Rafikova Irina Khalilovna,

teacher

MBDOU DS KV No. 7 "Forget-me-not"

city ​​of Megion

Program tasks :

Target: Introducing children to the difference of wind through searching activities.

Educational objectives.

Introduce children to such a natural phenomenon as wind, its properties and role in human life.

Teach children to observe, conduct experiments and draw their own conclusions.

Educational task

Cultivate an interest in experimental activities and a love of nature.

Developmental tasks.

Continue to develop logical thinking and imagination. Activate the vocabulary (wind, breeze, wind, prickly, gentle, snowstorm, blizzard, blizzard).

PROGRESS OF THE CLASS

Educator: Guys, do you want to listen to a fairy tale?

Children: Yes.

Educator: In a certain kingdom, in a certain state, there lived three brothers. The older brother is Vetrishche, the middle one is Veterok, and the younger brother is Veterok. One day a dispute broke out between them: which of them was the most necessary and important. The older brother came forward and began to prove.

I'm chasing flocks of clouds

I'm stirring the blue sea

Everywhere I breathe in the open air.

Educator: Guys, strong wind is bad, why do you think?

Children: Destroys houses, howls, overturns cars, uproots trees.

Educator: Strong wind is good, why do you think?

Children: Disperses the clouds, drives large ships, the mill turns.

Educator: Guys, what other word can be used to call Vetrishche?

Children: Hurricane, blizzard, blizzard, blizzard, tornado, blizzard.

Educator: Okay, now we will turn into a wind and prove that a strong wind is good and sometimes bad.

Experience (Sea)

Fill a deep container with water and launch the ships. Children blow a lot.

Educator: Guys, what conclusion can we draw?

Children: A strong wind is a very strong movement of air and is dangerous.

Educator: Now listen to what happened next. Then the middle brother came out and began to prove that he was the most important and necessary.

I howl, I howl, I tell fortunes

Fluffy snow I'm circling

I'm walking in the field, not a horse,

I fly free, but not a bird.

Educator: You want to play with the wind.

Educator: I have a game called Transformer, it can turn you into anyone you want. Stand freely.

Chicky-chicky-chickalochka

The game of transformation

Turn around yourself

And turn into trees

Simulation game "Tree"

Children: Our feet are roots

Our torso is a trunk

Our hands are branches

Our fingers are leaves.

(Children sway like trees in the wind)

Children turn into trees

Educator: A light breeze blew and the flowers rustled in the trees. (fingers move, the wind has increased - the branches swayed). (children move their hands).

The weather has completely deteriorated, a strong wind is shaking the branches of the trees, bending their trunks (Children swing their arms and bend from side to side.)

But then the wind died down and the sun came out. The trees are resting from the storm.

Educator: Let the trees become children. You and I watched the wind while walking. Can we create artificial wind here indoors?

Children: This is not a strong air movement.

Experience with a fan

Turn on the fan. The air begins to move. Wind is the movement of air.

Educator: And finally it was the turn of the younger brother. Then he began to prove that he was the most necessary and important.

In front of you I'm a breeze

Restless Windbreaker

On the sides of the roads

I run like a kid.

Educator: Guys, now we will meet with our younger brother. I suggest you wave your hands at yourself. How did you feel?

Children: breeze.

Educator: Here are some sheets of paper for you, and I suggest you wave these sheets at yourself. Are you comfortable? Nice? What needs to be done?

Children wave a fan

Educator: Place a piece of paper in front of you vertically. We bend the edge and smooth the fold. – Let us wave a fan at ourselves and how did you feel?

Children: Air movement, coolness, freshness, pleasant feeling.

Educator: What is a breeze?

Children: This is a weak air movement.

Educator: Guys, let’s give our fans to our guests, let them also be pleased.

Educator: These three brothers argue to this day and cannot decide which of them is important and necessary. What do you think?

Children: Children's answers.

Educator: Each of the brothers is important and needed in nature. And at parting, listen to these beautiful words:

It's good that the sun is shining!

It's good that the wind is blowing!

It's good that this forest has grown straight to the skies

It's good that this river has very blue water.

And we are always friendly.

Used Books

1.V.N, Volochkova N.V. Stepanova. Lesson notes for the senior group of kindergarten. Cognitive development. Educational and methodological manual for educators and methodologists of preschool educational institutions. - Voronezh: TC “Teacher”, 2004.

