Outline of the lesson on the world around (middle group) on the topic: Lesson on familiarization with the environment. Theme "properties of materials: wood, glass, paper." Methodical development: Methodical development. From work experience. Research activities as

17.10.2019

For cognitive development

"The Magical World of Wood and Metal"

The lesson was conducted by the educator MOU SOSH 2
preschool education groups in Kolpashevo
Tomsk region Artyukh Tatyana Yurievna.

Tasks:

Clarify and generalize knowledge about the properties of wood and metal.
Continue to teach to recognize and study the world around us with all the senses.
To develop children's speech through instilling the skills of composing problematic questions.
To consolidate knowledge about the division of trees into deciduous and coniferous.
Development of vocabulary by introducing new words: properties, experience.
Use experience to find the truth.
Cultivate joy, satisfaction from a job well done.
Cultivate respect for trees (forest, green spaces)

Preliminary work:

Observation on a walk through the trees.

Didactic game "Float-sink", "On the contrary."

Development environment:

- Pictures depicting trees, basins of water, metal and wooden bars, nails.

Methods and techniques:

Experiments, solving research and logical problems, questions and reminders.

Form of work with children:

Frontal and group.

Technology:

Research activity.

Course progress.

Educator: Hello guys, today we will play detectives! And we will search. .. Wait, since you are detectives, you will find the answer to the question: “What is in these boxes?” This morning, when I came to the kindergarten, I found these two boxes near the doors of our group. And on them is the inscription: "Open to inquisitive children of the preparatory group."

But how do you know which package contains what? (look).

And if you don't look, how do you know? (touch, smell, sound).

If we sniff, will we know what is in the box? Let's try.

So what can be said?

How do you know by sound? Who will try? And finally, how can you find out? (touch)

Can you guess what's in those boxes?

And here are the guests, look how they dressed up to meet you.

What is a pencil made of? (wood)

What is a nail made of? (iron)

Guys, where do the trees grow? (plot, street, forest)

Guys, what do you think the forest is?

Children: This is the place where the trees grow. There are clearings where flowers grow. Animals and birds live in the forest.

Generalization - A forest is a home where trees, shrubs, grasses, mosses, animals, birds and insects live together.

How smart you are and of course you know what trees grow in our forests.

Children: Yes.

Educator: All right, detectives, how do you know the names of the trees?

Children: By appearance or just read.

Trees are not all the same. Which of them can be called deciduous and why?

Children: oak, birch, chestnut, poplar. They are called deciduous because leaves grow on them.

Educator: Which ones are conifers?

Children: pine, spruce, because on their branches instead of leaves there are needles.

Educator: Guys, what are trees for, what are they useful for?

Children: They help purify the air, replenish the Earth with oxygen, beautify nature, keep shade on a hot day. They do not allow deserts to form, because the roots hold moisture in the ground.

Educator: How can a tree help us?

Children: Wood is used to make furniture, toys, dishes, musical instruments, doors, window frames, and build houses.

What is made of metal? What metal objects do you know?

What conclusion can be drawn?

Truth? Isn't wood soft and airy?

The guys need to tell how wood differs from other materials. To do this, remember the properties of the tree. A property is something that distinguishes one item from another.

Do you want to know how wood objects differ from metal objects?

And experience will help any detective in this. Experience is the observation of an object under different conditions in order to study it.

Shall we start?

Children have wooden blocks, water containers, metal objects, a magnifying glass, a brush and paints, a penknife for the teacher on the tables

Opaque. (An attempt to look through the cube. Looking through a magnifying glass).
What is the surface of a wooden block? (rough) What about the metal plate? (smooth)
Hard to the touch, but if you pass a metal object will leave an imprint. And if you run a wooden object over a metal one, then there will be no imprint on the metal. So wood is softer than metal.
Each tree has its own pattern (on saws). (Working with magnifying glass).
Floats in the water. (Working with water containers. For comparison, a metal clip. After the experiment, the tree remains in the water for experiment No. 8. Then the guys work with new wood samples).
It lends itself well to processing: it can be sawn, something to grind (I show, strict sample with a penknife)
Well dyed. (Brush and paints)
Absorbs moisture and from this change in size. .
Pick up a nail and try to break it. So what is he? (lasting). Try to break the match. What can be said? (match fragile).
Guys, now I will tell you about one more property. Approach the table, but very carefully, there is hot water in the plate. I'll put a metal spoon and a wooden one on the plate. What do you think will happen? This property is called thermal conductivity, that is, it conducts heat. What is this property called?

