields along a wide road, and people walking to the garden along a narrow path.

The teacher leads children to understand that freight and passenger transport (trucks, trams, buses) travel along wide roads, along narrow paths, along large roads, pedestrians walk or people (adults and children) ride bicycles. There are narrow paths at every dacha; they lead to the vegetable garden, where various vegetables ripen.

Asks questions: “What is shown here? What do you see here? (This is a garden. This is a house.) What is it? (Road.) Is the road wide or narrow? What is she like? And what's that? (Path.) What can you say about the path? What is she like? (Narrow, long.) What is this? (These are vegetables.) What road is the car going on? Narrow or wide? What is this path? (Narrow.)

Summarizes the conversation using pictures: in order to go by car to pick up the harvest and bring it home, you need to build a wide road of bricks.

The teacher shows the children the bricks and asks what these parts are called. He suggests taking bricks in your hands, examining them, finding the narrow and wide sides.

He explains and shows how to build a wide road, how to connect the bricks together: “Look how I will build a wide road. I took one brick and laid it like this. I placed the brick on the wide side. Now I take the second brick. I'll put it like this, close to the first brick. I laid brick by brick, the bricks lay side by side. Look how I laid the bricks: wide side to wide side. There wasn't even a crack left between the bricks. The bricks lie nearby. I placed them carefully. And I’ll lay another brick in the same way. That's how many bricks I laid."

He offers to examine the constructed road and clarifies its purpose: a wide road for cars.

The teacher constructs a sample of a narrow path. He explains and shows how to build a narrow road, how to connect the bricks together: “I took one brick and laid it like this, on the widest side. Now I take the second brick. I'll put it like this next to the first brick. Look how I laid the bricks: narrow side to narrow side. There was no crack left between the bricks. I'll also lay another brick. And one more. That's how many bricks I laid. What did I do, what do you think? Was the road narrow or wide? (narrow) Offers consideration of the constructed road, clarifies its purpose: a narrow road for pedestrians.

Independent activity of children.

The teacher provides an individual demonstration of how to tightly connect parts.

Summary of the lesson.

Playing off the building.

The teacher helps the children combine all the narrow paths and all the wide roads; hands out small dolls and cars to the children, asks which road is best for them to travel on. Offers to play with toys - lead dolls along a narrow path, drive cars along a wide road; reads a poem by E. Pozhilenko:

We drove, we drove,
We arrived at the dacha.
The children walked, walked, walked,
We went into the garden.

The teacher gives a positive assessment of the children’s efforts: “What good roads they turned out to be! What a wide, flat road for cars! And the narrow path is good!”

After the children have played with their buildings, the teacher shows how to dismantle the buildings and put the material in place; Encourages those children who are eager to help put material in place.

9. Construction from building material

Topic: “Paths long and short”

Target: teach children to place parts horizontally, close to each other. Strengthen the ability to compare objects by length. Develop the ability to get things done. Develop imagination, teach to see the road in the elements of building material. Learn, play with the construction, disassemble your buildings and carefully put the parts in a box.

Demonstration and handout material: strip of blue paper, 2 houses; 5 long and 5 short bricks for each child.

Bilingual component: road - zhol

Progress of the lesson.

The teacher has a strip of blue paper on his desk - a river, there are 2 houses.

The teacher says that the dolls Dinara and Zhuldys live in the houses. They love to play by the river and swim. The dolls want paths to be laid from their houses to the river, but they don’t know how to make them.

Offers to help Dinara and Zhuldys build paths. Asks questions: “What can paths be built from? Should the paths be built the same length? Which bricks are best to build a long path from? Which bricks are best to build a short path from?”

With the help of the children, he selects long bricks and, connecting them with short sides, builds a long path. A short track is built in the same way. Children pay special attention to the fact that the bricks should be located close to each other (“So that the dolls can walk on them comfortably”). Invites the children to build a long path first, then a short one.

Independent activity of children.

The teacher makes sure that the children place the bricks close together. Encourages children to pronounce words during the construction process: long, short - brick, long, short - path.

Summary of the lesson.

After finishing the work, the teacher asks if the paths are the same length, which path Dinara will walk on, which path Zhuldys will walk on.