2. ABC of physical exercises for preschoolers: Practical development of physical exercises, game exercises, gymnastic complexes and outdoor games. M.: VAKO, 2005

3. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschool children. For working with children 4-7 years old.-M.: MOZAYKA-SYNTHEZ, 2012

“Certificate of publication in the media” Series A No. 0002165 date of sending the registered parcel September 6, 2013. Receipt No. (mail ID) 62502663120236

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
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Why is it profitable to publish with us?

In preparatory group No. 4 “Rays” for school on the topic “Invisible (sympathetic) ink”

Target: the formation of elementary ideas of children of senior preschool age about invisible ink through inclusion in experimental research activities.

Tasks:

Training tasks:

Continue to teach how to follow safety rules when conducting experiments. To form an idea of ​​the substances used to produce sympathetic ink. To form an idea of ​​how invisible ink can appear.

Developmental tasks:

To carry out the cognitive development of children in the process of experimental activities. To promote the formation of mental operations, speech development, and the ability to establish cause and effect relationships.

Educational tasks:

Develop independence, the ability to understand a learning task and complete it independently. To cultivate an emotional and value-based attitude towards the world around us.

Integration of areas: speech development, social and communicative development, physical development.

Preliminary work with children: conducting experiments with lemon, its use, researching waterfowl, their benefits for humans, homework about writing tools, watching the presentation “How writing appeared.”

Methodical techniques:

Gaming (use of surprise moments, competition). Visual (use of cut-out pictures, equipment for conducting experiments). Verbal (reminder, instructions, questions, individual answers from children). Encouragement, lesson analysis.

Equipment: audio recording, USB device (music speaker), TV, laptop, letter from Professor Pochemushkin, package with diplomas, smiley, containers: milk, lemon juice, water, iodine solution; cotton swabs, iron, napkins, oilcloths, pictures depicting: living nature, inanimate nature and objects made by human hands.

Demo material: cut pictures, presentation “Cute Ink”.

Progress of the lesson

1. Introductory part

Organizing time.

Guys, we have guests today. Let's say hello to them.

(children sit in a semicircle on chairs on the carpet)

Surprise moment.

The recording “Incoming message” sounds.

Message:

“Hello guys of the group “Luchiki”. It's me again - Professor Pochemushkin. I hid a package with your diplomas in the group, but to open it, read the instructions in the letter. Good luck with your research and see you again..."

What do we do? (look for the package)

(We found a parcel with a combination lock on it; a letter with instructions)

What an interesting castle. What kind of castle is this, do you know? How to open it? Do we know the code? Where do you think the code might be? (children's answers)

That's right, the professor said that in order to open the package, you need to read the instructions in the letter.

(the letter opens with good wishes and a smile)

Psychological mood.

Children say good wishes to each other and send a smiley face. As everyone said, the letter is opened.

And I’ll put a smiley face on the board, let the whole lesson smile on us. Do you agree? (children's answers)

Letter:

(the letter contains 2 sheets, with the code written in invisible ink)

Motivation/goal setting.

So what do we need to do? (children's answers)

Let's remember the rules of behavior in the laboratory:

Rule No. 1. You can’t taste anything, you can get poisoned.
Rule No. 2. Do not bring anything close to your nose and smell it, it may have a pungent and unpleasant odor.
Rule No. 3. No running, jumping or pushing in the laboratory.
Rule No. 4. Work together and do not disturb your friend.

Stages of work: find out

What is ink;

What they wrote before, what they write now;

What kind of ink can the code be written in?

2. Main part

Updating previously acquired knowledge.

(pictures of living, inanimate nature and objects made by human hands)

Guys, choose a picture for yourself and find your place at the table. One of you has a picture with a question mark: there is a separate table for him.

(3 tables with the emblems of Professor Pochemushkin: “living nature”, “inanimate nature”, “made by human hands”; on the tables there are envelopes with cut-out pictures, on a separate table there is a question mark)

So we have 3 teams. Everyone has envelopes on the table. You need to collect a picture, work together, help each other. Whichever team gathers faster will raise their hands up. We got ready and started.

(collect pictures: writing pen, fountain pen, ballpoint pen; individual task: soot, charcoal, jar of solvent)

Well done, you completed the task. Some were faster, some were slower, but they did everything correctly.

Acquiring and accepting new knowledge.

Questions for individual assignment:

Guys, look what happened to .... (child’s name).