Get up in a circle and play the game: "On the contrary." I throw the ball and name one property, and you answer the opposite: rough, sinking, heavy

Educator: So, dear detectives, what are the properties of wood (what makes it different from other materials), we learned?

Children: Wood is harder than rubber and fabric, but softer than metal. The tree does not sink in water, but absorbs it, increasing in size. After drying, it warps and becomes uneven. It is not transparent and stains well. The tree can be sawn, it has drawings on the cuts.

Yes, you are very smart and real detectives.

Lists of materials for organizing productive activities, their main properties and qualities that allow them to be used in educational activities with preschool children are described in the works of T. S. Komarova, V. B. Kosminskaya, N. B. Khalezova, N. L. Kurochkina, G. V. Pantyukhina (materials for fine arts), L. S. Barsukova, L. V. Kutsakova (equipment for labor activity), L. A. Paramonova (modern designers) and others. other material allows the teacher to consciously, pedagogically soundly use it in educational activities, taking into account the age and individual characteristics of children and the capabilities of the material.

Drawing equipment. In the visual activity of preschoolers, gouache, watercolor, sanguine, pastel, graphite and colored pencils, felt-tip pens, charcoal pencils, etc. are used.

Gouache is a thick, opaque, opaque paint. Gouache is diluted with water, applied in a thin layer and brightens when dried. It is much easier to draw with this paint than with watercolors, since it does not spread and, due to its hiding power, allows you to make various kinds of corrections, so gouache is the first paint that children are introduced to. It is important that gouache easily falls on tinted paper.

Watercolor. Its main property is the transparency of the covering layer. The technique of using watercolor is quite complicated, so this paint is used only with children of the senior and preparatory groups (A. A. Gribovskaya, T. S. Komarova, N. B. Khalezova). When one color is superimposed on another, they merge and the required color changes. Due to the transparency of watercolor, it is recommended to apply mainly on a clean white background of paper.

Finger paint- are used for visual activity and "rubbing" with children of early, younger preschool and even infancy. The main task is to create an emotionally positive attitude to drawing, mood, interest in the appearance of the image, to form primary ideas about color.

Colour pencils used in educational activities, starting from primary preschool age. They have thick rods, so it is relatively easy to leave a bright color mark on paper and paint over its surface. The main difficulty in working with colored pencils is that with strong pressure, their rods crumble and break, their layer is poorly removed with an elastic band and poorly perceives re-laying in a different color. Pencils, unlike felt-tip pens, are stored much longer and do not dry out, so they are widely used in the practice of kindergartens.

Markers. In the list of materials and equipment for kindergarten, T. N. Doronova and T. S. Komarova recommend using felt-tip pens starting with younger groups. Their advantages lie in the possibility of obtaining a bright color line with minimal pressure, even with a very low degree of development of fine motor skills of the hands. The main disadvantage of modern felt-tip pens is the variability of the color shade (for example, a black felt-tip pen may have a blue tint) depending on the degree of drying.

Ballpoint colored pens have the same advantages as felt-tip pens, they are easy to work with, getting a very thin color trace.

When choosing felt-tip pens and ballpoint pens, it is necessary to be guided by the following rules arising from the anatomical and physiological characteristics of children. First, materials of small weight and diameter should be selected. Ballpoint pens are selected with a rubberized grip area that protects the child's fingers from calluses and prevents the writing instrument from slipping out. In addition, such a rubberized zone prevents the child's fingers from slipping close to the writing module. In the case of an incorrect grip, the child does not see what comes out from under his pen, which forces him to lean too close to the paper and leads to poor posture and poor vision.

Wax crayons are made on the basis of polymeric waxes, mainly natural fillers and pigments, due to this, saturation and richness of colors are achieved. Wax crayons have a number of advantages: they are self-sharpening, they can be used to the last centimeter, strokes are freely applied to both smooth and rough surfaces, and they are also freely erased with an eraser. In addition, during the drawing process, the hands are not painted, even if the side surface of the pencil is used.