The teacher offers to play with the buildings: children take dolls along paths to the river, swim, sunbathe, and go home. After the children have played with their buildings, he suggests disassembling the buildings and putting the material back in place.

10. Construction from building material

Topic: “Gates” (low, high)

Target: teach children to change the design of an object by placing it in height. Strengthen the ability to make ceilings, select parts according to the size of the toys. Develop the ability to get things done. Develop imagination, see gates in elements of building material. Learn, play with the construction, disassemble your buildings and carefully put the parts in a box.

Demonstration and handout material: 4 bricks and 4 cubes for each child; cars.

Bilingual component: gate - kakpalar

Progress of the lesson.

The teacher asks what types of gates there are (high and low, wide and narrow)

Shows and explains how to construct a gate: install 2 bricks at a distance from each other and cover them with a third one. The result is a low gate.

The teacher explains and shows how to increase the height of the gate: install cubes on 2 bricks and cover them with the top brick.

Independent activity of children.

With the help of the teacher, children increase the height of the building.

Summary of the lesson.

The teacher gives a positive assessment of the children’s efforts. He invites them to play with the buildings: children bring cars of different sizes through the gates. After the children have played with their buildings, he suggests disassembling the buildings and putting the material back in place.

11. Construction from building material

Topic: “Big and small gates” (wide -high, narrow - low)

Target: Expand children's ideas about gates (wide - narrow, low - high); supports, floors used in the construction of gates and other structures. Learn to correlate the sizes of buildings with the sizes of toys; build a low gate based on the model (two supports and a simple ceiling) and a high gate according to conditions (changing a set of parts or one design parameter); analyze a sample of a building, name the building parts from which these parts are built. Develop imagination, teach to see gates in the details of building materials. Learn to correctly place supports in the space of the building (place one support exactly opposite the other); carefully disassemble the structure and put the building material into boxes; beat the building.

Demonstration and handout material: Bricks: 3 short, 4 medium; 2 high bars; 3 cubes; toys: passenger car and truck.

Bilingual component: gate - Kakpalar

Progress of the lesson

At the beginning of the lesson, the teacher reinforces with the children their knowledge of the details of the building material. He shows bricks of two sizes and a cube, and asks the children to name them. He introduces them to a new part of the building material - a block, and clarifies that the block is similar to a cube, but tall.

Asks questions: “What details do you know? What is this part called? (This is a cube.) What is this? (This is a brick.) Show the widest side of the brick. Show the narrow short side. Where is the narrow long side? Are these two bricks the same or different? Show me the long brick. Is this brick long? (No, it's short.) Look, here's one more detail. This is a block. What does the block look like? These are all construction details. What can you do with them? (Build)"

The teacher says that today the children will build gates - wide - high, narrow - low

Explains and shows how to build a low gate using three short bricks: “To build a gate, it is important to position the pillar bricks correctly. One column must be placed exactly opposite the other column. It is necessary to place the brick columns at a short distance from each other - so that a passenger car can drive between them. (Checks the distance by moving the machine between the posts.) Carefully place another brick on top of the supports - the ceiling. The ceiling brick must be placed on the posts with its wide side - neatly, evenly.”

Then the teacher turns to the children: “Can a tall, wide truck get through this low gate? Why not? Let's check! What needs to be done to make the gate taller and wider?

Children practically identify the discrepancy between the size of the gate and the size of the car. They find out that a tall and wide gate will be built from three medium bricks and two cubes. When children answer, the teacher makes sure that the children do not replace the words “high” and “low” with the words “big” and “small”, and corrects mistakes.

The teacher suggests building narrow - low gates for a passenger car, wide - high gates for a truck.

Children build gates on their own. The teacher supervises children's construction, provides practical assistance, gives advice, encourages unsure children, and evaluates children's constructions.

Then he explains: in order for the gate to be strong, it must be strengthened; a cube must be placed at each support. You need to strengthen the gate - place cubes on both sides of the supports - and check whether a tall truck can pass through this gate.

The teacher says that the children built a high gate. But such gates can be built not only from bricks and cubes. They can be built from other parts. The children are given the task: to build a high gate, but use bars for supports. The teacher helps children who have difficulties at work.

Summary of the lesson.

At the end of the lesson, everyone examines the resulting gate and notes its features (strength, width, height).

