Summary of the modeling lesson “Rain, rain, more fun. Animated algorithms for performing artistic and productive activities (drawing, modeling, appliqué)

Tasks. Teach children to independently choose a plot for modeling in accordance with a given topic. Arouse interest in creating expressive images (animals wet in the rain).

Explain the connection between plastic form and sculpting method. Continue mastering the sculptural method (sculpting from a whole piece) by drawing out and modeling parts; offer a choice of methods for decorating a stucco image (relief additions, cutting or scratching with a stack).

Preliminary work. Conversation about rain and rainy weather in the previous lesson on familiarization with the outside world; examination of illustrations for the literary works of A. Barto “Bunny”, V. Suteev “Under the Fungus”.

Clay, stacks, planks or oilcloths for modeling, paper and cloth napkins.

Contents of the lesson. The teacher invites the children to remember rainy weather and imagine what animals look and feel like during the rain. Summarizes the children’s statements: animals feel uncomfortable in the rain, it’s cool, they want to hide somewhere (under a bush, in a hole); the fur is wet and stuck, the ears are flattened; birds sit on wet branches, ruffled, that is, ruffled wet feathers. Children get into character and show how the bunnies sit, huddled and ears flattened, under a wet bush; how the sparrows ruffled their feathers, huddled into a ball, and spread out their feathers.

Now you and I will sculpt animals that got wet in the rain.
wild We will sculpt from clay - it is as wet as wool
or feathers of wet animals. Let's try to sculpt a body from
A whole piece of clay, without dividing it into parts, and then adding small parts
or - ears, tails.

Imagine an animal that you want to sculpt. Tell me quietly, in my ear. (The teacher approaches the children and helps them decide on their plans.) The children select the required amount of clay and begin to sculpt. The teacher helps children with individual advice and guiding questions. (“How can you show that a bunny’s fur is wet from the rain? Smooth it with a damp cloth or wet fingers. Press the bunny’s ears to the back so that raindrops don’t get into them.”)

Now let's help the poor things - the wet animals - hide from the rain. Let's make a bush, a hole or a nest for them.

FICTION Fairy tale by M. Garshin “The Frog Traveler”

Tasks. Expand children's understanding that fairy tales are not only folk, but also author's. Teach children to comprehend the content of a fairy tale and the characters.

Initiate children's creative activity when conveying fairy-tale images in motor sketches. Develop imagination: the ability to invent different variants fairy tale events and other fairy tale endings.

Preliminary work. The first part of the fairy tale is read to children the day before. Until the words: “In the evening the whole company stopped in a swamp, at dawn the ducks and the frog set off on their way again...”

He tells the children that, in addition to folk tales, there are also those that are invented by writers and authors. And they are called author's fairy tales. He says that the author’s fairy tales are very similar to folk tales: they have fabulous beginnings and endings, often repeat events three times, in them animals act like people and can come to life.

trees, flowers, stones. This is not surprising, because often storytellers wrote folk tales using vivid descriptions and comparisons. And this made the fairy tale even more interesting and beautiful.

Offers to listen to the ending of the fairy tale.

Why did the frog want to fly with the ducks?

How did the ducks react to her wish?

What method of travel did the frog come up with?

How did the frog feel during the flight?

Was the frog able to get to the south? Why?

How does the fairy tale end?

Sketches for the transfer of images: the teacher invites the children to “turn” into frogs and show with gestures and facial expressions how the frog sat in the swamp, how it rejoiced at the drizzling rain and croaked with pleasure.

And then show how passers-by were surprised to see a flying frog. And then how the traveler frog bragged to other local frogs about her journey, and other episodes she liked.

The teacher invites the children to imagine:

How else could a frog fly south? (In a balloon, clinging to the tail of a bird, on a cloud, etc.)

What could the frog see below on the ground when it flew with the ducks?

How could this story have ended differently?

Teacher's summary:

What is the name of the fairy tale we read today?

Was this a folk tale? Why? Who is its author? (In case of difficulty, the teacher names the author himself.)

DRAWING

“Wonderful transformations of a blot” (“blotography”)

Tasks. Create conditions for free experimentation with different materials and tools (art and household). Show new ways of obtaining abstract images (blots). Arouse interest in the objectification and “revival” of unusual forms (blots). Develop creative imagination.

Preliminary work. Observations on a walk and conversation about what clouds look like, what puddles look like.

Materials, tools, equipment. Paints - watercolor and gouache, colored ink, soft brushes different sizes, brushes, old toothbrushes, slices of vegetables (potatoes, beets), rags, sponges, newspapers for crumpling and stamping; jars of water, cocktail tubes (straws).