Graphite pencils, as a rule, are soft, used for drawing in the senior and preparatory groups to create a contour (preparatory drawing) with subsequent painting over with colored pencils, paints, when drawing complex objects: a person, animals, transport (A. A. Gribovskaya, T. S. Komarova, N. B. Khalezova). The main advantage of a graphite pencil is the ease of correcting the drawing with an eraser and the invisibility of the image under the covering paint.

Sanguina is a red-brown pencil of different shades, with a wide textured stroke. Sanguina allows you to achieve great expressiveness of the picture when depicting branches, trees, animals, people.

Pastel is an artificial material that allows you to convey soft transitions of shades of different colors. Pastel gives a matte, slightly faded, colorful layer. Pressure when drawing with pastels is almost never used.

When drawing with pastel and sanguine, fixing is necessary, since the materials on paper do not hold firmly. When drawing with a wet method, fixing is not required: the drawing is slightly washed away with water drawn on the brush.

According to T. S. Komarova, in working with children no preference can be given to any one material,“In the case when more attention is paid to the development of drawing techniques with some tools, and less with others, children transfer the better learned methods of working with one of the tools to another, without taking into account their specifics. So, if only the technique of pencil drawing is practiced, children transfer it to work with a brush, for example, when drawing vertical and horizontal lines, they draw a brush on the side of the line. When painting over a drawing, children often move the brush back and forth without lifting it from the paper, as when painting with a pencil. From this, the painted surface is obtained in spots, where it is lighter, where it is darker, and in some places the strokes go beyond the contour. To prevent this from happening, it is necessary to simultaneously teach how to work with both a pencil and a brush, emphasizing the difference between them.

Depending on the educational tasks in the preschool educational institution, paper of various colors, sizes, density and others. Watercolor, for example, fits better on whatman or semi-drawing paper, lightly tinted paper. For drawing with a charcoal pencil, pastel, colored wax crayons, tinted and colored paper of soft shades is used.

In the visual activity of preschoolers are used squirrel, kolinsky and synthetic brushes. Kolinsky brushes are distinguished by elasticity and elasticity with satisfactory softness. Squirrel brushes are characterized by great softness and elasticity. The size of the brush depends on the age of the child. So, at a younger age, children are recommended to give medium-sized brushes, at older preschool age, children are given brushes of two sizes: small ones for depicting small details and large ones for drawing large parts and painting over the picture.

To organize visual activities, children equally need other materials: cloth napkins that absorb water well, folded in half to dry the brush after washing, containers for washing the brush from paint (0.5 l), stands for brushes, palettes, etc.

As children master the technique of working with various materials, it is advisable to lead them to a conscious choice of material for drawing. According to T. S. Komarova, you can mix different techniques, but it is important to first teach children one technique, and then introduce them to another, emphasizing the differences from the already familiar. For example, working with pastel over watercolor, you can paint fog or rain. A good combination is given by watercolor and colored pencils, watercolor and felt-tip pens.

Recently, in work with preschoolers, non-traditional visual arts. So, in the studies of T. G. Kazakova, V. A. Ezikeyeva, G. G. Grigorieva, V. N. Belkina, G. V. Petukhova and others, the possibilities of teaching children the techniques of visual activity are shown. They allow children to feel the properties of visual materials, how they are used and their expressive possibilities when creating a drawing. Non-traditional visual techniques make the image process even more creative, allow the implementation of a variety of visual ideas, form the ability to think outside the box, give the child a sense of enjoyment from their work.

Modeling equipment. Traditionally used as a material for modeling in all age groups of kindergarten plasticine, as well as recently commercialized materials such as polymer clay, ball plasticine, mass for modeling, wax and foundation, modeling clay and etc.

In the traditional edition of the 1980s. N. B. Khalezova, II. A. Kurochkina, G. V. Pantyukhina pointed out that clay should be the main material for teaching children how to model in kindergarten, primarily because it gives the child the opportunity to understand the integrity of the shape of objects. A large lump of clay allows you to work on large masses and compositions of several figures, which is almost impossible in plasticine.