Asks questions: “What have we built? What parts did we use to build the gate? What did we take? What is the ceiling on? Are the pillars lying down or standing?
The teacher praises the children for their efforts while working and invites them to play with the cars. Then he asks to quietly dismantle the structures and put the material in boxes.

12. Construction from building material

Topic: “Furniture for dolls”

Target: Teach children to build buildings by combining bricks, cubes and plates. To develop the ability to transform buildings in width. Continue to learn how to play with the building, disassemble your buildings and carefully put the parts in a box.

Material: dolls of different sizes, building parts - cubes, bricks, plates of different colors.

Bilingual component: furniture - Zhiһ az, doll - kuyrshak, table - үstel, chair - oryndyk, bed - kereuet

Progress of the lesson

The dolls came to visit. They ask the guys to build furniture for them.

Teacher p invites children to think about what parts can be used to build a table, chair and bed for dolls(no sample provided).

Reminds me of ways to construct a chair, a table and two beds:

1.chair: put a brick on a narrow, long edge and put a cube on it;

2. table: Let's put a brick on a narrow, long edge, and put another brick on it;

3.narrow crib (for a small doll): put two bricks and put a plate on it;

4. wide bed (for a large doll): put two bricks and put two plates on them.

He suggests beautifully arranging the built furniture so that it is convenient to play.

Independent activities of children

Pieces of different colors are laid out in piles in front of the children. The teacher gives each child a doll, slightly different in size, and asks him to build pieces of furniture for the dolls, using the color of the parts as desired. Encourages children to want to build differently.

Lesson summary

Draws attention to the buildings: “What beautiful beds, tables and chairs you built, different in color.” Asks some children to tell how the furniture was built. Distributes dishes, bedding and plays with children.

13.Construction from building material

Subject: "Long Locomotive"

Target: introduce children to the shape of a cube and its features; learn to lay out a long train on a plane; introduce the concept of “long”; teach methods of construction - application; Encourage, together with an adult, to play with the building, disassemble your buildings and carefully put the parts in a box.

Demonstration and handout material: Box with cubes; toys: bear, bunny, cat, monkey, dog.

Bilingual component: cube-cubictar

Progress of the lesson.

The teacher sings Zheleznova’s song “Steam Locomotive”:

The locomotive is moving, moving,

Three pipes and a hundred wheels.

Three pipes and a hundred wheels,

He brought the trailers.

And the trailers squeak

And the wheels are knocking.

And the wheels are knocking

Well, well, well, well, well, well, well

The locomotive puffs CHU-CHU,

I'll fly like a bird.

Chu-chu-chu-chu-chu-chu-chu,

I'll give the kids a ride!

Children line up one after another - “locomotive”, imitate the movement of a steam locomotive.

The teacher offers to make a train and ride toys on it. He asks the children who will go on the train. (Shows toys - bear, bunny, cat, monkey, dog). That's how many friends will ride the train. Let's build a long locomotive out of blocks for them.

The teacher places a box of cubes on the floor. Shows the children the cubes and asks what these parts are called. He suggests taking the cubes in your hands and examining them. The teacher and children come to the conclusion that the cube has all the same sides.

The teacher shows an example of building a long steam locomotive. He explains and shows how to build a long locomotive, how to connect the cubes with each other: “Look how I will build a long locomotive. I took one cube and put it on the floor. Now I take the second cube. I'll put it like this, close to the first cube. I put the cube next to the cube, the cubes are lying next to each other. I placed them carefully. And I'll put the cube in the same way. That's how many cubes I put in"

Independent activity of children.

Children take one cube out of the box and make a long train on the floor (cube to cube).

Summary of the lesson.

The teacher gives a positive assessment of the children’s efforts: “What a long, smooth little train we have made!”

The teacher praises the children for how hard they all worked while working, and offers to take our friends on a train ride (sing the song again). Then he asks to quietly disassemble the structure and put the cubes in the box.

14. Construction from building material

Subject:"Fence for cows and calves"

Target: Learn to alternate bricks by color, placing them on vertical and horizontal planes (for calves - a low fence, for cows - a high one). Z strengthen children's ability to close space.