Why do you think these pictures are together?

Your assumptions are hypotheses.

The first ones were made from this (I turn the picture over, it says “INK”)

What is ink? (children's answers)

Ink- a liquid dye suitable for writing and/or creating any images using writing instruments.

Was your assumption confirmed/refuted?

We answered one of Professor Whyshkin's questions? (what is ink?)(Yes)

Which section does ink belong to: living nature, inanimate nature, made by human hands?

Why? (children's answers)

So, they write with ink using writing instruments.

Where can we see them? (on tables)

Questions:

What did you get?

Does this have anything to do with our research?

Your assumptions are hypotheses: how is this connected?

What did we need to know? (what did they write before, what do they write now?)

In what order did these writing instruments appear? (I glue on the board: quill pen; fountain pen; ballpoint pen)

We will find out whether we are thinking correctly after the Fizminutka.

Physical exercise. (video file: “Barbariki”)

Individual homework: mini-stories from children about each picture.

Goose feather:

“In the period from 600 to 1800 AD. e. The Spaniards and residents of Seville discovered that if you use a specially sharpened quill pen, then this instrument is the most optimal for writing. Moreover, using a pen you can write in slanted letters - it’s more convenient, and the letters can be made not so large. This is how the capital letters turned out. It is curious that until the 6th century AD. e. capital letters simply did not exist; only capital letters were used when writing. Thanks goose feathers! Goose feathers existed for a long time - until the end of the 18th century. They were ground obliquely at the root to form a cut, this cut was dipped in ink, a certain amount of ink accumulated in the shaft of the pen, and it was convenient to write. The tip was sharpened with a special knife. By the way, it was the feathers that gave the name to the folding knife, which was used to straighten and sharpen feathers. We are talking about a penknife."

A fountain pen:

“Goose quills have existed for a long time in the writing market. But in the 18th century, thanks to one quick-witted servant, whose name, unfortunately, history has not preserved. It is only known that his master had to write a lot, and he did not have time to change worn-out feathers, and the servant did not have time to run after the geese. To make life easier for the owner - and himself - the resourceful servant came up with a feather made of steel. The original design was far from perfect, because he did not think of making a longitudinal slot at the tip of the pen, so it splashed ink and wrote without pressure. As soon as such a slot was invented, the quality of writing improved significantly, and the history of the fountain pen began.”

Ball pen:

“In the 19th century, inventors designed a pen that didn’t need to be dipped into an inkwell all the time; instead, it was necessary to create a long-writing pen with ink inside. In 1945 - a ballpoint pen appeared on the US market and cost $12.50. The pen was sold as “the first pen that writes underwater. It’s also interesting that to this day, in the now advent of the computer era, interest in modernizing ballpoint pens has not subsided, thanks to which more and more new versions are going on sale.”

Thanks for the interesting stories.

Guys, did we guess correctly? (Yes)

Cute ink.

Guys, what ink is the code for the lock on the parcel written in? Do we see this ink? (No)

So what are they? (invisible)

The invisible ink is called "Sympathetic".

What are they made of, your guess?

Shall we check?

(showing photo presentation “Cute Ink”)

Sections: Working with preschoolers

Goals.

Vocabulary work: papyrus, birch bark, parchment, carbon paper.

Equipment.

Rectangular pieces of paper of the same size of different types.

Paper: wrapping paper (gift paper, candy wrapper); newspaper, cardboard, velvet, corrugated, self-adhesive; sanitary (napkin, toilet paper), landscape, copying. Items made from paper. Pencils.

Preliminary work: examining objects made of paper.

Literature: L.N. Prokhorova. Organization of experimental activities for preschool children. Guidelines. - M.: ARKTI, 2003.

Progress of the lesson

The children go to the locker room. At this time, the assistant teacher and the attendants are preparing workplaces for classes.

V. Shows the children a boat made of paper, reads an excerpt from Vladimir Yurkov’s poem “Paper Boat”.

The boat is fragile, the boat is paper
Bravely rushing in the spring stream
To unknown countries, to strange places.
A paper boat with the name “Dream”.

Q. Guys, I suggest you take this paper boat on a trip to paper land. Do you agree?

Then boldly hit the road.

Children enter the group and sit at the tables. (They have samples of different types of paper on their tables.)

Q. There is a lot of paper in paper country. Take the pieces of paper in your hands. Look at them, touch them, stroke them.