The use of small pieces of colored plasticine usually leads to the image of small shapes from colored parts, which is not always desirable, as this interferes with the holistic perception of the form. This happens because the educator does not have the opportunity to give the child a single-colored lump of plasticine of sufficient size for a detailed, interesting modeling. In addition, this is a colored material, and color as an additional visual means often distracts children from the main image - the form.

Recently, the choice of material for modeling has increased significantly. For example, wax plasticine appeared, which is softer, which means it can be used in a watering can by children of primary preschool age, and not only in older groups.

The use of new materials has its advantages over traditional ones. For example, polymer clay can be baked without losing color or shape. There is also clay, which dries in the air, retaining a given shape. Ball plasticine, due to its unusualness, attracts preschoolers. It consists of small soft balls of foam rubber, which are connected by thin adhesive threads.

Wax and honeycomb as natural materials are environmentally friendly and safe. However, their use is recommended mainly in educational activities with children of primary preschool age for simple-shaped lenka, since children after five years of age have a need to create small details that decorate the product.

In all age groups, salt dough is used as a modeling material, the softness of which can be adjusted independently.

Modeling equipment also includes frameworks, stacks, boards or turning machines and etc.

Application materials. To organize the work on the application in the younger group, for the most part, ready-made forms for laying out and gluing, PVA glue, bristle brushes for working with glue, rosettes and plates for spreading forms with glue are used. Starting from the middle group, children are taught to work with scissors with blunt ends. In addition, grades, colors and shapes of paper are becoming much more diverse: matte and glossy, landscape and Snegurochka for office equipment. At older preschool age, children are given textured paper with an unevenly colored surface, which makes it possible to achieve color expressiveness in the application.

Construction materials. Starting from the younger preschool age, educational activities are conducted with children to develop constructive abilities, including the ability to create various buildings from building material, combining geometric shapes in shape, color, location on a plane; children learn the structural properties of details, learn to decorate buildings with different toys, use structures in story games.

L. A. Paramonova tested various modern constructors, developed a methodology for conducting classes with their use in different age groups. The recommendations developed by L. A. Paramonova can be applied when choosing any modern designers.

For younger preschool age, the author recommends the "Standard set of bricks", consisting of many bright three-dimensional details of four primary colors (red, blue, yellow, green), having different geometric shapes; a set that includes other parts, such as pets, little men, cars and parts with drawings applied to them.

At the senior preschool age for plot collective design the author recommends additional thematic sets such as "Urban transport", "People of the world", "Pets", etc. Children of the seventh year of life (and beyond), along with those discussed above, are offered constructors consisting of a larger number of parts, with more complex ways of attaching them to each other.

The value of these construction sets lies in the possibility of obtaining a variety of three-dimensional forms, which children then use either as a basis for future designs, or as parts, details of complex and very original designs. So named constructors can be called polyfunctional.

At senior preschool age, it is also advisable for children from the age of six to offer and large-sized spatial plastic constructors firms for independent activities. Interestingly, in these construction sets, along with large parts, there are often copies of them in a significantly reduced form, which allows children to first practice and “work out” their ideas by modeling from small parts.

Recently, there has been great popularity polymer (soft) constructors, as well as magnetic constructors. Both of these versions of the designers attract the attention of children with their unusualness, and the last one allows you to create abstract designs using magnetic elements.

However, today it is gaining popularity robotics, offered by different manufacturers in order to study robotic devices and mechanisms by children of senior preschool age, to form an interest in technology in general.

Most manufacturers, as a publicity stunt, appeal to the limited color shades used in the manufacture of designers. However, foreign experience, and in particular, the experience of Japan, allows us to draw conclusions about the artificial limitation of children's ability to perceive color. Therefore, the main requirements for designers remain strength and safety, multifunctionality, the choice of ways to fasten parts to each other, taking into account age, the possibility of using a group of children, creative use in designing according to one's own plan, according to conditions and according to a given model.

Materials for artistic and manual labor. For the organization of artistic and manual labor in the group, a variable subject environment which allows to form a conscious desire to perform labor tasks. The issues of material support for manual labor are considered in the works of L. S. Barsukova, T. N. Doronova, L. V. Kutsakova and others.

Samples should be presented as materials in the group, on the basis of which children can study the properties of a particular material (for example, fabrics), work performance samples, patterns, flow charts as an algorithm for children to perform constructive tasks.