Demonstration and handout material: images of animals; bricks of different colors, green sheets of paper, large small figurines of cows and calves on stands with which they can stand on the table.

Bilingual component: cow - siyr, fence - korshau

Progress of the lesson.

Teacher distributes large and small cardboard figures of cows and calves to children. Asks who it is(Cows and calves)Our cows and calves will graze on the grass(gives two sheets of green paper).What color is the grass?(Green.) The grass is green, and cows and calves graze on it. But they can go far and get lost. Guys, let's fence off the grass with the cows and calves and build them pens.

We will use bricks for this:(In front of each child there are bricks of different colors.)

We will have a large and high corral for cows, so that the cows can walk in it, nibble grass, but so that they cannot step over the high fence and run away. The bricks should be placed vertically on the short narrow side, close to each other. To prevent the cows from running away, the ends of the pen must be closed.

Our calf pen will be small and low, because calves are smaller and shorter than cows. The bricks should be placed horizontally on the long narrow side, close to each other.(Installs one brick.)

To make the pens beautiful, build them from bricks of different colors.

The teacher reminds that fences must be carefully closed into quadrangles(for calves – low fence, for cows – high)

Independent activity of children.

Children build fences on their own. The teacher supervises the children's construction. Practical help is provided to children who have difficulties.

Summary of the lesson.

Teacherdraws children's attention to each built pen.

Asks questions: What were we building? What size pen was built for cows, and what size for calves? Why? Made from bricks, what colorMedet (Askhat)built a pen? How many bricks did we need?

The teacher praises the children for all their efforts while working and invites them to play with animal figures. Then he asks to quietly dismantle the structures and put the material in boxes.

15. Construction from building material

Subject:« Fence around the kindergarten"

Target: Teach children to build a fence different ways, placing bricks around the perimeter of the quadrangle. Encourage children to play with the building and use small toys for play. Cultivate a desire to build and finish the construction started, to work in a team of peers.

Material:“Kindergarten” layout, 10-12 bricks and cubes for each child.

Bilingual component: kindergarten - bala baksha, fence - dual

Progress of the lesson.

Children look at the “Kindergarten” model. The teacher teaches to recognize and name the objects of the kindergarten (Figures on a stand - trees, flower beds, playground). Draws children's attention to beautiful trees, flowers, and brightly colored objects on the site. Invites you to think about what is missing in the proposed composition.

Asks a riddle:

One hundred planks in one row
They stand tightly tied. (Fence)

The teacher suggests “building a fence from boards around the kindergarten”

Asking questions: " What parts do we need?(Bricks)

He explains and shows how to build a fence: “I put the brick on the short side (shows the short edge) and turns the wide side towards me, like this (shows). And so put all the bricks close to each other in a quadrangleat»

He proposes to build a fence around the kindergarten according to the proposed model.

Independent activity of children.

The teacher encourages those children who independently and immediately begin to complete the task, helps all children with advice or practically.

He proposes to build a fence differently, from bricks and cubes. Take the cubes and place them side by side, then place the bricks on the cubes on the short side and the wide side towards you.

Summary of the lesson.

The teacher notes the quality of the work and the degree of participation of each child. He hands out small figurines of dolls and invites them to play “in the kindergarten area.”

After the children have played with their construction, he suggests dismantling the construction and putting the material back in place.

Construction from building material:

16. Topic: “Big and small houses for dolls”

Target: Teach children to change the structure of the building in length and width. Develop imagination. Learn, play with the construction, disassemble your buildings and carefully put the parts in a box. Continue to teach children to work independently at the same pace as their peers.

Material: A set of bricks, cubes, plates, prisms; sample of house construction, dolls of different sizes.

Bilingual component: house - y

Progress of the lesson

The teacher asks what should be in the house in order to live in it (walls, roof, windows, entrance). Shows a sample house and asks questions: “How are the walls of a house built? What and how are walls built from? (Made from bricks and cubes. The bricks are placed on the short, narrow side, and the cubes are placed between them.) What and how are the roofs built from?” (From the plates on which prisms are installed.)

He suggests taking the cookie and placing it in the house, and if it doesn’t fit in size, then rebuild it.

The teacher explains and shows a way to increase the length of the house - by attaching two bricks at the back and in width - by attaching bricks on both sides.