Q. Is all paper the same?

Children. No.

Q. How are the leaves different? (Children's answers)

B. Let’s play the game “Nadi is a leaf like me.” Now, the one I am asking will take one of the pieces of paper in his hands, name it, and we will all find the same one and put it aside. So we will play so that we don’t run out of all the pieces of paper.

(Children are offered different types of paper to play with. Wrapping paper, newspaper, cardboard, velvet, corrugated, self-adhesive, sanitary, landscape).

Child: I have a piece of newspaper in my hands. (All children find newsprint). Etc.

Q. Do you think people first learned to write or invented writing paper? (Children's answers).

Q. What is paper made from? (Children's answers).

Q. In ancient times, people rarely traveled from one country to another. There were no telephones then either. But they needed to communicate. They wrote letters to each other. People learned to write much earlier than paper was invented. In Greece they wrote on damp clay tiles, or on tablets filled with wax. The letters were pressed out on them with a sharp stick. (Show illustration).

In Egypt, on the banks of the Nile River, reed plants called papyrus grow, which resemble our sedge, only much larger. Papyrus leaves were cut into pieces and glued together.

The length of the glued strips of papyrus reached one hundred paces. (Show illustrations). They wrote on such strips for a long time, until parchment was invented in Turkey in the city of Pergamon. (Show picture). Parchment was made from the skin of entire herds of calves and sheep. (Show picture).

And in Rus' they wrote on birch bark - birch bark. (Show picture).

Paper was first invented in ancient China. It was invented by the Chinese Cai Lun. (Show picture). Paper was admired by all countries, but the Chinese kept secret the wonderful method of its invention. It took a long time until everyone learned the secret of making paper. Nowadays, paper using Chinese technology is made in special paper factories from trees. (Show picture).

You and I must treat paper with care and not waste it. By being careful with paper, we save trees. Remember this.

Q. What items made from paper do you have in our group or in your home?

Children list paper objects.

Q. Could it be that all objects and things were made of paper?

Children: No, it can’t.

Q. Why do you think they don’t make furniture or sew clothes from paper? (Various answers for children).

Physical education minute.

B. Let’s play the game: “It happens, it doesn’t happen.”

If I tell you an object and it might be made of paper, you clap your hands. If not, squat. Be careful. (Words: book, chair, shoes, album, newspaper, mirror, wardrobe, apple, magazine).

V. Reads the riddle of Stanislav Kostenko and shows the children objects made from paper according to the text.

It can be a document
A poster, a candy wrapper, an envelope,
Letter, wallpaper, leaflet,
Album, book, packaging,
A napkin, a fan, a coupon,
An unfading peony.
It can also be money.
And what? Guess for yourself!

Children: Paper.

Q: There are types of paper that are stronger than stone, stronger than brick. They do not burn in fire and do not sink in water, they produce rust-free, waterproof paper, there is paper thinner than a human hair.

Q. What properties of paper do you know?

Children. The paper tears, cuts, wrinkles, gets wet, burns.

B. I will cut the paper into thin strips. I'll take one strip, press it against the scissors and draw the scissors across the paper. What happened?

Children. The paper is curled.

Q. The paper may curl. This is also her property.

Q: I have an interesting paper. Here it is. (Shows carbon paper)

Q. Have you met her before?

Q. What do you think it is for?

B. Paper is needed to produce several pieces of the same image - copies.

B. Let's examine the carbon paper.

Q. What are the sides of the paper?

Together with the children, we concluded that one side of the copy paper is “greasy”, with paint, and the other is “matte”.

Q: I will draw a picture. I'll take one sheet of paper.

To draw two pictures, how many sheets of paper do you need to take?

Children: Two.

B. In order for the drawings to be identical, I will put carbon paper between the sheets. Which side do you think the carbon paper should be placed on? (We check two versions and come to the conclusion that the copy paper needs to be placed on the sheet with the bold side, then put more paper and then you can draw).

Children fold paper and draw a picture according to their design. Considering work.

Q. How many drawings did you make?

Q. How did you manage to do this?

Q. Do you think it is possible to get 5 copies at once?

The children answer.

Q. We will check your versions at the next lesson.

Q. We need to get ready for the return trip. Tell us what you remember most about Paper Land?

Q. Our boat “Dream” is setting off on its return journey. (Children go to the locker room).

Q. We found ourselves in kindergarten again. Let's thank each other for a wonderful trip. Thanks everyone.

GCD in the senior group.