Psychological and pedagogical research shows that all tools for work should be real, with all working qualities so that they can really do something, and not imitate labor. A bad tool does not allow the child to get results and brings only disappointment and irritation (T. N. Doropova, M. N. Polyakova).

Various types of paper (thin, thick, papyrus), cardboard, natural material (cones, acorns, bird feathers, shells, etc.), as well as various items for working with fabric, such as rags, patterns of clothes, trimmings of ribbons, lace, buttons, etc. A sewing machine can be used to organize work with fabrics in kindergarten (L. S. Barsukova, L. V. Kutsakova).

An analysis of the modern product market shows that many models of children's sewing machines are being produced today, which can be called safe, as they work quite slowly and have parts that are designed specifically for children. On such machines, plastic needles are used, which prevents the possibility of injuring the child. In addition, most children's sewing machines are small, easy to move around and run on batteries.

Komarova T. S. Teaching children the technique of drawing. 3rd ed. M. : Century, 1994. S. 32.
Komarova T.S. Decree. op. S. 43.
Khalezova N. B. Modeling in kindergarten. Moscow: Education, 1986. 152 p.
Paramonova L. A. Theory and methods of creative design in kindergarten. 192 p.

Purpose of the lesson: Acquaintance of children with the properties and qualities of metal and wood.

Tasks:

educational- to acquaint children with the properties and qualities of metal and wood. Learn to compare objects by characteristic features, draw conclusions.
developing- develop speech, logical thinking, perception. To enrich the vocabulary of children with the concepts of porous, dense.
educational- develop the ability to work in small groups.

Equipment:"wonderful" bag, metal and wooden objects (metal ball, wooden spoon, metal and wooden sticks), water container, colored pencils.

Lesson progress

1 part. Acquaintance of children with the properties and qualities of metal and wood.

D. game "Wonderful bag" . Children alternately lower their hand into the "Wonderful bag", identify one object by touch, call it and put it on the table. As a result of the game, metal and wooden objects appear on the table (a metal ball, a wooden spoon, etc.).

Teacher: What material are these objects made of? (wood and metal)

2 part. Fizminutka

One two three four-
(children march)
Need furniture for the apartment.
(forward bends)
We will invite movers
(turns of the body to the right and to the left)
And let's go to the store.
(hands in front of you clenched into a fist - turn left - right depicting the steering wheel)
What are they selling there today?
(turns right - left)
- Armchairs, chairs, stools,
Wardrobes, sofas and sideboards.
(squats)

part 3. Practical part

D. game "Find the same objects." Children show the object in turn and call it: "spoon - wooden", "ball - metal", etc. find identical items. The teacher invites the children to unite in such a way that one group has wooden objects and another has metal objects.

Educator: Do metal and wooden objects have the same properties and qualities or are they different? (children's answers)

Educator: What do wooden objects feel like? Hard or soft? What about metal ones? (children's answers) And if we throw them on the floor, what will happen to them? (children throw objects on the floor and make sure that wooden and metal objects are strong, they do not break).

The teacher concludes that wooden and metal objects have the same properties and qualities - they are solid and durable.

Educator: Let's check, if you knock metal on metal, and wood on wood, what sound will it make? (They find out that a tree has a deaf sound, and a metal has a more sonorous one.).

Educator: Do you think we can scold a wooden stick? Will we succeed? What about metal? (children's answers)

The teacher cuts the stick with the children. Children see that the educator succeeds.

The teacher does the same with a metal stick.

Educator: Guys, why is a wooden stick easily chipped, but not a metal one? What do you think? (children's answers)

The teacher leads the children to the conclusion that wood is softer than metal.

Educator: I wonder if your objects sink in water?

Children lower objects into a basin of water and make sure that the metal sinks, but the wood does not.

Teacher: Why is this happening? (children's answers)

The teacher leads the children to the idea that wood is porous and metal is dense.

The teacher shows the children a hammer and asks what material is it made of?

Educator: We made sure that metal objects sink, and wooden ones float. Do you think the hammer will sink or float? Children argue, each proves his version. They lower the hammer into the water and see that the metal part is sinking, and the wooden one is floating up. Children leave items on the table and sit on chairs.