The teacher offers to build houses, says:

We are building a house: A big house,

And with a porch,

And with a pipe.

Whose is this, whose is this

New brick house?

These are children building a house.

So that the dolls could live in it.

Independent activity of children.

With the help of the teacher, children perform first one and then another operation.

Summary of the lesson.

The teacher gives a positive assessment of the children’s efforts: “What nice houses We did it! Then he offers to play with the houses.

After the children have played with their buildings, the teacher asks them to dismantle the buildings and put the material back in place.

17 .Construction from building material

Subject: " Turret and ladder"

Target:Develop the ability to build a sustainable building. Reinforce the concepts of height and color. Learn to talk about the future design, build according to a model, and analyze the construction. Continue to teach children to work independently at the same pace as their peers.

Demonstration and handout material: cubes and prisms of different colors, Kolobok toy.

Bilingual component: tower - m unara, red - kyzyl, blue - kok, green - zhasyl, yellow - sary

Progress of the lesson.

Kolobok came to visit the children. The teacher says: “Our guest - the bun - lay on the window, ran through the forest, but was never on the turret. And he really wants to sit on the turret. Let's help him, guys?

What parts will we select for the turret?(Cubes.)Where do we start?(Select cubes from the set of parts.)

If necessary, the teacher recalls the process of building a tower (cubes of the same color are used): “We take a cube and place it in front of us on the table. Now we take another similar cube and place it on the first cube, aligning it. Now we take another one and put it on top, we also trim it. This is what a tower turned out to be! High tower! What color is the tower?(Children call.)

After this, the teacher suggests building two towers of different colors - one from three cubes, and the other from four. Children select cubes of two colors and build towers. The teacher offers to decorate the tower. He shows the prism and demonstrates how to position it. Children find prisms and decorate their towers. The color of the prism must match the color of the tower.

Independent activity of children.

In the process of work, he encourages children, gives hints if necessary, helps with advice and action.

The teacher says that Kolobok wants to visit the very top of the tower. How canthere climb?(Up the stairs.)He suggests putting a ladder next to the turret.

The teacher examines with the children a sample ladder of six cubes.Drawsattention to the details needed for construction, how many cubes are needed to build a ladder. Children are building a ladder next to the tower.

Summary of the lesson.

The teacher analyzes the erected turrets in detail, draws the children's attention to the names of the parts, their beautiful combination of colors, and the difference in size of the buildings. He asks to tell what the children built, what parts they used, what color the turrets were, what turrets the children built.

The teacher says that now our little bun can climb the tower. Well done guys, you helped the bun. He is very happy!

18.Construction from building material

Subject: "Fence for ducks"

Target: Learn to alternate bricks by color, placing them on a vertical plane. Z strengthen children's ability to close space in a circle ( Lake for ducklings.) Encourage children to play with the building and use small toys for play. Cultivate a desire to build and finish the construction started, to work in a team of peers.
Develop thinking, imagination, speech. Develop the ability to get things done.
Demonstration and handout material: for each child: bricks of two colors, a blue sheet of rounded paper, small duck toys; fox toy

Bilingual component: duck - Үyrek, fox - tүlkі

Progress of the lesson.

The teacher says that today we will build a large lake in which ducks will swim. Hands out blue rounded sheets of paper to the children and suggests fencing a lake for ducks.

The teacher does not give a model of construction, but shows one constructive point, using verbal instructions: “Today we will build a large lake in which ducks will swim. How many ducks are on your tables? That's right, a lot. Take one at a time. Look how small it is, how yellow it is, and how it bites red. Let your duck swim in the lake. What color is it? That's right, blue. This is how little ducks swim in a big lake! But our ducks can be scared by the fox, she is cunning. (Shows a toy.) Guys, let's fence the lake. The bricks should be placed on the narrow long side, close to each other, so that the fox does not get to the ducks. (Installs one brick.) To make the fence beautiful, build it from bricks of different colors.”

The teacher reminds that the lake must be fenced in a circle.

Independent activity of children.

In front of each child there are bricks of two colors in piles. The teacher supervises the children's construction.

Summary of the lesson.

The teacher evaluates the children’s work on behalf of the toy fox: “What a fence Medet built: the bricks are close together, even, I can’t get through to the duck!” (The fox plays with them - trying to catch up with the ducks) Then he asks them to quietly dismantle the structures and put the bricks in the box.