This is magic glass.

Educator – Bem Dana Dmitrievna, first qualification category.

Preparatory work. Examination with children of objects made from various materials, composing descriptive stories.

Material: glassware, gouache, a glass of water, wet and paper napkins.

Target: creating conditions for studying the properties of glass.

Tasks:

Learn to identify the properties of glass: fragility, transparency, water resistance, transparency (color), makes sound;

Develop attention, the ability to observe, analyze, draw conclusions;

Encourage careful handling of glass objects.

Progress of educational activities.

Introductory part.

Children enter the hall. Greet guests. The teacher offers to say a greeting.

Let's stand side by side in a circle,

Let's say: "Hello!" each other.

We are not too lazy to say hello:

Hi all!" and “Good afternoon!”

If everyone smiles -

Good morning will begin.

Main part.

The teacher invites the children to a table on which there are various glass objects: thin and faceted glasses, vases, bottles, salad bowls, etc.

The teacher offers to consider all these things and asks to name them.

Guys, pay attention to the fact that things are similar to each other, they are all “relatives”. Why? (They're all made of glass)

What do you know about glass?

Children's answers.

Guys, let's pick up glass. What does it feel like? (smooth, cold, slippery)

If you drop an object, what happens?

It will break.

Let's look at how a glass object can break.

Shows video.

Why do you think we didn’t conduct such an experiment with you?

Children's answers.

Name glass products that can be filled with water.

The teacher offers to pour water into a glass.

Does the glass let water through? (no) This means that glass is waterproof; we can pour water into any glass container.

If you hit a glass container with a pencil, what do you hear? (sound)

That's right, sound. Let's try.

Children conduct experiments on dishes of different thicknesses and conclude that the pitch of the sound depends on the thickness of the glass.

Let's drop the ball into the glass. Look what's in the glass?

The teacher asks how they guessed. Listens to children's answers.

Children conclude that the glass is transparent.

How is this property of glass - transparency - used?

Children's answers.

Glass can be transparent, but what other types of glass are there? Let's look at the table.

Children look at the table and see products made of colored glass.

What are colored glass products used for?

Children's answers.

Look, in front of you lies a magical canvas, it is made of real glass and very fragile. With its help today we will learn various miracles. Ready?

Let's close our eyes and imagine that we are in a clearing where for some reason there is not a single flower. What should we do? (let's draw flowers and grass)

Choose the color you like best. Dip your finger and fill our clearing with magic. Guys, you can mix colors, connect with lines, use several colors in one composition. And if something doesn’t work out for you, right during the drawing process you can rub it with a wet sponge and apply a new design.

Children draw on their own.

When the children have finished working, the teacher pays attention to the integrity of the picture. He notes that, due to the transparency of the glass, the image is perceived as three-dimensional, transmitting light through it.

Bottom line.

Let's name all the properties of glass:

Glass is transparent,

Glass can be colorless or colored,

Glass is fragile

Glass is waterproof, waterproof,

It makes a sound when tapped.

Tell me what you liked? What difficulties did you encounter? What new things have you learned?

Tasks:

To develop in children of the older group creative thinking, speech, creative activity, intellectual, artistic abilities;

Cultivate interest in learning about the world around us and goodwill.

Equipment and material: boiled, raw, scrambled eggs, fried eggs, quail incubator eggs, fairy-tale hero blanks made of paper, eggshells, glasses of salt and fresh water, tape, book, model diagram of a chicken egg for demonstration, experimental diagrams for notes for each child .

Preliminary work: free experimental activities for children, solving riddles, making crafts from eggs, dramatizing the fairy tale “Ryaba Hen”.

Methods and techniques: verbal (questions, teacher's story, dialogue), visual, practical (game, experimentation, construction).

Progress of the lesson

Children enter the group, stand in a circle, the teacher invites each child to introduce himself: to define himself by the first letter of his name. The teacher begins: “Irina is interesting...”, etc.

Game “What can my hands do?”

Children(one by one). “My hands can…”

In the experimentation corner, a prepared child “writes” something in a notebook.

IN.(addresses the child). Please tell me what are you so passionate about?

Child. I'm writing a fairy tale.

IN. May I ask which one?

Child. A fairy tale about the chicken Ryaba.

IN. But we know this fairy tale from the nursery. Really, guys? And recently they staged it for younger groups.