The teacher asks the children what a blot is? Clarifies the idea that this is a stain of indefinite shape, which is obtained if a colored liquid - paint or ink - is accidentally spilled. Because the spot does not have an exact shape, it can be turned into anyone or anything.

Let us, too, today first draw blots, and then turn them into whoever we want or into whoever they look like. How do you think you can put or receive or draw a blot? The teacher summarizes the children’s answers and shows several ways:

Makes an imprint with a sponge, cloth, or wad of paper;

Stamps with a cut of beet, which leaves traces of its juice;

Paints a puddle with a soft brush, flute brush, or toothbrush;

Apply a little colored liquid (ink) to a sheet of paper and blow it out of a tube or straw in different directions.

Then he invites the children to draw different blots themselves - on separate pieces of paper. different ways. Children experiment freely. The teacher reminds that the main thing in a blot is uncertainty, surprise, and unusual shape.

After the children have mastered several methods and created three to five blots, the teacher offers to “revive” the blots - turn them into living beings or objects. He advises you to carefully examine the blots, turning the sheets of paper in different directions. Shows as an example: this is my blot, if you look at it

so, it looks like a duck, you just need to finish drawing the beak and legs; and if you turn the blot over, it resembles a frightened bunny - it sits under a bush, trembling, but I’ll just draw one more ear. What will your blots turn into? The teacher quietly, in his ear, asks each child about his plans and associations; he helps indecisive children with advice or indirect questions.

At the end of the lesson, there is a general exhibition of “live” blots.

MATHEMATICAL REPRESENTATIONS

Lesson No. 8

Tasks. Teach children to see equal numbers in groups of different objects, denoting this number with a number.

To develop children's attention and coordination of movements by counting.

Teach children to line up a row of five objects that differ in width by 2.5 cm; teach children to navigate in time.

Materials, tools, equipment.Demo material:

Various toys and voluminous counting material.

Cards with numbers 1, 2, 3 in triplicate.

Five stripes of different non-repeating colors (red, blue, green, yellow, white or black) approximately 30 cm long, the width of the widest is 13 cm, each subsequent one is 2.5 cm narrower than the previous one.

Handout:

Sets of numbers from 1 to 5 for each child (each number is approximately 4-6 cm in size).

Five strips of paper of non-repeating colors, identical in length and different in width, the difference in width is 1.5 cm. It is desirable to have several sets of strips of different color combinations (for example, in one set the widest is red, in another - green, etc.) P.).

A tally card made of thick paper (approximately 30x20 cm in size - a standard landscape sheet).

Pencils.

Contents of the lesson. The teacher has three groups of objects standing or lying on the table, for example: three balls, three boats, three nesting dolls. The teacher asks the children to pay attention to what objects they are, how many groups there are and how many objects there are in each group. Children count: “There are only three groups.” Educator: “Which ones? What's in them? The children counted out loud and said: “Three balls, three boats, three nesting dolls.” The children have sets of numbers from 1 to 5 on their tables. The teacher asks the children to raise and show the number corresponding to the number of toys in each group. Most children will show the number 3. The teacher invites the children to look at each other’s numbers and compare them with theirs. After this, the teacher, together with one of the children, puts a card with the number 3 on the table for each group, again calling: “Three balls” - puts the number 3; “Three boats,” - puts the number 3, etc. Then invites the children to compare their answers with the numbers on the table, correct their mistakes by finding the corresponding number 3 in their set.

Next, the teacher asks the children to close their eyes, while he removes the toys from the table and places on the table a pre-prepared tray with three groups of other toys, two toys each. Asks the children to open their eyes and the procedure is repeated.

The teacher again asks the children to close their eyes. And on the table, at a considerable distance from each other, he places different objects in “groups” of one at a time: for example, one mushroom, one airplane, one bear. The children opened their eyes. The teacher asks with a smile: “How many groups are there?” - at the same time, he circles each object with a circular gesture, saying: “Group. Group. Group". Then the procedure similar to the previous ones is repeated.

Game "Arms and feet"

The teacher invites the children to come up with new rules for the game: for example, one clap is now a signal for the legs, and two clap is for the arms. Reminds: whoever makes a mistake sits on the carpet or on the floor next to the chair. The game is repeated several times. (See lessons #2 and 5.)

The teacher draws a horizontal line on the board (places the line on the flannelgraph). Places a “reference point” to the left of the line. The length of the strips is the same, the only difference is the width. The rows are lined up in both directions: from the widest to the narrowest and vice versa, from the narrowest to the widest.