Literature

1. “Education of children in rural preschool institutions” ed. A.S. Alekseeva. M., 1990

2. "Artistic and creative activity" ed. I. A. Ryabkova, O. A. Dyurlyukova 2011

3. "Acquaintance with the surrounding world" ed. G. V. Morozova 2010

4. Raising children in the second younger group kindergarten / Comp. G.M. Lyamina. - M., 1981

5.Design and manual labor in kindergarten/From work experience. – M., 1990

6. Development of constructive creativity in preschool children, author. A. N. Davidchuk. M., 1976

Program content:
Determine the degree of development of the following skills:
-name and correctly use construction parts,
-be able to arrange bricks in accordance with the pattern,
- select colors according to the sample,
-develop fine and gross motor skills, the ability to analyze, compare, generalize,
- to cultivate a desire to help, to respond emotionally to someone’s request,
- to cultivate accuracy and precision when reproducing a sample,
-develop imagination,
-roll and roll out a small lump of plasticine with straight and circular movements of the palms to give it the shape of an oval “candy”,
-combine different materials in your work: plasticine, paper (wrap the “candy” in a paper wrapper),
- beautifully twist the free ends of the candy wrapper, fixing the “candy” inside

Equipment: construction sets with blocks of different colors for each child, toy Masha and the Bear (or pictures) - characters from the cartoon “Masha and the Bear”, plasticine, modeling boards, beautiful candy wrappers.

Progress of the lesson:
Part #1:
1. Emotional mood of children:
Educator:
-Oh, guys, be quiet, be quiet, I hear something strange:
Someone is running here to us, someone is rushing here to us!
-Who will come to us, you will find out by guessing my riddle:

Wakes up in the spring, and in winter to the howl of a blizzard
Sleeping in a snowy den! (Bear)
- How did you guess?
(The bear sleeps in winter, his house is called a “den”)

2. Surprise moment:(A toy bear from the film “Masha and the Bear” appears).
-Children, Mishka is sad today. Let's ask him what happened?
“Mishka’s request”:
The bear is very upset
Mishkin's house fell apart!
Shall we help him?
Can we build a house?
-What can you build a house for Misha from? (Made of bricks, boards, branches, etc.)
-That’s right, but in our group we don’t have any bricks or boards. What to do?
(The teacher leads the children to the idea of ​​​​building a house from cubes)

3. Practical part:
Stages of work:
*SAMPLE SHOWING: (see diagram) --Mishka planned to build a house like this!
*SAMPLE ANALYSIS, REPEATING THE NAMES OF CONSTRUCTION DETAILS:
-What color cubes did he choose?
-Guys, Misha doesn’t know where to start construction: from above or from below?
-Let's experiment. Tell me, is it possible to start building a house from the roof? Why?

4. Physical exercise:
We got up, we need to rest, shake our fingers!
Get up, hands up, move your fingers,
This is how little bunnies move their ears!
We sneak quietly on our toes, like foxes wandering through a forest!
The wolf looks around, and we will turn our heads!
Now let’s sit down quietly, quietly, as if in a mouse hole!

*DIRECT PERFORMANCE OF WORK:
(Children build a house according to the proposed model):

*ANALYSIS OF WORKS:
-Do you think Mishka liked our houses? Why?

Part #2:
-Mishka invites guests to his new house. Who do you think is in a hurry to visit the bear? (Mashenka and other animals want to see the Bear’s new house).

5. Surprise moment:(Masha appears, the children and Mishka greet her)
- Guys, but it’s customary to treat guests! 2
-What do you think Masha loves most? (Candy, cookies, jam, etc.)
-What kind of candy do you like?
-Where are sweets made?
-I propose to organize a confectionery factory in our group! But before we get to work, let's take a little rest.