4 part. Summary of the lesson.

caregiver : Guys, let's talk now, what properties and qualities did we learn today?

Socio-game "Magic wand" is being held. Children pass the magic wand to each other in a circle, while naming the properties and qualities of wood, and then metal.

caregiver : I really liked how you were doing, so I prepared a surprise for you, but first guess the riddle:

Huddled in a narrow house
Multicolored kids.
Just let loose
Where was the void
Look, there is beauty!
(colour pencils)

The teacher invites the children to draw everything that they liked in the lesson.

The teacher helps children develop materialistic ideas, teaches them to develop skills and abilities to interact with the world.

At the same time, different visual material is used for each stage of the learning process.

Education of a preschooler is very important to accompany the use of various teaching aids. This helps them learn new knowledge, based on age characteristics.

Visual material is prepared in such a way as to act on several senses at once.

The image is presented to the child comprehensively. The child acquires new information more firmly and learns to understand the connection between the acquired knowledge and practical life.

Properties of visual materials

Depending on the didactic tasks, visual material may have the following properties:

Naturalness. This is a real visual material, such as animals and plants. Children with their help get acquainted with flora and fauna.

Experimental. Conducting experiments, such as melting ice, helps children observe processes that also occur in wildlife.

It can be just photos or images, or it can be films and filmstrips. Their task is to introduce children to new phenomena or facts, displaying them on carriers.

Volumetric. Three-dimensional layouts are created that allow you to get an idea of the subject as a three-dimensional object, which expands the possibilities of a conventional image.

Sound. The educator play different sound files. For example, children may hear birds singing, running water, or other natural sounds.

Symbolism. Using various diagrams and maps, you can help children use their abstract thinking to get to know objects in the real world.

Confusion. It can be a movie containing soundtrack. This allows the most complete reproduction of reality by the method of visual aids.

Before choosing the desired visual element, you need to think about what its didactic capabilities are.

Types of visibility for classes in preschool educational institutions

For the development of ideas in preschoolers, the so-called figurative visualization is used. Consider the most common tools that allow you to convey educational content to preschool children in a visual form.

Paintings. They began to be used in teaching children in the 19th century. Usually the paintings are placed on the walls in a large format. Also, sometimes children are given special plot pictures for a particular lesson. Often illustrations are found in books to explain and expand the plot line.

The paintings have one important feature that allows them to be used as teaching aids: they depict in a more concentrated way what in ordinary life takes on more blurry forms.

Tables. They can be used for different purposes and have different designs. These can be tables that include artistic paintings. Or they can consist of photographs with the same theme. For example, it can be a table of edible mushrooms or a table of birds in our area.

Sometimes tables are used to explain new material. In other cases, they are used to clarify knowledge.

natural objects. It can be real plants, or any minerals. With their help, the child visually gets acquainted with the size of the object, its shape and other characteristics. The peculiarity of this visual technique is that the child can not only see something in the illustration, but hear it, touch it and examine it from all sides. Watching animals in real life, children better understand their way of life.

Preparations. Under preparations are meant in this context any objects of nature that have been prepared and preserved. These can be herbariums, seeds, etc. They are used not only for the purpose of demonstration during frontal work, but also for the purpose of organizing the activities of the guys.

Collection. This is a collection of objects that have a common generic attribute. For example, it can be various stones. Or any insects.

Model. Any three-dimensional image of an object or part of it. Visual material in the form of a model can have a different scale. For convenience, some models are enlarged in scale, while others are reduced. Preschools may have an enlarged thermometer model, for example. Or in the usual scale to have a model of the dial. Models of some plant crops are also used. Moreover, some of them are created by children themselves in special practical classes.

Handout. It is used so that the child can perform individual tasks. Such materials are very often used during the educational process. This may also include models or layouts, as well as natural visual materials of natural origin, as well as cards with illustrations. Any visual aid that is handed out personally to each preschooler to achieve a specific educational goal.

Screen and sound materials. Today, thanks to the development of modern technologies, a large place in the education of children is occupied by visual and audio means. When using such manuals, you need to understand that they cannot be considered universal tools. They have their own specific features that explain the wide possibilities. However, each of these tools must be used to achieve some specific goal.