The teacher agrees with the children which strip - the widest or the narrowest - we will start building a row from. For example, with the widest one. Invites two children to the table to find the widest strip and place it on the line. In case of difficulty, he quietly prompts you. Similarly, with other pairs of children who come to the table, the width of subsequent strips is determined and a row is lined up to the narrowest. “Look what an even multi-colored fence we have turned out to be.” Children analyze the series, figuring out the relationship between the stripes: for example, “the widest is red, the blue is already red, but wider than the yellow; yellow is narrower than blue, but wider than green; green is narrower than yellow, but wider than white. White is the narrowest. White - already everyone.”

Then the row is lined up in the reverse order - from narrowest to widest.

On the children's tables there are cards made of thick paper with two lines drawn, the distance between the lines is five to six centimeters (the size of the card is a standard landscape sheet).

They also have five on the tables multi-colored stripes the same length, but with a difference in

the width between the stripes is 1.5 cm. The teacher invites the children to draw a “reference point” to the left of the bottom line and lay out a row of stripes on their counting cards - from the widest to the narrowest. The children do it. The teacher asks questions about the “ratio” of the stripes in width and about their “neighbors.” Then he invites the children to lay out a row of strips: from the narrowest to the widest. And he also asks the children similar questions, involving all the children in the group in answering. Child: “I have the narrowest blue stripe. Next to her is yellow. It is wider than blue, but already green.” Educator: “Who has the same? Get up! Children with the same option stand up, neighbors evaluate the correspondence of what was named and what was laid out.

In a casual conversation, children and the teacher remember what happened yesterday, what is happening now, and what could happen tomorrow.

For the first time, the teacher, having heard about an event that happened yesterday, asks the children to clarify what part of the day it happened: “Was it during the day, in the morning, in the evening?”

APPLICATION

"Colored Umbrellas"

Tasks. Teach children to create applicative compositions based on landscape drawings. Improve visual technique: consolidate the ability to round corners to obtain the dome of an umbrella, show options for edge design (teeth, crowns), introduce a new technique for designing appliqué - sliding.

Preliminary work. Looking at umbrellas while walking in the rain. Didactic game on the development of color perception. Conversation about rainy weather and umbrellas in the previous lesson on understanding the world around us). Drawing the autumn sky (cloudy, gray, sad) based on a poem by N. Nekrasov (excerpt):

Autumn has descended invisible to the earth. The sky was covered with a bluish-gray haze...

Materials, tools, equipment. Paper squares and rectangles of different colors for children to cut out umbrellas, sets of colored paper, scissors, glue, glue brushes, paper and cloth napkins, oilcloths, boxes for scraps.

Drawings of the autumn sky made by children independently artistic activity, - for the background of applications. If drawings are not possible, you can use sheets of colored paper as a background.

The teacher reads to the children Yu. Kushak’s poem “New Umbrella”:

Outside - slush, phlegm.

There are bubbles in the puddles...

But what a beauty

Under the umbrella bell

It's raining inside!

The teacher invites the children to make their own umbrellas and hide from the rain.

We will now cut out beautiful, elegant umbrellas from colored paper to hide from the cold autumn rain.

The teacher displays versions of umbrellas made using the applicative technique on an easel or flannelgraph (see diagrams).

Umbrellas are so different, but they can be cut out in one way, and then each one can be decorated in its own way. Let's think together about how we will cut out the umbrella? If the children find it difficult, the teacher suggests that in this way they have already cut out buses, trolleybuses, trams for the painting “City” and swing-carousels for the painting “Children’s Playground”. The children remember, the teacher clarifies and explains, using a partial demonstration: “Fold the rectangle in half and from the top point of the fold draw an arc with scissors to the bottom corner, open it and see the dome of the umbrella. Now let’s think about how this umbrella can be designed.” Children express their guesses. The teacher encourages and notes interesting and original ways. Offers to get acquainted with new ways. “We need one way to decorate the edge of the umbrella so that it becomes like a real one. Here we cut out “teeth” (movement with scissors “zigzag” - see fig.) or “tops” (movement with scissors “wave” - see fig.). We will need another method to design the umbrella dome. Look: I take a red umbrella and cut it into pieces," and then I paste these pieces onto paper of a different color - for example, yellow

(or green, blue), but not tightly to each other, but at a short distance so that stripes of a different color are visible, and again I cut out the umbrella so that a yellow (green, blue) rim is formed around the red umbrella. Isn't it beautiful? See how you can divide the umbrella into pieces - lengthwise or crosswise, and the cut lines can be straight, wavy or jagged." The teacher displays patterns for designing umbrellas. Invites children to choose material and get to work.