6. Finger gymnastics:
The girl Masha put things in order (shows thumb)
The girl Masha said to the dolls:
“The napkins should be in the napkin holder, (connect the thumb with the index finger)
The bread should be in the breadbox (attach the middle finger to them)
The oil should be in the oiler (attach the ring finger to them)
What about salt?
Well, of course, in a salt shaker!” (attach the little finger)
(Do this a second time for the left hand)

7. Practical execution of work:
-So, let's start making sweets!
-What shapes are candies?

*SAMPLE SHOWING:
-Why is the candy wrapped in a candy wrapper? (Children's answers)

*SAMPLE ANALYSIS:
-Masha says that she loves oval-shaped candies. How will we make an oval candy?

*STAGES OF THE WORK:
1). The children had to roll a ball out of plasticine.
2). The children had to turn the ball into an oval
3). The children had to wrap the “candy” in a paper wrapper:
4). The children had to twist the loose ends of the candy wrapper, fixing the “candy” inside.
5). Independent work (optional, if time remains).

8. Analysis and exhibition of children's works:
The finished “sweets” are laid out in a beautiful plate.
-What is the name of the candy plate? (Vase, candy bowl).

9. Lesson summary:
-Did you like helping Mishka and Masha?
-What did you like and remember most? And now it's time to say goodbye to Masha and the Bear.
-What words are usually spoken when breaking up? Let's tell them to Mishka and Masha.

Title: Abstract of GCD for design in the second junior group “To Mishka to the rescue!”
Nomination: Kindergarten, Lesson notes, GCD, design and manual labor, 2nd junior group

Position: teacher of the first category
Place of work: MDOU "Kindergarten No. 121 combined type"
Location: Saransk city, Republic of Mordovia

Irina Rumyantseva
Long-term planning for the design of “Construction Games” in the second junior group

Forward planning

organizing joint educational activities between adults and children

on construction (building games)

Second junior group

Month/Week Topic/Tasks

September

1. Topic: “Tracks for nesting dolls”

Tasks: to develop children’s ability to build paths from bricks; encourage the desire to play with buildings; cultivate a desire to communicate during play action.

2. Topic: “Furniture for kindergarten”

Tasks: develop the ability to create models of various pieces of furniture; develop interest in working with building materials; cultivate interest in joint activities with adults.

3. Topic: “Path in the garden”

Tasks: promote the formation of basic design skills in children; encourage the desire to play around with the building.

4. Topic: “Slide with ladders”

Tasks: improve basic design skills; expand children's understanding of objects in their immediate environment.

October

1. Topic: “Truck tracks”

Tasks: develop the ability to build paths from bricks; arouse interest in playing with the building; cultivate a caring attitude towards the buildings of peers.

2. Topic: “Furniture for dolls”

Tasks: to develop in children the ability to build according to a model and analyze a building, to use parts of different colors in construction; develop a desire for playful and verbal communication.

3. Topic: “Table and chair”

Tasks: develop in children the ability to distinguish and name building parts (cube, plate, brick, develop the ability to use parts taking into account their structural properties (stability, shape, size); cultivate interest in playing with buildings together.

4. Topic: "Car"

Tasks: develop the ability to carry out construction according to a model; improve design skills; cultivate interest in objects of the immediate environment.

5. Topic: “Gates for different cars”

Tasks: develop the ability to build a building according to a model, using additional materials according to your plan; develop the skill of independently organizing play with buildings; cultivate a desire to share parts and toys with play partners.

November

1. Topic: “Zoo” (construction of cages for animals)

Tasks: develop the ability to build animal cages using bricks according to a model. Develop partnerships and verbal interaction during the gameplay. Cultivate an interest in the animal world.

2. Topic: “Furniture for dolls”

Tasks: develop the ability to build according to a model, using parts of different colors, and analyze the construction. Develop a desire for playful and verbal communication.

3. Topic: “Tower. Introduction to the “Pyramid Principle”

Tasks: develop the ability to design from drawings and photographs. Reinforce the concepts of “high” and “low”.

4. Topic: “Table and chair for Mishutka”

Tasks: develop in children the ability to distinguish and name building parts (cube, plate, brick, the ability to use them taking into account their structural properties (stability, shape, size).

December

1. Topic: “Room for dolls”

Tasks: Exercise children in building models of furniture based on ideas. Develop the ability to use in work such a property of building parts as interchangeability.

2. Topic: “Gates are wide and narrow”

Tasks: improve the ability to construct various buildings according to given conditions. Clarify the meaning of the concepts “wide - narrow”.