Filmstrips. This visual material was very popular a couple of decades ago. However, today it is less and less used on the territory of the kindergarten. And the families have long forgotten about him. This is a chain of static images that are united by a single plot. They need to be shown in a certain sequence in order to reveal the material.

Children are very enthusiastic about such images. The frame can contain a photograph or a drawing.

To teach children how to work, you need to start with the simplest shots. First you need to help the child see what is shown in the frame. It is necessary to carefully consider the drawing together with the children, not missing a single detail. Through such detailed consideration, children will be able to answer questions about what is depicted here, what this person is doing, where this event takes place, and also how this behavior can be assessed. Students can answer these questions in different ways.

After the children have learned to perceive the frames of the filmstrip, the teacher explains to them the meaning of the tasks on the filmstrips and shows how to complete the task.

Diapositive. This is an image that is part of a collection of up to 30 pieces. On these images, positive pictures are placed on the film. They are placed in a plastic or cardboard frame.

The difference between these images and ordinary filmstrips is how the material is organized. The teacher has the opportunity to independently determine the sequence of demonstration of positives, depending on which line of reasoning he adheres to.

Today, transparencies on a variety of topics are widely distributed. Basically, it is a natural theme. Children get acquainted with different types of plants, study the signs of the seasons, get acquainted with how the forest works, what water is like in nature. The role of transparencies is to illustrate the content of the topic under study.

Thus, we can conclude that visual aids are an excellent tool for gaining new knowledge during group or individual work. Children learn independence and creativity, they also acquire research skills.

Also, visual aids can be used as a visual support for interviewing preschoolers. Based on the image, the child can answer the question correctly or retell the plot of the work of art.

Svetlana Panchekhina
Synopsis of the GCD on the FTsKM "Materials and their properties" for children of primary preschool age

Topic: "Materials, their properties"Program content: introduce children to some materials and their properties, teach children to draw conclusions based on their own experience. Develop thinking, attention. Cultivate interest in experiments, curiosity.

Integration of educational areas: communication, socialization.

Node progress. A teddy bear comes to visit the children, brings objects made of different materials (wooden: nesting doll, cube; rubber ball, toys; paper boat, soft toys made of fabric, rubber, and others). Children examine, explore by touch, name objects.

Exercise "Identify the material." The teacher informs the children that the objects around us are made of different materials from wood, rubber, paper, offers to consider some objects and determine what they are made of. Children take turns taking one of the objects lying on the table, with the help of the teacher they call it and the material from which it is made. (For example, this is a ball, it is made of rubber, this is a nesting doll, it is made of wood.)

Experience "Determine the property of the material." In front of the children on the table are a rubber ball, a wooden cube, a wooden nesting doll, a paper boat, a toy made of fabric. The teacher suggests using experiments to determine some properties of materials.

- "Jumping - not jumping." The teacher asks the children to throw the ball in turn, and then the cube, they will clarify what happened. Children explain, the ball bounced, but the cube did not. The teacher explains that a rubber ball is bouncy, but a wooden cube is not.

- "Hard - soft." The teacher asks the children to squeeze their hands on a fabric toy and a wooden nesting doll, explains that a fabric toy is soft, and a wooden nesting doll is hard.

- "Strong - not durable." The teacher asks the children to try to break the paper boat, and then, with a fabric toy, they will clarify what happened. Children report that the paper boat is torn, but the fabric toy is not. The teacher explains that fabric is stronger than paper.

F from cultureminute(at the choice of the teacher).

Didactic game "Define by touch" The teacher puts objects from different materials in a bag and invites the children to determine the property of the material from which the object is made by touch. (For example, it's a cube, it's hard, it's made of wood, it's a toy, it's soft, it's made of cloth, etc.).

The game "Name the objects made of paper, wood, rubber" The teacher invites the children to stand in a circle and play the game "Name the objects made of paper, wood, rubber." Rules of the game: the teacher throws the ball in turn and calls the material. A child who has a ball in his hands names an object made of this material (for example, a tree - a table, a chair, a nesting doll, rubber toy, a ball, a wheel, a paper book, an album, a newspaper, etc.).

The bear says goodbye to the children, leaves.

Summary of nodes- who came to us?

What items did the teddy bear bring?

What are these items made of?

What properties do these materials have?