At the end of the lesson, the teacher reminds the children that they need to stick umbrellas on an autumn picture or on a sheet of colored paper, beautifully selected in color. And don’t forget about the handle that holds the umbrella.

KNOWING THE WORLD AROUND

"How to escape the cold"

Tasks. Introduce children to properties different materials, teach how to handle your things correctly and carefully.

Preliminary work. Preparation for the study “Conservation of Temperature”. One and a half to two hours before class, in front of the children, a bottle of hot water and a piece of ice in a plastic bag should be wrapped in the same number of layers of paper and placed under a blanket or pillows. The same bottle of water and a piece of ice should be left on the table in the group. (You can freeze the water in the freezer to make ice several days in advance.)

Material. Pieces of fur, down, padding polyester, pictures with images of clothes.

The teacher reads P. Bondarchuk’s poem “On a Visit” to the children, discusses how to dress in order not to freeze, what clothes will best protect us from the cold. The teacher remembers with the children what needs to be done to keep the porridge or boiled potatoes warm in the pan (wrap the pan in paper, and then in scarves and blankets), and in order not to freeze the flowers bought outside in winter (pack them, wrapped in several layers of paper ). Together with the children, the teacher studies the results of the experiment, which they began to conduct one and a half to two hours ago (a bottle of hot water and a piece of ice in a plastic bag were wrapped in the same number of layers of paper, a blanket or pillow). Children explore whether there is any left

Water is warm and ice is cold. They compare it with water in a bottle and a piece of ice that was left on the table in a group: the water that was left on the table cooled down, and the ice melted. The teacher emphasizes that several layers of paper or fabric contain more air, which helps maintain the temperature of what is wrapped in them.

Then the teacher asks the children to figure out how to bring home the ice cream bought in the hot weather so that it does not have time to melt (for example, wrap it in a fur hat, in several layers of paper or bags).

He asks the children what they think, whether it is possible to wear warm clothes in hot weather to keep them cooler. He looks at pictures with the children that depict the clothes of people living in a very hot and dry climate, tells the children that in the south, in places where it can be very hot and dry in the summer, people wear warm cotton robes to protect themselves from the heat. A cotton robe helps keep you warm in cold weather and prevents you from overheating in hot weather.

The teacher examines pieces of fur, down and padding with the children, discusses with them why a fur skin warms better, why clothing made from down is one of the warmest.

The teacher tells the children that in the north, where it is very Cold winter, people wear warm clothes. It is made from fur and animal skins. The teacher looks at pictures with the children that depict the clothes of people living in the north, compares them with how they dress in cold weather, and finds similarities and differences. Says it's a lint of fur reindeer looks like a tube: this way there is more air in the skin, and therefore it is light and warm.

The teacher reads E. Shim’s story “Who’s Dressed How.” Examines cucumber, onion and cabbage with children. Discusses with the children why cabbage is harvested later than everyone else, why many “clothes” keep them warmer.

During class and then throughout the week, the teacher discusses with the children how to dress for a walk.

SAMPLE RULES FOR CHOOSING CLOTHING FOR THE STREET

1. Before you go out for a walk, look out the window to see what the weather is like there. Dress for the weather.

2. If you play sports outside, wear sneakers, training pants, and a light jacket.

3. If you go to work in the garden, wear old clothes, which you don’t mind getting dirty or torn, and gloves on your hands.

4. If it is very hot outside, the sun is shining, put on light clothes and don’t forget a Panama hat or a sun cap, they will protect your head from overheating.

5. If you go for a walk in winter, wear clothes in several layers: they retain heat better.

After class. This content is then updated in a lesson on familiarization with nature “How animals prepare for winter.”

Topic: “Who got wet in the rain”

Software tasks: Teach children to independently choose a plot for modeling in accordance with a given topic. Arouse interest in creating expressive images(animals wet in the rain). Explain the connection between plastic form and sculpting method. Continue mastering the sculptural method (sculpting from a whole piece) by drawing out and modeling parts; offer a choice of methods for decorating a stucco image (relief moldings, cutting or scratching with a stack).

Preliminary work: Conversation about rain and rainy weather; examination of illustrations for the literary works of A. Barto “Bunny”, V. Suteev “Under the Fungus”.

Equipment: Clay, stacks, planks or oilcloths for modeling, paper and cloth napkins.