3. Topic: “Garland - a chain of rings”

Tasks: develop the ability to glue rings from multi-colored strips of paper. Create a desire to create New Year's attributes with your own hands. Cultivate accuracy and attention; develop fine motor skills of the hands.

4. Topic: “Furniture for the Snow Maiden”

Tasks: continue to introduce children to the character - the Snow Maiden. Expand children's understanding of familiar objects in the world around them. Develop the ability to play with your buildings.

January

1. Topic: “Dog kennel”

Tasks: improve the ability to design from drawings and photographs. Continue to form ideas about the concepts of “high - low”.

2. Topic: “Furniture for a doll”

Tasks: improve the ability to carry out construction in a certain sequence, change buildings using the method of building on top. Cultivate interest in playing with dolls.

3. Topic: “Furniture for Santa Claus”

Tasks: expand children's ideas about the New Year's character. Continue to develop children’s ability to complete buildings in the required sequence, and independently come up with a plot to play out their construction.

4. Topic: “House for a fox”

Tasks: develop the ability to build a house for a fox and play with your construction. Foster independence, the desire to take care of the character in the fairy tale.

February

1. Topic: “Funny snakes” (paper)

Tasks: to develop children’s ability to see the possibilities of aesthetic transformation of objects. Develop activity and independence.

2. Topic: “House for a bunny”

Tasks: develop children’s ability to build a house according to their own design, to play with their construction. Form game interaction while playing.

3. Topic: “Airplane” (paper)

Tasks: develop the ability to make paper crafts. To develop children’s interest in “revitalizing” the applicative image.

4. Topic: “Furniture store”

Tasks: develop the ability to construct buildings of different sizes, heights, and widths. Foster friendly interaction with peers in joint games.

March

1. Topic: “Building a house”

Tasks: develop children's ideas about the shape, size and color of objects. To develop an interest in designing houses.

2. Topic: “Furniture for dolls”

Tasks: develop the ability to build according to a model, analyze a building, and use parts of different colors in it. Develop a desire for playful and verbal communication.

3. Topic: “House for a nesting doll”

Tasks: develop the ability to create buildings with internal free space. Cultivate the desire to bring joy to your favorite toy.

4. Topic: “Gate for a truck”

Tasks: improve the ability to build a building according to a model, using additional materials according to your plan. Develop the ability to play with buildings, share parts and toys with other children.

April

1. Topic: “Zoo”

Tasks: continue to develop the ability to build animal cages using bricks placed on a narrow long side and a narrow short side close to each other or at a certain distance from each other. Develop cognitive interest, memory, imagination.

2. Theme: "Tower"

Tasks: develop the ability to design from drawings and photographs. To form an understanding of the concepts of “high - low”. Develop the ability to play with buildings, share parts and toys with other children.

3. Topic: “Beautiful house for a bunny”

Tasks: to form in children an idea of ​​their own importance - I can help the bunny. To develop children’s ability to design using drawings and photographs.

4. Topic: “Dog kennel”

Tasks: develop the ability to independently construct a familiar object, using drawings and photographs if desired. Reinforce the concepts of “high - low”.

1. Topic: “Houses on our street”

Tasks: improve children's skills in building models of houses of different heights. Develop the ability to use your buildings in story games.

2. Topic: “House for a gnome”

Tasks: develop the ability to build a house for a character and play around with it. Cultivate the desire to bring joy to your favorite toy.

3. Topic: “Town”

Tasks: promote children's initiative; encourage the desire to use acquired constructive skills in play.

4. Topic: “Bridges”

Tasks: improve children's skills in completing constructions according to the scheme. Develop the ability to play with buildings, share parts and toys with other children.

Literature:

1. Kutsakova L. V. “Design and artistic work in kindergarten”, M., Sfera shopping center, 2010

2. Grisik T.I. et al., “Rainbow. Planning work in kindergarten with children 3–4 years old,” M.: Prosveshchenie, 2012

Thank you for attention!

Municipal budgetary preschool educational institution "kindergarten No. 63 of a combined type of Vakhitovsky district"

Developed by educators

2 junior groups

Makarova T.M.

Long-term design planning

in the 2nd junior group for 2016-2017 academic year

I.A.Lykova “Design in kindergarten. Second junior group"