Child. I am writing a continuation of this fairy tale.

IN. Remember, guys, how the fairy tale ended? (The chicken said that she would lay a whole box of ordinary eggs, not golden ones.)

Child. Well, I’m wondering what will happen to these eggs later?

IN. This is a very interesting idea. Guys, do you want to learn something new and interesting about eggs today? And I suggest starting with riddles:

• On what holiday are eggs painted?
• He appeared in a yellow fur coat, goodbye two shells!
• Why does a chicken lay eggs?

Well done! Please remember who hatches from the egg? (Listen to each child’s suggestions.)

Now I propose to go into our incubator and see who hatched among us?

Children go into the incubator and examine the eggs.

IN. Guys, where else do you think you can see eggs? (Children's versions.)

Today we have a unique opportunity to visit the “mini-market” and the “canteen”.

Please tell me which birds' eggs can be bought in the store? (chicken, quail.) Why do you think they don’t sell pigeon or sparrow eggs in the store? (children's assumptions.)

The teacher invites the children to go to the “dining room”, where two eggs are on plates, an omelet and fried eggs are prepared.

IN. Doll Masha ordered a boiled egg for herself. Which plate should we leave on the table? (Children exclude fried eggs and omelettes.) But there are two eggs on the plate, how can we determine which one is boiled?

The teacher invites one of the children to conduct an experiment.

IN. Well done, you completed the task. Doll Masha is very grateful to you. Do you still want to take part in the experiment? Then please come into our scientific laboratory and have a seat.

Experience 1.

On the table in front of each child there are two glasses (one with fresh water, the other with salt). The teacher suggests placing one egg in each glass.

IN. What happened to the eggs? (one surfaced, the other sank.)

Leads children to the conclusion: salt water has greater density than fresh water, and therefore pushes objects out with greater force.

Children observe that the egg is covered with bubbles and conclude that there is air inside it.

Experience 2.

The teacher suggests looking at the egg shell, examining it, touching it.

IN. What does the shell feel like? Why is she fragile? (leads to the conclusion that the particles of which it consists are damaged.)

I suggest you secure the edges of the shell with tape and see what happens.

Children place various heavy objects on the reinforced shell, but the shell does not crack.

Conclusion: The egg particles again began to hold tightly to each other, and the egg regained its strength.

IN. Why do you think an egg shell should be strong? (Children's assumptions.)

Guys, three days ago I put a boiled egg in vinegar.

Let's see what came of it.

The teacher takes out an egg, throws it, the egg bounces off the floor.

IN. We got an extraordinary ball! What conclusion can be drawn from this experiment?

Conclusion: The shell dissolves in vinegar.

The teacher draws attention to the model diagram of the egg and tells that the egg consists of a shell, white, yolk and cords.

• The shell protects the internal contents of the egg from drying out, penetration of microbes, and crushing. It has very small holes - pores. Through them, oxygen enters the egg, which is necessary for the development of the embryo.
• Under the shell there are two layers of subshell membrane. At the blunt end of the egg, one layer of this shell separates from the other, and an air chamber is formed.
• Under the shell with its shells are the white and yolk. The white protects the yolk from sudden shocks and damage. It contains a supply of water and nutrients, without which the development of the embryo is impossible.
• The yolk is separated from the protein by a thin shell; a small whitish spot is clearly visible on its surface - this is a chicken embryo, and the yolk is a supply of nutrients necessary for the development of the embryo.
• The cords extend from the yolk shell, so while the egg is incubating, the embryo is close to the heat source - the body of the bird.

IN. Interesting structure of the egg? Please tell me guys, what did you learn today thanks to the egg? Now I will ask you to write all this down on your cards.

Children make appropriate notes, one child or several children “read out” them.

IN. Let me invite you to the workshop where we will make fairy tale characters. We already have paper blanks, now I propose to attach all this to the egg.

Children create fairy tale characters using empty eggs.

Lesson summary:

IN. Guys, would you mind if I ask your characters to answer the question about what you liked in class today?

Each child, using their own fairy-tale character, enters into a dialogue with another character and shares their impressions of the lesson with him.

IN. Thank you all very much for listening carefully to each other and to me. You have done a lot of things with your own hands. Now, I think, each of you will finish your own fairy tale about the chicken Ryaba.

The lesson notes on research activities were prepared by I. Dmitirieva