Progress of the lesson:

The teacher reads to the children an excerpt from a poem by G. Lagzdyn:Rainy talk

The rain is knocking on the window in the morning:

Don't go for a walk, Antoshka!

You won't even reach the gate!

I'll get you wet to the skin!

I'm out of the clouds! Mighty! Omnipotent!

I'm not just rain! Shower!..

The teacher invites the children to remember rainy weather and imagine what animals look and feel like during the rain. Summarizes the statements of children: animals feel uncomfortable in the rain, it’s cool, they want to hide somewhere (under a bush, in a hole); the fur is wet and stuck, the ears are flattened; birds sit on wet branches, ruffled, i.e. ruffling wet feathers. Children get into character and show how the bunnies sit, huddled and ears flattened, under a wet bush; Like the sparrows, they ruffled their feathers, huddled into a ball, and spread out their feathers.

Now we will sculpt animals that got wet in the rain. We will sculpt from clay - it is as wet as the fur or feathers of wet animals. Let's try to sculpt a body from a whole piece of clay, without dividing it into parts, and then add small details - ears, tails.

Imagine an animal that you want to sculpt. Tell me quietly, in my ear. (The teacher approaches the children and helps them decide on a plan.) The children select the required amount of clay and begin to sculpt. The teacher helps the children with individual advice and leading questions (“How will you show that the bunny’s fur is wet from the rain? - Smooth it with a damp cloth or wet fingers. Press the bunny’s ears to the back so that raindrops don’t get into them.”)

Now let’s help the poor wet animals hide from the rain. Let's make a bush, a hole or a nest for them.

After class. The teacher invites the children to hide the wet and chilled forest animals under the autumn leaves and reads to the children a poem by G. Lagzdyn:Rustle of autumn

Rustle in the heap

Fallen leaves!

Rusting sounds

Tired leaves!

Indistinct, barely audible,

An alarming noise...

More chaos -

And the rustling fell silent -

Shhhhhhh...

Autumn in rubber boots

In light rubber boots,

Under a rustling umbrella

Autumn walks through the puddles.

Autumn sneezes with a cold.

She needs to drink tea -

Tea with lemon and honey...

Autumn will look for a ford

In the deepest puddle

And he'll come over for dinner.

Will drink hot tea,

He'll get a little bored with us

And again he will put up an umbrella

Under the rustling rain.

(V. Shipunova)

Topic: “Who got wet in the rain”
Program objectives: Teach children to independently choose a subject for modeling in accordance with a given topic. Arouse interest in creating expressive images (animals wet in the rain). Explain the connection between plastic form and sculpting method. Continue mastering the sculptural method (sculpting from a whole piece) by drawing out and modeling parts; offer a choice of methods for decorating a stucco image (relief moldings, cutting or scratching with a stack).
Preliminary work: Conversation about rain and rainy weather; examination of illustrations for the literary works of A. Barto “Bunny”, V. Suteev “Under the Fungus”.
Equipment: Clay, stacks, boards or oilcloths for modeling, paper and cloth napkins.
Progress of the lesson:
The teacher reads to the children an excerpt from G. Lagzdyn’s poem: Rainy Conversation
The rain is knocking on the window in the morning:
- Don’t go for a walk, Antoshka!
You won't even reach the gate!
I'll get you wet to the skin!
I'm out of the clouds! Mighty! Omnipotent!
I'm not just rain! Shower!..
The teacher invites the children to remember rainy weather and imagine what animals look and feel like during the rain. Summarizes the statements of children: animals feel uncomfortable in the rain, it’s cool, they want to hide somewhere (under a bush, in a hole); the fur is wet and stuck, the ears are flattened; birds sit on wet branches, ruffled, i.e. ruffling wet feathers. Children get into character and show how the bunnies sit, huddled and ears flattened, under a wet bush; Like the sparrows, they ruffled their feathers, huddled into a ball, and spread out their feathers.
- Now you and I will sculpt animals that got wet in the rain. We will sculpt from clay - it is as wet as the fur or feathers of wet animals. Let's try to sculpt a body from a whole piece of clay, without dividing it into parts, and then add small details - ears, tails.
Imagine an animal that you want to sculpt. Tell me quietly, in my ear. (The teacher approaches the children and helps them decide on a plan.) The children select the required amount of clay and begin to sculpt. The teacher helps the children with individual advice and leading questions (“How will you show that the bunny’s fur is wet from the rain? - Smooth it with a damp cloth or wet fingers. Press the bunny’s ears to the back so that raindrops don’t get into them.”)
Now let’s help the poor wet animals hide from the rain. Let's make a bush, a hole or a nest for them.
After class. The teacher invites the children to hide the wet and chilled forest animals under the autumn leaves and reads to the children a poem by G. Lagzdyn: The Rustle of Autumn
Rustle in the heap
Fallen leaves!
Rusting sounds
Tired leaves!
Indistinct, barely audible,
An alarming noise...
More chaos -
And the rustling fell silent -
Shhhhhhh...
Autumn in rubber boots
In light rubber boots,
Under a rustling umbrella
Autumn walks through the puddles.
Autumn sneezes with a cold.
She needs to drink tea -
Tea with lemon and honey...
Autumn will look for a ford
In the deepest puddle
And he'll come over for dinner.
Drink hot tea
He'll get a little bored with us
And again he will put up an umbrella
Under the rustling rain.
(V. Shipunova)
285115071120

Olesya Elmesova

Lesson notes« Rain, rain, more fun...»

Target: teach to pinch off small pieces of plasticine from a piece and roll them into balls with a diameter of 3-5 mm, press the plasticine ball with your index finger, attaching it to the base, place the balls at an equal distance from each other, develop fine motor skills.

Tasks:

Educational: evoke a response, cultivate a sensitive and caring attitude towards nature to the beauty of the surrounding world.

Educational: learn to understand the teacher’s questions and answer them; teach to portray plasticine rain; repeat the idea that plasticine is soft, you can pinch off small lumps from a large lump. Learn to place plasticine only on the board and work carefully. Develop a desire to sculpt. Continue to teach children to express in words what they like or dislike about their work. Develop figurative perception of music.

Developmental: develop imagination, fine motor skills, aesthetic attitude to the surrounding world.

Material. Plasticine (blue, boards or oilcloths (for each child, a sheet of paper, a song about rain.

Methodological techniques: verbal, practical, visual

Progress of direct educational activities.

There is a song about rain. The teacher watches with the children rain through the window, behind puddles, clouds.

Educator: That's what it's raining outside! He wet all the trees and bushes. Puddles formed on the ground. Do you hear the knocking on our windows? rain? How does he knock? (drip-drip). You can’t go for a walk in this weather, you’ll immediately get wet and catch a cold. But for trees, grass need rain. To the rain didn't stop, children during the rain is shouting a call.

Rain, rain, more fun

Drip, drip, don't be sorry

Just don't kill us

Don't knock on the window in vain

The splashes in the field are thicker

The grass will become thicker!

Educator. What are the children asking for? They ask rain so that he does not wet them, but waters fields, forests, parks, meadows. The better the rain will wet the ground, the thicker the grass will grow.

Educator. And now, guys, let's prepare our fingers for sculpting.

Finger gymnastics « Rain»

Rain, rain, droplet,

Water Saber,

I cut a puddle, I cut a puddle,

Cut, cut, didn't cut,

And he got tired and stopped.

(I. Tokmakova)

(Children rhythmically tap the palm of their other hand with their index finger, gradually slowing down the pace, according to the text of the poem)

Modeling the rain. (methodology)

Educator. Look, in my picture there are flowers and blades of grass waiting rain. A cloud is already hanging over my meadow, and it's still not raining. And here is one drop, the second, (show the children the plasticine, tell them that it is soft, you can squeeze it, you can pinch off small lumps of plasticine, flatten them with your fingers. Invite all the children to roll up their sleeves so as not to stain them, then take a lump of plasticine and crush it in your palms, then crush it with your fingers. Explain that plasticine must be used carefully, put the lumps on the board.) Look how strong it is rain!

During the process sculpting control work methods, intensify children’s activities sentencing: “Here is one drop, another... drip-drip-drip. And now it’s strong rain started, and now it’s getting weaker drip-drip-drip.”

Smart girl's teacher. It's over rain. In the meantime, droplets rain your clouds are drying up, come to me and let's play a game.

Dynamic game « Rain»

Rain, rain, lei and lei.

(Children show drops on their palms with their fingers rain)

Don't be sorry for the wet drops.

We clap our hands

We stomp our feet

The sun came out again and

the children all go for a walk.

(Perform movements according to the text of the poem)

Bottom line classes Game over. And your droplets dried up rain. Please take your works and bring them to my table.

How fabulous and unusual

It's raining for you!

(the teacher and the children look at the drawings and discuss color rain).

Guys, what did you draw?

What did you use to draw the droplets? rain?

Did you like it class?

Publications on the topic:

“Rain, rain, drip-drip-drip.” Summary of a drawing lesson in the younger group Topic: “Rain, rain, drip-drip-drip!” Objectives: teach children to depict rain with pencils, strengthen the ability to hold a pencil in their hand, and regulate.

Program content: 1. To consolidate children’s knowledge of the 4 primary colors: red, green, blue, yellow game form. Exercise.

Summary of the game-lesson on visual activities in the first junior group “Rain, rain, drip, drip, drip” Drawing with paints “Rain, rain, drip, drip, drip” Goals: To make children want to paint with paints; Objectives: 1. Teach children to draw what they see.

Objectives: Learn to pinch off pieces of plasticine from a large piece using a pressing motion index finger smear plasticine on cardboard.

Goal: to learn to apply the brush to the paper with all its bristles. Objectives: - learn to draw rain, conveying its character (heavy rain - solid lines;.

Nefteyugansk district municipal pre-school educational budgetary institution "Combined kindergarten "Kapelka"

Scenarios of organized educational activities

Thematic week: “Autumn”

O.D. (sculpting) “Who got wet in the rain?”

O.D. (drawing) “Riddles from the garden”

O.D. (Applique) “Autumn trees”

Kazeeva Taisiya Alexandrovna

additional education teacher

2015

Subject “Who got wet in the rain?”

Kind of activity: Modeling from plasticine

Target: Learn to create the image of a wet bunny using a combined sculpting method.

Tasks. Arouse interest in creating expressive images (bunnies wet in the rain). Explain the connection between plastic form and sculpting method. Continue to master the combined method of sculpting, offer a choice of techniques for decorating a sculpted image (relief moldings, cutting or scratching with a stack).

Preliminary work . Conversation about rain and rainy weather; examination of illustrations for literary works by A. Barto Zaika, V. Suteev Under the fungus.

Materials, tools, equipment.

Plasticine, stacks, beads, leaves for each child cut out by the teacher, toothpicks, boards or oilcloths for modeling, paper and cloth napkins.

The teacher reads to the children an excerpt from a poem by G. Lagzdyn:

Rainy talk

The rain is knocking on the window in the morning: - Don't go for a walk, Antoshka! You won't even reach the gate! I'll get you wet to the skin! I'm out of the clouds! Mighty! Omnipotent! I'm not just rain! Shower!..

The teacher asks the children to remember rainy weather and imagine what animals look and feel like during the rain. Summarizes the statements of children: animals feel uncomfortable in the rain, it’s cool, they want to hide somewhere (under a bush, in a hole); the fur is wet and stuck, the ears are flattened; birds sit on wet branches, ruffled, i.e. ruffling wet feathers. Children get into character and show how the bunnies sit, huddled and ears flattened, under a wet bush; Like the sparrows, they ruffled their feathers, huddled into a ball, and spread out their feathers.

Now you and I will sculpt a bunny, wet in the rain. We will sculpt from plasticine. Let's try to sculpt the body from a whole piece of clay, and then add small details - ears, paws, tail.

Children cut off the required amount of plasticine and begin to sculpt. The teacher helps the children with individual advice and leading questions (How will you show that the bunny’s fur is wet from the rain? - Smooth it with a damp cloth or wet fingers. Press the bunny’s ears to the back so that raindrops do not get into them.)

Now let’s help the poor thing, the wet little bunny, hide from the rain. Let's make a bush for them.

After class. The teacher invites the children to hide the wet bunnies under the autumn leaves and reads to the children a poem by G. Lagzdyn:

Rustle of autumn

Rustle in a heap of fallen leaves! The rustling sounds of tired leaves! Indistinct, barely audible, An alarming noise... More rustling - And the rustling fell silent - Sh-sh-sh-sh-sh.

Scenario of educational activities for artistic and aesthetic development.

Subject “Riddles from the garden?”

Kind of activity: Drawing.

Target: learn to convey the shape and characteristic features of vegetables by their description in riddles.

Tasks: create expressive color images; mix paints yourself to obtain the desired shade; clarify the idea of ​​well-known natural objects.

Preliminary work: making and guessing riddles, looking at vegetables, talking about vegetables as a garden crop. Clarification of ideas about what vegetables are, who likes what vegetables, what can be prepared from them, how are vegetables prepared for the winter?

Materials: gouache paints, brushes, jars of water, palettes for mixing paints, napkins, vegetables (models) to clarify ideas about the appearance.

Progress of educational activities: The teacher invites the children to play an interesting game - listen to riddles, but do not say the answer to the riddles out loud, but draw them. The teacher asks one riddle at a time, giving the children time to think and draw a solution. Children draw each vegetable - the answer sequentially on one part of the sheet folded in half twice. The teacher creates a game situation: “A piece of paper is like the beds on which vegetables will now “grow”, and you can guess what they are called by listening to the riddles.”

RIDDLES ABOUT VEGETABLES.

Beautiful young lady

Lurking underground

Only the tail sticks out

The tail can also be eaten(Beet)

The teacher advises to draw beets by mixing red and blue colors paints Focusing on the sequence, children draw beets.

Lady-madam

In white lace -

Sauerkraut and Varena

Soon it will be in cabbage soup.

(Cabbage)

Explain to the children that the large circle is light green and, without waiting for the paint to dry, you need to draw wavy lines of dark green and blue-green on it, as if these were cabbage leaves rolled into forks.

Sweater covered in freckles

And a green tuft -

Cleverly hides his nose in the garden bed

Bright red

(Carrot)

The teacher asks the children how to get the color orange. He clarifies that for this you need to add a little red paint to the yellow paint: the more red the color, the brighter the carrot. Children finish drawing the green “tail”.

It's round like a ball

Red like a fireman

Fat is important as a lord,

What is this? ....(tomato)

Focusing on the sequence, children draw a tomato. To clarify that the tomato has a thin, smooth skin and is shiny, for this it needs to paint a highlight with white paint - a reflection of the light.

At the end of the lesson, the teacher invites the children to look at the “beds” with vegetables and show them to their friends. Marks those drawings in which children managed to draw vegetables as if they were real.

Scenario of educational activities for artistic and aesthetic development.

Subject"Autumn Birch"

Kind of activity: Application with drawing elements.

Target: Teach children to create an expressive image of an autumn birch tree,

Tasks : Creatively using different appliqué techniques. Expand the range of techniques for cutting appliqué (tearing, creasing) and show it pictorially; expressive capabilities. Develop a sense of form and composition. Cultivate interest in bright, beautiful natural phenomena.

Preliminary work: Observing seasonal changes in nature. Admiring the birch tree and leaf fall. Games with autumn leaves.

D/i "When it happens"

d/i "Which tree is the leaf from" Conversation on the content of reproductions of paintings by famous landscape artists

Materials: Sheets of blue paper, strips or scraps of yellow, orange and green colored paper, sheets of white paper, glue, cloth napkins, felt-tip pens or colored pencils, watercolor paints and brushes.

Progress of educational activities:

Surprise moment.

Educator: - Children, today a letter arrived in our group (I show it)

Look how unusually the envelope is decorated.

What is it decorated with? (leaves)

Did any of you guess who this letter was from? (No)

Shall we read it? (Yes)

Where? to a kindergarten

To whom? For older children

From whom? From Autumn.

Teacher: - Children, autumn sent us this letter!

Do you want to know what is written in this letter? (Yes)

"Dear guys! In autumn forest Something bad happened and the birch trees disappeared. Help bring them back. Autumn."

Teacher: - Children, let's help autumn! (Yes, great!

Listen to V. Trutneva’s poem about the birch tree.

Suddenly it became twice as bright

The yard is like in the sun's rays

This dress is golden

On the shoulders of a birch tree.

Children, tell me, what color are the leaves of a birch tree in autumn? (Yellow, gold, orange, brown)

What can you say about the birch tree’s outfit, what is it like? (Gold)

What can you say about its trunk? What birch tree? (Belostvolnaya)

Teacher: - Birch is the main tree of Russia, a symbol of our country. Therefore, the tree can be immediately recognized as a Russian forest. Guys, do you want to turn into autumn birch trees? (yes) Come out, stand in a circle. Physical education moment

Leaves are falling

Turn into leaves

The wind catches them

And slowly circles in the air

The leaves quietly fall to the ground. (movements are performed according to the text)

Teacher: - And now we will help autumn and create beautiful pictures with Russian beauties - golden birches. Show children how to create an expressive image of an autumn birch tree and techniques for cutting appliqué.

To create a tree crown, you can use different methods:

We will paint picturesque spots with watercolor paint, mixing different colors– yellow, orange, a little green and red-brown.

While our leaves are drying, we will tear the multi-colored paper into small pieces, from which we will make leaves.

We will cut the trunk out of white paper and draw black stripes on it.

At the end of the lesson, an express exhibition "Autumn Trees" is created.

Used Books:

I.A. Lykova Visual activities V kindergarten. Senior group. “Color World” – M., 2014, pp. 54.46, 70.